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1 GIRLS EDUCATION ACTIVITIES AND GOOD PRACTICES UNDER SSA-GUJARAT 2010-11 & 2011-12

FORWARD

Education of Girl’s is supreme importance in the Universalization of

Elementary Education. In this perspective, several program has been initiated under

Sarva Shiksha Abhiyan arcoss the country.In the year 2010-11 and 2011-12 SSA-

Gujarat initiated some good programmes in the field of Girl’s education apart from

the programmes like National Programme for Education of Girls at Elementary Level

(NPEGEL) and Kasturba Gandhi Balika Vidyalaya (KGBV).

To reduce the drop out rate of girl’s at upper primary level in schools, Gujarat

is doing Meena Campaign Programme.Which has been introduced in 18,920 schools

to all upper primary schools.Around 3.93 lakh girls under Meena munch (at upper

primary), 2.68 lakh are Meena cabinates (Primary level), 2.75 are Meena

Sanghs(Community members) are formed in the currnt year.Meena munches and

Meena Sanghas are very active in creating awareness among their peers as welll as

community.

In district like Dangs and Bhavnagar girls dropped out due to their parent

migration for earning purposes. So, Girls residential camps for 6 to 8 months are

running to continue girl’s elementary cycle.

Since adolescent is a crucial stage, So girls of upper primary are trained for

self defence training to empower them to develop self protection.Under NPEGEL

2.39 lakh girls are trained in different skills like judo,Karate,scout guide,

Archary,lathidav etc. and sports too.

Cleanliness is an important value; whether it may be personal hygiene or

social hygiene. In this context, initiative in the KGBV were taken in the matter of

cleanliness like ‘Menstrual Hygiene’ training to wardens and provision of incinirators

in each KGBV.

To develop enterprenuor skills amongs the girls of KGBV and to motivate

and encourage the girls for their vocational skills, one state level Handicrafts exhibition

– “Akhil Bhartiya Hastakala Pradarshan” was held in conjunction with indext-C

(Industrial Extention cottage).

An effort has been made to document the activities/programs undertaken in

the year 2010-11 and 2011-12.This ducument highlights the activities and good

practicies in the Girls’ education component under SSA with lot of photographs.

Manoj Aggraval, I.A.S

State Project Director

SSA Gujarat-Gandhinagar.

GIRLS EDUCATION ACTIVITIES AND GOOD PRACTICES UNDER SSA-GUJARAT 2010-11 & 2011-12 2

INDEX

Sl No. Name of the Scheme Page No.

1 Background of Girls Education & Related Statistics 1-8

2 Meena Campaign

3 Kasturba Gandhi Balika Vidyalaya (KGBV)

4 National Programme for Education of Girls at

Elementary Level (NPEGEL)

5 ECCE (Early Childhood Care & Education)

6 Annexure :

1. Revised guidelines of KGBV

2. Revised guideline of NPEGEL

3. Number & Names of Educationally Backward

Blocks

4. Name & Address of KGBV


CHAPTER - I

Background of Girls Education & Related Statistics

India is reputed to have a progressive education policy with regard to the gender. The

National Policy on Education, It states that: Education will be used as an agent of basic

change in the status of women. In order to neutralize accumulated distortions of the

past, there will be a well-conceived edge in favour of women. The National Educational

system will play a positive interventionist role in the empowerment of women .Besides

the NPE, 1986, India is also a signatory to several international treaties that rain force

this commitment, such as The Dakar Framework for Action 2000, and the United Nations

Millennium Development Goals 2000, the Programme of Action 1992, CEDAW 1993,

The Beijing declaration 1995, and the World Conference on Education for All.

In this aspect, education of girls is mandatory to check female illiteracy. It is important

to understand the situation of literacy levels of male and female population in Gujarat

in comparison with other states.

Comparative literacy rates of Gujarat and India.

Source: GoI census, 1991, 2001 and 2011

It can be seen from the above data that the state increased in the female literacy rate

form 58.60 to 70.23 in the span of 10 years. (2001 to 2011).The state female literacy is

slightly better than the national average as per the recently concluded Census.

Decadal Differential Rates in Literacy for the period

Census GoI Census, 1991, 2001 & 2011

As per above table the State’s decadal differential growth rate in female literacy rate

(10.33) is marginally less than that of nation (11.30). This is due to higher base of

female literacy rate in the State. It was 58.60% in 2001 in the State while it was 54.16 %

at all India level.

Literacy Rate

National

1991 2001 2011

Male Female Total Gender

Gap


Gap


Gap

National 64.13 39.29 52.21 24.84 75.85 54.16 65.38 21.69 82.14 65.46 74.04 16.68

Gujarat 73.39 48.92 61.57 20.75 80.5 58.6 69.97 16.34 87.23 70.23 79.31 16

1991-2001 2001-2011

Literacy Rate Male Female Total Male Female Total

National 11.72 14.87 13.17 6.29 11.3 8.66

State 5.39 11.8 8.59 8.74 10.33 9.53


Literacy Rates by Sex for State and

Districts: 2001 and 2011

The above table provides the data on the female literacy rates of different districts in

descending order.

District

Code

State/District Literacy

Persons Males Females

2001 2011 2001 2011 2001 2011

1 Kutchh 58.8 70.11 69.73 79.4 47.26 59.82

2 Banaskantha 48.17 64.59 64 77.91 31.18 50.48

3 Patan 57.24 71.48 70.96 82.78 42.7 59.5

4 Mehsana 72.69 82.42 84.68 91.06 60.18 73.3

5 Sabarkantha 66.17 76.25 80.31 87.54 51.45 64.5

6 Gandhinagar 74.81 84.6 86.67 93.13 62.15 75.49

7 Ahmedabad 65.66 76.06 79.16 86.79 51.14 64.59

8 Surendranagar 59.03 71.56 72.1 82.28 44.99 60.12

9 Rajkot 70.3 80.91 79.74 86.62 60.43 70.77

10 Jamnagar 63.98 72.23 74.27 80.98 53.28 63.09

11 Porbandar 66.03 74.51 76.26 83.01 55.32 65.63

12 Junagadh 67.65 76.58 78.54 85.5 56.37 67.26

13 Amreli 64.82 73.92 75.46 81.71 54.24 65.94

14 Bhavnagar 64.53 75.89 76.75 85.58 51.73 65.63

15 Anand 72.35 84.76 84.68 92.77 58.98 76.12

16 Kheda 70.4 83.41 85.25 93.11 54.47 73.14

17 Panchmahals 59.32 70.87 74.6 82.86 43.11 58.26

18 Dohad 43.6 59.52 57.52 71.23 29.56 47.8

19 Vadodara 59.85 74.26 71.32 82.19 47.55 65.91

20 Narmada 58.73 73.14 71.81 82.52 45.1 63.42

21 Bharuch 71.78 81.11 80.95 87.6 61.82 74.1

22 The Dangs 59.65 76.8 70.68 84.98 48.51 68.75

23 Navsari 75.5 84.66 82.5 89.94 68.25 79.24

24 Valsad 63.09 76.25 71.9 82.4 53.68 70.23

25 Surat 63.6 76.26 71.76 82.78 54.89 69.29


Comparative District wise Female Literacy Rates and

Gender Gap (FLR) - 2001 & 2011

Source: Census 2011

SI

No

District FLR as per 2001

census

Rank FLR as

per 2011

census

Rank Decadal

Increase

in FLR

1 Navsari 68.25 1 79.24 1 10.99

2 Gandhinagar 62.15 2 75.49 3 13.34

3 Bharuch 61.82 3 74.1 4 12.28

4 Rajkot 60.43 4 70.77 7 10.34

5 Mehsana 60.18 5 73.3 5 13.12

6 Anand 58.98 6 76.12 2 17.14

7 Junagadh 56.37 7 67.26 11 10.89

8 Porbandar 55.32 8 65.63 14 10.31

9 Surat 54.89 9 69.29 9 14.4

10 Kheda 54.47 10 73.14 6 18.67

11 Amreli 54.24 11 65.94 12 11.7

12 Valsad 53.68 12 70.23 8 16.55

13 Jamnagar 53.28 13 63.09 19 9.81

14 Bhavnagar 51.73 14 65.63 15 13.9

15 Sabarkantha 51.45 15 64.5 17 13.05

16 Ahmedabad 51.14 16 64.59 16 13.45

17 The Dangs 48.51 17 68.75 10 20.24

18 Vadodara 47.55 18 65.91 13 18.36

19 Kutchh 47.26 19 59.82 21 12.56

20 Narmada 45.1 20 63.42 18 18.32

21 Surendranagar 44.99 21 60.12 20 15.13

22 Panchmahals 43.11 22 58.26 23 15.15

23 Patan 42.7 23 59.50 22 16.8

24 Banaskantha 31.18 24 50.48 24 19.3

25 Dohad 29.56 25 47.80 25 18.24


It can be concluded from the above data that the Female Literacy Rate (FLR) has

increased from 58.60 % to 70.23 % in the period of 10 years. As per census 2011, out of

total 25 districts 17 districts are more than the national FLR (65.46) and 8 districts are

at more than the State FLR (70.23).

Highest rise in FLR districts are Navsari, Gandhinagar, Bharuch, Rajkot, Mehsana,

Anand, Kheda, & Valsad. Other districts registered average progress this is due to the

NPEGEL & other Girls education activities.

Total Schools in the State:

Source: DISE

It can be observed from the above DISE data that coeducation is the best practice in the

State. Single sex schools are very few in number.

Number of Female Teachers in the State:

Source: DISE

The proportion of the female teachers in lower primary is 47.8% and in upper primary,

it is 55.32% this shows the State is comfortably placed in terms of functioning of

female teachers in Schools is concerned.

As per the national norms, there should be 40% female teachers. The State is having

55.32 % female teachers.

Enrolment of Girls in the State:

Source: DISE

Number of Lower Primary Schools Number of Higher Primary Schools

Boys only

LPS

Girls only

LPS

Co-Education

LPS

Boys only

HPS

Girls only

HPS

Co-Education

HPS

61 70 10677 1247 1371 27296

Lower Primary Schools Higher Primary Schools

Male Female Total Male Female Total

16176 14859 31035 102402 126800 229202

Lower Primary Schools only Higher Primary Schools Excluding Class

8th Enrollment

(Schools having Class 1 to 7/8)

Boys Girls Total Boys Girls Total

2205252 2055241 4260493 801670 745932 1547602


Gender Parity Index over the Years:

Source: DISE

Dropout rate of Girls over the Years:

Source: DISE

It is unmistakable from the above tables that there are positive changes in the

development of girl’s education. The gender parity index in both Primary & Upper

primary levels is almost nearing 1 which is a positive sign. The drops out rate of girls

have been reduced in both primary and Upper Primary levels.

Out of School Data:

Source: SSA, Gujarat

It can be seen from above data table that the number of OOSC girls is reducing over the

years

Details 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12

Gender Parity Index-Primary 0.89 0.88 0.88 0.88 0.87 0.86 0.93

Gender Parity Index-Upper Primary 0.86 0.86 0.86 0.87 0.87 0.85 0.93

Details 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

Drop Out-Primary 10.16 5.13 3.24 2.98 2.29 2.20 2.09

Drop Out-Upper Primary 18.79 11.82 10.29 9.87 8.87 8.66 7.95

2005 2006 2007 2008 2009 2010 2011 2012

120447 156220 72305 73246 53966 58094 49027 29809


Initiatives of the SSA Gujarat to promote education of girls:

v Priority to education of girls:

v An enrolment drive Campaign- “Shala Praveshotsav” and “Kanya Kelwani

Rath Yatra” is organized at the beginning of the every academic year.

v To encourage the girl’s education, a scheme of Vidyalaxmi Bond is introduced.

Under the scheme a girl child enrolled in Std- I is given a bond of Rs. 1000/-.

v The amount of the bond with interest is handed over to the girl child after

completion of primary education cycle i.e. after passing Std. VII. Total 11, 84,655

Vidyalaxmi Bond worth Rs.115.45 crores have been distributed so far.

v Out of total 32749 government primary schools, Separate girl’s toilets are

constructed in 24,315 schools by SSA & in remaining 8434 school separate girls

toilets will be constructed before Sep- 2012

v Free supply of Uniforms, Textbooks, School bags, Notebooks, Reference books,

Fee exemption and Mid-Day-Meal Programme are some of them are focus on

the education of the girl child.

v The initiatives, which are being implemented under Sarva Shiksha Abhiyan,

have brought positive changes in the girl’s education scenario.

v Special Program like Kasturba Gandhi Balika Vidhyalaya (KGBV) in 86 in

numbers and National Program for Education of Girls at Elementary Level

(NPEGEL) are being operational under SSA to promote education of girls in 78

Educationally Backward Blocks & 11 urban slums of the state.

v The State Govt. has introduced a scheme to provide food grains to the parents of

tribal girl students which is being implemented through the Mid Day Meal

Department and financed under T.A.S.P. Under this scheme, 60. kgs. of food

grains is given to the parents of tribal girl students who have 70% attendance in

the primary-schools. This scheme’s objective is to increase the girl’s retention

rate in the primary schools of the Tribal Area. The scheme is being implemented

in the tribal area only.


CHAPTER-II

Meena CampaignA Great Success


“I don’t go to school because I am girl; instead I do household chores,

take care of my younger siblings and never speak what I want in life…!”

Meena is an enhancing role model who is empowered and enlightened. She is an icon

of awareness and wants to create social awareness on the rights of children. She is

“intelligent” and a positivist. Her intelligence and positive attitude leads her to find

solutions to real life problems. “She stays with her parents, grandparents, brother Raju

and sister Rani. Her Parrot Mitthu is her best friend. Meena goes to school everyday

and has many dreams and questions in her mind. She is a learner and keeps on learning

things in her day to day life. If more has to be said then the road to travel will be short.

Meena, the young heroine of an animated cartoon series, confronts problems that many

girls face: son preferences, early marriages, lack of educational opportunity, sibling

care.

Meena Campaign is operational in 7920 in NPEGEL block & 11000 in SSA blocks.

Meena clubs are formed and actively functioning in the State. Meena Clubs includes

the out of school girls and urges the parents to send their daughters to school again to

complete the elementary education cycle.

Meena Club is a forum of schoolgirls in upper primary schools to take initiatives to

promote girl’s education in their respective villages. They learn to express themselves,

learn life skills and develop leadership qualities.

The children of Meena Clubs visit the houses of out of schoolchildren & irregular

students and persuade the parents of them to send their children to school.

As far as Impact of Meena Campaign is concern, it is observed that there is very

vibrant participation of girls from all spheres and sections. These girls are also raising

issues of social importance. Meena campaign is providing forums to girls for active

participation that in turn helping them in retaining in schools too. Community is very

much a part of these campaigns.

Objectives of the Meena Programme:

• To develop life skill for girls

• Girls involves in specific days celebration will know about persons of

celebration & understands different days logically.

• To develop their attitudes towards the approaches

• The girls able to understand the important of vocational training

• To improve girls retention rate


• To prevent girls from dropouts.

• To approach girls to come regular in school.

• To prevent girls from dropouts.

Details of activities

Activities for the children

1. Meena committee formation

• Selection of teachers of Meena, formation of different committees, celebration

of world environment day (5th june-11) by plantation of trees in school &

around school & village.

• 12th June-11 “anti child labor day” awareness celebration in assembly session.

2. Community mobilization

• Awareness of Meena campaign in community through Meena sammelan by

involving SMCs & parents of committee members

• Meena films showed to community.

3. Day celebration

• Celebration of “Rakhi” festival. Children made rakhis on their own.

• Celebration of “independence day” by arranging elocution competition on

“martyrs of country”, “songs of Deshbhakti”. Prizes given to the first three

rankers.

• 26th-aug-11 “women equality day”

• Film show on Meena.

4. Girls child week celebration

• 5th Sep ’11 teacher’s day & birthday of Shree Radhakrishnen.

• 8th Sep ’11 “international literacy day” celebrated by the members of manch

& cabinet. They visited the village & did survey of out of school children &

brought them in the school

• 22nd to 27th Sep ’11 “girl’s child week” & 24th Sep ’11 is “girl child day”.

Rally held on the subject of “save the girl child” in the village by students,

teachers & smc members. Posters & slogans developed by the school children

on above subject made and used in rally.


5. Celebration of Diwali and Gandhiji’s Jayanti

• Celebration of Diwali: on this occasion get together of local authority,

teachers, parents & members of committees held. In the context of RTE-

Act, discussions held on enrollment, retention, drop out and never enrolled

children.

• 2nd Oct-11 “Gandhi Jayanti” celebrations in the assembly session.

6. Child rights month

• 14th nov-11 children’s day

• 20th nov’11 “child rights day”

7. Christmas month

• 25th dec-11 celebration of Christmas day

8. Republic month

• Celebration of Uttarayan in school by giving kites, threads & snacks. On

kites paper students may write the slogans of RTE-Act.

• Celebration of “republic day” in school, in this day committee members will

display their activities & projects made by them.

• Meena films may be shown in celebration.

9. Science month

• Celebration of “science week- 28th feb-12- science day. In this week science

teacher of upper primary may prepare a note on blind faiths (superstition)

related to everyday work and explain it to students

• They may make some models on content & may do little experiment of std.6

to 8.

10. Exam preparation month

• Members of committee may initiate other students who are weak in studies to do

hard work & help in exam preparation.


Activities of the Meena Programme:

• Meena campaign is one of the innovative activities, carried out in all 4268

clusters.

• Per block 45 schools

• Celebration of different days like Science day, Teachers day, Environment

day, Hindi day, children’s day, Mother’s day, Fathers day etc

• Girls of upper primary will do project work about science practical & show

their project in different school functions

• Formation of Meena Sanghs (For community support)

• Formation of Meena Munch and Meena cabinet (For primary & Upper

primary schools)

• Mohall Meeting

• Various cultural activities –in the group

• Exposure visit for the community members and girl students

• School, cluster can choose local specific vocational training as per local

Requirement & market.

CRCCs Training for Meena Campaign

Objectives

• Aware the teachers about “Meena”

• Make them understand about the importance of Meena campaign for girl’s

education & community mobilization.

Activities

• Total 4268 CRCCs at block level trained

• Informative material like sharing of monthly activities given.


States ownership in Meena since 2006:

Activities of the Meena Programme:

• Meena campaign is e of the innovative activities, carried out in all 4268

clusters.

• Per block 45 schools

• Celebration of different days like Science day, Teachers day, Environment

day, Hindi day, children’s day, Mother’s day, Fathers day etc

• Girls of upper primary will do project work about science practical & show

their project in different school functions

• Formation of Meena Sanghs (For community support)

• Formation of Meena Munch and Meena cabinet (For primary & Upper

primary schools)

• Mohall Meeting

• Various cultural activities –in the group

• Exposure visit for the community members and girl students

• School, cluster can choose local specific vocational training as per local

Requirement & marke

Enrolment Drive:

Meena film shows were organized to sensitize the community on the importance of

girls education. Every film was followed by a discussion. This helped the people to

participate and its relation in their own lives. Meena films have been a key part of

enrolment drive since 2004. These Meena films were also shown to the students on

Republic Day and Independence Day

Woman’s Day celebration:

Teachers BRCCs and CRCCs to help people comprehend the importance of girl’s

education and understand various social issues around girls screened Meena films.

Furthermore, the objectives were to lay importance on girl’s education and self-esteem

among girl. Meena film shows were arranged on certain other occasions, they were


§ Science fairs

§ Bal Melas (Children’s Fairs)

§ Lok Mela and Haat (Fairs)

§ In the picnic and exposure visit for community female members

§ During the Kishori Mela and Girl’s empowerment camps

§ During Maa-Beti sammelan (Mother Daughter Meet) every month

§ In Kasturba Gandhi Balika Vidyalaya (KGBV)

§ Meena films shows were arranged for the parents of never enrolled and

dropped out girls during the parents meeting in KGBV blocks.

§ Apart from the film shows, teachers and children were involved in Puppet

making on Meena characters, conducting role-plays, creative story writing

and story telling activities.

§ All the above-mentioned activities organized contributed in understanding

the importance of girl’s education.

§ The uniqueness of Meena activities is that it is powerful and effective in

mobilizing people around an issue.

Here some photographs have shown below which is developed by

members of the Meena Munches.


Assay competition on Gandhiji

Celebration of Women's day


Women’s Exposure

Mehndi Competition

Parent’s Meet in the

occasion of Meena

Progress


Cultural program

Rallies on Girls Child week


Gender sensitized

Classroom Seating

arrangements

Minority girls

speaking about the

importance of girl’s

education


Women's day

celebration

Vocational

training in

school


Girls participating in Science fair


CHAPTER-III

Kasturba Gandhi Balika

Vidyalaya (KGBV)


Kasturba Gandhi Balika Vidyalaya (KGBV)

Atmosphere in the Educationally Backward Blocks:

Gender disparities persist in the rural areas and especially among economically and

socially disadvantaged communities. These groups are also deprived of schooling and

other opportunities accessed by children of forward Groups and in particular the girls.

However, several schemes such as awarding scholarships or free education for girl

children are supportive towards narrowing the gender gap, a more effective and feasible

Programme for speedy removal of gender disparities with a specialized and focused

effort was very much needed for the girl children.

Sarva Shiksha Abhiyan aims at promoting access and to facilitate retention of girls and

to ensure greater participation of women and girl children in the field of education. It

also promotes quality education for girls through various interventions, which are

relevant for their empowerment. Thus, SSA Gujarat aims ultimately at the elimination

of greater disparities in schooling.

The Government of India launched the Kasturba Gandhi Balika Vidyalaya (KGBV)

scheme in August 2004 for setting up residential schools at upper primary level for

girls belonging predominantly to the SC, ST, OBC and minorities in difficult areas.

The scheme of the KGBV ran as a separate scheme but in harmony with the Sarva Shiksha

Abhiyan (SSA), National Programme for Education of Girls at Elementary Level

(NPEGEL) and Mahila Samakhya (MS) for the first two years, but has since 1st April,

2007 merged with the SSA Programme as a separate component of that Programme.

Initiative Steps for the development of the scheme in Gujarat

• In Gujarat KGBV, start from year 2004-05.Total 30 educationally backward

blocks were identified which was covering 17 districts and submitted to

Planning Approval Board Meeting and it is sanctioned. The total girls enrolled

are 1533 in number in 2004-05.

• Out of 30 KGBVs 18 KGBV are with 100-girls intake capacity and 12 KGBVs

with 50 girl’s intake strength

• Additional 14 KGBVs of Model III were started in 2006-07.In that year 14

EBB blocks were added in the same 17 districts. Therefore, in the end of the

year 2006-07 44 KGBVs were operational.

• Same way in 2007-08 more 8 EBBs were identified according to the MHRD

guideline and submitted it was sanctioned as Model III type of 2 districts

that is only residential facility. So the total 52 KGBVs are operational at the

end of the year.


• In 2008-09, more 11 KGBVs were identified, sanctioned & the total number

of KGBVs were 63 in number. Out of 11 KGBV, sanctioned one KGBV in

Bhuj (Urban) block Kutchh district was for Muslim minority girls.

• In 2009-10, MHRD allowed the KGBV up gradation of 5 KGBV of 50 girl’s

intake capacity to 100 seats capacity. Therefore, numbers of girls were

increased from 3543 to 4276 girls with 97 % achievements.

• Again in 2010-11 same way more 5 KGBVs were upgraded in 100 girls

intake capacity to 50 girls and in the context of RTE- Act 2009 additional 23

KGBVs were proposed to Project Approval Board MHRD and it is sanctioned

and stated from 1st January -2011.ototal operational KGBVs in the State are

86 in number.

• Out of 86 KGBVs 43 KGBVs are of Model I type, 21 are of Model II type

and 22 KGBVs are of Model III type total number of girls covered are 6187

& the physical achievement is 96%.

The district wise compiled status report of KGBVs, which are

operational, is provided with implementing agencies.

District wise compiled status information of KGBV:

Sl No. District No. of KGBV

Sanctioned

No. of KGBV

operational

SSA

Society

Mahila

Samakhya

Total No.

of KGBV

1 Ahmedabad 4 4 4 0 4

2 Amreli 2 2 2 0 2

3 Banaskantha 10 10 8 2 10

4 Bhavnagar 6 6 6 0 6

5 Dahod 7 7 7 0 7

6 Jamnagar 3 3 3 0 3

7 Junagadh 6 6 6 0 6

8 Kheda 1 1 1 0 1

9 Kutchh 8 8 8 0 8

10 Mehsana 1 1 1 0 1

11 Narmada 2 2 2 0 2

12 Panchmahals 6 6 2 4 6

13 Patan 5 5 5 0 5

14 Rajkot 3 3 1 2 3

15 Sabarkantha 3 3 1 2 3

16 Surat 4 4 4 0 4

17 Surendranagar 9 9 4 5 9

18 Vadodara 4 4 4 0 4

19 Valsad 2 2 2 0 2

Total Gujarat 86 86 71 15 86


Operationalisation of KGBV in EBB:

In the educationally backward blocks, where the out of school girls who are never

enrolled or drop out whose age group between 10 to 16 years are selected for KGBV.

Previously, many community mobilization campaigns “Mahila Sammelan” and “Ma-

Beti sammelan”were organized at block level for community awareness. When KGBV

sanctioned in any Educationally Backward Blocks first step is to aware community

about KGBV scheme a particularly mother of these types of girls. Another way for

community mobilization by sub district functionaries are to visit door to door in village,

Do Puppet shows, drama and cultural Programme are carried out according to the local

area specific trends to feel them about the importance of girl’s education.

Every school has a capacity of 100 girls children however, this maximum capacity has

been relaxed in order to accommodate more girls and see that no girl child is deprived

of elementary education.

Special group of teachers conduct remedial teaching for girls until they attain the required

competencies prescribed for specific classes.

Academics of KGBV:

Administrating Pre-test and conducting bridge course: Girls in the age group of 10+

years once enrolled to KGBVs would be administered pre-test to diagnose the learning

levels. In addition, depending on the competencies the girls are having, they would be

enrolled in sixth, seventh or eighth standard. The minimum duration of the bridge course

duration is fixed for three months for drop out girls.

However, the girls who require individual attention and caring to reach up to the level

of sixth std. are being given bridge course training in the class below sixth std. and

special training is given during the extra hours after enrolling them to sixth Std.

For that by SPO level guideline is made available in local language. For teachers SPO

level team also gives training for this type of academic guidance.

Syllabus and Evaluation Method followed :

The girls of KGBV accept the textbooks that are available in the government primary

schools. The parallel work of teaching, Syllabus, quarterly test etc. are followed same

as primary schools.

The teachers appointed are graduates in particular subjects and with occupational

qualifications. In the context of RTE act in KGBV, also TET pass teachers are recruited

from July-2011. Part time teachers have the qualifications in the subjects of art, drawing,

yoga and computer.


Academic Support to KGBVs:

§ The Block Resource Persons and Cluster Resource Persons visit KGBVs

regularly to accord academic support in the teaching and in solving the issues

while dealing with the girls belonging to heterogeneous learning levels.

§ The faculty of DIET and teachers of nearby Schools and other district level

functionaries visit KGBVs and provide academic support to KGBVs.

§ In district like Kutchh Care India Gujarat, an NGO provide academic support

to KGBV girls and provides materials of Social Learning packages.

§ ABL cards and materials are also provided in KGBVs to provide support

never enrolled girls

Sharing Experiences for KGBV teachers:

§ KGBV teachers share their experiences at district level. The Head teachers

of all the KGBVs of the district meet quarterly at the State Project office

place and share their experiences and good efforts their have made.

§ These sharing meetings help the teachers to know the different good practices

followed in different KGBVs, which in turn try to implement the same in

their KGBVs.

Visits of Different Functionaries of the Departments:

§ Different functionaries of the Department like officers of the State Project

Office- SSA, Officers from the DPO, BRC, and the Block Resource

Coordinators regularly pay visit to KGBVs. During these visits, the

functionaries understand the classroom practices followed and know the

learning levels of girls and provide academic support.

§ Under Gunotsav (Quality assessment Programme) Programme different

officers like, IAS, IPS and class I & II officers also visits KGBV when they

visit Government primary schools.

Capacity Building of Teachers:

§ 10 to 15 days of training to teachers on different themes like Gender

sensitization, Content enrichment on Mathematics, Science, and English,

Preparation of teaching learning materials, methods of evaluation etc. are

provided to teachers.

§ Sarva Shiksha Abhiyan and Mahila Samakhya organize trainings with the

support from NGO and teachers who are working in KGBVs and trained

teachers.


§ Themes covered in the induction training Programme for KGBV teachers

are

o Background of KGBV Programme

o Background of children studying in KGBV

o Classroom Practices and organization of teaching Programme in

KGBVs

o Organization of Co curricular activities in KGBVs

o Problem in girls counseling and guidance.

o Work education and education after KGBV study

o Suggestions regarding safety of children.

o Menstrual Hygiene related guidance and on Early marriages.

o Goals of girl’s achievements in allover developments.

Teachers training:

Teachers training are organized by Sarva Shiksha Abhiyan, Mahila Samakhya or by

NGO support.

- The major subjects of training are on

- Orientation about the scheme

- Their job charts

- Administrative and organizational issues of KGBV

- Menstrual Hygiene

- Academics

Staff Position of KGBVs:

§ In Model, I & Model II KGBV one position of warden and four full time

teachers and three part-time teachers are in position including accountant.

§ In Model III, warden plus three part time teachers including accountant are

in position.

§ In all KGBVs 208 full time teachers are functioning, 115 part time teachers

are functioning, and in Minority KGBV, one Urdu teacher is in position.


Total Position KGBV

Constitution of KGBV Management Committee (KMC) in each KGBV:

Formation of KMC is done simultaneously with the formation of School Management

Committees (SMC) in the schools. Parents are actively involved in the management of

the KGBVs. Regular monthly meetings of KMC members being held at KGBV and

decisions pertaining to many activities are taken. Quarterly parents’ meeting is being

held in KGBV for sharing of girl’s progress and achievement.

The members of the KMC are decided from the state office.

Monitoring of the KGBVs:

§ A regular monthly meeting of District Project Coordinators and District

Primary Education Officers of SSA is conducted at SPO level in the presence

of SPD in which functioning of the KGBVs is reviewed.

§ Separate Review of KGBV Component Monthly Meeting of District gender

coordinators are held at SPO by State Gender coordinator.

§ Block Resource coordinators and cluster resource coordinators of the KGBV

block and cluster respectively are reviewed at district level.

§ Every month at State and District level format is sent by every visit of the

KGBV done by Coordinators of the District, Block & Cluster level.

§ One visit in a month is also done by District Project Officers.

§ Supervision Monitoring Format is designed by State Girls Education unit

and training of District coordinators, BRCC & CRCC have been done for

orientation and administrative and managerial issues of the KGBV.

§ By State level also SPD and State Girls Education Officers also do at least

one visit in the KGBVs.

Sl

No.

Designation Number

of Post

Educational Qualifications Honorariu

m

1 Warden cum head teacher 1 B.Sc., B.Ed. 7000

2

Full time teachers

4

B.Sc., B.Ed.

B A B. Ed.(Gujarati, Sanskrit,

Hindi & English)

B.Com. B. Ed

6500

Part time teachers includes Yoga,

Art & Computer Teachers 3

C.P. Ed/ D. P Ed.

ATD, BCA/ PGDCA 4500

4 Accountant cum teacher 1 B.Com /M. Com. 4500

5 Non teaching Staff 1 Chowkidar 3500

1 Peon 2000

1 Head Cook 3500

1 Assistant Cook 2000


KGBV BRCC & CRCC training.


Hon. Chief Minister visiting

KGBV Stall in District level

Programme.


Enrollment of Girls:

The out of school girls in the age group 10 to 16 predominantly belonging to SC/ST

and minority categories are identified based on the out of school survey. Counseling

for identified OOS girls is made to understand the importance of education and make

efforts to enrol them to KGBVs. Mahila Sammelan were organized at block level to

advertise the KGBV School of that particular block.

The girls who are in Special Training Programme or Residential camps or in the bridge

courses like are given priority in the enrollment to KGBVs. However, the girls who are

not admitted to bridge course but identified by the functionaries, are also enrolled and

are provided education facilities for the needy girl children. Efforts are being made to

enroll more number of girls to reach the permissible capacity.

In the year 2011-12, 6187 girls, were enrolled, out of which 548 girls belong to SC

category, 2460 girls belong to ST category, 2960 girls belong to OBC category, 119

girls belong to Muslim minority and 100 girls belong to are from other community

from that 1360 girls belong to BPL.

Percentages of Social Category wise Enrollment in KGBVs in the year 2011-12

Cast wise distribution of Girls

It can be seen from the grafical data that

SC constitutes 9% ST constitutes 40%,

OBC costitutes 48%, Muslim minorities

constitues 2%, other 1%.Maximum

category of the girls are tribal and other

backward classes. In case of minority

population, minority population dominent

districts where the population is more than

20% are Katchh and Bharuch. In Katchh

one KGBV in the block Bhuj (U) of Model II 61 girs are enrolled are totally Minority

KGBV in which Urdu teachers are recruited according to the demand of the girls of

that KGBV. In District Kutchh covers 51% of minority girls & rest of the girls are in

districts like Junagadh, Jamnagar, Srendranagar , Rajkot and Banaskantha.In Bharuch

KGBV ia not applicable as a guideline.

Classwise Enrolment of Girls:

In the year 2011-12 KGBV girls enrollment is 6187. In which 2645 girls are studying

in the class I to V (Primary level), 1330 in Standard VI, 1335 in Standard VII and 877

girls are studying in Standard VIII.


It can be observed from the below graph that 40% constitutes primary enrollment; 20%

costitutes Standard 6th enrollment ; 20% constitutes Standard 7th enrollment ; and 14%

constitues Standard 8th enrollment.

Provision of KGBV girls for mobility towards Secondary Education:

§ In the context of RTE Act in KGBV Standard- 8 is started. After completion

of completion of 8th Standard in KGBV from the year 2010-11

§ In Gujarat girls of the KGBV are mostly SC, ST and OBC category type. So

by doing departmental convergences with Social Welfare and Tribal

development department girls of standard 8th passed are enrolled in Girl’s

residential School of tribal department and Adarsh Niwasi Schools of Social

Welfare.

§ KGBV head teachers, warden and department officers ensure that the girls

after passing in 8th Standard admits to 9th Standard in the nearby High School.

Bridging gaps of Educational competencies at the time of enrollment:

§ Girls when take the admission in KGBV their competencies level have been

checked by allowing them to pass in the primary and very basic Evaluation

tests for Environmental Sciences, Mathematic and languages.

§ After passing in evaluation tests girls are enrolled in particular Standard.

§ If any girls who are never enrolled, then these girls are enrolled in the bridge

courses which is at least for three months.

§ In the regular Standards of upper primary also if any girls are poor in any

competencies they are guided by full time teachers in the KGBV after regular

classes are over.

Co-curricular activities in the KGBVs:

§ Girls in KGBV have learnt self-defense training like Judo karate, Lathi Lazim,

Tirandaji and won medal at block, district & State level in different games

competition like, Kabbadi, khokho, long jump & Swimming too.

§ Every month exposure visit have been done at bank, Railway stations, Library,

Science city for increase their knowledge and what is the procedure of

different organization. During these visit so many Girls told that “I have

never seen the word out of my village!”

§ KGBV students 263 appeared in NMMS (National Means cum Merit

Scholarship) exams and got Scholarship for further studies.


§ Our girls of total 283 girls of Std.8 of KGBV (2010-11) were appeared in

“NMMS” (National Means cum Merit Scholarship) for further studies Std.9

to Std.12.

§ KGBV has given a good performance in “Gunotsav”(Quality assessment

Program) program of Hon. Chief Minister.

§ Educational tour has been given to the girls to know the outside world &

also for the Science city particularly girls of upper primary.

§ Inter KGBV visit have been done in the with the purpose of sharing ideas

and innovations of other districts.

§ 15 Days academic, administrative and managerial training for the teachers

of KGBV and also for gender sensitization purpose for 350 teachers in two

phases organized by SSA and Mahila Samakhya with the support of Care

India Gujarat.

§ “Vibrant Patangotsov” program is given in KGBV

§ In Gujarat so many sports competition held by SCERT, Khel Mahakumbh

for all primary school at block, district and state level. In which KGBV girls

got the Prizes, Medals and Certificates.

§ Not only in sports but in studies also KGBV girls performed well as compare

to normal government school students due to residential facilities. It is

observed by the officers in the Programme of Gunotsav (Quality assessment

Programme)

§ Girls under vocational training and took part in “Akhil Bhartiya Hastakala

Pradarshan” organized by indext-C. They displayed the items & put on sell

and initiate a step towards an independent entrepreneur for future exposure

in Handicraft business.

§ Incinerators & sanitary napkins are provided in each KGBV.

§ Documentary film of 25 min. on KGBV Scheme prepared by Prasar Bharati

Doordarsan and will be telecast by end of January, 2012


Convergence with Gov. Dept.:

§ “Department of Water And Sanitation Organization” (WASMO) is providing

water purification system to each KGBV.

§ “Department of Gujarat Disaster Management Authority” (GSDMA) to

provide Fire Extinguishers to each KGBV.

§ Social welfare

§ NRHM

§ Tribal development dept.

§ Mahila Samakhya

Photographs of different activities


Rented place of KGBV

Valsad district.


KGBV PATAN are doing

work of their tradition

They wear a "Chaniya Choli"

prepared by them performing

Garba

Assembly session.


Rented place


Girls in Model III

are playing in

Schools Premises.

Physical facilities in the KGBV

including computer and

refrigerator.


Grading of KGBV

Girls are in Classroom of

KGBV


Ground of KGBV


Exhibition aphs


Equity and Equality are essential

components of democratic system.

And in order to strengthen these

values, access to Elementary

education must be available to each

and every child of this country.


Success Stories of KGBV Girls of the Patan District

Name : Janki Maheshbhai

Village: Sankra Ta: Harij, Dist: Patan

Janki is a daughter of street artist (Nutt) called Bhavai. Due to the

profession of her father, her parents have to migrate seasonally for

earning. She left her studies after 5th standard. She enrolled in KGBV

2008 year in 6th std. In KGBV She learnt Music because she like

most but never get chance, Knitting, Sewing, Participating in

different co curricular activities of the School. In Vibrant KGBV Sports Competition

She is honored by DDO Mehsana in district level sports competition. In 2010-11, she

attempt NMMS (National Means cum Merit Scholarship) exam and passed. She is

only girl from the girls of the five KGBV of the district who passed now she will have

scholarship of Rs. 6000/- for studies up to Std. 12th. Today, Janki is studying in Std: 9th

in Social Welfare residential School of Patan district.

Name : Bhil Gavri Prahaladbhai,

: Child laborer.

Village: Khemasar Ta: Harij, Dist: Patan

Gavri is a mentally challenged student of KGBV. Her parents are earning

by doing labouring. She was child laborer with her parents. She cannot

speak clearly; she cannot remember the things & relationships. She is

11 years old. She is never step in school never enrolled girl. Gavri after enrolling in KGBV

in June - 2011 improved very much in case of studies, behavioral changes among colleagues,

with teachers. Block Resource teacher from SSA have been provided at KGBV. She is living

happily and she does not like to go home. She likes looking TV. In parents meeting her

parents feel the change and get emotional they experienced that KGBV is a great scheme for

their daughter and they really satisfied. Indeed, if this type of treatment is given to such type

of girls they can definitely improve and develop.

Name : Nirashrit Parvati Jesangbhai.

Never enrolled.

Village: Harinagar Vasahat, Ta: Sami, Dis: Patan

Parvati is coming from the migrant family. Because of migration,

she is never enrolled in School. At the age of 10 years, she enrolled

in bridge course. Her father having a addiction of drinking so, after

completing one year in 2009 KGBV her father died. Her mother has

to earn and complete the financial needs. Parvati is suffering from mal nutrition and so

weak. Now she is very healthy, clever in studies. Now days KGBV become her home.


Name : Chaudhri Muskan Kanjibhai.

Dropouts

Village: Chalwada, Ta: Radhanpur, Dis: Patan.

Muskan by doing self-efforts and teachers efforts she can pass the

exam of Navodaya Vidyalaya. Otherwise, she was not regular in

studies because she is living in very interior place from the Taluka

Radhanpur.

Success Stories of KGBV Girls of the Valsad District

Name : Munnaben Kirkatta

: Farm laborer

Village: Tokerpada Ta. Kaprada, Dis: Valsad

I was dropped out for a year after 5th Std. I was helping my parents

in farming. One student of KGBV informed about such residential

school and I admit in KGBV in Std. 6th. I want to become a teachers

like my KGBV teachers.

Name : Lalita Mahdubhai Khadam

Village: Diwasi, Ta: Kaprada, Dist: Valsad

Dropped out due financial crisis, she has to earn with her parents.

Now she is in KGBV and restarts her studies and today in 7th

standard. She wants to become a doctor and want to treat her

society.

Name : Bhoya Shilpa Ramdasbhai

Orphan Girl

Village: Pipalset, Ta: Kaprada, Dist: Valsad

Dropped out due to parent’s death. Moreover, shift at uncle’s house.

There she has to do the household work. One day her uncle insists

her to take admission in KGBV. Here in KGBV she felt good and

improve herself in every ways. She learnt Pre vocational trainings in KGBVs and now

she feels that she can earn and manage the financial crises. She wants to become a

doctor and appreciate the KGBV scheme.


Name : Yogita Sapta

Single parent Girl

Village: Shavshala, Ta: Kaprada, Dist: Valsad

Dropped out after 4th std. due to mother’s death. In addition, after

a year knows about the KGBV scheme of her block through her

uncle. Here in KGBV she learnt education with it cleanliness, different trainings, she

passed in the Scholarship exam so that she can study up to 12th std. Today she is

studying in std. 9th.She want to become engineer. This type of hope and encouragement

she got from KGBV.

Success Stories of KGBV Girls of the Banaskantha District

Name : Kharadi Manjuben Shakrabhai

: enrolled in 2006 now in 11th Std.

Village: Jetwas, Ambaji, Dis: Banaskantha

She was dropped out for a year after 4th std. Her residence is very

far away from the upper primary school. They were living in a

hilly place. Therefore, she has to leave her study after 4th.Std. She was helping her

parents in farming. She has completed her elementary education in KGBV. Today she

is studying in Std. 11th .She got 77% in Std.10th.She is married when she enrolled in

KGBV in 5th Std. Nevertheless, she will go to her in laws house after when age came.

She is regularly visiting KGBV to meet and to take guidance from the warden and

teachers.

Name : Kharadi Leelaben Shakrabhai

: enrolled in 2005 now in 12th Std.

Village: Jetwas, Ambaji, Dis: Banaskantha

She was dropped out after 4th std. She was helping her parents in farming. She has

completed her elementary education in KGBV. Today she is studying in Std. 12th .She

got 65 % in Std.10th.She is married when she enrolled in KGBV in 5th Std. Nevertheless,

she will go to her in laws house after when age came. She is regularly visiting KGBV in

annual function Programme. She wants to become a teacher. She is still helping her

father in a farm then also studying in Std. 12th with Arts subject in girl’s high school.


Academic and co curricular and achievements of KGBV girls

• The girls of the KGBV have achieved greater success within the few months of

its start.KGBV girls of district Junagadh participated in State level games

competition and stood first in Kho - Kho now this team will play against the

Jamnagar district.

• The girl of Mehsana district won the Medal and prizes in swimming competition.

She stood third number at State level competition.

• Girls are experts in Cycling, lathi dav, lazim dav, judo, karate, Scout guide, pre

vocational trainings etc.

• In “Khel Mahakumbh”- sports competition girls participated in different games

like Volleyball, Kho-Kho, Long jump, short jump, Kabbaddi, Gola Fenk, and

Athletics etc.

• Some girls of district Kutchh participated in 100 meter, 200 meter and 400-

meter run.

And won the prizes.

According to our constitution, every child has right to Education. Yet, the children

of down trodden communities are totally aloof and unaware of their basic rights, esp.

girls. Therefore, members of deprived community’s contribution are invisible, even

though, they are contributing equally in the productivity and the development process.

KGBV is meant for providing equal opportunity and access to girls of down trodden

communities by providing lodging, bedding and education with life skills.

Gender disparities still persist in rural areas and among disadvantage

communities. Looking at enrollment trends, there remain significant gaps in the

enrollment of girls at elementary level as compared to boys, especially in upper primary

levels. The KGBV is a girl’s residential school for primary education. These KGBVs

are situated in educationally backward blocks in the state where female literacy rate is

below national female literacy rate. Girls who are enroll in KGBV are dropouts, never

enrolled, from amongst of SC, ST, OBC and minority population and also from scattered,

small habitations.

• To cover all possible out of School girls who are living in very remote

areas or belonging to very marginalized community, age group of 10 to 16.

• To mobilize community through various innovative activities and making

them aware of the important of girls education.


• To open KGBV in remote areas where it is very hard to reach communities

located.

• The capacity building of girls should be built in such a way that each girl of

KGBV will become a role model of her community and motivate other

girls and their parents.

• To provide opportunity to each girl to develop rational thinking, critical

thinking, self decision making power and self identity.

When KGBV sanctioned in any Educationally Backward Blocks first step is to

aware community about KGBV scheme a particularly mother of these types of girls.

Another way for community mobilization by sub district functionaries are to visit door

to door in village, Puppet shows, drama, and cultural Programme carried out according

to the local area specific trends to feel them about the importance of girls education.

Presently KGBVs are running in 19 districts of Gujarat, a total of 86 KGBVs

have been already opened, comprising 43 Model I Type schools, 21 Model II Type

schools & 22 Model III Type schools.


Menstrual Hygiene training

• Menstrual Hygiene training was organized in Jan-2012 of KGBV warden and

fulltime teachers. Total 160 teachers were trained including Mahila Samakhya

KGBV teachers.

• The topics of the training were Menstrual Hygiene and Early Marriages.

• National Health and Rural Mission Gujarat provided the Experts and material

of the training. Module that is shown below that is in Gujarati language given

to each trainee.

• District gender coordinators also took part in this training.

• Both experts are doctor in the subject of gynecology.Dr. Bina Vadaliya, Associate

Professor, NRHM Gujarat Gandhinagar. Dr. Jayesh Parmar Senior Medical

Officer, Baroda.

• The purpose of the training was to guide the girls in the KGBV of the Std. 6 to

8.About the precautions has to be taken before the menstrual cycle begins and

also for those girls who are already in that phase.

In case of girls of KGBV majority girls faced the problem of early marriages so that

this guidance helped them so much about how to tackle the issues.


Joint Review Mission Visit 2012-13


‘Program for Education of Girls at Elementary Level has been formulated for education of

under privileged/ disadvantaged girls from class I to VIII as a separate and distinct gender

component plan of SSA. The scheme is applicable in the following areas;

- Educationally Backward Blocks (EBBs); a block where the level of rural female literacy

is less than the national average and the gender gap is above the national average

- Blocks of districts which have at least 5% SC/ST population and SC/ST female

literacy rate below 10%

- Selected urban slums (Source-MHRD Guideline)

In Gujarat, NPEGEL is implemented in 78 rural EBBs and 11 selected urban sums, which

total covers 1584 clusters; out of which 1146 Model cluster schools (MCS) are established.

12, 48,165 girls are benefiting. In 2010-11 in context of RTE Act, 2009, numbers of

clusters were increased from 1146 to 1584 cluster. NPEGEL activities and budget is cluster

specific and framed by the State Government. Each cluster has 1MCS for girl-child friendly

activities. MCS have the facilities of an additional classroom, electrification, water and

toilet facility. MCS are selected at district level and block level based on achievement in

girls’ enrolment, retention and quality education in individual school. Gender unit of SSA

at the State and District level is doing implementation of NPEGEL. Monitoring of NPEGEL

blocks are being done by BRCCs and CRCCs.

NPEGEL blocks-Gujarat State (2011-12)

1. No. of blocks : 78 rural blocks

2. No. of cluster covered : 1552 rural clusters

3. No. of model cluster school : 1146

4. No. of girls covered in model cluster school : 1248165

5. No. of urban slums : 11 urban slums

6. No. of clusters in urban slums : 42 urban clusters

Details of establishment of Cluster:

Chapter-IV

National Program for Education of Girls at

Elementary Level (NPEGEL)

Sr. No. Clusters 2007-08 2008-09 2009-10 2010-11 2011-12

1 No. of Clusters, 1144 1144 1146 1146 1584

2 No. of Urban slums 13 13 13 13 11

3 Total No. of Clusters 1144 1144 1146 1146 1584

4 Total No. of Blocks 78 78 78 78 78


The main activities conducted in each of the 1584 cluster school are

given below:

Details of activities

Residential Camp:

• In the Tribal and Coastal area like; Dangs, Bhavnagar & Surendranagar

Objectives:

• To involve girls of in migrants families.

• To give girls life skill activities.

• To give basic education through special training program.

• To give benefit to costal area girls

Methodology:

• Short period of ECCE center

• Life skill training

• Extra teacher may be hired for two months

• Per district, five camps.

Sr.

No.

Major Head of Activity Activities Conducted by the State

1 MCS activities: � Meena campaign: To promote girls’ education

in terms of girls’ enrolment, regular attendance,

retention and completion of elementary

education Meena monthly activities done in

7650 Schools.

� Instructor in 3 schools of each cluster does self-

defense training like Judo-karate, lathi lazim.

� Pre-vocational training like making of candle,

Agarbatti, glass painting ,embroidery etc

� Exposure Visits are organized to appreciate girls for their enrollment, retention, and their

learning outcomes. From cluster level average

50 girls have enjoyed the exposure.

2 Early Childhood care and

Education (ECCE):

� 760 ECCE centers are opened in the NPEGEL

blocks for preparing children for school

readiness, increased enrolment and solving the

issue of sibling care.

3 Out of School Girls � Empowerment Camps was held for attracting

out of school girls in to school.

� Girls who are in the STP may directly enrolled

in school in appropriate class or in KGBV

4 Community Mobilization � Awareness activities on girls education issues

through Maa-Beti Sammelan, Women’s day

Celebration,


• For two or three months

• Cultural activities

• Empty house of migratory people may be used

Period:

• Duration September to October-11

Expected outcome:

• Enabling girls to complete her study and provide homely atmosphere

• Play centers are opened so sibling care problem is also solved

• Non notified and migratory girls may have benefit in this camp

• Every year it is a successful program

Monitoring:

• Local SMC, CRCCs, and BRCCs & DGCo may do monitoring.

For out of school girls:

Non Residential Girls Empowerment Camp:

Objectives:

• To involve girls of out of school

• To provide skills with study

• To provide extra coaching

• To involve parents

• To invite girls for elementary education

• To teach how to live, lessons of sanitation & life styles

Methodology:

• Girls of out of school who are never enrolled or in STP involved

• Lady Teacher hired is from the local community who is not a regular teacher

any where

• Extra training of life skill may be given

• Per cluster one camp

• Per camp 50-60 girls

• At least for 5-6 days

• At the place of school building or empty home

Process:

• Non-residential six days empowerment camps for out of school girls (girls who

are never enrolled or enrolled in special training program).

• Per cluster one camp being organized with 50-60 girls per camp.

• Lady Education Volunteer (EV) hired from the community who is not a regular

teacher anywhere.

• Weekly day wise calendar of activities was developed.

• Competitions, cultural activities, vocational and life skills training given to the

girls.


1) For in school girls; in MCS, part time instructor being appointed for giving computer,

Pre - vocational and self-defense training

2) Meena campaign implemented in five schools per cluster. Meena sanghs, Meena

munch and Meena cabinet formed. 7920 total schools covered.

3) Exposure visits being proposed for 50 girls per cluster based on the allocated budget.

The girls were selected based on their performance.


Exposure visit


1) Community mobilization proposed through 'Maa Beti sammelan' in which in schools

and out of school girls and their mothers will participate in a one-day program

aiming to motivate other mothers to send their girl child to school

Women’s Camp

Girls empowerment camps for

in& Out of school girls.


Ma-Beti Summelan Muslim Minority community in Una Urban Block Junagadh.


Lathi Training

Dumbbells’ training

Kabbaddi

Competition


2) Teachers training in NPEGEL on Gender perspective views

vvvvv Generally, training is merged with the teachers training Programme of

SSA by preparing modules.

vvvvv How in classroom transaction gender perspectives can be involved? These

types of activities are taken in module preparation.


Introduction

The enrolment, retention and quality of girls Education are influenced by several socio-

economic and cultural factors including the gender roles assigned to girls. Gender

differences affects girls very early in life as their declining birth and survival rate attest

in case than boys olds girls are assigned to care for younger siblings, especially in

deprived families, as a result of which the older girls are deprived of going to schools

and their fundamental right i.e. right to Education is obstructed. Keeping the above

facts in mind the Government through Sarva Shiksha Abhiyan has introduced a

programme namely ECCE (Early Childhood Care Education)

As par, Right to education Act 2009 Section 11 suggests that to prepare the children

above the age of three years for elementary education and to provide early Childhood

Care and Education for all children until they complete the age of six years. Early

Childhood Care and Education (ECCE) and preschool learning are the most important

part in improving the environment and participation of Children in formal school. In

this part of life, foundation are laid down for all round development of motor, sensory,

cognitive, language, social and personalities of a child.

Early Childhood care and Education is the pre requisite as it supports the system of

Elementary Education. The quality of input to primary education is largely influenced

by the effective early childcare education facilities that are being offered. Considering

the importance of ECCE centers as feeding schools for sibling care, the strategy has

been initiated under SSA towards providing nutritious food, play materials and health

care for their growth. Most of the ECCE centers are located in the primary school

premises, thus they become the feeding schools for primary schools.

As per norms of SSA, setting up of ECCE Centers in uncovered areas of ICDS

Aaganwadis.

Significance of ECCE:-

The early year of children, constitute the most significant period of in life because this

is when the foundation laid for motor sensory cognitive language social & personality

development. Early childhood care are considered to be the crucial inputs in improving

the enrolment & participation of children in formal schooling this is time of opportunity

where even small positive inputs may generate long- term social benefits.

Chapter-V

Early Child Care Education (ECCE) Centers


Need and important of ECCE:-

The first six year of an individual life are crucial year as development / growth take

place in this period .At its most raped pace these are formative year for attitudes habit

value & adjustment the impression formed at this stage may last forever . Early childhood

is the foundation on which children built the rest of their lives the child gets stimulating

environment at ECE center. ECCE ensures proper overall development of the child it

help in increasing enrolment it has an impact on the child school achievement and

grade placement it help in attaining the goal of Universalization & education.

National Policy of education-

The NPE 1986 has given a great deal of importance to ECCE, it has reviewed ECCE as

an important input in the strategy of human resource development as a feeder and

supporter programmer for primary education. As support service for working women

of the disadvantage section of society it has also cautioned against the dangers of using

formal method of teaching & introduction of the 3R’s reading writing & arithmetic at

the early stage.

The national curriculum framework 2005:

NCF 2005 emphasis on the importance of 2 year of ECCE & states that experiences

provided during the pry school year play a very crucial role in the development of the

child personality. In addition, have strong bearing open later education of children

ECCE requires that young children be provided care opportunities and experiences

that lead to their all-round development physical mental social emotional and school

readiness it must be based on the holistic perspective taking into account the

characteristics of children at each sub-stage and their learning need in terms of

experiences.

Early Child Care Education (ECCE) Centers

In Gujarat to solve the problem of sibling care of girls and for providing linkages

between primary and pre-primary education ECCE centers are opened where

Anaganwadis do not exist within one kilometer area or habitations not served by ICDS.

During the year, 2450 ECCE centers were operational by Gujarat Council of Elementary

Education, enrolling 53,195 numbers of children. All the children in the age group of

3-6 are mainstreamed to Early Childhood Care & Education (ECCE).


Year wise Progress of ECCE

Year No. of ECCE centers

2005-06 5185

2006-07 5268

2007-08 5508

2008-09 4352

2009-10 3256

2010-11 2984

Above data concludes that the numbers of ECCE centers are decreased in a following

year. The main reason is where the Aaganwadis are opened the centers are being closed

& the children of that ECCE are directly enrolled in Aaganwadis.

Centers are operational in;

• Difficult geographical areas such as desert, hilly areas, scattered remote habitations,

forest areas

• Economically and educationally backward areas such as tribal belt, very deprived

minority community, nomadic communities

• Special training program are running (to take care of younger siblings)

Activities:

• Mobilize community

• Activity based learning process

• Effective evaluation

• Developed material and educational toys with joyful learning concept.

• ECCE Worker training by preparing module based on cognitive, Physical and

Mental development.


Revised Guidelines for implementation

of

The ‘National Programme for Education of Girls at Elementary Level

(NPEGEL)’ as a component of the scheme of Sarva Shiksha Abhiyan (SSA)

1. Background

1.1 The Government has approved a new

programme called ‘National Programme for

Education of Girls at Elementary Level

(NPEGEL)’ as an amendment to the scheme

of Sarva Shiksha Abhiyan (SSA) for providing

additional components for education of girls

at elementary level. The NPEGEL will form

part of SSA and will be implemented under

the umbrella of SSA but with a distinct

identity.

1.2 The scheme of Sarva Shiksha Abhiyan (SSA)

was started in the year 2001-02 with the

objective of universalisation of elementary

education. It is an attempt to provide an

opportunity for improving human capabilities

to all children including the girl child, through

provision of community-owned quality

education in a mission mode. However, as

SSA has limited financial provisions for girls’

education in the form of “innovations” at

district level and free textbooks, and thus there

is a need for an additional component.

1.3 Accordingly, NPEGEL has been formulated

for education of under privileged/

disadvantaged girls from class I to VIII as a

separate and distinct gender component plan

of SSA. The gender component is necessary

to achieve UEE for girls in educationally

backward areas.

2. Scope:

2.1 The scheme would be applicable in the

following areas:-

(a) Educationally Backward Blocks

(EBBs) : EBB means a block where the

level of rural female literacy is less than

the national average and the gender gap

is above the national average.

(b) Blocks of districts which have atleast 5%

SC/ ST population and SC/ ST female

literacy rate below 10% shall also be

taken up under this programme

(c) Selected urban slums.

3. Strategy:

A. Mobilisation for girls’ education, including

community, teachers, NGOs, etc. This is to

be a process oriented programme, where

community ownership and the basket of

components must evolve with local

participation.

B. The block will be the designated as the unit

of planning implementation and monitoring.

C. A basket of components has been provided in

the scheme. However, all blocks may not need

to take up all permissible activities. The

projects should be based on the conditions of

that block and all strategies and interventions

must target both “in” and “out” of school girls

(age 6-14 years) within the block namely:

ð Out of school girls

ð Drop outs girls

ð Overage girls , who have not completed

elementary education

ð Working girls

ð Girls from marginalized social groups.

ð Girls with low attendance

ð Girls with low levels of achievement

ð Girls rescued from work, trafficked

children, daughters of sex workers,


displaced girls including girls in

disturbed areas and urban settings.

D. Development of material including teaching

learning material, CDs, films and other

material, helping in the review/ development

of textbooks, development of guidelines for

incorporation of gender concerns,

development/ compilation of supplementary

reading materials for girls, including life skills,

which would provide the support needed for

girls’ education.

E. The focus of interventions should be on

retention of girls and improvement in quality

of learning. Quality of Education to girls

implies their improved:

�� achievement rates seen in examination

results for which reduced repetition and

dropout rates will be necessary

preconditions

�� completion rates to render the system

efficient

�� transition rates to next level of

education

�� empowerment of girls through exposure

to ‘other than textbooks’ activities to

enhance their information base, their self

esteem and self-confidence, skills and

capacities to equip them for coping with

different situations in life, enable them

to make informed choices, participate in

decision making processes, access

resources that will assure them quality

of life.

Detailed action plans for the target group of

girls and the specific strategies to be adopted

in the block need to be spelt out, with defined

and measurable outcomes. The SSA annual

plan of districts should reflect NPEGEL

blocks specific projects accordingly.

F. The NPEGEL components should not

duplicate any component already provided in

the SSA framework. In case of a special

project being developed for the block, the unit

cost of each component would be finalized

by the Executive Committee of the Sarva

Shiksha Abhiyan programme of the State.

4. Objectives:

4.1 There exists a significant gender gap in

enrolment at the elementary level, which is

more acute for schedule caste and scheduled

tribe girls, for whom the gender gap is almost

30% at the primary level and 26% at upper

primary stage. The reduction of this gender

gap has now plateaued and further reduction

would require a concerted focus on the hard

to reach groups. Therefore, it is necessary to

include certain interventions addressing the

specific needs of girl children. The objectives

of NPEGEL are:

(a) To provide for blocks focused projects

for girls at risk/difficult circumstances

with clearly defined outcomes.

(b) to develop and promote facilities to

provide access and to facilitate retention

of girls and to ensure greater

participation of women and girls in the

field of education

(c) to improve the quality of education

through various interventions and to

stress upon the relevance and quality of

girls’ education for their empowerment

5. Focus:

5.1. The focus of NPEGEL will be as follows:

(a) To strengthen the capacity of National,

State and district institutions and

organisations for planning, management

and evaluation of girls’ education at the

elementary level, and create a dynamic

management structure that will be able

to respond to the challenges of girls’

education;

(b) To develop innovative gender

sensitisation / training programmes, with

the assistance of concerned organisations

and women’s groups, for teachers and


administrators and create an environment

whereby all the sections of the education

sector will become alive and sensitive

to the role of education in eliminating

gender disparities;

(c) To initiate networking between different

institutions for research, extension and

information dissemination to increase

output of gender sensitive, quality

teaching-learning material especially in

regional languages, and decentralised

area-specific models of intervention;

(d) To gear the entire education system to

play a positive interventionist role to

enhance self-esteem and self-confidence

of women and girls; build a positive

image of women by recognizing their

contribution to the society, polity and the

economy.

(e) To break gender stereotypes, ensuring

that the content and process of education

is sensitive to gender concerns.

(f) To provide co-ordinated efforts, to

ensure necessary support services to

enhance girls’ participation and

performance in elementary education.

(g) To build community support for girls’

education and provide a conducive

environment for girls’ education in the

school, community and home; and

(h) To ensure that girls get good quality

education at the elementary level.

6. Implementation Authority:

6.1 State Level Structure:

6.1.1 The SSA State Implementation Society

will be the implementing agency of the

NPEGEL at State level. Therefore,

funds for this programme will be routed

through the SSA society of the State.

At the State level a ‘Gender

Coordinator’ will be appointed who

will look after the NPEGEL. In States

where Mahila Samakhya (MS)

programme is operational, the SSA

society will have NPEGEL

implemented through the MS Society.

In such States, the SSA society shall

transfer the funds to MS Society for

implementation of the programme. The

monitoring and evaluation of the

component will be done by the State

SSA Society. In states where MS is not

being implemented, the implementation

of this component will be through a sub-

unit called the ‘Gender Unit’ of SSA

society and the existing mechanism

used for implementation of SSA will

be followed.

6.1.2 State Mahila Samakhya Societies

(MSS), wherever set up under the

directions of the Government of India,

will provide direction and support to the

programme. The MS society will ensure

the representation of SC/ST women’s

organisation in the SRG of MSS. In

States that do not have an MSS, a sub

committee of the SSA society with

nominees from relevant departments of

the State Government, Government of

India, experts in girls’ education and

representatives of SC/ ST women’s

organisations will be set up for the

purpose.

6.1.3 Suitable assistance can be taken from

institutions like Women’s studies

centres at Universities/colleges, etc.

The resource centres under the Mahila

Samakhya programme, at the State

level, will be the nodal institution to

coordinate with individuals,

Government and other organisations for

the development of material etc.

6.2 District Structure:

6.2.1 Activities would include preparatory

activities, including formation of core


teams for girls education, training of

core teams, baseline assessments and

block and village mapping, and social

assessments, village and block plans

preparation and facilitation.

Simultaneously, advocacy and

communication activities, including the

formation/ mobilisation of MTAs,

PTAs and other core groups in the

village would be included, in addition

to implementation of the block plans.

6.2.2 District Gender Unit, which is a branch

of the State MS Society or the State SSA

Society (in States where MS is not

there), will administer the NPEGEL at

district level. A ‘District Gender Co-

ordinator’ shall be appointed for each

district. The District Gender Unit will

consist of District Gender coordinator,

Resource persons and supporting staff.

This unit will co-ordinate and supervise

all aspect of the component at district

level, and provide resource and training

support. It will also network with the

local administration, other institutions

and NGOs in the district.

6.2.3 At the district level, there will be a

‘District Gender Co-ordination

Committee’ which will ensure the

implementation and monitoring of the

gender component of SSA and which

will meet at least twice a year. The

committee will have nominees of

Mother Teacher Associations (MTAs),

Women Motivator Groups (WMGs),

Mahila Samakhya Sanghas or Mahila

Sanghas, female member of SC/ST

organisations, etc. in the districts. The

State level head of the Gender unit or

his/her nominee will also be a member

of this committee.

6.3 Sub-District Unit:

6.3.1 At the block level, the coordinator, will,

with the help of the national, State and

district level, coordinate the training of

teachers and educational administ-

rators, mobilisation of the community,

regular monitoring of girls’ enrolment,

retention, and achievement, and work

with communities to devise strategies.

6.3.2. Selection of core groups would be done

at two levels:

(i) Coordinator : 1 (to be selected

from among the

teachers)

(ii) Resource person : 1 (to be selected

from among the

teachers)

(iii) Other members of resource support

group at field level. These community

level activists for community

mobilisation, local level monitoring,

and on site resource support would

be selected from among youth groups

and women students.

6.3.3 The core group at the block level will

be responsible for coordinating with

and converging with the DGU and

existing programmes. They will, with

the help of students, teachers and

volunteers, do surveys, and help

prepare the village plans. They will also

monitor and oversee the

implementation of these plans. The core

groups will form the major vehicle for

community mobilisation, monitoring in

the village the progress for enrolment,

drop out, achievement of girls,

facilitating with the VEC/ MTA/ village

community in devising interventions

for these activities in the village, and

creating an environment for girls’

education. They will be selected on the

basis of their aptitude. They can also

assist in the upgraded schools in special

activities like sports, painting, computer

aided education, music or as escorts.

6.3.4 At the cluster level there will be Co-

ordinators (One for every 5 - 25


villages), who will work as honorary

women workers and will have the

assistance of a Core Group. In older MS

areas, the federations or the Sanghas

could takeover this role. In all project

areas, efforts will be made to eventually

hand over this function to such groups

of activists. The coordinator would

work along side the Model cluster

school. At the cluster level, the

coordinator, will, with the help of the

national, State and district level,

coordinate the mobilisation of the

community, regular monitoring of girls’

enrolment, retention, and achievement,

and work with the core group and

communities to devise strategies to

achieve project goals.

6.3.5 The village level efforts will be co-

ordinated by Mahila Samakhya

Sanghas, core groups, VECs, Mothers

Committees or Parent Teacher

Associations, as the case may be. The

district unit, cluster coordinators and

village Sanghas will respectively,

decide the prioritisation for activities

and incentives to be taken up in the

cluster/ village. This autonomy is vital

for genuine local needs/solutions to get

reflected in the programme activities/

strategies.

6.3.6 A Cluster Level Committee would be

formed for monitoring the cluster level

activities and would consist of the

Presidents of VEC/SMC of the villages

in the cluster. The President of the

Cluster level Committee would be

selected from its members by rotation

every quarter. The Head Master of the

‘Model Cluster School for Girls’ would

be the member-secretary. If number of

women member is less than four, an

additional member may be co-opted

from the VEC/SMC to ensure that at

least 4 women members are there.

6.4 National Support Group:

6.4.1 The National Resource Group (NRG)

already created under the Mahila

Samakhya programme at the National

level shall provide inputs on conceptual

issues and concerns arising in the

programme, and advise GOI on policy

matters concerning the education of

girls. This group, along with smaller

sub committees for specific inputs

formed through co- option of additional

persons from relevant institutions or

experts , will provide the interface with

research and training institutions,

women’s movement, educationists and

non-Governmental institutions and also

bring in other experiences of educating

girls. Eminent individuals will also be

encouraged to go to the districts as role

models and be part of the environment

building effort.

7. Components of the Girl Education

Programme:

(i) Block Focus Projects for girls at risk/

difficult circumstances: Detailed action

plan for the Target group of girls and

specific strategies to be adopted in the

block need to be spelt out, with defined

and measurable outcomes. SSA Annual

Work Plan of districts should reflect

NPEGEL block specific project,

accordingly. Funds permissible per block

would be within the ceiling of the sum

total of the activities admissible per

cluster under the scheme. All clusters in

an EBB are eligible for coverage under

NPEGEL. For effective implementation

phasing of coverage is suggested.

(ii) Model Cluster school (MCS): A Model

Cluster School for Girls’, as a model girl-

child friendly school at cluster level will

be opened in all selected districts/blocks

where the scheme is operational. A cluster

will be for about 5-10 villages with each


block having about 8-10 clusters. This

girl-child friendly infrastructure will be

used by all the schools in that cluster, by

rotation. It shall have facilities in terms

of teaching learning equipment, books,

equipment, games, etc.

(iii) Facilities available, like books will also

be circulated to the schools in the clusters.

Facilities will be used for learning

through computers, film shows, reading

material, self defence, life skills, riding

bicycles, reading, games etc. Instructors

will be hired for the day or on contract

for imparting vocational and other

training. These would be aimed at

improving the achievement of girls,

fostering an interest in education among

them, and raising the importance of girls’

education in the community. The facilities

will also be used for teacher training in

the cluster. Clusters will be taken up in a

phased manner, and those schools will be

selected which have shown the best

performance for enrolment of girls over

the baseline, and which are accessible to

around 10 villages / schools, whose girls

can use this infrastructure and which has

land for additional civil works and play

fields. While selecting the location of the

model cluster schools, the density of SC/

ST population would also be taken into

consideration.

An existing school will be identified for

opening of ‘Model Cluster School for

Girls’ having the density of SC/ST/OBC/

Minority girls. A ‘model cluster school

for girls’ will have the provision of an

additional classroom, supply of drinking

water, electrification, and toilet for which

one time grant upto a maximum of

Rs.2.00 lakhs will be provided. To the

extent of construction of such additional

room/toilets, this amount would be over

and above the 33% limit for Civil Works

under SSA. The construction of

additional classrooms, etc. will be carried

out by the VEC/SMC of the cluster

headquarter. The type of design for the

classroom will be approved by the

Executive Committee of the State SSA

Society. Infrastructure development will

be used for additions to schools,

residential facilities, girls toilets, water

supply, electrification and barrier free

features etc. in the upgraded cluster

schools. A one time grant amounting to

Rs.30,000/- will also be provided for

teaching learning equipment, library,

sports, vocational training, etc.

(iv) For each cluster, one or more of the

following interventions may be

undertaken within an overall annual

ceiling of Rs.60,000/- per cluster.

(a) Recurring Grant to Model Cluster

Schools: A maximum amount of Rs.

20,000/- per annum will be provided to

each cluster to meet the requirements of

expenditure on various activities for

promotion of girls’ education in that

cluster including maintenance of the

school and engagement of part time

instructors for additional specified

subjects provided that no instructor would

be hired for more than 3 months in an

academic year and he/she would not

receive remuneration of more than Rs.

1,000/- per month.

(b) Awards to Schools/Teachers: One award

per year @ Rs. 5,000/- (in kind) will be

provided to a school/teacher at cluster

level for for achievements in enrolment,

retention and learning outcomes of girl

students.

(c) Student Evaluation, Remedial Teaching,

Bridge Courses, Alternative Schools:

Special models of alternative schooling

catering to hard to reach groups of girls

including bridge courses, flexible timings,

back to school camps, remedial teaching,


etc. for out of school, irregular girls will be

started in such villages where this poses a

serious problem. In addition to the

provisions already available under the EGS

&AIE component of SSA, a maximum

amount of Rs.20,000/- per annum will be

provided to each cluster for student

evaluation, remedial teaching, bridge course

and alternative schools. There may be two

such centres under one cluster.

(d) Learning through Open Schools:

Children at the upper primary level, even

in the open schooling system, in certain

special cases, require some short-term

residential training at regular intervals.

The scheme will provide waiver of fees

of girls for courses under National Open

School and State Open Schools, setting

up of specially designed open learning

centers. The implementing agency will

devise suitable system with NOS, State

Open Schools or other such organisation

for this purpose. The cluster school will

form the venue of the residential upper

primary school / NGO Centre. This will

facilitate bringing to the eductional

system those girls who have dropped out

from regular schools for some reason. A

maximum amount of Rs. 50,000/- per

annum will be provided to each cluster

towards the payment of fees and

provision of supplementary teaching to

be taken up with the help of National

Open School or State Open School. Short

term residential courses can also be

organised. To the extent possible, the

payment on this account would be made

by the State Societies directly to National

Open School or State Open School as the

case may be.

(e) Teacher Training: Under this scheme

Teachers and teacher educators will be

trained for gender sensitisation. A

maximum amount of Rs. 4,000/- per

annum will be provided to each cluster

for annual training of at least 20 teachers

specially on gender aspects. This amount

will be in addition to the provisions under

SSA for normal teacher training on

subjective issues.

(f) Child Care Centres: The scheme provides

opening of additional Early Childhood

Care centres to meet gaps in the

Integrated Child Development Scheme

and relieve girls from the burden of

sibling care. Two Child Care Centres per

cluster run by community may be opened

in the areas where there is no Child Care

Centre under any scheme of the

Department of Women & Child

Development and/or the State

Government concerned. Each centre

opened under the ‘Girl Education

Component’ of the SSA will receive a

recurring grant of Rs.5000/- and non-

recurring grant of Rs.1000/- per annum.

These funds can also be used for

strengthening existing local ICDS centers

especially for augmenting training for

pre-school component, play way kits,

joint trainings with primary school

teachers and pro-rata payment of

honorarium of Anganwadi workers due

to extension of Anganwadi timings to

match school timings.

(iv) A one time non recurring grant of

§ Rs. 30,000/- for teaching learning

equipment, library, sports, vocational

training etc.; and

§ Rs. 2.00 lakh for skill building activities

(in lieu of additional classroom) and for

meeting recurring costs of skill building

activities for girls to be utilized upto a

period of three years.

This amount will only be admissible for model

cluster schools which have not availed of Rs.

2.00 lakhs for an additional classroom and Rs.

30,000/- for TLE etc. since inception of the

scheme.


Illustration

♦ One time non-recurring grant- Rs.2.30 lakh (i.e. in lieu of Rs. 2.00 lakh for construction of

additional classroom and Rs. 30,000/- for teaching

learning, equipment, library sports, vocational

training etc.)

(All EBBs were covered upto 2007. Therefore, the

grant would no longer be admissible for those

EBBs who have drawn upon it) but would be

admissible for skill building activities for girls over

a three year period to Model Cluster school who

have not availed the said amounts since the

inception of the scheme.

♦ Recurring grant – Rs. 60,000/- per cluster per annum

♦ Community Mobilization – Rs. 10,000/- per cluster per annum

multiply by number of clusters taken up

Therefore, project for block would be made on

above calculations.

5% management cost for NPEGEL impleme-

ntation for State and District can be added.

(g) Some other indicative activities which could

be undertaken within funds allocated above

include:

♦ Learning through computers especially

at upper primary level;

♦ Life skill trainings to enable skills and

capacities for copping with difficult

situation in life; enabling them to make

informed choices; participate in decision

making processes and access resources

that will assure them quality of life.

♦ Educational Tours/Exposure Visits to

enhance their information base, self

esteem and self confidence.

♦ Interaction with important people of the

area.

♦ Designing of accelerated learning for

older girls and development of relevant

curricula for residential and non-

residential bridge courses for older girls,

who were drop outs or had never

enrolled.

♦ Follow-up strategies for providing

ongoing support to girls mainstreamed

to schools from bridge courses and other

alternative schooling facilities.

♦ Engagement of older women as escorts

for school going girls where schools are

at a distance or passage is hazardous.

♦ Monitoring and tracking of girl’s

attendance and supportive strategies to

facilitate regular attendance of girls and

their retention in schools to enhance

learning achievement, completion and

transition to next level of education.

(v) Additional incentives: SSA provides for free

textbooks to all girl-children upto a limit of

Rs.150/- per child at primary level and Rs.

250/- per child at upper primary level. In

addition to the existing norms, a package of

incentives shall be available to the girl-child

under this programme. For each school a

Mother’s/ Women’s Committee would,

depending upon the real needs, decide on

additional incentives within the already

prescribed financial ceiling of Rs. 150 per girl-

child per year, under SSA. However, if there

are any savings after providing for free text

books to the girls, the balance money out of


this amount may be used for providing

additional items such as stationery, slates,

work books, uniform, providing escorts in

difficult areas, etc. Thus, if a State is spending

Rs. x per child on textbooks from SSA funds,

then it would spend only an additional Rs.

(Rs.150 – x) for these activities.

(vi) Nutrition and School Health: Health too,

remains a critical issue for girls’ education.

Greater malnutrition among girls and lower

family priority towards their health affects

their learning capacity. School health would

involve general health check up with a more

intensive follow up of such girls who require

special attention. On sanctioning of a ‘Model

Cluster School for Girl Child’, a list of such

schools mentioning the nearest Government

Hospital or Referral Hospital or PHC Centre

to the school will be provided to the concerned

State Health Department under intimation to

the Department of Elementary Education &

Literacy who will request the Ministry of

Health & Family Welfare for providing

necessary services to the Model Cluster

Schools. A synergy for this would be built with

the Department of Health. Similar synergy

will be developed for convergence of ‘Mid-

day Meal Scheme’ run by the Department of

Elementary Education & Literacy.

(vii) Community Mobilization (Mobilization for

enrolment, retention and learning):At the

District and cluster (a group of about ten

villages) level, mobilization activities

including the training of teachers and

educational administrators, mobilisation of the

community, including formation and training

of resource groups (Mother Teacher

Associations (MTA), Women Motivator

Groups(WMG), Mahila Samakhya (MS)

Sanghas etc.), activities by resource group like

enrolment, retention, talking to parents etc.,

training & review of resource group,

community follow up of enrolment,

attendance, achievement etc shall be carried

out.

The key to girls’ education is community

mobilisation. The SSA programme already

mentions mobilisation at habitation/ village /

urban slum level. For this purpose, a Cluster

Co-ordinator along with a core group at cluster

level comprising of women workers,

volunteers and mothers/ parents etc. will assist

in bringing girls from the villages, as well as

monitoring their achievement, attendance,

retention etc. Training of the community /

resource groups involving Mother-Teacher

Association, Women Management Groups,

Sanghas, etc. will also be taken up under this

component.

At the cluster level there will be a Co-ordinator

(One for every 5 - 25 villages), who will work

as an honorary women worker. She will be

paid TA/DA, etc.

This Core Group will play one of the most

critical roles in the programme, in terms of

planning, mobilisation and implementing the

programmes package of activities. Therefore,

its constitution, selection of members, their

training and orientation will be a key input in

the programme. Their role will help the

programme to truly evolve and gain local

context and community ownership.

In addition to the provisions already available

under SSA, an amount of Rs. 35,000/- for the

first year; Rs. 20,000/- for the second and third

year; and Rs. 10,000/- for the fourth and fifth

year will be provided for for the purpose of

community mobilisation through training,

follow up of girls’ enrolment, attendance,

achievement etc. in each cluster: The above

provision also includes the cost towards

Management Information System and

Documentation, honorarium & TA/DA to the

coordinators and meetings of resource groups

at cluster level. This amount will form part of

6% for management cost and it can be

enhanced on account of expenses incurred for

community mobilisation activities in the EBBs

and other educationally deprived areas

selected for special focus on girls’ education.

The 6% ceiling of a district shall not be


exceeded by an amount more than 10% of the

total “Girls Education Component” of its

annual district plan.

(viii)Implementation, Monitoring and

Supervision :

Programme activities at State and National

level : Activities at the National and State level

also include (a) Planning, (b) Training, (c)

meeting, workshops evaluation and MIS, (d)

Development of material including teaching

learning material, CDs, films and other

training material, fees & honorarium, (e)

helping in the review/ development of

textbooks, development of guidelines for

incorporation of gender concerns, (f)

development/ compilation of supplementary

reading material for girls, including life skills,

which would provide the support needed for

girls’ education etc. and (g) inter State sharing,

documentation, publication, networking,

Library, journal etc.

The SSA provisions will continue for carrying

out development of training modules,

curriculum and pedagogy activities, however,

gender focused materials will be at the core

of such activities at State level by the

implementing unit of NPEGEL. These may

include:

(a) Development of material including

teaching learning material, CDs, films

and other training material,

(b) Assisting the review/ development of

textbooks, development of guidelines for

incorporation of gender concerns,

(c) Development/ compilation of

supplementary reading material for girls,

including life skills, which would

provide the support needed for girls’

education etc.

(d) Development/ compilation of suitable

curriculum and pedagogy including

evaluation from the gender perspective

etc. Material, pedagogy and modules

already developed under programmes

like MS, Lok Jumbish Project and

District Primary Education Project, like

gender review of text books,

development of supplementary gender

sensitive teaching learning material will

also be collected and incorporated.

Funds for implementation, monitoring and

supervision of NPEGEL at sub-district,

district, State and central levels will provided

as given below :-

(a) Management expenses of 6 % of project

cost including consultants for appraisal

and monitoring and evaluation of the

scheme, coordination with existing

schemes, advocacy, workshops and

seminars establishment and

administrative expenses etc. as follows:

§ Funds to the extent of 1% at national

level will be provided at national level

to cover planning, monitoring and

concurrent evaluation.

§ Funds to the extent of 5% of proposed

expenditure at State and district level for

planning and monitoring. Funds for this

programme will be routed through the

SSA society of the State as per

mechanism mentioned in para 5 above.

(b) The ceiling of 6% for management cost

fixed under SSA can be enhanced on

account of expenses incurred for

community mobilisation activities in

areas where this programme will be

implemented upto 10% of the total

amount earmarked for the district under

this programme.

8. Methodology:

8.1 The separate sub- plan for ‘Girls Education

Component’ will be prepared by the district

implementation unit of the NPEGEL. As in

the case of DEEP, these plans shall be

scrutinized at the State level by the resource

group, before being forwarded to the cell at

the National level, who shall appraise the


plans, with the help of external agencies/

consultants where necessary. A team

constituted for the purpose will appraise the

plans received. The Project Approval Board

(PAB) of SSA will approve these sub-plans.

The PAB will also invite two eminent persons

/NGOs with experience and expertise in girls’/

women’s education while approving these

plans.

8.2 From 2008-09, the State will prepare detailed

action plans for the target group of girls and

spelling out the specific strategies to be

adopted in the block with defined and

measurable outcomes. The SSA annual work

plans of districts should reflect NPEGEL

block specific project accordingly.

9. Financial norms under the NPEGEL:

9.1 The assistance under this component will be

as per the parameters of SSA i.e. in the ratio

65:25 for the first two years of the XI plan i.e.

2007-08 and 2008-09; 60:40 for the third year

i..e 2009-10; 55:45 for the fourth year i..e

2010-11 and 50:50 thereafter i.e. from 2011-

12 onwards. For the North Eastern States the

fund sharing pattern between Centre and

States shall be 90:10 under the programme

with the Centre’s share resource from the 10%

earmarked funds for the NE Region in the SSA

Central Budget.

9.2 The provisions for NPEGEL will be in

addition to the provisions already made under

SSA. The SSA society will ensure that there

is no duplication of activities proposed under

the programme.

9.3 The Government of India would directly

release funds to the SSA State Implementation

Society. The State Government will also

release its share to the State Implementation

Society. Funds will be released thereafter to

the Mahila Samakhya society, wherever

applicable. In States where MS is not being

implemented, the implementation of this

scheme will be through a sub-unit called

‘Gender Unit’ of SSA society and existing

mechanism used for implementation of SSA

will be followed.

9.4 The State society should open a separate

savings bank account for operating of funds

of NPEGEL. State Government should also

release its matching share to the State SSA

society through a separate budget head.

Separate accounts will have to be maintained

at district and sub-district structures,

accordingly. 7


Revised Guidelines for implementation of Kasturba Gandhi Balika

Vidyalayas (KGBVs)

1. Background

1.1 The Kasturba Gandhi Balika Vidyalaya

(KGBV) scheme was launched by the

Government of India in August, 2004 for

setting up residential schools at upper primary

level for girls belonging predominantly to the

SC, ST, OBC and minorities in difficult areas.

The scheme of the KGBV ran as a separate

scheme but in harmony with the Sarva Shiksha

Abhiyan (SSA), National Programme for

Education of Girls at Elementary Level

(NPEGEL) and Mahila Samakhya (MS) for

the first two years, but has since 1st April, 2007

merged with the SSA programme as a separate

component of that programme.

2. Scope/ Coverage of the scheme

2.1 The scheme was applicable since inception

in 2004, in Educationally Backward Blocks

(EBBs) where the rural female literacy is

below the national average (46.13%: Census

2001) and gender gap in literacy is more than

the national average (21.59%: Census 2001).

Among these blocks, 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 girls 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

2.2 The criteria of eligible blocks has been revised

with effect from 1st April, 2008 to include the

following:

♦ An additional 316 Educationally

backward blocks with rural female

literacy below 30%; and

♦ 94 Towns/cities having minority

concentration (as per the list identified

by Ministry of Minority Affairs) with

female literacy rate below the national

average (53.67%: Census 2001).

3. Objective

3.1 Gender disparities still persist in rural areas

and among disadvantaged communities.

Looking at enrolment trends, there remain

significant gaps in the enrolment of girls at

the elementary level as compared to boys,

especially at the upper primary levels. The

objective of KGBV is to ensure access and

quality education to the girls of disadvantaged

groups of society by setting up residential

schools at upper primary level.

4. Strategies

4.1 2180 KGBV residential schools have been

sanctioned over the X Plan period at an

estimated cost of Rs. 19.05 lakh as recurring

cost and Rs. 26.25 lakh as non-recurring cost,

per school. Initially, the proposed schools shall

be opened in rented or other available

Government buildings after deciding the

location.

4.2 Such residential schools will be set up only in

those backward blocks that do not have

residential schools at upper primary level for

girls under any other scheme of Ministry of

Social Justice & Empowerment and Ministry


of Tribal Affairs. This shall be ensured by the

district level authority of SSA at the time of

actual district level planning of KGBV

initiatives by co-ordinating with the other

Departments/Ministries.

5. The components of the scheme will be as

follows:

(i) 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

possible models for such school have

been identified and revised financial

norms for the same are given Annexure

– I (a), (b) & (c). The revised financial

norms will be admissible to the new

KGBVs approved with effect from 1st

April, 2008. Only the revised recurring

grant will be admissible to the existing

2180 KGBVs sanctioned upto March,

2007 with effect from 1st April, 2008.

(ii) To provide necessary infrastructure for

these schools

(iii) To prepare and procure necessary

teaching learning material and aids for

the schools

(iv) To put in place appropriate systems to

provide necessary academic support and

for evaluation and monitoring

(v) To motivate and prepare the girls and

their families to send them to residential

school

(vi) 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

(vii) At the upper primary level, emphasis will

be on girls, especially, adolescent girls

who are unable to go to regular schools

(viii)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.

(ix) 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.

Separate guidelines are being issued in

the matter.

6. Implementation, monitoring and

evaluation

6.1 The scheme will be implemented by State

Governments through the Mahila Samakhya

(MS) Society in MS states and through the

SSA society in case of other states. Funds will

be released as per SSA pattern to the State

SSA societies. The monitoring and evaluation

at the State and district level will be

undertaken by the MS State Resource Centers

and in non-MS states, through the committee

created for the National Programme for

Education of Girls at the Elementary Level in

the SSA society.

6.2 Training for teachers and staff at the

residential schools will be coordinated by the

District Institutes of Educational Training,

Block Resource Centres and the Mahila

Samakhya Resource Groups.

7. State Support Group

7.1 An Advisory State level coordination

committee as approved under the NPEGEL

scheme, shall provide direction and support

to the programme. This group will consist of


nominees from relevant State Government

Departments, Government of India, experts in

the field of girls education, educationists etc.

The selection of an appropriate model of the

school and its location would be done by this

Committee based on the recommendation of

the district committee implementing the

NPEGEL and the new proposed scheme.

8. National Support Group

8.1 The National Resource Group (NRG) created

under the Mahila Samakhya programme at the

National level shall provide inputs on

conceptual issues and concerns arising in the

programme, and advice GOI on policy matters

concerning the education of girls. This group

will provide the interface with research and

training institutions, women’s movement,

educationists and non-Governmental

institutions and also bring in other experiences

of educating girls.

8.2 Since the NRG, consists of a small number of

persons and meets only two to three times in

a year, smaller sub committees of the NRG

created for specific inputs, like gender training

of teachers, development of gender based

teaching learning material, development of

audio visual programmes etc. will co- opt

additional persons from relevant institutions

or experts for the purpose.

9. Methodology

9.1 Based on the number of girls and the type of

residential school to be provided, the selection

of the model of the school to be selected would

be done by a State Level Committee based on

the recommendation of the District Committee

for the purpose. The proposal shall be

forwarded to the Cell at the National level who

shall appraise them with the help of external

agencies/consultants, where necessary.

Finally, the Project Approval Board of SSA

will approve these plans.

10. Financial Norms under KGBV

10.1 The funding pattern of the Central

Government and States/UTs for the KGBV

scheme will be the same as per the Sarva

Shiksha Abhiyan, as it is a component of SSA

with effect from 1st April, 2007.

10.2 The provisions for KGBV will be in addition

to the provisions already made under other

components of SSA and for NPEGEL. The

SSA Society shall ensure convergence of

KGBV with NPEGEL and Mahila Samakhya

programme. It shall also ensure that funds

allocated are appropriately invested and there

is no duplication of activities.

10.3 The Government of India would directly

release funds to the SSA State Implementation

Society. The State Government will also

release its share to the State Implementation

Society. Funds will be released thereafter to

the Mahila Samakhya Society wherever

applicable. In States where MS is not being

implemented, the implementation of this

scheme will be through the ‘Gender Unit’ of

SSA Society and existing mechanism used for

implementation of SSA will be followed.

10.4 The State Society should open a separate

Savings Bank Account for operating the funds

of KGBV. State Government should also

release its matching share to the State SSA

Society through a separate budget head.

Separate accounts will have to be maintained

at district and sub-district structures,

accordingly.


Annexure-I (a)

Financial norms for KGBV

MODEL – I (School with Hostel for 100 girls) with effect from 1st April, 2008

(Rs. in lakhs)

S. No. Item of Expenditure Financial norms

Non-Recurring Cost

1 Construction of building 36.05

Boundary wall 1.50

Boring/Handpump (minimum rates prescribed by State Drinking WaterDepartment subject to a ceiling of Rs. 1.00 lakhs). 1.00

Electricity 0.20

2 Furniture/Equipment including kitchen equipment 3.00

3 Teaching Learning Material and equipment including library books 3.50

4 Bedding 00.75

TOTAL: 46.00

Recurring Cost

1 Maintenance per girl student per month @ Rs 750

Maintenance per Trainee per month @ Rs.750/-

9.00• food bill per girl Rs 20 to 25Ø Rent for building where KGBV will be notrunnig in the own premises

• Oil, soap, Detergent Poweder, Combs and if the bedding is needed more insome KGBVs

2 Stipend for girl student per month @ Rs 50 0.60

3 Supplementary TLM, stationery and other educational material 0.60

4 Examination fee 0.02

5 Salaries:

1 Warden

4 Full time teachers

2 Urdu teachers (only for blocks with muslim population above 20%and select urban areas), if required 12.00

3 Part time teachers

1 Full time accountant

2 Support staff – (Accountant/Assistant, Peon, Chowkidar)

1 Head cook and 1 Asst. cook for 50 girls and 2 Asst. cooks for 100 girls

6 Vocational training/specific skill training 0.50

7 Electricity/ water charges 0.60

8 Medical care/Contingencies @ Rs 750/- child 0.75

9 Maintenance 0.40

Miscellaneous 0.40

10 Preparatory camps 0.15

11 PTAs/ school functions 0.15

12 Provision of Rent (8 months) 4.80

13 Capacity building 0.30

TOTAL 30.27

Grand Total 76.27


Annexure-I (b)

MODEL – II (School with Hostel for 50 girls) with effect from 1st April, 2008(Rs. in lakhs)


Non-Recurring Cost


Boundary wall 1.50

Boring/Handpump (minimum rates prescribed by State Drinking WaterDepartment subject to a ceiling of Rs. 1.00 lakhs). 1.00

Electricity 0.20



4 Bedding

TOTAL: 35.38

Recurring Cost

1 Maintenance per girl student per month @ Rs. 750 Maintenance per Trainee permonth @ Rs.750/-

4.50• food bill per girl Rs 20 to 25Ø Rent for building where KGBV will be notrunnig in the own premises

• Oil, soap, Detergent Poweder, Combs and if the bedding is needed more insome KGBVs

2 Stipend for girl student per month @ Rs. 50 stipend for trainees per Month @ Rs.50/-

0.30

• Educational Tour – Three one day tours and two two-days tour

• Inter KGBV Visit for the teachers of KGBV, BRCs and CRCs

• Develop the display center whatever has been made from vocational trainingand TLM

• Project work



5 Salaries:

12.00

1 Warden

4 Full time teachers

2 Urdu teachers (only for blocks with muslim population above 20% and selecturban areas) , if required








9 Maintenance 0.20

Miscellaneous 0.20





TOTAL 23.05

Grand Total 58.43



Non-Recurring Cost


Boundary wall 1.50

Boring/Handpump (minimum rates prescribed by State Drinking Water

Department subject to a ceiling of Rs. 1.00 lakhs). 1.00

Electricity 0.20



4 Bedding 0.375

TOTAL: 31.68

Recurring Cost

1 Maintenance per girl student per month @ Rs 750 Maintenance per Trainee per

month @ Rs.750/-

4.50• food bill per girl Rs 20 to 25

• Rent for building where KGBV will be not runnig in the own premises

• Oil, soap, Detergent Poweder, Combs and if the bedding is needed more in

some KGBVs

2 Stipend for girl student per month @ Rs 50 0.30



5 Salaries:

6.00

1 Warden

4 Full time teachers*

2 Urdu teachers (only for blocks with muslim population above

20% and select urban areas), if required








9 Maintenance 0.20

Miscellaneous 0.20





TOTAL 17.05

Grand Total 48.73

Annexure-I (c)

MODEL – III – Only Hostel attached to existing school with effect from 1st April, 2008

(Rs. in lakhs)


Address of KGBV (Model-I, II & III)Sr. Name of Name of Name of Name of Type Type Run New Address Nov-11

No. District Block Cluster Village of of by

KGBV KGBV SSA/MS

1 AHMEDABAD BAVLA BAGODARA BAGODARA I A SSA B/h. Bagodara Primary School, Nr. Lake, At.

Bagodara, Ta. Bavla, Di. Ahmedabad

2 AHMEDABAD RANPUR JALILA JALILA III C SSA Inside Jalila Primary School, At. Jalila, Ta.Ranpur, Di. Ahmedabad

3 AHMEDABAD VIRAMGAM SACHANA SACHANA III C (new) SSA Inside Sachana Primary School, At. Sachana,

Ta. Viramgam, Di. Ahmedabad

4 AHMEDABAD SANAND CHANGODAR CHACHARAWADI III C (new) SSA Inside Chacharawadi Primary School, At.VASANA Chacharawadi Vasana, Ta. Sanand,

Di. Ahmedabad

5 AMRELI JAFARABAD SAGARSHALA MITIYALA I A SSA Nr. Grampanchyat, At. Mitiyala, Ta. Jafrabad, Di.Amreli, Pin. 365540

6 AMRELI RAJULA RAJULA-1 RAJULA III C SSA B/h. Telephone Exchange, Khakjabai Road, At.

Rajula, Ta. Rajula, Di. Amreli, Pin. 365560

7 BANASKANTHA DANTA AMBAJI-2 AMBAJI I A SSA Front of Hindustan Fortune, Koteshwar Road, At.

& Po. Ambaji, Ta. Danta, Di. Banaskantha

8 BANASKANTHA THARAD MOTI PAVAD MOTI PAVAD II B MS Kasturba Gandhi Balika Vidhyalay, At. MotiPavad, Ta. Tharad, Di. Banaskantha,

9 BANASKANTHA DHANERA KUWARLA KUWARLA II B MS Kasturba Gandhi Balika Vidhyalay, At. Kuwarla,

Ta. Dhanera, Di. Banaskantha,

10 BANASKANTHA DEESA AAGTHALA MANKI I C-A SSA At. & Po. Manki, Ta. Deesa, Di. Banaskantha

11 BANASKANTHA DIODAR LAVANA LAVANA III C (new) SSA Opp. Telephone Exchange, At. & Po. Lavana, Ta.

Diodar, Di. Banaskantha

12 BANASKANTHA WAV DHIMA DHIMA III C SSA Building of Vishnuyagn Dharmashala, At. & Po.Dhima, Ta. Wav, Di. Banaskantha

13 BANASKANTHA KANKREJ THARA-1 THARA-1 II B (new) SSA Inside of Police Station, At. & Po. Thara, Ta.

Kankrej, Di. Banaskantha

14 BANASKANTHA BHABHAR BHABHAR NAVA-1 BHABHAR NAVA I B (new)-A SSA Diryakaran Jain Vadi, Roliyanagar, At.Bhabharnava, Ta. Bhabhar, Di. Banaskantha

15 BANASKANTHA AMIRGADH IQUBALGADH IQUBALGADH I B (new)-A SSA Front of Ramjimandir, At. & Po. Iqbalgadh, Ta.

Amirgadh, Di. Banaskantha

16 BANASKANTHA DANTIWADA DANTIWADA DANTIWADA II B (new) SSA House of Modi Pragajibhai Hiraji, At. & Po.Dantiwada, Ta. Dantiwada, Di. Banaskantha

17 BHAVNAGAR MAHUVA KALSAR UNCHA KOTDA I A SSA Nr. Water Tank, At. Uncha Kotda, Ta. Mahuva,

Di. Bhavnagar

18 BHAVNAGAR PALITANA SETRUNJI DEM SETRUNJI DEM III C SSA Opp. Shetrunji Dem Primary School, At. Shetrunji

Dem, Ta. Palitana, Di. Bhavnagar

19 BHAVNAGAR BOTAD RAJPARA NAGALPAR I A (new) SSA Nagalpar Primary School, Gadhada Road, At.Nagalpar, Ta. Botad, Di. Bhavnagar

20 BHAVNAGAR BHAVNAGAR SIDSAR SIDSAR I A (new) SSA Nr. BRC Bhavan, Nirdosanandnagar, At. Sidsar,

Ta. Bhavanagar, Di. Bhavnagar

21 BHAVNAGAR GHOGHA GHOGHA GHOGHA III C (new) SSA Nr. Helath Centre, At. Ghogha, Ta. Ghogha, Di.Bhavnagar

22 BHAVNAGAR TALAJA PAVTHI PAVTHI I A (new) SSA Pavthi Primary School Campus, At. & Po. Pavthi,

Ta. Talaja, Di. Bhavnagar

23 DAHOD DHANPUR BHORVA PAV I B-A SSA Nichvas Faliya Pav, At. Pav, Po. Nalu, Ta.

Dhanpur, Di. Dahod

24 DAHOD DEVGADH BARIA SHIKSHANUBHAV MOTI KHAJOORI I B-A SSA Patel Faliya, At. & Po. Moti Khajuri, Ta. DevgadhBaria, Di. Dahod

25 DAHOD DAHOD KATHALA KHANGELA I A SSA Nr. Sitalamata Varge Faliya, At. & Po. Khagela,

Ta. Dahod, Di. Dahod

26 DAHOD LIMKHEDA AGARA (U) AGARA I C-A SSA In Agara (U) Primary School Campus, At. & Po.Agara, Ta. Limkheda, Di. Dahod

27 DAHOD GARABADA BORIYALA GANGARADA III C (new) SSA In Gangarada Primary School Campus, At. & Po.

Gangarada, Ta. Garbada, Di. Dahod

28 DAHOD FATEPURA NANI DHADHELI DABLARA II B (new) SSA C/o. Ramsunjai Lulabhai Pargi House, At.Mahuda Faliya Dablara, Po. Vasiyakui, Ta.

Fatepura, Di. Dahod

29 DAHOD ZALOD MUVADA KUMAR THERKA I A (new) SSA C/o. Ratansing Virabhai Sangada House, At. &Po. Therka Tal Faliya, Ta. Zalod, Di. Dahod

30 JAMNAGAR DWARKA MITHAPUR AARAMBHADA I A SSA Kasturba Gandhi Balika Vidhyalay, Okha

Highway, Front of Jalaram Temple, ChopgiPrimary School, Nr. Matiyadada Temple, At.

Aarambhada, Ta. Dwarka, Di. Jamnagar

31 JAMNAGAR KALYANPUR BHATIYA BHATIYA III C SSA Kasturba Gandhi Balika Vidhyalay, PanditDindayal Chowk, Nr. Ambaliya Transport, At.

Bhatiya, Ta. Kalyanpur, Di. Jamnagar


32 JAMNAGAR JAM KHAMBHALIYA VADTRA VADTRA III C (new) SSA Kasturba Gandhi Balika Vidhyalay, Gram

Samajvadi, Opp. Taluka School Vadtra, At.

Vadtra, Ta. Khambhaliya, Di. Jamnagar

33 JUNAGADH UNA KESRIYA KAJARADI I A SSA At. Kajaradi, Ta. Una, Di. Junagadh

34 JUNAGADH VERAVAL AADRI AADRI III C (new) SSA At. Aadri, Ta. Veraval, Di. Junagadh, Pin. 362268

35 JUNAGADH SUTRAPADA DHAMLEJ DHAMLEJ III C SSA KGBV Dhamlej, At. Dhamlej, Ta. Sutrapada, Di.

Junagadh

36 JUNAGADH MANGROL (Urban) TOWER MANGROL II B (new) SSA Shaktinagar, B/h. Government Hospital, At.

Mangrol, Ta. Mangrol, Di. Junagadh

37 JUNAGADH UNA (Urban) UNA-3 UNA II B (new) SSA Nr. Old Bus Stand, At. Una, Ta. Una, Di.

Junagadh,

38 JUNAGADH VERAVAL (Urban) VERAVAL-1 VERAVAL II B (new) SSA Opp. Bus Stand, Nr. Dr. Pansanni Hospital,

Somnatha Society, At. Veraval, Ta. Veraval, Di.

Junagadh, Pin. 362265, Ph. No. 02876-224000

39 KUTCHH RAPAR BALASAR BALASAR II B SSA Kasturba Gandhi Balika Vidhayalay, B/h. Check

Post, At. Balasar, Ta. Rapar, Di. Kutchh

40 KUTCHH BHACHAU CHOBARI CHOBARI I A SSA Kasturba Gandhi Balika Vidhayalay,

Ganshyamnagar, B/h. Primary School, At.

Chobari, Ta. Bhachau, Di. Kutchh

41 KUTCHH ANJAR ANJAR ANJAR III C SSA Kasturba Gandhi Balika Vidhayalay, Opp.

Primary School No.-16, In BRC Bhavan

Compound, At. Anjar, Ta. Anjar, Di. Kutchh

42 KUTCHH BHUJ KODAKI KODAKI I C-A SSA Kasturba Gandhi Balika Vidhayalay, In Kodaki

Group School Compound, At. Kodaki, Ta. Bhuj,

Di. Kutchh

43 KUTCHH BHUJ (Urban) BHUJ BHUJ II B (new) SSA Kasturba Gandhi Balika Vidhayalay, Mundra

Rilocation, Cross Road, Pramukhswaminagar,

Panchayati Primary School, At. Bhuj, Ta. Bhuj,

Di. Kutchh

44 KUTCHH LAKHAPAT DOLATPAR DOLATPAR II B (new) SSA Kasturba Gandhi Balika Vidhayalay, At. Dolatpar

(Mafatnagr), Ta. Lakhpat, Di. Kutchh

45 KUTCHH ABADASA NALIYA NALIYA III C (new) SSA Kasturba Gandhi Balika Vidhayalay, B/h. Taluka

Panchyat, BRC Bhavan, At. Naliya, Ta. Abadasa,

Di. Kutchh

46 KUTCHH GANDHIDHAM ANTARJAL KIDANA II B (new) SSA Kasturba Gandhi Balika Vidhayalay, Sector-5,

Sathavara Society, Sarvoday Praimary School,

At. Kidana, Ta. Gandhidham, Di. Kutchh

47 KHEDA BALASHINOR MONA BRANCH-1 BALASHINOR I A SSA Kasturba Gandhi Balika Vidhyalay, Gopeshwar

Temple, At. Balasinor, Ta. Balasinor, Di. Kheda

48 MEHSANA SATLASANA SATLASANA VAV I A SSA Kasturba Gandhi Balika Vidhyalay, Nr. Water

Purvatha, Dharoi Road, At. Vav, Ta. Satlasana,

Di. Mehsana

49 NARMADA SAGBARA SELAMBA SELAMBA I C-A SSA KGBV Selmaba, Navapada Road, Nr. Teachers

Quarters, At. & Po. Selamba, Ta. Sagbara, Di.

Narmada

50 NARMADA DEDIYAPADA ZARNAVADI NIGHANT I A SSA "KGBV Nighat, Nr. Teachers Quarters, At. Nighat

, Po. Zarnavadi, Ta. Dediapada, Di. Narmada“"

51 PANCHMAHAL HALOL DHINKVA DHINKVA II B MS KGBV Building, At. & Po. Dhinkva, Ta. Halol, Di.

Panchmahal

52 PANCHMAHAL GHOGHAMBA ZAB ZAB I A MS KGBV Building, At. Zab (Vav), Po. Bakrol, Ta.

Ghoghamba, Di. Panchmahal,

53 PANCHMAHAL MORVA (H) VADODAR RAJAYITA I B-A SSA At. Navi Vasahat Motikyar, Po. Rajayata, Ta.

Morva (Hadaf), Di. Panchmahal

54 PANCHMAHAL KADANA DINTVAS DINTVAS I B(new)-A SSA C/o. Damor Kalubhai House, At. & Po. Dintvas,

Ta. Kadana, Di. Panchmahal

55 PANCHMAHAL GODHRA GODHRA GODHRA II B(new) MS KGBV, C/o. Smitaben Girishbhai Trivedi House,

19, Parvtinagar, Godhra, Ta. Godhra, Di.

Panchmahal

56 PANCHMAHAL SANTRAMPUR SANTRAMPUR SANTRAMPUR II B(new) MS KGBV, C/o. Dindod Chaturiben Bhemabhai

House, Nr. S.R. Petrolpump, Godhra Road,

Santrampur, Di. Panchmahal

57 PATAN SAMI SAMI SAMI I A SSA Opp. Momai Mata Mandir, Mujpur Road, At.

Sami, Ta. Sami, Di. Patan

58 PATAN SANTALPUR ZEKADA KOLIWADA I B-A SSA Nayatwada Road, At. Kolivada, Ta. Santalpur, Di.

Patan

Sr. Name of Name of Name of Name of Type Type Run New Address Nov-11


KGBV KGBV SSA/MS

Address of KGBV (Model-I, II & III)


59 PATAN RADHANPUR GOTARAKA GOTARAKA I C-A SSA In Campus of Government Primary School, At.

Gotarka, Ta. Radhanpur, Di. Patan

60 PATAN PATAN BHATSAN KOITA I B (new)-A SSA Patan-Deesa Highway, In Samanya Vidhyalay

Compund, At. Koita, Ta. Patan, Di. Patan

61 PATAN HARIJ RODA JASWANTPURA I B (new)-A SSA On Patan-Dunawada Road, At. Virajinagar,

Ta.Harij, Di. Patan

62 RAJKOT VANKANER MATEL MATEL I A MS KGBV Building, At. & Po. Matel, Ta. Vakaner, Di.

Rajkot,

63 RAJKOT MALIYA MIYANA BHAVPAR BHAVPAR III C (new) SSA C/o. Pravibhai jashapar House, Nr. Shreeram

Temple, B/H. ICDS Centre, At. & Po. Bhavpar,

Ta. Maliya Miyana, Di. Rajkot,

64 RAJKOT JASDAN VINCHHIYA VINCHHIYA II B (new) MS KGBV, C/o. Barcha Veenaben Anilbhai House,

Old Sarvoday School, Main Market, Shipaiseri,

At. & Po. Vinchhiya, Ta. Jasdan, Di. Rajkot,

65 SABARKANTHA KHEDBRAHMA DELVADA I A MS KGBV Building, At. & Po. Delvada, Ta.

Khedbrahma, Di. Sabarkantha,

66 SABARKANTHA MEGHRAJ DHIMDA II B MS KGBV Building, At. & Po. Dhimda, Ta. Meghraj,

Di. Sabarkantha,

67 SABARKANTHA MALPUR UBHARAN MAGODI I C-A SSA B/h. Magodi Primary School, At. Magodi, Ta.

Malpur, Di. Sabarkantha,

68 SURAT NIZAR KUKARMUNDA UTAVAD I A SSA KGBV, Utavad Primary School, At. Utavad, Ta.

Nizar, Di. Surat

69 SURAT UMARPADA GHANAWAD GHANAWAD I C-A SSA KGBV, Ghanavad Primary School, At. Ghanavad,

Ta. Nizar, Di. Surat

70 SURAT SONGADH SONGADH AMLIPADA III C (new) SSA KGBV, Amlipada Primary School, At. Amlipada,

Ta. Songadh, Di. Surat

71 SURAT UCHCHAL MIRKOT PANKHARI II B (new) SSA KGBV, Pankhari Primary School, At. Pankhari,

Ta. Uchchhal, Di. Surat

72 SURENDRANAGAR SAYALA DOLIYA DOLIYA I B-A MS Next to Jain Temple, Nr. Old Bhojanshala,

Ahmedabad Highway, At. & Po. Doliya, Ta.

Sayala, Di. Surendranagar,

73 SURENDRANAGAR CHOTILA CHIRODA CHIRODA I A MS KGBV Building, At. & Po. Chiroda (Thanga), Ta.

(Thanga) (Thanga) Chotila, Di. Surendranagar

74 SURENDRANAGAR MULI MULI GADHAD II B SSA KGBV, Gadhad Vadi Vistar, At. Gadhad, Ta. Muli,

Di. Surendranagar

75 SURENDRANAGAR LIMBDI RALOL RALOL III C (new) SSA KGBV, B/h. Ralol Kumar School, At. Ralol, Ta.

Limbdi, Di. Surendranagar

76 SURENDRANAGAR HALVAD MERUPAR MERUPAR III C SSA KGBV, Nr. Merupar Pay Cantre, At. Merupar, Ta.

Halvad, Di. Surendranagar

77 SURENDRANAGAR DHANGDHRA DHOLI KHAMBHADA III C (new) SSA KGBV, Nr. In Primary School, At. Khambhda, Ta.

Dhrangadhra, Di. Surendranagar

78 SURENDRANAGAR PATDI PATDI PATDI II B (new) SSA KGBV, At. Patdi, Ta. Patdi, Di. Surendranagar

79 SURENDRANAGAR LAKHTAR LAKHTAR-1 LAKHTAR III C (new) SSA KGBV, " Shanti Kunj", Kumbhar Paru, House of

Makwana Rameshkumar C., Out of Ugaman

Darwaja, At. Lakhtar, Ta. Lakhtar, Di.

Surendranagar

80 SURENDRANAGAR CHUDA CHUDA CHUDA III C (new) MS C/o. Harunbhai Gafurbhai Sidatar House

(Mithavala), Nr. Kansaraseri, Matajini Madhvali

Gali, Bigbazar, At. & Po. Chuda, Ta. Chuda, Di.

Surendranagar,

81 VADODARA JETPUR PAVI BORDHA BORDHA I B-A MS KGBV Bordha, At. & Po. Bordha, Ta. Jetpur Pavi,

Di. Vadodara,

82 VADODARA KAWANT KAWANT KAWANT I A MS KGBV Paravala Building, Sabirbhai Vora's

House, B/h. Naswadi Chowki, At. & Po. Kwant,

Ta. Kwant, Di. Vadodara,

83 VADODARA NASWADI POCHAMBA POCHAMBA I C-A SSA Nr. Primary School, Pochamba, At. Pochamba,

Ta. Naswadi, Di. Vadodara

84 VADODARA CHHOTA UDEPUR ZOZ GAMAN FALIYA I A (new) SSA Gamanfaliya Main Road, At. Gamanfaliya, Ta.

Chhotaudepur, Di. Vadodara

85 VALSAD KAPARADA DABKHAL LAUKAR I A (new) SSA Sarva Shiksha Abhiyan, Teachers Quarters, At.

Laukar, Ta. Kaparada, Di. Valsad

86 VALSAD DHARAMPUR (R) GUNDIYA GUNDIYA II B (new) SSA Sarva Shiksha Abhiyan, Teachers Quarters, At.

Gundiya, Ta. Dharampur, Di. Valsad

Sr. Name of Name of Name of Name of Type Type Run New Address Nov-11


KGBV KGBV SSA/MS

Address of KGBV (Model-I, II & III)

* Run by Sarva Shiksha Abhiyan (SSA-71) & Run by Mahila Samakhya (MS-15)


No. District Block No.of No. ofnew cluster Schools

1 AHMADABAD VIRAMGAM 16 104

AHMADABAD SANAND 17 117

AHMADABAD RANPUR 7 41

AHMADABAD BAVLA 12 65

AHMADABAD TOTAL 52 327

2 AMRELI JAFRABADA 6 52

AMRELI RAJULA 13 98

AMRELI TOTAL 19 150

3 BANASKANTHA AMIRGATH 10 98

BANASKANTHA BHABHAR 11 107

BANASKANTHA DANTA 27 203

BANASKANTHA DANTIWADA 13 95

BANASKANTHA DEESA 50 405

BANASKANTHA DEODAR 21 170

BANASKANTHA DHANERA 16 124

BANASKANTHA KANKAREJ 30 253

BANASKANTHA THARAD 33 265

BANASKANTHA VAV 23 180

BANASKANTHA TOTAL 234 1900

4 BHAVNAGAR BOTAD 13 84

BHAVNAGAR GHOGHA 9 67

BHAVNAGAR PALITANA 19 126

BHAVNAGAR TALAJA 23 146

BHAVNAGAR MAHUVA 26 181

BHAVNAGAR TOTAL 90 604

5 DAHOD DAHOD 34 267

DAHOD GARBADA 18 131

DAHOD LIMKHEDA 30 271

DAHOD DHANPUR 17 177

DAHOD FATEPURA 22 244

DAHOD ZALOD 39 350

DAHOD DEV. BARIA 26 218

DAHOD TOTAL 186 1658

6 JAMNAGAR DWARKA 15 96

JAMNAGAR JAMKALYANPUR 26 209

JAMNAGAR JAMKHAMBHALIYA 28 202

JAMNAGAR JODIYA 14 79

JAMNAGAR TOTAL 83 586

7 JUNAGADH VERAVAL 13 106

JUNAGADH SUTRAPADA 12 90

JUNAGADH UNA 25 184

JUNAGADH TOTAL 50 380

8 KACHCHH RAPAR 37 276

KACHCHH BHACHAU 22 168

KACHCHH ANJAR 17 124

KACHCHH BHUJ 41 315

KACHCHH MANDVI 23 163

KACHCHH MUNDRA 15 100

KACHCHH TOTAL 155 1146

9 KHEDA BALASINOR 18 139

KHEDA TOTAL 18 139

NPEGEL Blockwise Details


10 MAHESANA SATLASANA 12 82

MAHESANA TOTAL 12 82

11 NARMADA DEDIYAPADA 25 235

NARMADA SAGBARA 14 115

NARMADA TOTAL 39 350

12 PANCHMAHAL GHOGHAMBA 25 225

PANCHMAHAL GODHRA 45 341

PANCHMAHAL HALOL 28 215

PANCHMAHAL JAMBUGHODA 6 55

PANCHMAHAL KADANA 19 186

PANCHMAHAL KHANPUR 15 132

PANCHMAHAL MORVA HADAF 17 140

PANCHMAHAL SANTRAMPUR 34 306

PANCHMAHAL SHAHERA 29 244

PANCHMAHAL TOTAL 218 1844

13 PATAN HARIJ 9 57

PATAN SAMI 21 103

PATAN RADHANPUR 14 96

PATAN SANTALPUR 12 93

PATAN TOTAL 56 349

14 RAJKOT JASDAN 24 186

RAJKOT MALIYA 12 79

RAJKOT VANKANER 20 153

RAJKOT TOTAL 56 418

15 SABARKANTHA KHEDBRAHMA 31 291

SABARKANTHA MEGHREJ 29 257

SABARKANTHA MALPUR 19 152

SABARKANTHA TOTAL 79 700

16 SURAT NIZAR 15 116

SURAT UMARPADA 9 108

SURAT TOTAL 24 224

17 SURENDRANAGAR HALVAD 15 121

SURENDRANAGAR DHRANGADHRA 17 101

SURENDRANAGAR PATDI-DASADA 13 114

SURENDRANAGAR LAKHTAR 8 49

SURENDRANAGAR MULI 9 85

SURENDRANAGAR CHOTILA 14 163

SURENDRANAGAR SAYALA 16 112

SURENDRANAGAR CHUDA 9 45

SURENDRANAGAR LIMBDI 16 82

SURENDRANAGAR TOTAL 117 872

18 VADODARA JETPUR-PAVI 28 275

VADODARA KAWANT 16 129

VADODARA NASWADI 20 235

VADODARA TOTAL 64 639

GRAND TOTAL 1552 12368

Urban Slums


1 Banaskantha Palanpur Urban Slum 2 2

2 Bhavanagar Bhavnagar(MCS) urban Slum 3 2

3 Junagadh Keshod Urban Slum 3 1

4 Navsari Bilimora ri Urban Slum 3 1

5 Surendranagar Surendnagar(Ddudharej) 3 1Urban Slum

6 Mehsana Kadi Urban Slum 3 1

7 Mehsana Mahesan Urban Slum 3 2


8 Mehsana Unjha Urban Slum 3 3

9 Gandhinagar Gandhinagar (NA) Urban Slum 3 1

10 Anand Anand Urban Slum 3 1

11 Patan Patan Urban Slum 3 1

Total 32 16

Grand Total 1584 12384

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