GUIDELINES FOR SOCIAL AUDIT OF SAMAGRA SHIKSHA SCHEME

OBJECTIVES OF THE SAMAGRA SHIKSHA SCHEMES

 Support State and UTs in implementing the recommendations of the National
Education Policy 2020 (NEP 2020),
 Support States in implementation of Right of Children to Free and Compulsory
Education (RTE) Act, 2009;
 Focus on Early Childhood Care and Education;
 Emphasis on Foundational Literacy and Numeracy;
 Thrust on Holistic, Integrated, Inclusive and activity based Curriculum and Pedagogy
to impart 21st century skills among the students;
 Provision of quality education and enhancing learning outcomes of students;
 Bridging Social and Gender Gaps in School Education; Ensuring equity and inclusion
at all levels of school education;
 Strengthening and up-gradation of State Councils for Educational Research and
Training (SCERTs)/State Institutes of Education and District Institutes for Education
and Training (DIET) as a nodal agency for teacher training;
 Ensuring safe, secure and conducive learning environment and minimum standards
in schooling provisions and
 Promoting vocational education.

ROLES AND RESPONSIBILITIES OF VARIOUS FUNCTIONARIES ASSOCIATED WITH SCHOOL

EDUCATION DEPARTMENT
 The Headmaster or the Principal of the concerned school acts as the Chief Coordinator of the
programme and ensures seamless coordination and effective implementation of different
programmes.
 S/he oversees the working of the faulty/resource persons/skill trainers
 The Principal/Headmaster shall arrange for proper guidance and counselling of (he students
and sensitization of the parents.
 The Headmaster/Principal will facilitate Social Audit lean during the verification al the
school level . S/he will provide all the information related lo the school such as details of
students. Teacher , SMC representatives, attendance registers a d accounts' statements of
 expenditure from School Grants, o.r alNo fdcililale Physical inspeclion oJ lhe school and
inlercclion vith studenl:, purenls and teachers.

Targets
Samagra Shiksha would support States/UTs to make concerted efforts towards reaching
the following targets to ensure equitable and universal access and retention
in school education:

 Reaching the target of 100% GER in school education by 2030 as

envisaged in the NEP 2020.
 Ensuring that no child is deprived of education of satisfactory quality
due to gender, socio-economic, disability and other barriers
 Making primary and upper primary schools/sections available in the
neighbourhood of all children in the age group 6-14 years as per
provisions laid down in the RTE Act.
 Making secondary and senior secondary schools/sections available to all
eligible class VIII graduates within the physical distance of 5-10 km from
their place of residence.
 Reducing gaps in infrastructure, in-school facilities in secondary and senior
secondary schools/sections as per State/UT norms by taking a ‘whole
school approach’.
 Bringing all Out of School Children back into the educational fold as early as possible.

The broad development goal is to ensure that more and more children participate,
progress through grades and complete school education in time. In other words,
States/UTs need to make concerted efforts to reduce dropouts and repetition rates
in order to ensure improved student flow and completion rates in school education.
Accordingly, State/UT specific development goals and SMART (Specific,
Measurable, Achievable, Realistic and Timeframe) targets should be provided in
the Perspective Plan.

While developing proposals for improving retention, targets may be

articulated in terms of percentage changes in the KPIs (viz., promotion
rate, dropout rate, repetition rate and completion rate) in a given year over and
above the base year values.
 Establishing new schools and upgrading existing schools on the basis of GIS
mapping

Providing transport and escort facilities for disadvantaged children and

Physical access to school those in remote and difficult areas

Residential schools, and hostels, KGBVs

Equ
itab
Special Training
le Mainstreaming of Out of School
acc Childeren (OoSC)
NIOS and State Open School
ess
to
Strengthening of existing schools, Infrastructure, including anciliary
sch facilities, etc.
In-school provisions, including
ool infrastructure, TLM, teaching and
non-teaching staff, etc.
Managing teaching and non-teaching staff

Stretegic intervention cummulative disadvantages, girls and children

with special needs like Incentives awards and other benifits
Equity i.e. dealing with social and
economic distances by reduciong
social and economic disparities in
access to school education Creating school complexes and identifying the lead schools and related
institutional arrangements for governance of the school complex
(as per NEP 2020)