Odisha AWP-3 April 2023

ANNUAL WORK PLAN& BUDGET-2023-24
ODISHA
STRENGTHENING TEACHING-LEARNING AND RESULTS FOR STATES

(STARS)
Odisha School Education Programme Authority (OSEPA)

SHIKSHA SOUDH, UNIT-V, BHUBANESWAR - 751001
www.opepa.in
Email-opepaedu@yahoo.co.in
Telephone no. 0674-2395325
INDEX
Sl No Activity Page No
1 Planning process 1-4
2 State and School Education profile 4-22
3 Progress in 2022-23 23-70
4 Activity wise plan 2023-24
Component- I
71-79
Strengthened Early Childhood Education
5
Component- II–
79-89
Improving Learning Assessment System
Component -III
Improved Teacher Performance and 89-101
Classroom practices
Component -IV
101-129
Strengthened Service Delivery
Component -V
129-153
Vocational Education and Training
6 Convergence 153-155
7 Budgeting 156-166
ABBREVIATION & ACRONYMS
AWP&B Annual Work Plan and Budget

BITE Block Institutes of Teacher Education
BAS Baseline Achievement Study
BPL Below Poverty Line
BEO Block Education Officer
BRC Block Resource Centre
CCE Continuous Comprehensive Evaluation
CR Completion Rate
CRC Cluster Resource Centre
CTE College of Teacher Education
CTS Child Tracking System
CPD Continuous Professional development
CWSN Children with Special Needs
D.L.I District Linked Indicators
D.P.C District Project Coordinator
CSS Centrally Sponsored Scheme
DEO District Education Officer
DIET District Institute of Education And Training
DR Dropout rate
ECCE Early Childhood Care and Education
FA&CAO Financial Advisor & Chief Account Officer
FLN Foundational Literacy and Numeracy
GER Gross Enrollment Ratio
GP Gram Panchayat
HHS House Hold Survey
IASE Institute of Advanced Studies in Education
I.O.C. Intervention for Out of School Children
ICT Information and Communication Technology
KGBV Kasturava Gandhi BalikaVidyalaya
LEP Learning Enhancement Programme
MIS Management Information System
NSA Non State Actors
NAS National Achievement Survey
NEP New Education Policy
NER Net Enrollment Ratio
OOSC Out Of School Children
OSEPA Odisha School Education Programme Authority
PM Project Management
PFMS Public Financial Management System
PAB Project Approval Board
PTR Pupil Teacher Ratio
QMT Quality Monitoring Tool
RTE Act Right to Education Act
RCFCE Act Right of Children to Free & Compulsory Education Act
RFD Result Framework Document
RR Retention Rate/Repetition rate
S.A.C State Assessment Cell
S.I.S State Implementing Society
S.I.G State Incentive Grant
S.P.D. State Project Director
SC/ST Scheduled Caste & Scheduled Tribe
SS Samagra Shiksha
SCERT State Council of Educational Research and Training
SDG Sustainable Development Goal
SDMIS Student Data Management Information System
SMC School Management Committee
SIG State Incentive Grant
STARS Strengthening Teaching- Learning and Results for States
TEI Teacher Education Institute
TT Teacher Training
U.C. Utilization Certificate
VSK Vidya Samikhya Kendra
Annual Work Plan & Budget – STARS – 2023-24
1. Planning Process under STARS
Annual Work Plan and Budget-2023-24has been prepared to obtain outcomes of the
Scheme.
Capacity building of district and State functionaries
 Orientation and Capacity Development Programmes have been initiated for the
preparation of the Annual Work Plan and Budget under STARS in the year 2023-24 as
per the guidelines received.
 Capacity building of all Intervention Heads of SPO, DPO on Appraisal Norms
&Programmatic and Financial Norms: STARS has been made to prepare the Annual
Plan.
 Before the preparation of the plan, training, and orientation of all members of the planning
team has been made at different levels.
Need-Based Planning
 During the preparation of the plan, all data and information regarding the school, child
population, enrollment, school - U-DISE+ & field Survey, has been used.
 Activity wise plan of all Interventions under STARS has been done taking into
consideration GAPs, available resources, and required strategies.
 For the preparation of the Access plan, field-level data, and school mapping data have
been used.
 Preparation of a Comprehensive Quality Plan in which the emphasis was to identify
and address gaps in the achievement of core skills and competencies in reading,
writing and comprehension, and numeracy at the Primary level. And accordingly,the
quality Plan has been prepared.
 Steps have been taken to address the educational needs of Aspirational districts.
 Civil works plan has been prepared by providing priorities for electricity, Toilets &
Drinking water facilities.
 SMC/SMDC training has been planned to orient and involve all SMCs in the planning
process.
 As seasonal hostel gives a good result in the retention of students, this year's plan has
been made to provide quality education in all areas which are migration prone.
 In 2023-24, Infrastructure Development in Aspirational districts, access to secondary
and Higher Secondary schools, and Residential Hostel facilities have been made are
given priority along with Learning Outcome activity.
 Tribal Plan, has been made to enroll, and retain all children in school and to complete
their elementary and secondary education.
Evidence-Based Planning
The annual Plan has been made in a decentralised manner as per the guidelines and norms
to reduce the time and effort of achieving the goal. In this regard, a time calendar has been
prepared to follow the planning process and also communicated to all districts and the state
level.
Participation in Local Self Government
 Sensitization of all PRI members on the aim and objectives of STARS and
Aspirational Districts priority in saturation of Its needs through the special meeting.
 Special Conduct of PTM /SMC to create awareness on Attendance, Retention, and
continuance of Quality Education in school.
Process adopted during development AWPB.

 Capacity building of all DPCs and the Team has been made both in person and
through V.C on the procedure of the preparation of the Annual Plan as prescribed by
MoE, Govt of India.
 Further for the preparation of District Plans, data from UDISE+ which is highly
needed are prepared with the active involvement of teachers and Block level MIS
Coordinators and Block Education Officers.
 District plans are accumulated at the State level for the formulation of one „Integrated
State Consolidated Plan‟. During the consolidation of the Annual Work Plan and
Budget at the State level under STARS, all Interventions of OSEPA, TE & SCERT,
Elementary Education, Secondary Education, and Higher Secondary Education are
being involved.
Schedule of activities for Integrated AWP & B 2023-24
Sl.
Activities Date Participants
No.
1 Finalization & consolidation of District Plans. March District Planning team
Appraisal of Integrated District AWP & B 2023- District Planning Team-
2 March
24 at State Level Mode Online/offline
3 District AWP&B submission at SPO March 30 Districts
Intervention Heads,
4 Finalisation of State Plan
March Planning Team
Online Submission of Integrated AWP & B 2023
5
2023-24 to MoE
S.L
Date Name of the Intervention
No
1 01-03-2023 Access & Civil, Teacher Education
Girls Education, Pre Primary, Inclusive Education, ST-
2 02-03-2023
SC Education, KGBV
Vocational Edu, Library, VSK, Career counseling,
3 03-03-2023
Teacher Training, REMs, Assessment, RAA
Quality Education-Ele, Sec, &Hr Sec, FLN, Free Text
4 04-03-2023 Books, Uniform, Innovation, ICT, MIS, Planning,
Finance Establishment
Convergence
Under STARS focus has been made on convergence & coordination with other line
Departments like the Department of RD, W &CD, Ministry of Health and Panchayat Raj as
well as with the Civil Society.
Convergence
 Odisha skill development mission – Skilling in school.

 SFC/ CFC – Different school-level activities like infrastructure development will be
taken up at the GP level.
 Water Sanitation Mission – Provision of safe drinking water facility.
 Convergence also brought about with PR & DW Dept, PWD, RD for the development
of infrastructure at the school level.
Supervision and Monitoring
School monitoring has been conducted at three levels. This is to enable accuracy and
transparency in reporting and to ensure that the worse-off schools are visited regularly by
senior officers.
Category Responsibilities
1. Conduct the survey

2. Discuss identified issues with HMs and Teachers, mentor and
CRCC
support
3. Ensure timely resolution of all issues at the school point
Category Responsibilities
1. Conduct the survey

2. Oversee CRCCs performance
Block Officers 3. Conduct regular discussions with HMs of schools that are
performing poorly
4. Ensure timely resolution of issues
1. Conduct the survey for critical schools (as allocated)

2. Oversee block officer and CRCC performance
District Officers 3. Ensure timely resolution of issues and manage escalations

4. Provide support across the district for typical issues faced in
schools e.g. ensure Pedagogy Coordinator is working with
schools on remediation implementation
Each officer has been allocated a fixed set of schools to visit and inspect each month. For
District and block officers, the allocated schools will comprise critical schools identified
centrally as those requiring greater attention.
2. State and School Education Profile
INTRODUCTION
Odisha is located in the eastern region of India. The state shares its borders with
West Bengal on the north-east, Jharkhand on the north, Andhra Pradesh on the south,
Chhattisgarh on the west, and the Bay of Bengal on the east.The modern state
of Odisha was established on 1 April 1936, as a province in British India, and consisted
predominantly of Odia-speaking regions. 1 April is celebrated as Odisha Day
(UtkalaDibasa). The region is also known as Utkala and is mentioned in India's national
anthem, "Jana GanaMana".
GEOGRAPHICAL PROFILE
Odisha lies on the eastern coast of India between 17.15‟ and 22.45‟ in the North
latitude and between 81.45‟ and 87.50‟ in the East longitude. The state is bound by
Jharkhand on north, West Bengal on the northeast, and Chhatisgarh on the west, Andhra
Pradesh on the south and the Bay of Bengal on the east. The state lies in a sub-tropical geo-
climatic region with vastly varied topography. The Northern Plateau and upland region is a
continuation of the Chottanagpur plateau in Jharkhand. The Central tableland in the heart of
the state mostly consists of fertile valleys, plains and hilly lands. The Eastern Ghat region of
uplands is dissected by steep-sided mountain ranges with canyons, fertile inter-mountain
valleys and high plateau: The Coastal belt is a diverse spread of marshy deltaic tracts,
cultivable alluvial plains, broken hills and undulating tracts that ascend to the tablelands. Six
major rivers (the Mahanadi, the Baitarani, the Subarnarekha, the Budhabalanga, the
Brahmani and the RushiKulya) that flow through this zone down to the Bay of Bengal make
the belt most fertile with ample irrigation potential.
The land area of Odisha is 155,707 Sq. Kms., which is 4.74 per cent of the total land
area of India. In terms of physical size, it is the 10th largest state in India. Amongst the
districts in the state, Mayurbhanj with the land area of 10,418 sq. kms ranks first position
(6.69 per cent to the total area of the state) while Jagatsinghpur with the land area 1,668 sq.
kms ranks the lowest position (1.70 per cent to the total area of the state).
Comparison of 2001 & 2011 Census.

Description 2011 2001
Approximate Population 4.19 Crore 3.68 Crore
Actual Population 4,19,47,358 3,68,04,660
Male 2,12,01,678 1,86,60,570
Female 2,07,45,680 1,81,44,090
Population Growth 13.97% 15.94%
Percentage of total Population 3.47% 3.58%
Sex Ratio 978 972
Child Sex Ratio 934 979
Density/km2 269 236
Density/mi2 698 612
Area km2 1,55,707 1,55,707
Area mi2 60,119 60,119
Total Child Population (0-6 Age) 50,35,650 53,58,810
Male Population (0-6 Age) 26,03,208 27,44,552
Female Population (0-6 Age) 24,32,442 26,14,258
Literacy 73.45% 63.08%
Male Literacy 82.40% 71.28%
Female Literacy 64.36% 50.51%
Total Literate 2,71,12,376 1,98,37,055
Male Literate 1,53,26,036 1,19,92,333
Female Literate 1,17,86,340 78,44,722
Description Rural Urban

Population (%) 83.32% 16.68%
Total Population 3,49,51,234 69,96,124
Male Population 1,75,84,859 36,16,819
Female Population 1,73,66,375 33,79,305
Population Growth 11.71% 26.80%
Sex Ratio 988 934
Child Sex Ratio (0-6) 939 909
Child Population (0-6) 43,35,012 7,00,638
Child Percentage (0-6) 12.40% 10.01%
Literates 2,16,69,993 54,42,383
Average Literacy 70.78% 86.45%
Male Literacy 80.41% 91.83%
Female Literacy 61.10% 80.70%
Administrative Units:In Odisha there are 30 districts, 476 Sub-Districts, 223 Towns and
51,313 Villages as per 2011 Census. In Census 2001 there were 30 districts, 397 Sub-
Districts, 138 Towns and 51313 Villages. There is an increase of 79 Sub-Districts, 85 Towns
(all Census Towns) and decrease of 36 Villages as compared to 2001 Census.
Population:As per the Provisional Population Totals of Census 2011 the total population of
Odisha is 41,947,358. Out of this the Rural population of Odisha is 34,951,234 and Urban
population is 6,996,124. An increase of 3,663,812 in Rural population and 1,478,886 in case
of Urban population has been recorded as compared to 2001 Census. Ganjam district has
recorded highest rural population of 2,753,588 whereas the highest urban population of
1,080,721 is recorded in the district of Khordha. The lowest concentration of rural population
of 289,814 is recorded in the district of Debagarh. The lowest urban population is observed
in the district of Boudh (20,435).
Growth Rate:The growth rate of population of Odisha in the last decade 2001-2011 is 13.97
per cent. The growth rate of rural population is 11.71 per cent and urban population is 26.80
per cent. Highest growth rate in rural population (22.70 %) is recorded in the District of Balangir
whereas in urban areas the highest growth rate is recorded in the district of Nayagarh
(115.09 %).
Proportion of Population: The rural population of Odisha constitutes 83.32 per cent of the
total population whereas urban population constitutes 16.68 per cent with an increase of 1.69
per cent. Highest proportion of rural population of 95.35 per cent is recorded in the district of
Baudh whereas the highest proportion of urban population of 48.11 per cent is recorded in
the district of Khordha.
Sex Ratio: The sex ratio of Odisha has increased from 972 to 978 during the decade 2001-
2011. The increase in rural area is only 1 point, i.e., from 987 to 988 whereas urban sex ratio
has increased from 895to 934. The highest sex ratio is recorded in the district of Rayagada
(1048). In rural area the sex ratio in Rayagada district (1064) is the highest among the
districts and in urban areas Gajapati district has recorded the highest sex ratio of (1006).
There are 15 districts, namely, Bargarh, Sambalpur, Debagarh,Kendrapara, Jagatsinghapur,
Cuttack, Jajapur, Dhenkanal, Anugul, Nayagarh, Khordha, Puri, Ganjam,Subarnapur and
Balangir in the State where the sex ratio in rural area has gone down during the decade 2001-
2011. In urban area sex ratio has gone down in respect of only 2 districts, namely, Ganjam
and Rayagada.
Literates:As per 2011 Census the number of literates in Odisha is 27,112,376 out of which
21,669,993 are recorded in rural areas whereas in urban areas the number of literates
recorded is 5,442,383. The number of literates has shown an increasing trend both in rural and
urban areas. An increase of 5,757,389 literates in rural area and 1,517,932 literates in urban
areas have been registered during the decade 2001-2011.
Literacy Rate:The literacy rate of Odisha as per the Provisional Population Totals of 2011
Census is 73.45 per cent. In rural areas the literacy rate is 70.78 per cent whereas in urban
areas it is 86.45 per cent.The male rural literacy rate is 80.41 per cent whereas the female
literacy rate in rural area is 61.10 per cent. The male literacy rate in urban area is 91.83 per
cent and in case of females the literacy rate is 80.70 per cent. The literacy rate has increased
from 63.08 per cent to 73.45 per cent during the decade. Similar trend is also noticed in rural
areas where it has gone up from 59.84 per cent to 70.78 per cent. In urban areas it has
increased from 80.84 per cent to 86.45 per cent. Among the districts the highest literacy rate
inrural areas noticed is in the district of Jagatsinghpur (87.01 %) whereas the highest literacy
rate in urban areas recorded is in the district of Khordha (92.24 %). The lowest literacy rate of
43.27 per cent is recorded in the rural areas of Koraput district whereas the lowest urban
literacy rate of 74.70 per cent is recorded in the district of Malkangiri. The highest male literacy
rate of 93.30 per cent is recorded in the rural areas of Jagatsinghapur district whereas the
highest urban male literacy rate recorded is in the district of Cuttack (97.26 %). The lowest
rural male literacy rate is recorded in the district of Koraput(55.38 %) whereas the lowest urban
male literacy rate is recorded in the district of Malkangiri (83.97 %). The highest female literacy
rate in rural areas is noticed in the district of Jagatsinghapur (80.60 %) whereas the lowest
rural female literacy rate recorded is in the district of Koraput (31.82 %). The highesturban
female literacy rate of 88.78 per cent is recorded in the district of Khordha whereas the lowest
urban female literacy rate 64.96 per cent recorded is in the district of Malkangiri.
Highest & Lowest of the state
India 1210193422
Population
Odisha 41947358
Population Growth India 17.64
rate Odisha 13.97
India 940
Sex Ratio
Odisha 978
India 382
Population Density
Odisha 269
India 74.04
Literacy
Odisha 73.45
District Area in sq Largest Mayurbhanj 10418

km Smallest Jagatsinghpur 1668
Highest Ganjam 3520151
District Population
Lowest Deogarh 312164
District Growth Highest Bolangir 23.29

Rate Lowest Jagatsinghpur 7.44
Highest Rayagada 1048
District Sex ratio
Lowest Nayagarh 916
Highest Khordha 799
District Density
Lowest Kandhamal 91
District Literacy Highest Khordha 87.51

Rate Lowest Nabarangapur 48.2
District Male Highest Jagatsinghpur 93.2

Literacy Rate Lowest Nabarangapur 59.45
District Female Highest Khordha 82.06

Literacy Rate Lowest Nabarangapur 37.22
Population 100% in 70 years 1901-71

increase in Odisha 307.14% in 110 years
Distribution of Population, sex ratio, density and decadal growth rate of
population:2011
Sex ratio
Total Population (females Density Decadal
Distric
State/District per (Per growth
t Code
1000 sq.km) rate
Persons Males Females males)
1 Bargarh 1478833 748332 730501 976 253 9.84

2 Jharsuguda 579499 297014 282485 951 274 12.56
3 Sambalpur 1044410 529424 514986 973 158 12.24
4 Debagarh 312164 158017 154147 976 106 13.88
5 Sundargarh 2080664 1055723 1024941 971 214 13.66
6 Kendujhar 1802777 907135 895642 987 217 15.42
7 Mayurbhanj 2513895 1253633 1260262 1005 241 13.06
8 Baleshwar 2317419 1184371 1133048 957 609 14.47
9 Bhadrak 1506522 760591 745931 981 601 12.95
10 Kendrapara 1439891 717695 722196 1106 545 10.59
11 Jagatsinghpur 1136604 577699 558905 967 681 7.44
12 Cuttack 2618708 1339153 1279555 955 666 11.87
13 Jajpur 1826275 926058 900217 972 630 12.43
14 Dhenkanal 1192948 612597 580351 947 268 11.82
15 Anugul 1271703 654898 616805 942 199 11.55
16 Nayagarh 962215 502194 460021 916 247 11.3
17 Khordha 2246341 1166949 1079392 925 799 19.65
18 Puri 1697983 865209 832774 963 488 13
19 Ganjam 3520151 1777324 1742827 981 429 11.37
20 Gajapati 575880 282041 293839 1042 133 10.99
21 Kandhamal 731952 359401 372551 1037 91 12.92
22 Boudh 439917 220993 218924 991 142 17.82
23 Subarnapur 652107 332897 319210 959 279 20.35
24 Balangir 1648574 831349 817225 983 251 23.29
25 Nuapada 606490 300307 306183 1020 157 14.28
26 Kalahandi 1573054 785179 787875 1003 199 17.79
27 Rayagada 961959 469672 492287 1048 136 15.74
28 Nabarangapur 1218762 604046 614716 1018 230 18.81
29 Koraput 1376934 677864 699070 1031 156 16.63
30 Malkangiri 612727 303913 308814 1016 106 21.53
Odisha 41947358 21201678 20745680 978 269 13.97
District wise Literacy rate
Literacy Literacy rates (%)
Sl
District
No Total Males Females Total Males Females
1 Bargarh 994056 563095 430961 75.2 84.28 65.84

2 Jharsuguda 405652 228715 176937 78.4 86.27 70.05
3 Sambalpur 716410 401084 315326 76.9 85.17 68.47
4 Debagarh 199877 113907 85970 73.1 82.62 63.63
5 Sundargarh 1357840 761538 596302 74.1 82.13 65.93
6 Kendujhar 1069023 616025 452998 69 79.22 58.7
7 Mayurbhanj 1392207 809654 582553 64 74.92 53.18
8 Baleshwar 1647895 918407 729488 80.7 88.06 72.95
9 Bhadrak 1106962 601565 505397 83.3 89.92 76.49
10 Kendrapara 1105385 589684 515701 85.9 92.45 79.51
11 Jagatsinghpur 900104 488401 411703 87.1 93.2 80.88
12 Cuttack 1993561 1093224 900337 84.2 90.51 77.64
13 Jajpur 1302292 714677 587615 80.4 87.36 73.37
14 Dhenkanal 841988 471681 370307 79.4 87.08 71.4
15 Anugul 889122 502837 386285 79 87.06 70.44
16 Nayagarh 681522 387632 293890 79.2 86.63 71.08
17 Khordha 1771198 972327 798871 87.5 92.55 82.06
18 Puri 1309170 716143 593027 85.4 91.84 78.67
19 Ganjam 2244408 1283157 961251 71.9 81.85 61.84
20 Gajapati 267697 157330 110367 54.3 65.58 43.59
21 Kandhamal 407383 239270 168113 65.1 78.41 52.46
22 Boudh 276122 161440 114682 72.5 84.49 60.44
23 Subarnapur 428333 248893 179440 74.4 84.78 63.63
24 Balangir 944254 559065 385189 65.5 77.08 53.77
25 Nuapada 303559 184049 119510 58.2 71.55 45.21
26 Kalahandi 818396 495187 323209 60.2 73.34 47.27
27 Rayagada 417632 248859 168773 50.9 62.61 39.87
28 Nabarangapur 490161 298693 191468 48.2 59.45 37.22
29 Koraput 579203 348447 230756 49.9 61.29 38.92
30 Malkangiri 250964 151050 99914 49.5 60.29 38.95
Odisha 27112376 15326036 11786340 73.5 82.4 64.36
Source: Census 2011
The Integrated Scheme on School Education envisages the „school‟ as a continuum from
pre-schools, primary, upper primary, secondary to Senior Secondary levels. The vision of the
Scheme is to ensure inclusive and equitable quality education from pre-school to senior
secondary stage in accordance with the Sustainable Development Goal (SDG) for
Education.
The Goal SDG-4.1 states that “By 2030, ensure that all boys and girls complete free,
equitable and quality primary and secondary education leading to relevant and effective
learning outcomes”.
Further the SDG 4.5 states that “By 2030, eliminate gender disparities in education and
ensure equal access to all levels of Education and vocational training for the vulnerable,
including persons with disabilities, indigenous peoples and children in vulnerable situations”
The Scheme will be implemented as a Centrally Sponsored Scheme by the Department
through a single State Implementation Society (SIS) at the State level.
The major objectives of the Scheme are
• 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;
• Ensuring minimum standards in schooling provisions;
• Promoting Vocationa lEducation;
• Support States in implementation of Right of Children to Free and Compulsory
Education (RTE) Act, 2009;
• Strengthening and up-gradation of SCERTs/State Institutes of Education and DIET
as a nodal agencies for teacher training
Outcomes
Universal Access, Equity and Quality, promoting Vocationalisation of Education and
strengthening of Teacher Education Institutions (TEIs).
Guiding Principle
The Integrated scheme for school Education envisages providing an equitable and inclusive
quality education which would be guided by the principles like Holistic view of education,
Equity, Access, Gender concern, centrality of teacher and Moral Compulsion.
EDUCATION ADMINISTRATION IN ODISHA
In Odisha, elementary education is coming under the Deptt of School & Mass Education. It is
correlated with Directorate of EE, TE & SCERT & State implementing society for SS-RTE
(OPEPA). Odisha Primary Education Programme Authority (OPEPA), an autonomous body
under the administrative control of the D/O S&ME, Govt. of Odisha is responsible for
implementing the RTE-SS and KGBV programme. After the implementation of
SamgraShiksha i.e.integrated scheme for school education in 2018-19, Govt of Odisha has
decided to merge the implementing society for SS, RMSA and TE and form one integrated
body i.e. called Odisha School Education Programme Authority (OSEPA). In this
connection formal communication has been made to MoHRD, GoI indicating name of
State Project Director and detailing of Accounts.
Directorate of Elementary Education (DEE) is dealing with mainstream components &

OSEPA is dealing with projects related with elementary to Secondary education. DEE and
DSE normally deal with policy matters, transfer of teachers, administration of elementary
sectors & other related works. There is a convergence between main stream organizations
and state SS implementing society. Now, State Govt has created 314 BEOs by replacing 75
DIS. Block Education Officers are also designated as Additional DPCs.
For implementing programme under SS there are 30 district project offices running in state
headed by a District Project Coordinator. But the district SS Committee headed by Collector
cum District Magistrate plays a vital role in the planning & implementation of SSprogrammes.
This committee consists of all Hon‟ble MLAs, MPs, teachers, BRCC, CRCC, Head Masters,
social activists, PRI members, NGO workers & women activists.
There are 314 Block Education Offices which are headed by Block Education Officers. They
are mainly responsible for facilitating the grass-root level planning, monitoring & supervision
& overall progress of Elementary Education. They are co-coordinating with District Project
Office & mainly doing teacher training, academic monitoring & supervision under SSA. All
BEOs are mainly belonging to Odisha Education service.
At block level, there are 314 BRCCs and 02 URCs who are working for proper monitoring &
supervision of Primary & Upper Primary education.
At the level of clusters, 4806 CRCCs are working for ensuring quality education in school by
providing on-site academic support.
Schools are managed by the concerned headmaster in coordination with SMC. Though, the
President of SMC belongs to one of the parents of the children studying in the school.
(IV) Under SS, teachers under SS are engaged by ZillaParishad. As far as regular teachers
are concerned, they are recruited by Directorate of Elementary Education, Govt of Odisha.
Regular teachers are classified as Level-I (ADEO), II (Block Education Officer), III (ABEO &
U.P.H.M.), IV (Pr. H.M.) & V (Asst Teacher).
Kastruba Gandhi BalikaVidyalaya (KGBV) is being implemented in 23 districts of Odisha

to take care of elder group out of school (dropped out) girls belonging to SC, ST, minority,
BPL and OBC categories at upper primary level (Class-VI – VIII). In this programme a
residential hostel is being provided & other logistics also to the inhabitants of the hostel.
DIET, SCERT, ELTI & SIEMAT

 With regard to the scenario of Teacher Education Institutions in the state, there are
30 DIETs in the state, one in each revenue districts. Besides, four BITEs are made
operational. Besides, 33 Elementary Teacher Education Institutions are functional to
provide PSTE course (D.El.Ed.). The total intake capacity in the two-year D.El.Ed.
Course at present is 6550. In case of secondary level teacher education programme,
there are 02 IASEs, 10 CTEs are in the state under Centrally Sponsored Scheme.
Besides, O3 B.Ed colleges are functioning under state funding. All the TEIs
(Elementary and Secondary) of the state are government controlled and
Government-managed.
 With the enactment of the RCFCE Act 2009, the SCERT has been notified as the
State Academic Authority to design curriculum, evaluation procedure in school
education. Accordingly, SCERT has developed the Odisha Curriculum Framework,
2007 in the light of the NCF, 2005. Based on the state curriculum, the textbooks have
been developed by SCERT for all elementary classes. The State Government has
declared Directorate of TE and SCERT as the Nodal Agency for all In-service
Training across the stages vide Notification No 10161 Dated 10th May, 2018.
 In addition to imparting two years duration pre-service training course, the DIETs
organize in-service training programmes at the district level and conduct other
programmes like research, evaluation, curriculum - material development, monitoring
and supervision. An Officer in the rank of OES-I (SB) heads the institutions with the
support of a Vice Principal, Senior Teacher Educators and Teacher Educators. Some
of the Sr. Teacher Educators and Teacher Educators are the members of the SRG.
 TE & SCERT functions in Odisha which is mainly responsible for teacher training,
curriculum & text book development, research and evaluation of current programme.
Under RTE, it is designated as the Academic Authority.
 English Language training Institute (ELTI) is working for the development of English
language in Odisha.
 State Institute for Educational Management and training (SIEMAT) has been
reorganized by the State Govt for imparting training to Education Administrators
along with other planning & management works.
Administrative Structure -OSEPA

3. Status of School Education
School
Table No. 1 School: All Categories
SCHOOLS / SECTION ABSTRACT (2021-22)

Total
Elementary,
Upper Total Hr.
Primary Secondary Secondary
School Management Primary Elementary Secondary
Schools schools & Hr.
Schools Schools Schools
Secondary
Schools
Department of Education 26680 15149 41829 5093 257 47179
Tribal Welfare Dept. 438 771 1209 427 23 1659
Total Govt. Schools 27118 15920 43038 5520 280 48838
Govt. Aided 293 1533 1826 3334 647 5807
Total Govt. & Aided
27411 17453 44864 8854 927 54645
Schools
Pvt. Unaided
1160 3095 4255 940 931 6126
(Recognised)
Others 26 43 69 31 8 108
Pvt. Unrecognised 728 446 1174 100 12 1286
Central Govt. Managed 1 12 13 111 2 126
Total School 29326 21049 50375 10036 1880 62291
The above table shows that the number school‟s enrollment and teacher in position as per
UDISE 2021-22 . The percentage share of the government schools is 78.60% in the State
where as the percentage share of Government Enrolment is 69.60%.
There has been a decrease in the number of schools in Odisha due to merger of small
schools
ENROLLMENT (2021-22)
Upper Hr.
Primary Secondary
School Primary Secondary Total
(class (class 9-
Management (class 6- (class 11- Enrolment
1-5) 10)
8) 12)
Department of
2553951 1460839 668123 74046 4756959
Education
Tribal Welfare Dept. 168773 157306 65154 8820 400053
Total Govt.
2722724 1618145 733277 82866 5157012
Enrolment
Govt. Aided 24873 127036 364952 341921 858782
Total Govt. & Aided
2747597 1745181 1098229 424787 6015794
Enrolment
Pvt. Unaided 671062 279750 123204 248105 1322121
(Recognised)
Others 5481 2839 1773 3597 13690
Pvt. Unrecognised 67553 16933 7314 1894 93694
Central Govt.
27460 27052 15861 11845 82218
Managed
State Total 3519153 2071755 1246381 690228 7527517
Total Schools-Elementary
70000
68000
66000
64000 Total Schools
62000
60000
58000
2016-17 2017-18 2018-19 2019-20 2020-21 2021-22
SCHOOLS (ALL)
Schools-Secondary
12000
10000
8000
6000 1 SCHOOL ALL

1 SCHOOL GOVT.
4000
1 SCHOOL AIDED
2000
0
ELEMENTARY
GER ANER Dropout Rate
Boys Girls Total Boys Girls Total Boys Girls Total
2019-20 102.86 102.84 102.85 94.90 95.24 95.06 3.34 2.94 3.14
2020-21 94.35 94.36 94.35 95.29 88.90 92.20 0.00 0.00 0.00
2021-22 97.53 97.33 97.43 93.94 94.06 94.00 2.90 1.84 2.39
SECONDARY
2019-20 80.59 80.36 80.48 63.29 65.33 64.29 25.00 21.70 23.39
2020-21 83.53 83.70 83.61 59.58 59.18 59.38 16.69 15.37 16.04
2021-22 79.32 81.47 80.36 63.37 66.67 64.96 29.19 25.21 27.26
HR. SECONDARY
2019-20 55.66 57.85 56.73 46.23 49.34 47.76 3.30 2.57 2.86
2020-21 43.93 46.58 45.23 42.33 45.56 43.92 41.02 37.83 39.44
2021-22 41.75 45.38 43.53 29.67 32.18 30.90 5.55 4.90 5.22
The Gross Enrolment Ratio at all Elementary and secondary level were constant for the past
few years. On the other hand, the NER has increased at all Elementary and Secondary
level.
At Higher Secondary level to increase the GER and ANER, steps have been taken to open
Higher secondary schools in accessible areas mostly in Aspirational districts.
Elementary
Retention Rate Transition Rate Gender
PTR SCR
Boys Girls Total Boys Girls Total Gap
2019-
82.95 82.28 82.63 95.79 95.87 95.83 0.19 22.14 18.82
20
2020-
92.55 91.92 92.25 96.54 97.33 96.92 0.25 21.53 21.75
21
2021-
86.61 87.40 86.99 96.88 98.05 97.45 0.00 23.39 23.72
22
Secondary
PTR SCR
2019-
86.85 91.56 89.13 90.42 91.82 91.09 1.09 19.63 33.60
20
2020-
100.00 100.00 100.00 91.79 92.09 91.93 0.05 18.25 40.14
21
2021-
94.93 98.47 96.64 81.42 83.59 82.47 0.00 18.57 37.79
22
Hr.Secondary
PTR SCR
2019-
81.41 73.50 77.29 59.91 62.61 61.24 0.00 66.85 37.99
20
2020-
99.46 99.62 99.54 58.97 62.15 60.55 0.00 62.45 46.42
21
2021-
94.07 94.78 94.43 47.63 52.37 49.93 0.00 36.02 43.65
22
Retention rate at Elementary level is 86.99 %, at secondary level it is 96.64% and Higher
Secondary level it is 94.43%. .To increase retention rate proposal has been made for
sensitization of parents, community training, opening of school, provision of free text books,
uniforms etc.
No major gender gap is noticed in GER at State level.
PTR at Elementary level is 23.39% at Secondary level it is 18.57 and at Higher Secondary
level 36.02 %. Necessary steps have been initiated for engagement of subject specific
teachers at Secondary and Hr Secondary level.
GROSS ENROLLMENT RATIO-Ele
110.00
105.00
GROSS ENROLMENT RATIO (GER)
100.00 Total
95.00 GROSS ENROLMENT RATIO (GER)
Primary
90.00
GROSS ENROLMENT RATIO (GER)
85.00 Upper Primary
80.00
2016-17 2017-18 2018-19 2019-20 2020-21 2021-22
GER-SEC
100.00
80.00
2016-17
60.00
2017-18
40.00
2018-19
20.00
2019-20
0.00
2020-21
ALL SC ST
GROSS ENROLMENT RATIO(GER)
NET ENROLMENT RATIO
NET ENROLMENT RATIO- ELE

100.00
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
2016-17 2017-18 2018-19 2019-20 2020-21 2021-22
12 NET ENROLMENT RATIO (NER) 6-14 yrs 12 NET ENROLMENT RATIO (NER) 6-11 yrs
12 NET ENROLMENT RATIO (NER) 11-14 yrs
NET ENROLMENT RATIO(NER)

90.00
80.00
70.00
60.00
Axis Title
50.00
40.00
30.00
20.00
10.00
0.00
ALL SC ST
NET ENROLMENT RATIO(NER)
2016-17 71.91 77.36 62.93
2017-18 55.87 63.78 48.49
2018-19 57.51 65.80 49.54
2019-20 54.62 65.80 49.54
2020-21 41.55 41.69 38.88
RETENTION RATE-ELE
100.00
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
2016-17 2017-18 2018-19 2019-20 2020-21
PRIMARY 90.66 89.01 86.77 87.67 91.28
ELEMENTARY 79.63 73.22 72.58 82.63 92.25
Retention Rate -Sec

98
96
94 2016-17
92 2017-18
90 2018-19
88 2019-20
2020-21
86
2021-22
84
RETENTION RATE
Transition Rate
TRANSITION RATE (P TO UP)

98.00
96.00
94.00
92.00
15 TRANSITION RATE (P TO UP)
90.00
88.00
86.00
2016-17 2017-18 2018-19 2019-20 2020-21 2021-22
TRANSTION- UP to Sec
94
92
90
88 2016-17
86 2017-18
84 2018-19
82 2019-20
80 2020-21
78 2021-22
76
TRANSITION RATE (UP to Sec)
DROP OUT-ELE
12.00
10.00 DROPOUT RATE (ELEMENTARY)

ALL
8.00
DROPOUT RATE (ELEMENTARY)
6.00 SC
DROPOUT RATE (ELEMENTARY) ST
4.00
2.00 DROPOUT RATE (ELEMENTARY)

GIRLS
0.00
2016-17 2017-18 2018-19 2019-20 2020-21 2021-22
Drop Out at Secondary
DROPOUT RATE-SEC
35.00
30.00
25.00
DROPOUT RATE ALL
20.00
DROPOUT RATE SC
15.00
DROPOUT RATE ST
10.00
DROPOUT RATE GIRLS
5.00
0.00
2016-17 2017-18 2018-19 2019-20 2020-21 2021-22
ELEMENTARY- PTR
35.00
30.00
25.00
Axis Title
20.00
15.00
10.00
5.00
0.00
1 2 3 4 5 6
PUPIL TEACHER RATIO (Govt.)
23.48 23.49 20.92 22.14 22.48 25.73
Elementary
23.71 23.11 19.90 24.23 24.04 29.14
Primary
23.06 24.22 22.86 19.35 20.32 21.50
Upper Primary
PTR-SEC
25
20 21.76 2016-17
15 2017-18
10 2018-19
2019-20
5
2020-21
0 2021-22
PUPIL TEACHER RATIO
Indicator Level 2019-20 2020-21 2021-22
48.27 48.31 48.50

% Girls to Elementary
total
enrolment Secondary 48.97 48.34 48.95
Percentage of girls to total enrolment is steadily increasing in last few years. Towards
enhancement in girls participation rate, provision of free Uniform, functioning of KGBV,
community training ,Girls Empowerment program, career counseling etc.
4. Progress under STARS (2022-23), Odisha
I. Observation of PAB, MOE, GoI & Action Taken
1. Facilitate Learning Recovery through addition expert support to SCERT's: Due

to shutting down of schools Covid-19, there is huge learning losses in the
states which will show up in NAS. Therefore, as discussed with the World
Bank, states may hire external consultants stationed with SCERT for learning
recovery in the States for two year i.e. 2022-23, 2023-24. The experts should be
able to help the States in doing Competency based assessments, design the
strategies for learning recovery and help in teacher training etc.
ATR- Hiring of external Consultant in SCERT: SCERT has proposed Senior

Consultants for strengthening of Assessment Cell for the year 2023-24. The expert
shall provide support in strengthening Assessment Activities in the state.
2. Compulsory student and Teacher Registry: States could come up with the
proposal for compulsory Student as well as Teacher Registry from Pre-Primary
to grade 12.
ATR- The State is maintaining the Students and Teachers registry from pre-primary
to class 12 through UDISE+. The pre-primary students‟ information is uploaded for
the schools which have pre-primary sections. Besides UDISE+ the State has its own
Students registry where the information of all the students from class 1 to 12 is
maintained and Teachers‟ registry where the details of all teachers from all schools
are maintained.
3. Common Credit Framework: MoE is preparing a draft Common Credit
Framework and the same will be shared with the States. The states can use the
draft and STARS fund to have stakeholder consultation as to see how the
states will implement the same.
ATR- NA
4. It was suggested by PAB that just training of teachers and preparation of item
banks is not sufficient but states also need to track the progress of children.
For this purpose, all the State need to compulsorily set up VidyaSameeksha
Kendra i.e. Control and Command Centre (CCC) for the purpose of tracking the
performance and progress of Children. Funds for the same may be taken from
STARS Project.
ATR-Vidya Samikhya Kendra, Odisha i.e. Control & Command Centre (CCC) had
already been setup and in operation w.e.f. Sept. 2020-21 for purpose of tracking,
performance and progress of Children. Monitoring and tracking of various education
initiatives are being done through associates along with reporting and dissemination
of information through centralised call management system. Six (6) nos. stater pack
viz: UDISE+, NISTHA, NAS, DIKSHA, PGI, PM Poshan provided by NCERT has
been integrated with VSK, Odisha. For furtherance of activities, requisite fund have
been requested under STARS AWP&B 2023-24.
5. Establishment of Robotic Labs may be supported through STARS project.
Therefore, the states are encouraged to bring proposal for the establishment of
Robotic Labs.
ATR- As per the suggestion, the proposal for establishment of Robotics Lab in 500
Secondary Schools was proposed in the PAB 2021-22 STARS Programme. An
amount of Rs. 4220.00 Lakh @ Rs. 8.44 Lakh per school has been approved in the
PAB 2021.
6. Teachers Learning Materials along with interventions focusing on Toy

pedagogy may be proposed. Children should not be provided with ready-made
toys but they should be provided with kits so that children can learn how to
make toys on their own and develop fine skills.
ATR- In 10 tribal districts of the State , toy based pedagogy for strengthening
foundational years of learning has already been conducted through DIETs. The
teaching learning materials have developed so also the teacher‟s guidebook for
effective use of those materials in the classroom.
7. States need to include training of Head Teachers and Teacher on Pedagogical

planning, as it is going to be quite useful aspect of the training.
ATR- A four days module on building the capacity of Head teachers mostly focused
on Academic leadership in the light of NEP 2020 interventions have been developed
by SCERT. Through DIETs, CRCCs and DTGs have been trained. the head teachers
training is going.
8. For building of MIS systems, states are encouraged to go for low cost solution.
All the MIS components should be NDEAR compliant. States need to
specifically explain every component of the system to justify its cost.
ATR- In line with advice from the Ministry, OSEPA had expressed its intent to CIET-
NCERT for configuring NDEAR complaint VSK via starter pack. However NCERT
has already configured the Odisha State VSK via Starter pack with 6 programs ie,
DIKSHA, UDISE, NAS,PGI,NISHTA and PM Poshan.
9. NCERT has already come out with the School Readiness Plan i.e.
VidyaPravesh, which can be used as a base to develop their own plan. This
School Readiness Plan is to be implemented from the academic session 2022-
23.
ATR- School readiness package ( VidyaPravesh ) has been developed by SCERT.In

all the primary schools of the state , 3 month Readiness activities have been
conducted in Grade 1 during 2022-23.
10. Proposals for workbooks for AnganwadiCentres / pre-primary and grade 1,2,
and 3 should be aligned with the framework, competencies and goals of NIPUN
Bharat.
ATR- Workbooks for Balvatika Class (part 1 and part 2) have been prepared and the
training has been conducted. For 2023-24 , it was proposed to develop workbooks
for Pre school 1 and 2. The workbooks developed for Pre school 3 and grade 1, 2and
3 on FLN is completely aligned with NIPUN Bharat.
11. If Learning Management system is proposed by the states, it must include all
aspects of the growth of the child, whether it is social, emotional, cognitive,
psychomotor, health among other. The Annexure of NIPUN Bharat be referred
for this purpose.
ATR- NA
12. It was requested from the states by Director (Finance), DoSLE, MoE to provide
details of expenditure against funds released to states during previous years.It
is also instruction to states to create an SNA account for the State and a zero
balance for all implementing Agencies (IAs) States also need to map every
account to the last mile with PFMS before releasing the money.
ATR-Govt. of Odisha has released an amount of Rs.75.50Crore for STARS Project
in the Year 2022-23 consisting of Rs.45.30Crore central Share &Rs.30.20Crore
State share. There is an opening balance of Rs.51.31Crore as on 1st April 2022.Total
fund available till February 2023 is Rs.126.81Crore. Out of which an amount of
Rs.104.28 crore has been spent till February 2023 which is 82.23 % of fund
availability.
For STARS Project, Odisha Single Nodal Account (SNA) has been opened in
Punjab National bank, HoDBranch Bhubaneswar. Zero Balance Accounts have been
opened in Punjab National Bank & mapped on PFMS for 1459 Implementing
Agencies. Below the block level agencies, ZBAs are being opened & mapped on
PFMS on case to case basis as per requirement.
13. It should be assured by the states that there should be no duplication of

activities proposed under STATRS Project with SamagraShiksha.
ATR-There is no duplication of activities proposed under STARS project with

SamagraShiksha.
14. The Program / activity should be sustainable i.e. the programme started with
STARS project should be continued even after the STARS period. As the
funding STARS is only for 5 years, States would be responsible for carrying
forward the relevant programme.
ATR- NA
15. Wherever states are working with Anganwadi, prior consultation with
respective department of WCD should be done i.e. states need to take on board
its department of WCD.
ATR-Convergence has been brought about with W & CD meeting.
16. Item banks should be competency based i.e. the item must be related to the
application of knowledge applied to a real life. Situation and not knowledge
directly. The professionals may be involved for the development of item banks
because the teachers can develop routine item but they may not be able to
develop competency based items. This is also a mandate of NEP 2020. In this
regard, States were informed that NCERT has developed a variety of Item
Banks an uploaded on DIKSHA. These contents can also be locally
contextualized by States as per need.
ATR- SCERT has developed competency-based item banks in all subjects for the
primary grades and uploaded in DIKSHA platform
17. In the PAB for every year, states must show a document for their output /
outcome. Therefore, next year PAB is incumbent on the output/outcome
document which will be placed in public domain.
ATR-Annual Report for the year 2020-21 & 2021-22 uploaded in OSEPA portal under
STARS.
18. The states should provide the details of all the adolescent girls children who
are registered with the ICDS (integrated Child Development Services) aganwadi
system from the WCD department of their respective states.
ATR- NA
19. The low Performing District (LPD) guideline should be shared with all STARS
states.
ATR-Guidelines shared and implemented in LPD (Sambalpur, Odisha). Detailed

report may be seen in the „progress‟ chapter of this document.
20. Climate change needs to be incorporated in every aspect of the proposals

where feasible some exemplars for the same are: Kitchen Garden, Solar
Panels, Solar Cooker, Rain Water Harvesting etc.
ATR-Proposal for climate change incorporated in AWP &B ,2023-24 under STARS.
II. Expenditure ( Recurring & Non Recurring) SIG wise

( Rs in Lakhs)
Expenditure
SIG Approved
Activity Non
No. Budget Recurring Total
Recurring
Strengthened Early years
1 Education 504.5 309.00 113.30 422.30
Improved training Assessment
2 systems 3328.23 2387.45 268.53 2655.98
Improved Teacher performance
3 and classroom practice 1997 1997.00 0.00 1997.00
4 Strengthened Service Delivery 7480.54 508.56 3100 3608.56
Vocational Education and
5 Training 3721.81 263.56 1239.99 1503.55
Fresh Total 17032.08 5465.57 4721.82 10187.39
Spillover 9790.00 0.00 8842.84 8842.84
Grand Total 26822.08 5465.57 13564.66 19030.23
iii. SIG wise Progress
( Rs in Lakhs)
Expenditure Anticipat
Approved
( upto ed Total
Head of Budget
S. No February) expendit expendit
Expenditure
Physi Financi Physi Financi ure in ure
cal al cal al March
SIG Component1: Strengthened Early Years
education
1.1 Supports at Pre-Primary Level
Support to pre-
primary education
1.1.1 2610 391.500 2610 200.40 108.90 309.30
through BALA @
15000 per unit (NR)
Development of
TLM in Local
1.1.2 Language/MT & 10 30.000 10 30.00 30.00
Indigenous toys:
Unit cost @ 3 lakhs
Preparation of
modules for training
of parents &
materials for
parents on mother
1.1.3 tongue based early 31 65.000 31 65.00 65.00
years education30
DIETs @ Rs. 2.lakh
per DIET while Rs
5 lakh is for the
SCERT
Training
assessment for
1.1.4 1 18.000 1 18.00 18.00
capacity building of
AWWs
Sub Total SIG I 504.500 313.40 108.90 422.30
SIG Component 2: Improved Learning
Assessment systems
2.1 State Specific
Digital Library @ 50
2.1.1 17 850.00 17 340.00 510.00 850.00
lakhs per school
Digital (ICT
enabled television
or radio-based
2.1.2 1764 441.00 1764 176.40 264.60 441.00
initiatives to
facilitate learning)
materials to AWC
(NR)
Facilities in AWCs:
providing weighing
machine @ Rs.
2000/- per AWC,
2.1.3 height measuring 21929 1096.45 21929 1096.45 0.00 1096.45
rod @ Rs. 10001
per AWC and full-
length mirror @ Rs.
2000/- per AWC
Strengthening of
Library in KGBVs
2.1.4 302 90.60 302 0.00 0.00 0.00
@ Rs. 30000/- per
KGBV
Observation &
felicitation of girl
child in curricular
and co curricular
activity at district &
2.1.5 31 15.50 31 15.50 0.00 15.50
state level @ Rs.
50000/- per unit
cost (30 districts
plus one at the
state level)
Twining of
2.2.1 Schools/Cluster 0.00
Schools
Identify nearby
good private and
2.2.1.
KVS/JNV schools 10 2.00 10 2.00 2.00
a
@ Rs. 20000/- per
unit cost
2.2.1. Documentation of
1 5.00 1 5.00 5.00
b best practices
Creative & Critical
2.2.2 Thinking Test
(CCT):
2.2.2. Prepare Monthly
1112 2.22 1112 2.22 2.22
a Common CCT Test
Conduct of CCT,
2.2.2.
Analysis of Reports 1112 22.24 1112 22.24 22.24
b
& Remedial Action
Conduct of ORF
2.2.3 survey @ Rs. 200/- 1112 2.22 1112 0.00 0.00
per unit cost
2.2.4 Midterm 1112 22.24 1112 4.95 4.95
Achievement Test
@ Rs. 2000/- per
unit cost
Conduct of
2.2.5 Achievement 1 20.00 1 0.00 0.00
Survey
Set up of Studio at
2.2.6 1 50.00 1 35.00 35.00
district level
Class specific and
2.2.7 subject specific 1112 55.60 1112 1.50 1.50
content preparation
Development of
2.2.8 App for monitoring 1 20.00 1 0.00 0.00
& evaluation
Tablets for
Education
Personnel &
2.2.9 146 14.60 146 0.00 0.00
Administrators @
Rs.10000/- per
person (NR)
Internet
connectivity to
2.2.1
schools @ Rs. 954 95.40 954 15.40 15.40
0
10000/- per unit
cost
Projector for
schools to display
2.2.1
digital content @ 962 288.60 962 0.00 0.00
1
Rs 30000/- per unit
cost (NR).
2.2.1
Girls Education:
2
2.2.1 Strengthening of
1 75.00 1 75.00 75.00
2.a KGBV (NR)
2.2.1
SC/ST Education: 0.00
3
Strengthening of
2.2.1
District Resource 1 5.00 1 5.00 5.00
3.a
Centre
2.2.1 Development of
10 10.00 10 2.00 2.00
3.b IEC materials
Foundational
Literacy and
2.2.1 Numeracy:
1112 27.80 1112 27.80 27.80
4 Strengthening of
District Resource
Centre @ Rs.
2500/- per school
In-service Teachers
2.2.1 Training@ Rs.
4694 117.35 4694 54.92 54.92
5 500/- per teacher
per day for 5 days
3328.82
Sub Total SIG II 1881.38 774.60 2655.98
8
SIG Component 3: Improved Teacher
performance & Classroom Practice
3.1 Quality interventions

Development of e-
3.1.1 content for Class XI 1500 1000.00 1500 1000.00 1000.00
and XII
Development of e-
3.1.2 content for Class IX 5080 900.00 5080 419.37 480.63 900.00
and X
Development of
perspective plan for
Teacher Training
and Capacity
3.1.3 Building @ Rs. 2 31 32.00 31 32.00 32.00
lakh for SCERT
and Rs. 1 lakh per
DIET for the 30
DIETS
Post training
Assessment
3.1.4 Framework and 1 65.00 1 65.00 65.00
Capacity Building
of Stakeholders
Sub Total SIG III 1997.00 1516.37 480.63 1997.00
SIG Component 4: Strengthened Service
delivery
Transforming
DIETs into a
District Teacher
Learning Centre @
4.1.1 3 450 3 450.00 0.00 450.00
Rs. 150.00 lakh per
DIET for 3 DIETs
i.e., Mayurbhanj,
Kalahandi and
Sambalpur (NR)
Strengthen DIET-
CRC linkage for
4.1.2 developing Model 314 628 314 628.00 628.00
School on FLN @
Rs. 2 lakh per block
Provision for
Computer &
4.1.3 4806 4806 4806 277.59 1664.24 1941.83
equipment for
CRCC
Onsight support to
4.1.4 45154 451.54 45154 0.00 451.54 451.54
schools by CRCC
Development of
computer Learning
Skills for Girls (ICT
4.1.5 42 100.80 42 40.32 40.32 80.64
in KGBV) (NR) @
Rs. 2.40 Lakh per
KGBV (NR)
Strengthening of
4.1.6 DPMU Cell: Video 20 240.00 20 0.00 0.00
Wall (NR)
Programme
Management:
setting up of SSSA
4.1.7 1 300 1 3.77 3.77
in the State and
PMU for functioning
of STARS
CCC - Command
4.1.8 and Control Centre 1 504.2 1 52.78 52.78
(NR)
Sub Total SIG IV 7480.54 1452.46 2156.10 3608.56
SIG Component 5: Vocational Education &
Training
Schools for pre-
vocational
5.1. 500 72.5 500 4.13 0.00 4.13
Education: @
Rs.14500/-
Dual mode VE in
existing 370
5.2 schools @ Rs. 3.00 50 150 50 0.00 0.00
lakh per School
(NR)
Revamping of
Government 1239.99
5.3 174 174 1239.99 1239.99
Vocational Higher 4
Secondary Schools
to NSQF: Double
Sector in 74
Schools @ 10.00
lakh per school and
Single Sector in
100 Schools @ 5
Lakh/School (NR)
Impact Study of VE
implementation in
5.4 1 10 1 0.00 0.00
Odisha (3'd party
evaluation)
Provision for
5.5
CwSN
Three days training
of teachers on
Inclusive
Education: Impact
Study of VE
5.5.1 implementation in 33720 202.32 33720 20.00 20.00
Odisha (3'd party
evaluation) @
Rs.200 per teacher
per day was
estimated for 3 day
Development of
Audio-Video
Lessor/Contents for
the CwSN for wide
circulation through
TV, Radio,
5.5.2 4 20 4 10.00 10.00
YouTube, Mobile
App (including
setting up of4
Studios) @ Rs.
5.00 lakh per unit
cost
Exposure visit of
IEC and BRP to
National
5.5.3 Institutes/Other 40 10 40 0.00 0.00
States @ Rs.
25000/- per unit
cost
Workshop for
preparation of
5.5.4 5 5 5 5.00 5.00
training modules/
booklet/
handbooks/ lEC
materials on IE
including training of
BRG and DRG
Hackathon @ Rs.
5.6 5.00 Lakh per 30 150 30 150.00 150.00
district
Recurring cost for
Residential Hostel
5.7 1 862 74.43 74.43
for OoSC
(Continuing)
2721.81
Sub Total SIG V
4 1503.55 0.00 1503.55
Total SIG ( 16032.6 6667.16 10187.39
I+II+III+IV+V) 82 0 3520.234 4
Vocational
programme in
existing schools--
Out of school 1000.00 0
17032.6 6667.16 10187.39
Total 82 0 3520.234 4
Non Recurring
Spillover 9790.00 3700.00 5142.84 8842.84
26822.6 10367.1 19030.23
Grand Total 82 60 8663.074 4
IV. Intervention wise Progress (Spill Over)
( Rs In lakhs)
Expenditur
Antici
Approved e
pated
Budget ( upto Total % of
S. Head of expen Spill Rem
February) expen expen
No Expenditure diture over ark
Phy Phy diture diture
Fina Fina in
sica sica
ncial ncial March
l l
SIG Componenet1:
Strengthened Early Years
education
1.1 Supports at Pre-Primary Level
Support to
pre-primary
education
through
1.1. BALA @ 261 261 200. 309.3 82.2
1 15000 per 0 391.5 0 4 108.9 0 79.00 0
unit (NR)
Development
of TLM in
Local
Language/M
T&
Indigenous
toys: Unit
1.1. cost @ 3 100.0
2 lakhs 10 30 10 30 30.00 0 0.00
Preparation
of modules
for training of
parents &
materials for
parents on
mother
tongue based
early years
education30
DIETs @ Rs.
2.lakh per
DIET while
Rs 5 lakh is
1.1. for the 100.0
3 SCERT 31 65 31 65 65.00 0 0.00
Training
assessment
for capacity
1.1. building of 100.0
4 AWWs 1 18 1 18 18.00 0 0.00
Sub Total 313. 422.3 82.2
SIG I 504.5 4 108.9 0 83.71 0
SIG Component 2: Improved
Learning Assessment systems
2.1 State Specific
Digital
Library @ 50
2.1. lakhs per 100.0
1 school 17 850 17 340 510 850 0 0.00
Digital (ICT
enabled
television or
radio-based
2.1. initiatives to 176 176 176. 100.0
2 facilitate 4 441 4 4 264.6 441 0 0.00
learning)
materials to
AWC (NR)
Facilities in
AWCs:
providing
weighing
machine @
Rs. 2000/-
per AWC,
height
measuring
rod @ Rs.
10001 per
AWC and
full-length
mirror @ Rs.
2.1. 2000/- per 219 1096. 219 1096 1096. 100.0
3 AWC 29 45 29 .45 0 45 0 0.00
Strengthenin
g of Library in
KGBVs @ In
2.1. Rs. 30000/- 90.6 proc
4 per KGBV 302 90.6 302 0 0 0 0.00 0 ess
Observation
& felicitation
of girl child in
curricular and
co curricular
activity at
district &
state level @
Rs. 50000/-
per unit cost
(30 districts
plus one at
2.1. the state 100.0
5 level) 31 15.5 31 15.5 0 15.5 0 0.00
Twining of
2.2. Schools/Clu
1 ster Schools 0 0.00
Identify
nearby good
private and
2.2. KVS/JNV 100.0
1.a schools @ 10 2 10 2 2 0 0.00
Rs. 20000/-
per unit cost
Documentati
2.2. on of best 100.0
1.b practices 1 5 1 5 5 0 0.00
Creative &
Critical
2.2. Thinking
2 Test (CCT): 0.00
Prepare
Monthly
2.2. Common 111 111 100.0
2.a CCT Test 2 2.22 2 2.22 2.22 0 0.00
Conduct of
CCT,
Analysis of
Reports &
2.2. Remedial 111 111 22.2 100.0
2.b Action 2 22.24 2 4 22.24 0 0.00
Conduct of
ORF survey
2.2. @ Rs. 200/- 111 111
3 per unit cost 2 2.22 2 0 0 0.00 2.22
Midterm
Achievement
Test @ Rs.
2.2. 2000/- per 111 111 17.2
4 unit cost 2 22.24 2 4.95 4.95 22.26 9
Conduct of
2.2. Achievement 20.0
5 Survey 1 20 1 0 0 0.00 0
Set up of In
2.2. Studio at 15.0 proc
6 district level 1 50 1 35 35 70.00 0 ess
Class
specific and
subject
specific
2.2. content 111 111 54.1
7 preparation 2 55.6 2 1.5 1.5 2.70 0
Development
of App for In
2.2. monitoring & 20.0 proc
8 evaluation 1 20 1 0 0 0.00 0 ess
Tablets for
Education
Personnel &
Administrator
s@
Rs.10000/- In
2.2. per person 14.6 proc
9 (NR) 146 14.6 146 0 0 0.00 0 ess
Internet
connectivity
to schools @ In
2.2. Rs. 10000/- 80.0 proc
10 per unit cost 954 95.4 954 15.4 15.4 16.14 0 ess
Projector for
schools to
display digital
content @ Rs
30000/- per In
2.2. unit cost 288. proc
11 (NR). 962 288.6 962 0 0 0.00 60 ess
2.2. Girls
12 Education: 0.00
2.2. Strengthenin In
12. g of KGBV 100.0 proc
a (NR) 1 75 1 75 75 0 0.00 ess
2.2. SC/ST
13 Education: 0 0.00
Strengthenin
2.2. g of District
13. Resource 100.0
a Centre 1 5 1 5 5 0 0.00
2.2. Development
13. of IEC
b materials 10 10 10 2 2 20.00 8.00
Foundational
Literacy and
Numeracy:
Strengthenin
g of District
Resource
Centre @ Rs.
2.2. 2500/- per 111 111 100.0
14 school 2 27.8 2 27.8 27.8 0 0.00
In-service
Teachers
2.2. Training@ 469 117.3 469 54.9 62.4
15 Rs. 500/- per 4 5 4 2 54.92 46.80 3
teacher per
day for 5
days
Sub Total 3328. 1881 2655. 672.
SIG II 82 .38 774.6 98 79.79 84
SIG Component 3: Improved
Teacher performance &
Classroom Practice
Development
of e-content
3.1. for Class XI 150 150 1000. 100.0
1 and XII 0 1000 0 1000 00 0 0.00
Development
of e-content In
3.1. for Class IX 508 508 419. 480.6 900.0 100.0 proc
2 and X 0 900 0 37 3 0 0 0.00 ess
Development
of
perspective
plan for
Teacher
Training and
Capacity
Building @
Rs. 2 lakh for
SCERT and
Rs. 1 lakh
3.1. per DIET for 100.0
3 the 30 DIETS 31 32 31 32 32.00 0 0.00
Post training
Assessment
Framework
and Capacity
3.1. Building of 100.0
4 Stakeholders 1 65 1 65 65.00 0 0.00
Sub Total 1516 480.6 1997. 100.0
SIG III 1997 .37 3 00 0 0.00
SIG Component 4: Strengthened
Service delivery
Transforming
DIETs into a
District
Teacher
4.1. Learning 100.0
1 Centre @ Rs. 3 450 3 450 0 450 0 0.00
150.00 lakh
per DIET for
3 DIETs i.e.,
Mayurbhanj,
Kalahandi
and
Sambalpur
(NR)
Strengthen
DIET-CRC
linkage for
developing
Model School
on FLN @
4.1. Rs. 2 lakh 100.0
2 per block 314 628 314 628 628 0 0.00
Provision for
Computer & In
4.1. equipment 480 480 277. 1664. 1941. 2864 proc
3 for CRCC 6 4806 6 59 24 83 40.40 .17 ess
On sight
support to
4.1. schools by 451 451.5 451 451.5 451.5 100.0
4 CRCC 54 4 54 0 4 4 0 0.00
Development
of computer
Learning
Skills for
Girls (ICT in
KGBV) (NR)
@ Rs. 2.40 In
4.1. Lakh per 40.3 20.1 proc
5 KGBV (NR) 42 100.8 42 2 40.32 80.64 80.00 6 ess
Strengthenin
g of DPMU In
4.1. Cell: Video 240. proc
6 Wall (NR) 20 240 20 0 0 0.00 00 ess
Programme
Management
: setting up of
SSSA in the
State and
PMU for
4.1. functioning of
7 STARS 1 300 1 3.77 3.77 1.26
4.1. CCC - 1 504.2 1 52.7 52.78 10.47 451. In

8 Command 8 42 proc
and Control ess
Centre (NR)
Sub Total 7480. 1452 2156. 3608. 3575
SIG IV 54 .46 1 56 48.24 .75
SIG Component 5: Vocational
Education & Training
Schools for
pre-
vocational
Education: @ 68.3
5.1. Rs.14500/- 500 72.5 500 4.13 0 4.13 5.70 7
Dual mode
VE in existing
370 schools
@ Rs. 3.00 In
lakh per 150. proc
5.2 School (NR) 50 150 50 0 0 0.00 00 ess
Revamping
of
Government
Vocational
Higher
Secondary
Schools to
NSQF:
Double
Sector in 74
Schools @
10.00 lakh
per school
and Single
Sector in 100
Schools @ 5
Lakh/School 1239. 1239 1239. 100.0
5.3 (NR) 174 994 174 .99 99 0 0.00
Impact Study
of VE
implementati
on in Odisha
(3'd party 10.0
5.4 evaluation) 1 10 1 0 0 0.00 0
Provision
5.5 for CwSN
Three days
training of
teachers on
Inclusive
Education:
Impact Study
of VE
implementati
on in Odisha
(3'd party
evaluation)
@ Rs.200
per teacher
per day was
5.5. estimated for 337 202.3 337 182.
1 3 day 20 2 20 20 20 9.89 32
Development
of Audio-
Video
Lessor/Conte
nts for the
CwSN for
wide
circulation
through TV,
Radio,
YouTube,
Mobile App
(including
setting up of4
Studios) @
5.5. Rs. 5.00 lakh 10.0
2 per unit cost 4 20 4 10 10 50.00 0
Exposure
visit of IEC
and BRP to
National
Institutes/Oth
er States @
5.5. Rs. 25000/- 10.0
3 per unit cost 40 10 40 0 0 0.00 0
Workshop for
preparation
of training
modules/
5.5. booklet/ 100.0
4 handbooks/ 5 5 5 5 5 0 0.00
lEC materials
on IE
including
training of
BRG and
DRG
Hackathon @
Rs. 5.00
Lakh per 100.0
5.6 district 30 150 30 150 150 0 0.00
Recurring
cost for
Residential
Hostel for
OoSC 74.4 787.
5.7 (Continuing) 1 862 3 74.43 8.63 57
Sub Total 2721. 1503 1503. 1218
SIG V 814 .55 0 55 55.24 .26
Total SIG ( 1603 6667 3520. 10187 5549
I+II+III+IV+V) 2.674 .16 23 .39 63.54 .054
Vocational
programme
in existing
schools-- Out 1000. 1000
of school 00 0 0.00 .00
1703 6667 3520. 10187 6549
Total 2.674 .16 234 .394 59.81 .054
Non
Recurring 9790. 3700 5142. 8842. 947.
Spillover 00 .00 840 84 90.33 16
2682 1036 8663. 19030 7496
Grand Total 2.674 7.16 074 .234 70.95 .214
V. Progress (Write up)
SIG-I-Strengthened Early Years Education
1.1 Support to Pre- Primary Education through BaLA
Objective
To use the school infrastructures as a resource for the teaching-learning processes. In this
activity the school infrastructures including school premises have been holistically planned in
an innovative manner so as to make the school environment attractive & better learning
oriented.
Outcome
In this concept the building components are become joyful & active facilitator in teaching-
learning process by modifying both the building components as well as open space available
in school premises innovatively to attract the children & thus developing and enhancing
creativity among children.
PROGRESS OVERVIEW OF BaLA
Out of 2610 no. of BaLA activities approved in PAB 2022-23, 1593 nos. are completed, 770
are in progress and 247 are not started.
Target Physical Progress

Sl. No. Name of Districts Financial In Not
Physical Completed
(Lakhs) progress started
(1) (2) (3) (4) (5) (6) (7)
1 ANGUL 87 13.05 60 27
2 BALASORE 87 13.05 50 37
3 BARGARH 87 13.05 46 18 23
4 BHADRAK 87 13.05 59 28
5 BOLANGIR 87 13.05 34 53
6 BOUDH 40 6.00 32 8
7 CUTTACK 87 13.05 67 1 19
8 DEOGARH 40 6.00 19 21
9 DHENKANAL 87 13.05 58 29
10 GAJAPATI 87 13.05 87
11 GANJAM 134 20.10 38 96
12 JAGATSINGHPUR 87 13.05 87
13 JAJPUR 87 13.05 45 10 32
14 JHARSUGUDA 87 13.05 40 47
15 KALAHANDI 87 13.05 75 12
16 KANDHAMAL 87 13.05 67 20
17 KENDRAPARA 87 13.05 79 8
18 KEONJHAR 87 13.05 56 31
19 KHORDHA 87 13.05 1 86
20 KORAPUT 87 13.05 87
21 MALKANGIRI 87 13.05 55 32
22 MAYURBHANJ 134 20.10 75 59
23 NABARANGPUR 87 13.05 58 29
24 NAYAGARH 87 13.05 87
25 NUAPADA 87 13.05 73 14
26 PURI 87 13.05 52 35
27 RAYAGADA 56 8.40 56
28 SAMBALPUR 87 13.05 87
29 SONEPUR 87 13.05 48 39
30 SUNDERGARH 118 17.70 89 29
TOTAL = 2610 391.50 1593 770 247
BaLA work at Madanapur CPS, Kalahandi
BaLA work at Maliguda PS, Koraput

BaLA work at Nilijee UPS, Nuapada
BaLA work at Forest Colony UPS, Rayagada

ACTIVITY 1.2: DEVELOPMENT OF TLM IN LOCAL
LANGUAGE (TOY-BASED PEDAGOGY)
• Orientation of DIET faculties on toy-based pedagogyat state

level has been completed. Workshop on identifying learning
outcomes to be linked with toy based pedagogy at DIET level
has been completed
• Workshop on development of TLM in local language and
Handbook on toy based pedagogy at DIET level has been
completed
• Orientation of CRCCs on use of TLM / indigenous toys at DIET
level is in Progress
ACTIVITY 1.3: PREPARATION OF MODULES FOR TRAINING OF PARENTS ON

MOTHER TONGUE-BASED EARLY YEARS EDUCATION
• Workshop on development of module for training of parents

has been completed.
• Orientation of Teacher Educators on the module has been
completed .
• Orientation of CRCCs and DRGs on the training module at
DIET level has been completed.
ACTIVITY 1.4 : TRAINING NEED ASSESSMENT FOR CAPACITY BUILDING OF AWWS
• Workshop on analysis of new Arunimahas been completed

• Development of TNA framework has been completed
• Observation of ECCE classroom practices has been completed
• Workshop on development and finalization of tools (five tools - classroom observation,
interview schedule for AWWs, interview schedule for supervisors, questionnaire, Focus
Group Discussion )has been completed
• Tool administration in all the districts has been completed
• Report preparation is in progress
SIG component 2: Improved Learning Assessment systems
2.1 Digital Library
Establishment of Digital Library in the year 2021-22 and 17 Higher Secondary Schools in the
year 2022-23 for Digital Library. The detail approval is as below.
( Rupees in Lakh)
Physical Unit
Head of Expenditure Financial
Unit cost
ICT and Digital initiatives : Digital Library for HS
17 50.00 850.00
Schools
The work has been assigned to Odisha Computer Application Centre OCAC, the Technical
Directorate of E & IT Department, Government of Odisha for execution of the project. OCAC
has engaged the Implementing Agency (IA) for supply, Installation and Commissioning of the
Tablets for Digital Assessment Lab abd Computer and its Peripherals for Digital Library in
Higher Secondary Schools and will be executed by the IA.
Deliverables :-20 Tablets for each Secondary Schools(980) for Establishment of Digital
Assessment Lab and Computers and other Equipment with Civil Infrastructure in each
Higher Secondary Schools(37) are to be supplied, installed and Commissioning to be done
at school point.
Time Line :- The GoLive of the project will be completed by July‟2023 for optimum use of
the students.
Teachers Training :- The Implementing Agencies will impart hands on training to the
teachers during the project period soon after commissioning of the equipment at school
point.
2.2 Digital (lCT) enabled, television or radio based] initiatives to facilitate home based
learning and parental engagement
(Rupees in Lakh)
Physical Unit
Head of Expenditure Financial
Unit cost
Digital (lCT) enabled, television or radio based] initiatives
to facilitate home based learning and parental 1764 0.25 441.00
engagement
As per kind instruction of Government in S & ME Department, the work has been assigned
to Odisha Computer Application Centre OCAC, the Technical Directorate of E & IT
Department, Government of Odisha for execution of the project. OCAC has engaged the
Implementing Agency (IA) for supply, Installation and Commissioning of the Smart TV and
will be executed by the IA.
Deliverables :-One Smart TV set is being supplied and installed at each Anganwadi Centre
1764)
Time Line :- The GoLive of the project will be completed by May‟2023 for optimum use of
the students.
Teachers Training :- The Implementing Agencies will impart hands on training to the
teachers during the project period i.e1 year soon after commissioning of the equipment at
school point.
2.3 Facilities in AWC
Activity Target Achievement Target Achievement
1. Weighing machine @
Rs.2000/- 21929 21929 Rs Rs. 1096.45
2. Height measuring rod 1096.45.lakhs Lakhs
@Rs, 1000/-
3. Full length mirror Rs.
2000/- per AWC
2.4 Strengthening of Library in KGBV
Library in KGBV are being set up to provide the learning support to all inmates.Procuement
of books has already been started as per Govt of India guideline.Very soon books will be
supplied all KGBVs. Necessery furniture for setting of library at school level necessary funds
have been released to KGBV poin.Theacivity will be completed by the end march.
2.5 Observation & felicitation of girl child in curricular & co-curricular activity at
district & state level.
International &national girls child day has been observed in Oct 11 & Jan 24 at school level.
SPECIAL FOCUS - LOW PERFORMING DISTRICT (SAMBALPUR)

2.62 Twinnning of schools
Objective: Twinning of schools is known as 'Partnership among schools' under which 4

government schools (visitor schools) was tagged with KVs/JNVs/Sainik
Schools/5T/OAVs/other private schools (visiting schools) to come together for greater
exposure and learning. The aim is to promote shared learning among students and teachers
with focus to encourage learning inside and outside the classroom.
 To share the Teaching Learning Materials, innovative pedagogical interventions and

other best practices of their schools (KVs/JNVs/Sainik Schools/Other Private
schools) with the government schools
 To assist in preparation and conduct of CCT & Assessment. Twinning/Clustering of
Schools to support and handhold so that the overall development of each child can
be achieved.
 Capacity building of teachers and students through knowledge sharing.
 Provide opportunities to the teaching fraternity to adopt better and more effective
practices.
Target age group, Classes and Schools: Students from Grade 6th to 8th of all government
schools.
Activities under twinning of Schools:
1: A district-level orientation program was conducted for both visitor and visiting school.
2.Exposure visit of the children of identified Government schools to nearest

KVs,JNVs,OAVs,5T Schools and other Private schools(identified) to learn about the day-to-
day activities of the visiting school.
2. One day teacher meet was conducted at school points, where one teacher from the
visiting schools visited the visitor school. The visitor school was also invited other 4 nearby
government school teachers and they collectively share the best practices with other.
3. A cluster level interaction-cum-training programme was conducted where other schools of

the clusters were participated. The visitor school teachers share the best practices which are
focused towards the overall development of students.
4.A one day block level meet was conducted where both the students of visitor and visiting
schools were participated. Different competitions like drawing, puppet making, clay
modeling, dance, song etc was conducted.
No of
No of No of No of
Sl No of Visit
Visisiti students teachers Best practices to be adopted in the
n clust or
ng participat participat visiting school
o er scho
school ed ed
ol
Bagless Day
Motivational
Quotes,Quiz,NewsReading,Sharing
important Historical days in Morning
assembly
House activities
CCA Activities(Story
Telling,PoemRecitation,Tablerecitation,
SONG& Dance
1 34 34 136 1360 136
Competition,SloganWritingPick&
Speak)
Use of different strategies as per need
of students
Giving Day to day examples linked to
the content
Positive reinforcement to students
Involvement of SMC in all School
activities
GLIMPSES OF TWINNING OF SCHOOL Activities

2.6CREATIVE AND CRITICAL THINKING
I. 3 days‟ workshop on development of district specific monthly assessment tool for

class-1 to 8 has been conducted at diet, Sambalpur.
II. 33 nos. of teachers and 13 nos. of diet faculties were involved in the preparation of
monthly assessment tool.
III. During the workshop CCT based question bank for every month is being prepared.
IV. 70% questions were based on learning outcome and 30% questions were on cct.
V. These monthly assessment will be used in analysing the learning progress of each
child.
VI. For the month of november, 22 the district
conducted mid-term assessment with the help of
NCERT.
2.10 ESTABLISHMENT OF DISTRICT DIGITAL

STUDIO:
I. To create digital content for the students of grade-i

to viii, a studio has been established at district
office.
II. A list of specific learning outcome has been

prepared with the help of diet. Initially, content will
be created on the basis of these identified learning
outcome to improve the overall performance of the
district.
III. This studio will also be used in creating iec material for the awareness of various
programmes.
2.12 DEVELOPMENT OF APP FOR MONITORING & EVALUATION
I. One state level monitoring application “Odisha school monitoring app” developed
by osepais used for monitoring the schools.
II. District level officers, beo&abeos and crccs are visiting schools at regular interval.
III. Each month district officers, beos, abeos are assigned with 10 schools each and
crccs are assigned with 15 schools each in a month.
IV. In the osma app, “spot assessment” module is added to the application through
which monitor can pick any child randomly and ask the question from the prescribed
subject for that class and record the answer. At the end of the month data can be
analyzed for finding the achievement level.
2.18 A BOOK READING/ STORY TELLING:
I. Steps were taken to promote book reading.

II. 100 days reading campaign was
successfully completed.
III. Under transformation of high schools, e-
libraries concept are being established.
IV. One day story telling competition was
organized in every school of the district. The
best story teller was awarded by the
teachers to encourage students to be an
effective communicator.
CAPACITY BUILDING OF TEACHERS AND
BRCS/ CRCS
3622 no. Of primary teachers out of 3644 (99.4%) completed

nishtha 3.0 through online mode.
I. 137 nos. Of crccs and 54 nos. Of drg members have been
trained by diet on customized module “prarambh” (integrated
training package on vidyapravesh and fln) prepared by
scert.
II. Face to face training of drgs&crcc have been completed
using fln materials.
III. Teacher need assessment of teachers (tnat) survey has
been completed in convergence with diet and pfel. It has
been found out that teachers require content based
training on odia, english and maths , digital skills & sel.
IV. 90 nos. Of district resource group (drg) members
including diet have completed face to face sensitization
programme on foundation literacy & numeracy (fln) by
faculties from ncert, niepa&cbse.
2.17 C Strengthening Tribal Resource Centre
A tribal resource centre was established in the District to disseminate the indigenous
resources. The main purpose behind the resource centre is to help the student teachers,
parents and community members for acquisition of knowledge about the indigenous culture,
traditions, lifestyle, Literature and tribal language. In the tribal resource centre books of tribal
languages, MLE books, community resources, models, community resources, photographs
of tribal life , display boards have been kept along with audio visual facility for the learning
of the children by connecting the knowledge of the community with school curriculum.
Objective:
1. To establish an indigenous resource centrewhich can provide exposure to student
and teachers on indigenous culture and language.
2. To preserve the socio-cultural identity of the endangered tribal communities.
3. To establish a link between Indigenous Knowledge Systems with school curriculum.
4. To benefit students and teachers by supplementing the learning process.
2.18 a)Foundational Literacy & Numeracy( FLN) :

Highest priority has been accorded to FLN in NEP 2020. FLN has been undertaken as a
national mission and to move in the mission. Steps have already been taken in the district.
Activities in the taken in FLN during 2022-23 are as follows:-
 School level FLN activities for strengthening FLN Mission
Under STARS –LPD budget different school level activities under FLN were organised to
ensure students involvement in learning through the joyful activities.Different activities
conducted were as follows:
 Story Telling festival

 Painting Competition
 Handwriting competition
 Puppet Mela
30,041 no.of students of class I,II& III of 1052 schools participated in these activities which
indirectly and directly facilitated attaining the DGs i.e.HW,EC and IL .Rs 26.114 lakhs funds
utilisation done for the different activities.
Cluster level TLM Workshop-cum-Exhibition :

In order to facilitate classroom transaction by using self-made TLM, Cluster level TLM
workshop on Literacy & Numeracy was organised to give handson experience to teachers
.In 137 Clusters 3316 nos of teachers participated in the workshop and developed FLN
related TLM.
Development of FLN Model Corner :For strengthening the FLN mission in the first phase
10 nos. FLN Model schools development is under planning.Meeting funds out of DPMU and
OSEPA a detail plan for developing the schools is at hand .As an initiative formation of FLN
corners have been started during 2022-23.
2.19 InService Teacher Training.

Only one activity i.e Teachers Training was kept under STARs for year 2022-23 for
Sambalpur district.
BRG Training on module SAMARTHYA:
The BRG training was conducted at District Resource Centre, Budharaja ,Sambalpur held
from 2nd February to 4th Februart,2023. Total 36 nos. of Block Resource Group(BRG)
members @ 4 BRG per Block were trained. These 36 nos of BRG includes all BRP(CWSN)
and good teacher preferably having Special Education back ground or having more interest
in area of disability.
Block Level Training of Teachers:
The target was 784 nos of teachers to be trained on module SAMARTHYA. The duration of
training was for 3 days . 784nos. of teachers have been trained against the target 784 on
module SAMARTHYA held in different Blocks of Sambalpur from 10th Feb to 28th, Feb,2023.
 Community awareness –
Keeping in view the importance of parental/ community involvement for success in FLN
School Level Parents‟ Mobilization Programme has been done through conduct of special
PTM in Schools .
Capacity building of teachers and implementing personnel –
Capacity building of teachers and implementing personnel such as ABEOs/BEOs

/CRCCs/BRCCs/ has been done through online and off line mode at different times. In this
series the following persons has been trained as on date.
 07 nos. of SRG members including Faculty DIET have been trained at State level in
PRARAMBH integrated module VidyaPravesh& FLN focusing on Usage of FLN Material
& GKA kit
 Capacity building of 90 nos.of DRG was done on FLN by Resource Persons from
NCERT/NIEPA & CBSE through physical mode during June 2022
 All DLOs including DEO, ADEO, Coordinators, BEOs and ABEOs have been oriented by
DIET on NEP 2020.
 191 no.of CRCCS and DRG members were orientedin physical mode on PRARAMBH
module prepared by SCERT .
 3308 no of Primary Teachers including Dedicated Teachers FLN were imparted 4 days
Block level training on PRARAMBH module in physical mode September 2022.
 3316 no.of Primary Teachers including Dedicated Teachers FLN were imparted 4 days
LO Based content training at Block level in physical mode in February 2023.The
training was conducted as per need identification of teachers through TNAT Survey
under LPD Amelioration plan,2022-23
Under LPD Amelioration Plan 2022-23 Students‟ Work book has been Prepared by teachers
in convergence with DIET to supplement text book learning and ensuring better practice
work by students to enable them enhancing Learning Out come .Work books are LO Based
to ensure improvement in students‟ achievement.
Monitoring& Mentoring –
Monitoring of FLN activities have been done in Convergence with DIET.Analysis has
been done by DIET.Followup has been done through the BEOs,ABEOs and CRCCs .Special
monitoring has been done by CRCCs in state prepared Monitoring format to strengthen FLN
Mission.RS.13.56lakhs have been utilised for monitoring at CRC level from STARS Budget
2022-23.Monitoring FLN activities at schoo,Monitoring classroom transaction and providing
support ,Conduct of meetings,Orientation of Teachers,Taking Demo classess are some of
the major activities done by the CRCCs .
Overall Performance by Subjects :
Class III
Year 2017 2021 Mtas 2022
Language 51 60 60
Mathematics 44 55 57
EVS 43 54 57
Class V
Year 2017 2021 Mtas 2022
Language 37 53 62
Mathematics 39 42 46
EVS 38 46 53
SIG COMPONENT 3: IMPROVED TEACHER PERFORMANCE AND CLASSROOM
PRACTICE
3.2 DEVELOPMENT OF E-CONTENT FOR CLASS IX & X
E-learning is the most strong and effective tool in the educational system. It has
modernized the entire process of teaching and learning through the use of variety of
techniques by designing of e-content and its effects on the learning level of students is
remarkable.It ensures a coherent, planned and progressive curriculum and transmission of
core information. It provides the students more flexibility and better control over their
learning. e-content is a subset of e-learning.
Meluha Technologies Pvt. Ltd. the third party agency has been selected to develop
the e-content as per the curriculum recommended by Board of Secondary Education,
Odisha. As per the agreement between OSEPA and Meluha Technologies Pvt., Ltd., need
analysis was done by subject teachers and 20 nos. of e-content mapping booklets 10 each
for Class-IX & X has been developed. The agency developed storyboards as per the e-
content mapping booklet and submitted to OSEPA. A Committee was constituted for vetting
of storyboards and e-content. Accordingly, the storyboards were sent to concerned teachers
for vetting and finalization. After vetting, the e-content were prepared by the agency for
which number of workshops were conducted.
The process of development of e-content for Class-IX & X

The process of making e-content
1. e-content mapping done by teachers for 10 subjects each for class IX & X.
Accordingly 20 nos. of e-content mapping booklets has been developed.
2. The whole syllabus consists of 357 chapters.
3. For 357 chapters, 1200 videos of different duration (5, 10, 15 & 20 minutes) have
been developed.
4. Storyboards have been prepared by the agency and submitted to OSEPA.
5. After storyboard vetting, videos were prepared by the agency and submitted to BSE
for vetting and finalization in phased manner.
6. All the content have been vetted by BSE Odisha, certificate has been given for 1 st &
2nd phase (190 videos). Certificate for rest of the videos are yet to be received.
7. These e-content will be delivered to Block point through 314 master HDDs.
8. E-content to school point will be delivered in cascaded manner .
Progress
Expenditure
Financial (Rs. In
Head of Expenditure Physical made (Rs. In Remarks
Lakh)
Lakh
Development of e-
389.4 content by Meluha
Assessment at National
Technology Pvt. Ltd
and State Level-Teacher
5080 900 Total 3397 nos. of HDD
Subject Knowledge
Assessment only 321.69 supplied to Secondary
Schools
711.09
Funds released to
Development of e-content CHSE for development
1500 1000.00 1000.00
for Class -XI & XII of e-content for class-XI
& XII
Total 1516.39
ACTIVITY 3.3 : DEVELOPMENT OF PERSPECTIVE PLAN FOR TEACHER TRAINING

AND CAPACITY BUILDING
• Teacher Need Assessment (TNA) questions for primary and upper primary teachers
has been completed
• Administration of TNA is in progress
• Based on TNA report, the Perspective plan shall be developed
ACTIVITY 3.4 : POST TRAINING ASSESSMENT FRAMEWORK AND CAPACITY BUILD-

UP OF STAKEHOLDERS
• Workshop on development of outline for PosttrainingAssessment Framework has

been completed
• Development of post training assessment framework is in progress
SIG COMPONENT 4 : STRENGTHENED SERVICE DELIVERY
ACTIVITY 4.1 : TRANSFORMING DIETS INTO DISTINCT TEACHING LEARNING

CENTRES (MODEL DIETS)
• Multipurpose Auditorium for conduct of regional level

workshop, symposium, seminar atDIET, Khordha, Angul,
Ganjam, Koraput, Kalahandi, Mayurbhanj and
Sambalpuris in progress. The chief Architect of R & B
shall submit the plan and estimation within 3.3.2023 .
ACTIVITY 4.2: STRENGTHEN DIET-CRC LINKAGE FOR

DEVELOPING MODEL SCHOOL ON FOUNDATIONAL
LITERACY AND NUMERACY
• Onemodel school on FLN in each block of the state has

been identified
• Convergence meeting with BEOs , DEOs, CRCCs and DIETs has been completed
• Materials in local languages – local song, stories, lullaby, art and craft etc., question
banks, worksheets, information education and communication (IEC)materials have
been developed
• Resource rooms set upis in progress
TECHNOLOGICAL SKILL DEVELOPMENT PROGRAMME AT PRAYOGSHALA

SCHOOL, DIETS AND SCERT
• Smart Classroom inPrayogshala schools (30) and DIETs(30)

• ICT laboratory in schools(30) and strengthening ICT lab in DIETs (30)
4.3 Provision for Computer & equipment for CRCC

The project was approved in the PAB 2022-23 under STARS Programme. The
Financial outlay for this programme is Rs 4806.00 Lakh @ Rs. 1.00 Lakh per CRC for
provision for Computer and Equipment for 4806 CRCCs
(Rupees in Lakh)
Head of Physical
Unit cost Financial
Expenditure Unit
Provision for
Computer and
Equipment for 4806.00 1.00 4806.00
CRCC
For execution of the project .the work has been assigned to the District Project Office
towards procurement of the IT equipments for strengthening of each Cluster Resource
Centre. For the same an amount of Rs. 1941.83 Lakh has been utilized towards
procurement of IT equipments and its peripherals for CRC.
Deliverables :- For computerization of each CRC, Furniture for Computer, UPS and Printer
has been provided to each CRC. Internet connectivity has been provided to CRCC for use of
the digital devices for PFMS data updation of the school under the CRC..
Time Line :- The other equipments will be provided to the CRC by June‟2023 for optimum
use at CRCC level.
Training :- The training for use of the digital devices for updation of PFMS data of the
schools has already been imparted to CRCC through the MIS and Finance section of DPOs
.Financial Status:-
Head of Expenditure Financial Amount Utilized
Provision for Computer and Equipment for CRCC 4806.00 1941.83
(Rupees in Lakhs)
4.4 Onsite support to schools by CRCC
Head of Expenditure Physical Financial(Rs. In Expenditure

Lakh) made (Rs. In
Lakh)
Onsite support to
schools by CRCC 45154 451.54 451.53
A sum of Rs 9900/- per CRCC has been utilized under STAR project for developing FLN
model schools through continuous monitoring. The objective is to ensure certain aspects in
schools under FLN programme through guiding the FLN grade teachers as well as
Headmasters in developing the schools as FLN model schools. Crcc has to visit each FLN
grade schools of his/her jurisdiction for minimum five times a year and submit the tour report.
They have to ensure the availability of work book as well as supplementary materials at
school point as per requirement, set up of FLN corner in each class, use of FLN materials
during classroom transactions, correction of work books, display of learning out come in
each class, maintenance of achievement chart, ensure involvement of parents and
community members in school level activities etc . A total 4806 no of CRCC have been
provided with the mobility support unde STAR project.
1.3 Development of Computer Learning skills for Girls ( ICT in KGBVs)
The project was approved in the PAB 2022-23 under STARS Programme. The Financial
outlay for this programme is Rs 100.80 Lakh @ Rs. 2.40 Lakh per KGBV for implementation
in 42 KGBVs.
(Rupees in Lakh)
Head of Physical
Unit cost Financial
Expenditure Unit
Development of
computer
Learning Skills for 42 2.40 100.80
Girls ( lCT in
KGBV) (NR)
As per kind instruction of Government in S & ME Department, the work has been assigned
to Odisha Computer Application Centre OCAC, the Technical Directorate of E & IT
Department, Government of Odisha for execution of the project. OCAC to be engaged the
Implementing Agency (IA) for establishing the Robotics Lab at school point. The supply,
Installation and Commissioning of the equipments for establishment of ICT facilities in the
KGBV hostels.
Deliverables :- The Bill of Material (BoM), Bill of Quantity (BoQ), Specifications and other
mandatory parameters for establishment of ICT facilities in the KGBV hostels are finalized in
the Technical Committee OCAC and the RFP with the Scope of the Work has been prepared
by OCAC for Supply, Installation and Commissioning of the ICT facility to be provided to
KGBV Hostel.
Time Line :- The Go Live of the Tinkering Lab will be completed by June‟2023 for optimum
use of the students.
Hands on Training Support to the Girls Student :- The Implementing Agencies will impart
hands on training to the girls students during the project period soon after commissioning of
the equipment how to access the learning materials available in different repositories,
Internet access and other activities to be used for their learning purposes.
Financial Status :-
(Rupees in Lakhs)
SIG Component 4 Head of Financial Amount Spill Over

Expenditure Utilized Amount
Development of
Strengthened Service computer
Delivery (Quality Learning Skills 100.80 80.64 20.16
interventions) for Girls ( lCT in
KGBV) (NR)
Total 100.80 80.64 20.16
4.3 Video wall
 During 2021-22, Video wall was approved for 10 DPMU Cells and 10 Model BEO
offices of Aspirational Districts. Further, during 2022-23, Video wall was approved for
rest 20 DPMU Cells.
 The conference halls of DPMU cells and Model BEO offices have been set up with
Video wall.
 The districts & blocks can be accessed easily during monitoring of activity progress
review.
 STARS-JRM during the visit to Khordha&Dhenkanal districts has reviewed the
implementation of the Video wall.
Programme Management
I. Under Programme Management steps have been taken for recruitment of personnel
under STARs. Tender already floated in website & recruitment is under process .
II. Joint review Mission & National Conference expenditure ,Office contingency & other
expenditures met from this head
VIDYA SAMEEKSHA KENDRA
OSEPA has establishedVidyaSameekshaKendra(VSK-ODISHA) under S&ME

Department, Govt. of Odisha as per instruction of Department of School Education & Literacy,
Ministry of Education, Government of India for monitoring, tracking and governance of all
Programs, Initiatives, Academic activities .
The VSK-ODISHA, OSEPA has been rendering its services with Toll Free
No.18003456722 shared among teachers, schools and students across the state to maintain
governance and tracking of program implementation for the last mile delivery in all 30
districts of Odisha. Total 83146 Nos. of calls made and received at VSK-ODISHA till date, on
different acStivities like RTE Paradarshi, PathaniSamanta Mathematics Talent Scholarship
(PSMTS), DIKSHA technical support, Community classes at Village level by the Teachers,
Student attendance and Covid-19 protocol measures, School Student Helpline etc.
The VSK-ODISHA has already implemented NDEAR Compliant 6 Nos. of

Applications (i.e. NISTHA, DIKSHA, PM POSHAN, NAS, UDISE+ and PGI) in VSK Starter
Pack through NCERT, CIET, New Delhi for strengthening of Educational Eco System.
GLIMPSES:
(COLLECTION AND DISSEMINATION OF INFORMATION ON VARIOUS EDUCATIONAL
INITIATIVES)
STARS Project, AWP&B 2022-23 Budget
S# Activity Description Physical(State) Financial
1 Approval for VSK-ODISHA under AWP&B, 2022-23 1 504.20 Lakh
Physical and Financial Progress of VSK-ODISHA under STARS, 2022-23
S# Activity Description Physical(State) Financial
Annual remuneration charges for the engaged 10 Nos.

of VFS Associates(Manpower) for operation of VSK-
1 10 15,32,536.00
ODISHA through OCAC empanelled agency on
outsourcing basis
Recurring charges for AMC and Facility Management

2 Service(FMS) with one Resident Engineer at VSK- 1 35,78,243.00
ODISHA
Annual recurring BSNL's Bandwidth charges for the

3 installed 50 Mbps(1:1) Internet Lease Line at OSEPA 1 7,34,181.87
HQ for VSK-ODISHA
4 Annual recurring BSNL's ISDN PRI Tariff Charges 1 1,62,250.00
Annual Subscription and Data Charges of 12 Nos. of 4G

5 12 50,806.00
SIM Card for VSK-ODISHA
Grand Total
60,58,016.87
SIG Component 5: Vocational Education and Training
SIG Component 5: Vocational Education and Training

SL Activity Approved Approved Status Remarks
No. no. of Budget in
schools Lakhs
5.1 Schools for Pre- Implementation is
Vocation - 500 72.50 under process
Classes 6 -8
Implementation not Re-
started appropriation of
5.2 Dual Mode VE in School selection grant has been
existing 50 50 150.00 process is placed to MOE
Schools completed and 05 for 05 schools.
schools selected in
Cuttack and
Bhubaneswar
Implementation is
Revamping of under process
5.3 Govemment 174 1239.99
Vocational Higher
Secondary
Schools to NSQF
Impact Study of Not started
5.4 Vocational
Education 1 10.00
Implementation in
Odisha
(3rd Party
Evaluation)
Total 1472.49
Progress ofPre-vocational Education from classes 6 to 8

 500 schools approved in 2022-23 STARs PAB implement pre-Vocational from 6th to
8th grade.
 500 Schools identified across 30 districts of Odisha for implementation of pre-

Vocational. education from 6th to 8th class students under WB-STARs.
 Modules for classes 6 – 8 aimed at 10 days bagless activities has been prepared by
the technical partner Lend-A-Hand-India.
 Modules has been translated in Odia and vetted by SCERT.
 Training & orientation of the District Planning coordinators on implementation of pre-

vocational program at district & school level.
 Detailed implementation plan & school wise and district wise budget break-up has
been prepared and going to be shared with the planning coordinators for further
implementation process.
Progress of 100 Vocational schools in 10 Aspirational districts
 100 Schools identified across 10 aspirational districts for implementation of vocational

education for in-school and out of school children.
 Out of school children‟s data has been collated at the district level.
 Two sectors per school have been selected as per skill gap report.
 Identification of vocational training partners for 100 schools is complete.
 Identification & mobilization of out of school children completed at district level.
 Module for out of school children has been prepared for 9 trades and shared with
students.
 Vocational classes commenced for out of school children and in school students for
9th class in schools.
 Orientation of district SC/ST coordinators and district planning coordinator completed.
 868 out of school children have been mobilized and enrolled in 100 schools.
 At present limit has been fixed for 96 schools amounting to Rs. 6.22 crore for the said
activities in aspirational districts.
Progress ofDual mode of Vocational Education in Existing school
 Preparatory activities for piloting in 5 schools in Bhubaneswar and Cuttack has been
initiated and preliminary school visit and survey for selection of 5 school completed.
 Proposal for revision in new scheme of studies submitted to BSE for vetting at their
end.
 The pilot project is planned for implementation in partnership with our existing partner
Lend-A-Hand India.
 Consultative meeting with BSE held.
 Course Guide for 4 specialized courses has been prepared by OSEPA in

collaboration with Lend-A-Hand-India.
 Mapping of technical institution and industries with 05 schools completed.
Progress of Revamping of 174 GJVHSS
 174 schools Govt. Junior Vocational Higher Secondary Schools approved in 2022-23.
 Consultative meeting with all stakeholders at DHSE level.
 Preparatory meetings held between OSEPA and DHSE.

 Detailed Budget break up and guideline of activities have been provided to DHSE for
implementation.
 Mapping of syllabus and teacher qualification as per NSQF guidelines has been done.
 Rs.12.39 crore has been released to DHSE for implementation of the project.
 Meeting with DHSE and a committee has been established to implement the
approved plan in 174 GJVHSS.
Workshop on development of trade specific modules for out-of-school children
17 – 22 June, 2022 at OSEPA
Launch of Trade specific modules for out-of-school children by Hon’ble Education Minister,
Govt. of Odisha at Lemon Tree Hotel
Impact Study of VE implementation in Odisha (3rd party evaluation)
Third party evaluation process has been undertaken and will be and will be entrusted to the
agency for evaluation of the activities under STARs which is under process.
1. Name of the Activity – To assess the impact of vocational education program across
secondary and higher secondary schools in Odisha
2. Objectives
To assess and evaluate the impact of the centrally sponsored scheme of
Vocationalization of school education in Odisha
3. Target Group – All secondary and higher secondary schools in Odisha implementing
vocational education in Odisha
4. Strategies – State will invite proposals from 3rd parties to assess the impact of the
vocational education program. The proposed impact study to focus on student enrolment,
industry linkages, vertical mobility amongst others
5. Expected Outcome/Result –Identification of best practices sector wise across schools
and proposed roadmap/timeline to introduce vocational education in remaining schools in
Odisha
6. Time –6 months
7. Implementation Level –State Level
8. Monitoring Level – The selected 3rd party will interact with all stakeholders and submit a
report documenting all activities undertaken to the department
9. Risk if any – Data confidentiality to be ensured
Activities to be taken up 2023-24:
1. Roll out of PreVoc module for class 6 to 8 from April 2023 in 1100 elementary schools.
2. Dual mode of Vocationalization to be implemented in 05 schools on pilot basis.
 Notification to be issued from B.S.E(Board of Secondary Education)
 Revised proposal to be submitted to B.S.E by OSEPA.
Submission – The proposal for implementation of dual mode of Vocationalization was

proposed for both new schools and existing schools with different budget. However, PAB-
STARs 2022-23 have approved @ 3 Lakhs per school for 50 existing schools which is
insufficient for implementation of new project. The same was reported in the supplementary
budget of STARs with a request of project cost @ 30 lakhs per school within the approved
budget, which is yet to be considered by PAB.
3. Revamping of 174 GJVHSS:Revamping of 174 schools Govt. Junior Vocational Higher

Secondary Schools will be implemented with NSQF aligned courses from 2023-24
academic session by D.H.S.E, Odisha.
4. Impact Study by 3rd Party Evaluation:
 Objective: To assess and evaluate the impact of the centrally sponsored scheme of
Vocationalization of school education in Odisha.
 Target Group: All secondary and higher secondary schools in Odisha implementing
vocational education in Odisha.
 Strategy: State will invite proposals from 3rd parties to assess the impact of the
vocational education program. The proposed impact study to focus on student
enrolment, industry linkages, vertical mobility amongst others.
 Expected Outcome: Identification of best practices sector wise across schools and
proposed roadmap/timeline to introduce vocational education in remaining schools in
Odisha.
5.5 Provision for CWSN

The objective of SamagraShiksha is to ensure that every Child with Special Needs
irrespective of the kind, category and degree of disability is provided meaningful and quality
education. Hence, it has adopted zero rejection policy, that is, no child having special need
be deprived of his right to education. The goal of SamagraShiksha has been facilitated by
The Right of Children to free and Compulsory Education Act, 2009 for all children in the age
group of 6-18 years. Provided that a child suffering from disability, as defined in Rights of
Persons with Disabilities Act, 2016,shall have the right to pursue inclusive education for the
children with disability in Govt. schools.
PROGRES OF INCLUSIVE EDUCATION ACTIVITIES UNDER STARS DURING 2022-23
Inclusive Education for Children with Special Needs (Under STARS)

Budget
SlNo. Activity Progress
outlay
3 days training of teachers on

Inclusive Education @ 1 teacher
Training of teachers completed at
1 per schools having CWSN 202.32
block level
(Elementary-27541, Secondary-
6179)
Development of audio-video
2 nos of studio set up at BB School
lesson/contents for the CWSN for
for the Blind & BBC school for the
wide circulation among CWSN
2 20.00 deaf, Bhubaneswar for
through TV, Radio, youtube,
development of audio video
mobile app (including set up 4
lessons, contents for the CWSN.
studios)
workshop for preparation of

The training of 1264 District
training modules/booklet/
3 5.00 Resource Group members
handbooks/IEC materials on IE
completed.
including DRG/BRG
Training of Teachers on SAMARTHYA module
Training of Block Resource Group members

5.6 Hackathonprogramme has been conducted in 1288 Senior Secondary Schools of all 30
districts. The students had registered their Ideas through the Website www.
Odiapreneur.com.
Preparatory Activity : -
- Nodal Organization :- Odisha School Education
Programme Authority (OSEPA)
- Organized by :- Directorate of Higher Secondary
Education, Odisha
- HackathonHub :- International Institute of
Information and Technology, Bhubaneswar
- Formation of 10 members of Technical Team for
each district to provide Technical support to the
young minds.
- Engagement of Student Ambassador (Science,
Commerce, Arts and Vocational stream).
- State & District level Orientation programme .
District level orientation

programme
Ancillary Competition on Hackathonto promote the young minds for larger
participation in Hackers Marathon at School/District & State Level.
1. English &Odia Essay Competition

2. English &Odia Debate Competition
3. Quiz Competition
State level presentation was organized at International Institute of Information and
Technology, Bhubaneswar. 96 nos. of Ideas/Prototype projects were demonstrated by the
students of Senior Secondary Level students followed by the process.
Ideas Registered through www.odiapreneur.com : 3233

Students involved : 4483
Ideas presented in District Level : 802
Ideas to be presented in State Level : 96
Residential Hostel for OOSC Children ( Continuing)
20 Residential Hostels for out of schoolchildren of the age group of 15-18 years has been
functioning in 10 Aspirational district i.e. Bolangir, Dhenkanal, Gajapati, Kalahandi,
Kandhamal, Koraput, Malkangir, Nabarangpur, Nuapada and Rayagada under STARS
Scheme. 554 no of out of school children have been admitted in the Residential Hostel
located in the High Schools and continue study. The out of school children are provided skill
training during their stay in the hostel. The detail progress is given below.
Residential Hostel for OoSC under STAR Scheme 2022-23

(Aspirational district)
Name of the High School No. of
Sl. Name of the Name of the Capacity
Selected for Residential Children
No District Block of Hostel
Hostel admitted
Pataneswari Govt. High
1 Bolangir Muribahal 50 0
School, Lebada
Kankadahad Bapuji HS, Garhpalasuni 50 20
2 Dhenkanal
Hindol Hindol HS, Hindol 50 23
MR Boys High School,
3 Gajapati Gosani 50 30
Parlakhemundi
Bhawanipatna Malgaon High School 50 10
Bhawanipatna Kuliamal UGHS 50 14
4 Kalahandi Narla Ulikupa UGHS 50 50
Koksara Gotamunda Govt. UGHS 50 28
Junagarh B.G.HS, Mahichala 50 5
5 Kandhamal Baliguda Govt UGHS, Nilipada 50 50

Govt. (New) High School,
Laxmipur 50 50
Sangana, Laxmipur
KoraputMpty. Govt. High School, Koraput 50 16
6 Koraput Govt. High School,

Borigumma 50 35
Borigumma
JeyporeMpl Govt. High School, Jeypore 50 33
Govt. High School,
Boipariguda 50 32
Boipariguda
Govt. High School,
Korukonda Tarlakota,Tarlakota GP 50 45
(Boys Only)
7 Malkangiri Govt. (New) Bapuji High
School,
Mathili 50 23
Anlapadar,Bhejaguda GP
(Girls only)
Govt. SS Nodal High
8 Nawarangpur Umerkote School, 50 43
Umerkote Municipality
National High School,
9 Nuapada Nuapada 50 15
Nuapada
Rayagada
10 Rayagada G.C.D High School 50 32
MPL
1000 554
5. Annual Work Plan & Budget, 2023-24, STARS
Abstract of proposed budget under SIG-I
(Rs in Lakhs)
Name of the Unit Period/ Financial

Sl. Physica
Proposal/Project Sub Activity Cos Frequenc implicatio
No l unit
(Major Activity) t y n
SIG 1 : Strengthened Early Years of

Education
Development of
Resource
materials on FLN
and ECCE at
DIET level (Each 30 0.5 3 45.00
DIET 03
Creation of FLN,
workshops for
Balvatika
1.1 finalization of
Laboratory in DIETs
materials)
(30)
Documentation
for the use of the
resource
30 0.5 1 15.00
materials in the
Laboratory in 30
DIETs
Development of
resource
Strengthening FLN materials in each 314 0.35 2 219.80
model schools FLN model school
1.2
under DIET-CRC (314)
Linkage(314) Documentation of
each Model 314 0.3 1 94.20
School (314 )
BaLA, Floor desk,
Floor mat, FLN
Corner, Fixture
FLN compliant
1.3 and contingency 15776 1.50 1.00 23664.00
school
in aspirational
districts and
blocks
Sub Total SIG-1 24038.00
SIG Component 1 : Strengthened Early years Education

Activity 1.1 :Creation of FLN, Balvatika Laboratory in DIETs
Early childhood is the most important phase of holistic development of the children as it
creates a strong foundation for recognizing the importance of early learning. National Education
Policy, 2020 states that our highest priority must be to promote and strengthened early years of
education and to achieve universal Foundational Literacy and Numeracy (FLN) at the primary
level. Young children have active imaginations, which can be cultivated to help them learn and
be more creative. To nurture the 21stcentury skills among the children, the environment is to be
designed to inspire for exploration. So, varieties of materials and activities should be developed
in a well-designed manner where the children can engage experiment, explore, and construct
knowledge by their own. In this context, all DIETs should have a model “FLN - Balvatika
Laboratory”, where they can orient all the educational stakeholders regarding FLN and ECCE.
The Teachers/CRCCs/Community members coming to DIET shall be exposed to such laboratory,
which will enable them to setup laboratory/ corner at their school and AWCs. The FLN
– Balvatika Laboratory can create scope for the Prayogshala school students to
experiment and conduct different activities. Therefore ,it is proposed to setup a FLN-
Balvatika Laboratory at each DIET of the state.
1.1.1 Objectives:
– To provide exposure to the Teachers / CRCCs / Anganwadi Workers to the learning Centre, to
enable them to set up similar centers at school/ cluster level, as well as their capacity building.
– To provide a platform for the children to conduct hands on activities in the laboratory and attain
learning outcomes.
– To promote the Teacher Educators / Teachers / Anganwadi Workers in developing local specific
materials / toys etc. to strengthen the laboratory.
– To establish a model laboratory for FLN for demonstration and replication at school and
Anganwadi level.
1.1.2 Target Group : 30 DIETs in Odisha Strategies:
– Workshop shall be conducted to identify the materials linked with learning outcome which will be
placed in the Laboratory.
– Development of teaching-learning materials with the help of teachers / Anganwadi workers and
local community.
– Development of Teacher Handbook on development to materials and their use.
– Availabilityofsufficientteachersupportmaterialforcapacitybuildingandself-learningofthe teachers.
– Procurement and development of resources (print / audio / video etc.)for students in the
laboratory.
Cost of the Project: Rs.60.00lakhs (Rs.2.00lakhperDIET)

1.1.3 Expected Outcomes:
– Model demons ratable FLN- Bal Vatika Laboratory to function as Teacher Learning Centre as
well as student learning center will be made available for successful implementation of FLN
Mission.
– The teachers will establish similar types of laboratory at school /Anganwadi Centre and help
students to get hands-on exposure through the laboratory.
– DIETs to use the laboratory for exposure of the teachers and
inconductingactivitiesfortheteachersduringdifferentcapacitybuildingprogramme.
UnitCost: Rs.2.00 lakh for each DIET.
Physical:30 DIETs
1.1.4 Tentative Breakup of the budget :
– Settingupofthelaboratory(preparationofresourcematerialsthroughworkshopatDIET level ):Rs.1.50

lakh
– Documentation:Rs.0.50lakh
1.1.5 Time frame :June – October 2023 ImplementationLevel:DIETlevel
Monitoring Level:
The progress of the work shall be monitored at State Level by TE and SCERT and at DIET level
by the concerned Principal, DIET.
The detailed unit cost for the district level workshop for development and finalization
of resource materials is given below
Unit cost- District Level
Name of the Programme: District Level Workshop - Non- Residential(4 Days)

Supporting Staffs: 02
No. of Participants: 30 RP: 04 ( In Rs)
Approximate
Description of Unit Cost Norm Norm*Participants*Days
Expenditure
Workshop Materials (pad, pen, Rs.50/- per
50*34 1700
folder) participant
Working Resource/Reference
2000 maximum 2000
TA to Participants As per State Govt.
6000
Norm as per actual
DA/CA to Participants As per State Govt.
140*30*4 16800
Norm
TA to Resource Person As per State Govt.
1700
Norm as per actual
CA/DA to Resource Person As per State Govt.
150*4*4 2400
Norm as per actual
Accommodation Participants
200 per day
Accommodation EX-RP
1000 per day
Remuneration to Ext-RP State Rs.500/-
Level
SRG/DRG Rs.300/-
Programme Asst. Rs.300/-
Peon Rs.200/-
Working Lunch@100 Rs.100/- per 100*36*4
14400
participants
Contingency( office stationery, Maximum Rs.5000/-
5000
correspondence, report)
TOTAL
50000
.
For video documentation on use of resource materials by the pre-school and early
grade children : the approximate cost is Rs. 50,000/ (as the number of materials shall be
large and it is both for pre school and early grade children, so the unit cost for
documentation is 50,000/)
The videos shall be uploaded in the website for wide circulation among the teachers,
Anganwadi workers and CRCCs
( Rs in Lakhs)
Name of the
Physical Unit Period/ Financial
Proposal/Project Sub Activity
unit Cost Frequency implication
(Major Activity)
Development of
Resource materials
on FLN and ECCE at
Creation of FLN, DIET 03 workshops
Balvatika for finalization of
Laboratory in materials)
DIETs (30) Documentation for
the use of the
resource materials in 30 0.5 1 15.00
the Laboratory in 30
DIETs
Level of Modalities of Time of
Name of
Implementati Implementat Expected K Implementat
the
on ion and Outcome P ion
Proposal/Proj
Justification I
ect
Model FLN-
Creation of
BalVatika Resource June–
FLN,
DIET Workshop Laboratory materials shall October2023
Balvatika
will be made be available
Laboratory in
available for and use
DIETs
successful
implementat
ion of FLN
Mission.
Activity1.2: Strengthening FLN model schools under DIET-CRCLinkage
Context:
DIET-CRC linkage has been envisioned as per MHRD guidelines 2012 and framework for
implementation of Samagra Shiksha to strengthen the teacher capacity building through onsite
support. Government of Odisha has initiated an unique innovative programme named DIET-CRC
Linkage, through which the academic resource centers can coordinate with each other and
strengthen.
Under the STARS Project, during the year 2022-2023, 314 model FLN schools have been
established (01 school per block). The schools have been identified and activities have been
initiated in those schools to work as model FLN schools in the blocks.FLN rooms in those schools
have been setup. Materials are available in those schools for creating positive learning
environment in those schools for implementation of FLN activities.
Capacity building of all stake holders to sustain all the activities of the model schools, further
strengthening of those Model FLN schools, documentation of the positive practices of those
schools, sharing the good practices of the model schools with other schools of the blocks need to
be made during2023-24.
Objectives :
– To strengthen the material resources of the model school which will be utilized for hand holding
other schools of the block for transforming FLN activities.
– To enable the teachers, CRCCs and DIET faculties for developing resourceful materials for
attainment of universal foundational literacy and numeracy.
– To prepare documentary of positive practices of the model school for sharing among other
schools of the block.
Target Group:314 schools (one school per Block)
Strategies:
– The material in local languages will be developed in the existing FLN model school keeping in
view of local culture – local song, stories, lullaby ,art and craft etc
– The question banks, worksheets, IEC materials will be developed and displayed.
– The teachers, CRCCs and the community members will be oriented about the goals of FLN
– The FLN room will be fully functional, documentation of positive practices and the teachers from
other schools will visit the school and learn from this experience
Cost of the Programme:Rs.314.00Lakhs( perschoolRs.1.00lakh)
Expected Outcomes:
– Model schools at block level will be strengthened for effective implementation of FLN activities.
– Teachers/Teacher Educators/CRCCs/BRCCs of the block use the learning resources in the
model school.
– Evidence based documentary will be available on the activities of the model school for sharing
among others.
Tentative Breakup of the budget :
– DevelopmentofresourcematerialsandrearrangingtheFLNroom:Rs0.70 lakh
– Documentation:0.30lakh
Timeframe:July-November,2023
Implementation Level:
– District level–DIET
– Block level– BEO
– School level- Head Master, CRCC
Monitoring Level:
The progress of the work will be monitored by SCERT and at district and block level by the DIET
faculties and BEOs.
The detailed unit cost for the block level workshop for development and finalization of
resource materials is annexed in excel sheet.
Unit cost- Block Level
Name of the Programme: Block Level Workshop- Non- residential (4 Days)

Supporting Staffs: 02
No. of Participants: 25 RP: 04 ( in Rs)
Approximate
Description of Unit Cost Norm Norm*Participants*Days
Expenditure
Workshop Materials (pad, pen, Rs.50/- per
50*29 1450
folder) participants
Working Resource/Reference
2000 maximum 2000
TA to Participants As per State Govt.
3000
Norm as per actual
DA/CA to Participants As per State Govt.
80*25*4 8000
Norm as per actual
TA to Resource Person As per State Govt.
1000
Norm as per actual
CA/DA to Resource Person As per State Govt.
140*4*4 2200
Norm as per actual
Accommodation Participants
200 per day
Accommodation EX-RP
1000 per day
Remuneration to Ext-RP State Rs.500/-
Level
SRG/DRG Rs.300/-
Programme Asst. Rs.300/-
Peon Rs.200/-
Working Lunch@100 Rs.100/- per 100*31*4

12400
participants
Contingency( office stationery, Maximum Rs.5000/-
5000
correspondence, report)
TOTAL
35050
For video documentation on use of resource materials by the FLN grade children: the
approximate cost is Rs. 30,000/
( Rs in Lakhs)
Name of the
(Major Activity)
Development of
resource materials
Strengthening FLN 314 0.35 2 219.80
in each FLN model
model schools under
school (314)
DIET-CRC
Documentation of
Linkage(314)
each Model School 314 0.3 1 94.20
(314 )

Name of the
Impleme Implementati Expected Outcome K Implement
Proposal/Project
ntation on and P ation
Justification I
Model schools
Strengthening
(314) at block level Resource July -
FLN model DIET
Workshop will be strengthened materials shall Novemb
schools under Block
for effective be available and er,2023
DIET-CRC
implementation of use
Linkage
FLN activities.
1.3 FLN compliant school
Foundational learning is the basis of all future learning for a child. Without achieving
the basic foundational skills, if a child able to read, write and doing basic mathematics
operations, leaves the child unprepared for the complexities of the curriculum beyond grade
3. The National Education Policy 2020 gives priority on achievement of Universal
Foundational Literacy and Numeracy in Primary school by 2026-27. Keeping in view the
above goal NIPUN Bharat mission has been launched to implement the FLN (Foundational
Literacy and Numeracy) programme in a mission mode to achieve the goal within the time
line. In order to achieve the target a vibrant curricular framework, engaging learning material
(both online and offline), defined and measurable learning outcomes, teacher capacity
building, assessment techniques, etc. have been designed in phased manner to take it
forward in a systematic fashion.
Multiple resource materials will provide opportunities to engage children with multiple
activities. Each and every class is a combination of children of different levels. In order to
tackle children in multi level situation the class room should be well equipped with varieties
of teaching aids such BALA( Building as a Learning Aid), display materials, picture posters
reflecting moral stories, play materials to develop cognitive as well as creative skill of the
child. It will provide vital help to teachers for effective management of the class in multi level
situation and at the same time child also enjoy learning by doing in such child centred class
room environment. Besides, such atmosphere will motivate both children as well as parents
to extend their support in achieving the FLN goal by attending schools regularly and ensure
their involvement in school level activities respectively. Keeping in view the above objectives
state has planned to develop 15776 no. of FLN compliant schools across the state.
Foundational learning is the basis of all future learning for a child. Without achieving the
basic foundational skills, if a child able to read, write and doing basic mathematics
operations, leaves the child unprepared for the complexities of the curriculum beyond grade
3. The National Education Policy 2020 gives priority on achievement of Universal
Foundational Literacy and Numeracy in Primary school by 2026-27. Keeping in view the
above goal NIPUN Bharat mission has been launched to implement the FLN (Foundational
Literacy and Numeracy) programme in a mission mode to achieve the goal within the time
line. In order to achieve the target a vibrant curricular framework, engaging learning material
(both online and offline), defined and measurable learning outcomes, teacher capacity
building, assessment techniques, etc. have been designed in phased manner to take it
forward in a systematic fashion.
Multiple resource materials will provide opportunities to engage children with multiple
activities. Each and every class is a combination of children of different levels. In order to
tackle children in multi level situation the class room should be well equipped with varieties
of teaching aids such BALA( Building as a Learning Aid), display materials, picture posters
reflecting moral stories, play materials to develop cognitive as well as creative skill of the
child. It will provide vital help to teachers for effective management of the class in multi level
situation and at the same time child also enjoy learning by doing in such child centred class
room environment. Besides, such atmosphere will motivate both children as well as parents
to extend their support in achieving the FLN goal by attending schools regularly and ensure
their involvement in school level activities respectively. Keeping in view the above objectives
state has planned to develop 16212 no of FLN compliant schools across the state.
(Rs in Lakhs)
Name of the
(Major Activity)
BaLA - Rs .3 L, Floor
desk – Rs .7 L, Floor
mat – Rs .2 L, FLN
15776
Corner – Rs .1 L,
FLN compliant (Primary
Fixture – Rs .06 L 1.50 1.00 23664.00
school & UP
and contingency –
School)
Rs .14 L in
aspirational districts
and blocks
Abstract of proposed budget under SIG-II
SIGComponent2: Improved Learning Assessment System
Name of the Period/ Financial

Sl. Physica Unit
Proposal/Project Sub Activity Frequenc implicatio
No l unit Cost
(Major Activity) y n
SIG 2: Improved Learning Assessment

System
Up gradation of
existing
Strengthening of infrastructure, up 50.0
2.1 1 1 50.00
BSE gradation of 0
existing IT
system
Up gradation of
Strengthening of existing
2.2 1 70.6 1 70.60
CHSE infrastructure,
Renovation of
Library& IT PMU
Development of
an end to end
Digital Initiative- Examination
Development of an Management
35.0
2.3 Examination software/ 1 1 35.00
0
Management application-
Software Examination
Management
System
Hiring Senior
Consultant -01
Strengthening
2.4 (expert in 1 0.60 12 7.20
Assessment Cell
Assessment and
Psychometric)
Observation of
International Girl
316 0.10 1 31.60
Child Day at
Celebration of Girl block level
2.5
Child Day Observation of
National Girl
30 0.50 1 15.00
Child Day at
district level
Orientation of
Strengthening of Children on
2.6 15925 0.01 1 159.25
School Cabinet School Cabinet
in UP Schools
2.1Strengthening of Board of Secondary Education
Name of Level of Modalities Expecte Key Time of

the Implementati for d Performance Implementati
Proposal / on Implementati Outcom Indicators(KP on
Project on & es Is) linked to
Justification PGI/SDG/NEP
Strengtheni Board of Strengthening Smooth Timely 2023-24
ng of BSE Secondary of school functioni implementatio
infrastructure ng of n of activities
& IT system office
work
Name of the
(Major Activity)
Up gradation of
existing
Strengthening of
infrastructure, up 1 50.00 1 50.00
BSE
gradation of
existing IT system
Detail break up
Repair Maintenance Rs 20.00 Lakh

Procurement of Computer & other Rs 30.00 Lakh
accessories
2.2 Strengthening of Council of Higher Education ( CHSE)
CHSE is required frequently to connect to the teachers / subject experts for

consultation / expert advice. CHSE also is required to contact the / examiners / examination
centre superintendents / examination management hubs for various examination related
activities. Physical interface with these stake holders is always not possible and is time and
resource consuming.
Up gradation of existing infrastructure

CHSE is required frequently to connect to the teachers / subject experts for consultation /
expert advice. CHSE also is required to contact the / examiners / examination centre
superintendents / examination management hubs for various examination related activities.
Physical interface with these stake holders is always not possible and is time and resource
consuming.
Hence it is proposed to upgrade the existing physical and communication infrastructure for
connecting to various stake holders virtually. This will make the existing interaction /
interface with the experts and examination related officials more effective and less time
consuming. Besides, training of faculties can be facilitated virtually, more frequently without
any physical interface.
Financial Implications
Computer and Multi-
50 Civil and Furniture functional LED / video
member electrical work Sound fixture and Wall, internet
Total
sitting including Systems power back connectivity and
capacity fitting of ACs up upgradation of existing
local area network
10,00,000 300000 700000 15,00,000 35,00,000

Establishment of IT PMU
Although CHSE conducts Annual Higher Education Examinations in time every year, it is
unable to make analysis of the result because of lack of technically qualified man power.
Analysis of result is needed to know the overall performance of the students and their
subject-wise / district-wise for identifying the areas of improvement.
It is proposed to establish an IT PMU for the above purpose. The expected outcomes are :
1. Get accurate data of the students‟ academic performance

2. Analysis of result – District wise, subject wise
3. Undertake necessary course correction
Financial implication
Engagement of Physical
manpower - 4 Infrastructure
Internet
persons @ Rs of IT PMU Contingency Total
facility
25000 per (Non
month recurring)
12,00,000 5,00,000 2,00,000 100000 20,00,000
Renovation/Up gradation of Library
Library of any institution relating teaching-learning is a bare necessity. Books, journals,

periodicals, etc are required to be in the library along with reference books. As CHSE deals
with preparation of syllabus and relate academic activities a good library is a mandatory
requirement.
Objectives
1. To be used by Faculty members coming to CHSE for academic purpose

2. Students of Higher Secondary Schools
3. Digitization of library and to establish a e-library
Financial implication:
Fixture and
Preservation of
furniture, Engagement
old books by Establishing
purchase Contingency of man power Total
digitization and E-library
of books/ e for one year
other methods
books
300000 700000 100000 100000 3,60,000 Rs. 15,60,000

Budget:( Rs in Lakhs)
Name of the
(Major Activity)
Up gradation of
existing
Strengthening of
infrastructure, 1 70.6 1 70.60
CHSE
Renovation of
Library& IT PMU
2.3 Digital initiative – “ Development of an Examination Management Software “
Conduct of Examination is a complex process which involves involvement of

thousands of stake holders, collection of data and logistics management. As of now, the
examination process is undertaken manually by utilizing huge resources, man power and
time.
The present system is man power intensive, time consuming and prone to human
errors.
Therefore, it is proposed to develop an end-to-end Examination Management Software
/ application called Examination Management System which will start from the admission
of students in Higher Secondary Schools ( by linking with the existing SAMS software) to
filling-up of forms for examination to publication of results. The proposed application will also
process the engagement of examination related persons, mapping of examination centres to
EMHs, mapping of invigilators to examination centres, mapping of examiners to their
convenient valuation zones etc. The software will reduce manual intervention in the process
of conduct of examination, and will make the examination process error-free and will help in
earlier publication of results.
Financial Implications
Development of the Examination Management

Remarks
System software
The proposed software will be developed by

Rs 35.00 Lakhs
OCAC, the IT wing of Govt. of Odisha
Detail breakup
Amount
( Rs in
Activity Lakhs)
System analysis, gap identification 1.75
System requirement specification 1.75
Finalization, prototype development of software 3.5
application user acceptance testing
Training-105 3.5
Go live-10 3.5
Final acceptance test-20,AMC support 7
Exam scheduling 10.5
Prototype 3.5

Name of the Expected
Implementati Implementati Implementati
Proposal/Proje Outcome KPI
on on and on
ct
Justification
Development of
an Examination Examinatio
Timely
Management n process
publicatio April,2023–
Software error-free March, 2024
CHSE Up gradation n of
results
2.4 Strengthening Assessment Cell of SCERT

(by Hiring Senior Consultant (expert in Assessment and Psychometric)
Context:
The National Education Policy, 2020, as well as the FLN Mission Guidelines,
mentions the importance of Assessment for educational reforms. Along with NAS, the focus
has been kept on State Achievement Surveys (SAS),summative assessment as well as
formative assessment, development of 360 degree multidimensional Holistic Progress Card,
development of learning outcome based higher order or critical thinking based Test items ,
development of AI based software to track students growth.
The State Assessment Cell of this Directorate of TE and SCERT was constituted on
21.10.2021 vide Government Notification No. 19484/SME and suggested to functioning in
coordination with the National Assessment Centre
PARAKH(PerformanceAssessment,ReviewandAnalysisofKnowledgeforHolisticDevelopment
). The Cell is functioning with a State Assessment Committee. To carry out these activities
effectively, SCERT requires a professional who has in-depth understanding on assessment
and pedagogical practices and have strong knowledge and skills in technology.
Objectives :
 To Strengthen the State Assessment System

 To facilitate the teachers in the School-based Assessment process
 To conduct National Achievement Survey and State Level Achievement
Survey
 To execute and monitor Learning outcome based assessment process
Strategies:
 Through Outsourcing Agency, the Consultant shall be posted at SCERT

following Government rules.
Expected Outcomes:
 Common norms, standards and guidelines for assessment shall be

implemented throughout the state.
 Stakeholders of the education system shall be acquainted with the changing
context to assessment particularly on school-based assessment process.
 Training need of the teachers shall be identified and requisite support will be
provided to the elementary school teachers as per their needs.
 The students‟ achievement level shall be enhanced and students shall be
prepared for National Achievement Survey and State Level Achievement
Survey.
 Stakeholders shall be benefited by using the Learning Out come based test
items by using online portal.
Unit Cost : Rs.60,000 per month
Total Cost : Rs.7.20 Lakh(for12months)
Time frame : April, 2023–March,2024
Implementation Level : At SCERT level (State Assessment

Cell)

Name of the
Implemen Implementatio Expected Outcome KPI Implementa
Proposal/Projec
tation n and tion
t
Justification
Need of the teachers
Strengthening will be identified and
Assessment Cell Stakeholders shall be April,2023–
Senior Consultant
of SCERT by benefited by using the March,2024
SCERT Outsourcing shall function at
HiringSeniorCons Learning Outcome SCERT
ultant-01(expert based test items by i
in Assessment using online portal. n
and The SAS shall be Assessment Cell
Psychometric) conducted
In a year about 120 workshops on different subjects / themes are being conducted in
SCERT involving at least 3000 experts / participants. These workshops involve wide variety
of themes from ECCE to Research related work. Further, this financial year will be crucial
because of adoption of NEP related activities like development of SCFs, syllabi and content
for new textbooks/ workbooks. This requires wide range of consultations with experts/
teachers/ parents/ community members/ NGOs etc.
To develop Curriculum Frameworks, syllabi, textbooks and conduct of FLN and
ECCE, teacher professional development programmes, research and innovation related
activities, implementing NEP, integrating technology in all these activities- SCERT requires
expert support in different fields- like pedagogy, graphic designing, web page designer,
coordinating among different activities on outsourcing basis.
Hiring Senior Consultant (01): For development of 4 SCFs, syllabi and textbooks –
one senior consultant shall be placed to coordinate the activities and provide academic
support in developing these materials
2.5 Celebration of Girl Child Day

Observation of international girl child day at block level
International Girl child day on 11th October every year to raise awareness among people
regarding inequalities, discrimination, exploitation faced by the girls in society.
According to women and child development ministry, National Girl Child Day is meant
to create awareness about the rights a girl and to give them opportunities like
everyone else, and to support the girl child of the nation and remove gender-based
biases.
The main focus is on changing society‟s attitude towards girls, decrease female feticide and
create awareness about the decreasing sex ratio.
Modalities of the implementation &Justification :-
Girl child Day will be celebrated at School/Block / District level to aware girls and public to
feel importance of girl child and to give equal importance in society.
For above activity felicitation to girl child, to do competitions on thematic concept of girl child,
to make rally &public meeting to spread awareness among society members and parents
and thereby celebrate girl child day.
Expected outcomes
 To increase the level of awareness among parents, community to save Girl
child.
 The girl child will know their rights and to raise voice against any injustice
done to girl child.
Key performance indicators :-

 Development of self confidence among girls and gender friendly environment in schools
and community.
 Under the „Azadi Ka Amrit Mahotsav,‟ through the National Girl Child Day, 150 young
female achievers will be felicitated.
Monitoring of the Project :-
 By SMC, BEO, DEO, DPC, Gender coordinators at School/Block/District level.

 Block/District/State/ Nodal officers and Collector will monitor
Financial
Name of the
Physical Unit Period/ implication
unit Cost Frequency ( Rs in
(Major Activity)
Lakhs)
Observation of
Celebration of Girl International Girl
316 0.10 1 31.60
Child Day Child Day at block
level
Observation of National Girl Child Day at district level
National Girl Child Day is celebrated on 24th January every year to raise awareness among
people regarding inequalities, discrimination, exploitation faced by the girls in society.
According to women and child development ministry, National Girl Child Day is meant to
create awareness about the rights a girl and to give them opportunities like everyone else,
and to support the girl child of the nation and remove gender-based biases.
The main focus is on changing society‟s attitude towards girls, decrease female feticide and
create awareness about the decreasing sex ratio.
Modalities of the implementation &Justification :-
Girl child Day will be celebrated at School/Block / District level to aware girls and public to
feel importance of girl child and to give equal importance in society.
For above activity felicitation to girl child, to do competitions on thematic concept of girl child,
to make rally & public meeting to spread awareness among society members and parents
and thereby celebrate girl child day.
Expected outcomes
 To increase the level of awareness among parents, community to save Girl child.
 The girl child will know their rights and to raise voice against any injustice done to girl
child.
Key performance indicators :-

 Development of self confidence among girls and gender friendly environment in schools
and community.
 Under the „Azadi Ka Amrit Mahotsav,‟ through the National Girl Child Day, 150 young
female achievers will be felicitated.
Monitoring of the Project :-
 By SMC, BEO, DEO, DPC, Gender coordinators at School/Block/District level.

Block/District/State/ Nodal officers and Collector will monitor
Financial
Name of the
Physical Unit Period/ implication
unit Cost Frequency ( Rs in
(Major Activity)
Lakhs)
Observation of
Celebration of Girl National Girl Child
30 0.50 1 15.00
Child Day Day at district
level
2.6 Strengthening of School Cabinet
Introduction :Enhancing leadership qualities of children the proper management of

school by children is essential for which school cabinet has been formed in State. This is
elected students govt. comprised of multiple ministers like Prime minister, Education
minister, Health minister, Culture& sports minister etc.
i. Activity- Strengthening of School Cabinet

ii. Objectives – To involve the children in discharging their duties elected as in
school cabinet.
iii. iii. Target Group - School children of Class –VI to VIII
iv. iv Strategies- School cabinet will be formed
 Different port folios like Education minister, Culture minister, Sports minister etc. among
school children
 Co-ordination committee will be formed to look after school cabinet activities.
 Quarterly meeting will be held regarding issues to be discussed in School cabinet.
v. Cost of the project- Rs 159.25 Lakhs.
vi. Expected outcome/Result –
 The fruitful discussion should be made in School cabinet for improvement of school and
children.
 Leadership quality develops.
 Confidence and self- respect quality improves
 Inherent quality among children develops.
Unit cost-0.01 Lakhs
viii. Time – once in a educational calendar year.
ix.Implementation level-It will be implemented by the school.
x. Monitoring level –It will be monitored at Block / District & State level.
Budget:
Name of the
(Major Activity)
Orientation of
Strengthening of
Children on 15925 0.01 1 159.25
School Cabinet
School Cabinet in
UP Schools
Key
Name of the Modalities of Expected Performance Monitoring of
activities Implementation outcome indicators the KPIs
(KPIs)
Empowerment It will be The fruitful Leadership It will be

of school Implemented discussion quality develops monitored at
cabinet in by the school should be confidence and Block / District &
upper primary authority in each made in self-respect State level
school. and every school School cabinet develops officials.
in the state at for Inherent quality
elementary level. improvement among children
(Class 1 to VIII) of school and develops
children.
Abstract of proposed Budget under SIG-III
( Rs in Lakhs)
Financi
Name of the Physi Period/
Sl. Unit al
Proposal/Project Sub Activity cal Freque
No Cost implicat
(Major Activity) unit ncy
ion
SIG 3: Improved Teacher Performance and
Classroom Practice
Revision of developed e- e-content already
content and supply to all developed will be
3.1 schools having revised by 3774 0.11 1 398.43
secondary classes (Class agency, Hard
- IX & X). drive etc.
Science
Printing & Distribution of Laboratory
0.00
3.2 Science Laboratory manual 50000 1 25.00
05
manual for Class-IX & X developed &
printed and
distributed to all
schools having
secondary
classes for
Class-IX & X.
Induction
Training for
Induction Training for
Newly Recruited
Newly Recruited
3.3 Teachers, 335 0.02 5 33.50
Teachers
development of
( Higher secondary)
module, SRG,
Training cost etc.
Renovation of
Classroom as
smart classroom
Smart
TV/Display in the
classroom
SMART Classroom for
Audio system in
3.4 Higher Secondary 100 12 1 1200.00
the classroom
schools
Internet
connection for
the smart
classroom
Furniture for the
Classroom
Strengthening of
infrastructure
Strengthening Higher ( Building for 43 162.
3.50 43 1 6992.66
secondary School New Higher 62
secondary
school)
Provision of
Provision of ACR in 16.9 23332.6
3.6 additional space 1379 1
Secondary Schools 2 8
for a better SCR
Installation of
3.7 Solar Panel for KGBVs 134 7.45 1 998.30
Solar Panel
Workshop of subject
Workshop -06
experts on revision/
days ( subjects 1.43
3.8 improvement of higher 10 2 28.75
at a time for two 75
secondary syllabus and
days per subject)
curriculum
3 days training of workshop for
teachers on Inclusive preparation of
0.00
3.9 Education @ 1 teacher training modules 27577 1 248.19
9
per schools having on IE
CWSN (Elementary- DRG training
23953 , Secondary-3624 Training
Rainwater
harvesting in
Life in School (An action school, small
3.10 9803 0.6 1 5881.80
towards climate change) projects, IEC
materials,
exposure etc.
Development of audio-
video lesson/contents for
the CWSN for wide Development of
circulation among CWSN audio-video
3.11 2 10 1 20.00
through TV, Radio, lesson/contents
youtube, mobile app for the CWSN
(recurring exp for existing
studio)
39159.3
Sub Total SIG-3
1
5.8 Revision of developed e-content and supply to all schools having

secondary classes.:
Budget:
( Rs in Lakhs)
Sl. Activities Physical Unit Amount

No. Cost
1 Revision of developed e-content and supply 3774 0.105 398.43
to all schools having secondary classes.
i) Modalities of implementation and Justification:

e-content which are already developed will be revised as per the feedback received
from various stakeholders.
ii) Expected Outcomes:

 To implement blended mode of teaching and learning in classroom
transaction.
 Conduct daily basis assessment.
 Conceptual clarity through visualisation
iii) Key Performance Indicators (KPIs):
 Revision of e-content
 e-content delivery to block point
 Training of Teachers on use of e-content and module preparation thereof.
Delivery of e-content through HDD
3.2 Printing & Distribution of Science Laboratory manual for Class-IX & X
District Amount
Sl.
Activities wise Unit Cost (Rs. In
No.
Data Lakh)
Printing & Distribution of Science Laboratory
1 manual for Class-IX & X 50000 0.0005 25.00
Modalities of implementation and Justification:
Science Laboratory manual developed at OSEPA level has been vetted by BSE, Odisha and
will be printed and distributed by BSE to all schools having secondary classes for Class-IX &
X.
Expected Outcomes:
 To make the Science Laboratory fully functional.

 To ensure conduct of science practical by the students of Class-IX &X in regular
curriculum.
Key Performance Indicators (KPIs):
 Printing & Distribution of Science Laboratory manual for Class-IX & X.

Training of teachers on conduct of science practical.
3.3 Induction Training for Newly Recruited Teachers
Name of the
(Major Activity)
Induction Training
Induction Training for Newly Recruited
for Newly Recruited Teachers,
335 0.02 5 33.50
Teachers development of
( Higher secondary) module, SRG,
Training cost etc.
Name of Level of Modalities for Expected Key Time of

the Implementatio Implementatio Outcome Performance Implementatio
Proposa n n& s Indicators(KPI n
l/ Justification s) linked to
Project PGI/SDG/NEP
PRAYA State Capacity For Proper May – June,
S- building of new effective implementation 2023
Induction entrants on discharge of classroom &
Training various of duty for teaching Jan. – Feb.,
of newly academic quality 2024
recruited plans and senior
PGTs programmes of secondar
(335) Govt., Rules y
and education
regulations, and
self and preparing
professional students
development for their
bright
career in
different
fields.
3.4SMART Classroom for Higher Secondary schools
( Rs in Lakhs)
Name of the
(Major Activity)
Renovation of
Classroom as
smart
classroom
Smart
TV/Display in
SMART Classroom the classroom
for Higher Secondary Audio system in 100 12.00 1 1200.00
schools the classroom
Internet
connection for
the smart
classroom
Furniture for the
Classroom
Name of Level of Modalities for Expected Key Time of

the Implementatio Implementatio Outcome Performance Implementatio
Propos n n& s Indicators(KPI n
al / Justification s) linked to
Project PGI/SDG/NEP
Smart School For technology Effective 2023-24
Class based teaching
for Govt. education and learning
/ Aided blended through
HSS learning exposure
to
multiple
learning
platform
Detail estimation per school
( in Rs)
Total
Item
Sl No Qty Unit Rate GST cost
86 inch or Higher Interactive Flat

Panel ( IFP) with android latest
version OS
1 1 700000 126000 826000
OPS Mini PC with windows
2 professional 1 40000 7200 47200
3 Vertical Wall Mount Cabinet 1 30000 5400 35400
4 20W Speaker with woofer, 4 30000 5400 141600
Mic Wireless 2 3000 540 7080
HD Camera 1 3000 540 3540
5 UPSIKVA 1 10000 1800 11800
Enclosure for IEP with lock and
6 key facility 1 50000 9000 59000
7 Fire fighting Device 1 15000 2700 17700
Lump
sum
Civil & Electrical Works & others
per
8 HSS 50000 9000 59000
Total 1208320
3.5 Strengthening Higher secondary School( Rs in Lakhs)
Name of the
(Major Activity)
Strengthening of
infrastructure
Strengthening
( Building for 43
Higher secondary 43 162.62 1 6992.66
New Higher
School
secondary
school)
Name of Level of Modalities for Expecte Key Time of
the Implementati Implementati d Performance Implementati
Proposal / on on & Outcom Indicators(KP on
Project Justification es Is) linked to
PGI/SDG/NEP
Strengtheni School Strengthening Better Enrollment will 2023-24
ng Higher of school SCR increase
secondary infrastructure
School
3.6 Provision of ACR in Sr. Secondary Schools
( Rs in Lakhs)
Name of the
(Major Activity)
Provision of
Provision of ACR in
additional
Sr. Secondary 1379 16.92 1 23332.68
space for a
Schools
better SCR
Name of Level of Modalities for Expecte Key Time of

the Implementati Implementati d Performance Implementati
Proposal / on on & Outcom Indicators(KP on
Project Justification es Is) linked to
PGI/SDG/NEP
Strengtheni School Strengthening Better Enrollment will 2023-24
ng Higher of school SCR increase
secondary infrastructure
School
3.7.Solar Panel for KGBVs
( Rs in Lakhs)
Name of the
(Major Activity)
Solar Panel for Provision of
134 7.45 1 998.30
KGBVs Solar Panel
Name Level of Modalities for Expected Key Time of

of the Implementati Implementati Outcomes Performance Implementati
Propos on on & Indicators(KPI on
al / Justification s) linked to
Project PGI/SDG/NEP
Functionali
Solar
Strengthening ty of
Panel Enrollment will
KGBV of school Laboratory, 2023-24
for increase
energy supply ICT Facility
KGBVs
& safety
3.8 Workshop of subject experts on revision/ improvement of higher secondary

syllabus and curriculum
Existing curriculum of Higher Secondary stage need to be relooked and modified in a

regular interval of time in order to make the students and teachers updated , need based
and self-sustaining. The all-round development of the students depends on the curriculum in
which the students are taught .
Objectives:
i. To Assess the existing syllabus of CHSE which was introduced in 2016.

ii. Views of the stakeholders – Teachers, experts , students ,parents are to be
invited and considered.
iii. In view of New Education Policy 2020, the existing syllabus of CHSE needs
review and modification
Feedback from experts from different institutions having national reputation to be taken .
Name of the
Sub Period/ Financial
Proposal/Projec Physica Unit Implementin
Activit Frequenc implicatio
t l unit Cost g agency
y y n
(Major Activity)
Meeting
-06
Workshop of
days (
subject experts
subject
on revision/
s at a 1.437
improvement of 10 2 28.75 CHSE
time for 5
higher secondary
two
syllabus and
days
curriculum
per
subject)
3.9 3 days training of teachers on Inclusive Education
Physical Unit cost Period/ Financial

Sub Activities unit (in Rs. Frequency
lakh) (in
lakhs)
3 days training of teachers on Inclusive 27577 0.009 3 days 248.19

Education @ 1 teacher per schools
(Elementary-23953), Secondary-3624
Modalities for Expected Key Time of

Sub Level of implementatio Outcome Performanc Implementatio
Activities Implementatio n e Indicators n
n (KPIs)
Linked to
PGI/SDG/
NEP
3 days Block  Training will  Through No. of April, 23 to
training of provided to this teachers March, 24
teachers on one teacher training, provided the
Inclusive per school on teachers training
Education Inclusive will be
@1 Education at oriented
teacher per Block level. on NEP
schools  The training 2020,
(Elementary will be  RPwD
-23953), implemented Act,
Secondary- by BEO at identificati
3624 block level on of 21
through BRG. categorie
s of
CwSN,
 teaching
strategy
on
different
categorie
s of
CwSN.
 Curriculu
m
adaptatio
n,
examinati
on
relaxation
available
for the
CwSN
 use of
aids &
appliance
s.
3.10 Life in school (An action towards climate change)

(Target Group – Students of Class – IX & XI)
1. Lesson on SDG
Use of the Sustainable Development Goals in learning so that children can contribute to a
better future for all. Learn more about their videos, lessons, and resources here.
2. Understand the difference between climate and weather

One common refrain you might hear is, “It snowed 20 inches today, so explain how global
warming is real?” That‟s when it‟s time to tackle the difference between weather (the current
conditions) and climate (the average of those conditions over time in a particular region).
Make an anchor chart like this one from Hayley Taylor on Pinterest. Then try a sorting
activity to help kids understand the difference between the two. You can make your own
cards, or find them on sites like Teachers Pay Teachers.
3. Measure temperatures to learn about the greenhouse effect

Global warming is a key component of climate change, and it‟s caused in part by an
enhanced greenhouse effect. Climate change activities like this one show kids just what that
term means. Place two thermometers side-by-side in a sunny spot. Put one inside a covered
glass jar, and leave the other one outside. Observe the temperatures after about 20 minutes
to see which is higher. Learn more about this activity at Kid Minds.
4. Meet the greenhouse gases

Now that kids have seen the greenhouse effect in action, introduce them to the gases that
make it happen. These fun trading cards of the six major atmospheric gases teach students
what they are and where they come from. Each card has two sides, showing the positive and
negative effects of that gas. Get the free printable cards from NASA here.
5. Make edible greenhouse gas models

Dive deeper into the chemistry of greenhouse gases by making edible models from
toothpicks and gumdrops. Science Sparks has all the details.
6. Do a climate change word search

Try this free printable word search to reinforce the terms kids are learning during climate
change activities. It‟s part of this larger free lesson plan from Woo Jr.
7. Eat some Earth toast

Show kids how too much heat can make things (like deserts and other inland areas) hotter
and drier with this fun edible experiment. Kids use milk paint to create a bread “Earth,” then
bake it in a toaster oven to see what happens. Learn more from Left Brain Craft Brain.
8. Learn about conditions affecting ice melt

The accelerated melting of the polar ice caps and glaciers is of huge concern to climate
change scientists. This simple experiment shows how ice in water melts faster than ice on
land. Find out more from Science Learning Hub.
9. Explore how melting ice affects sea levels

The North Polar Ice Cap sits on water, while the South Polar Ice Cap is on land. Learn which
of these two can cause sea levels to rise with this experiment, perfect for a science fair
project. Get the how-to from Science Buddies.
10. Simulate melting polar ice caps and icebergs

Ice melting experiments are very helpful climate change activities for seeing sea level rise in
action, so here‟s another one to try. If you‟re unable to perform this one in person, show the
video National Geographic made instead.
11. Discover how melting sea ice affects animals too

Humans aren‟t the only ones affected by global warming and sea ice melt. In this
experiment, kids try to help model polar bears stay afloat as the ice around them starts to
melt. Learn more from Kitchen Counter Chronicles.
12. Trap particles to learn about air pollution

Particulates in the air are another cause of global warming and climate change. This
experiment uses Vaseline and index cards to capture visible particulates from indoor and
outdoor spaces, so students can compare them. Get the details at Education.com.
13. Water plants with acid solutions

Acid rain isn‟t in the news as much these days, thanks to the incredible effectiveness of
the Acid Rain Program. It‟s still good for kids to learn about, though, since when unchecked,
it can do real damage to plants and the environment. Try this experiment, in which kids
water plants with regular water and a lemon juice-water solution, to see the effects. Learn
how it works from Education.com.
14. Play the Carbon Cycle Game

Carbon is another big contributor to global warming and climate change. Learn how the
natural carbon cycle works, and how too much carbon throws the cycle off.
15. Track your carbon footprint

Good climate change activities should include action items kids and their families can take.
Explore the term “carbon footprint” and then brainstorm ways to reduce it with this cute idea
from Kitchen Counter Chronicles.
16. Rain water Harvesting

Encourage students to learn the benefits and methods of rainwater harvesting.
17. Rainwater Harvesting
Rain water harvesting refers to the collection and storage of water for reuse. It can be used
for various purposes later rather than allowing it to run off the gutters. It can be used for
irrigation, gardens, domestic purposes and livestock. It can also be used as drinking water
and groundwater storage.
Objectives
 Reducing the loss of water by its running –off.

 Avoiding flooding of school campus Meeting the demands of increasing water.
Out come
 It helps to reduce the water requirements.

 It helps to reduce the soil erosion, stormwater runoff, flooding, and pollution of
surface water with fertilizers, pesticides and other sediments.
 It is an excellent source of water for the purpose of landscape irrigation with no
chemicals and dissolved salts and free from all minerals.
 It is the simplest method to conserve water.
 It is used to increase the availability of water during the dry season.
 It is used to avoid the flooding of school campus, roads and there by also ensures
child safety.
Time ; May to August
Name of the
Physi Unit Period/ Financial
Proposal/Projec Sub Implementin
cal Cos Frequenc implicatio
t Activity g agency
unit t y n
(Major Activity)
Life in school
Rainwater
(An action 9803 0.6 1 5881.80 OSEPA
harvesting
towards climate
in Schools
change)
3.11. Development of audio-video lesson/contents for the CwSN
Modalities for Expecte Key Time of

Sub Level of implementatio d Performanc Implementatio
Activities Implementatio n Outcom e Indicators n
n e (KPIs)
Linked to
PGI/SDG/
NEP
Development State  Audio-Video  The  No. of
of audio-video lesson/conten audio- Programme
lesson/content ts to be video s organized April , 23 to
s for the developed lesson  No. of Mar, 24
CwSN for and prepared will be CwSN
wide at State level useful attended
circulation for the for the the
among CwSN CWSN. The CwSN programme
through TV, audio-video for their
Radio, you lessons will learnin
tube, mobile be prepared g.
app (including by selected  The
recurring exp resourceful audio-
for existing teachers. The video
studio) sign language lesson
video for will be
hearing useful
impaired for the
students and bedridd
audio books en
for blind CwSN
students to be for their
developed. learnin
g.
Abstract of proposed budget under SIG-IV , 2023-24
( Rs in Lakhs)
Name of the Unit Period/ Financial

Sl. Physic
Proposal/Project Sub Activity Cos Frequen implicati
No al unit
(Major Activity) t cy on
SIG Component 4 : Strengthen Service

Delivery
Construction of
4.1 Strengthening New Hostel for
Residential Training teacher 1 400 1 400.00
Facilities at DIET participants in
DIETs (Khurda)
Construction of
multipurpose
Auditorium in
Transforming DIETs 4 150 1 600.00
Malkangiri,
into a distinct Teacher
4.2 Nuapada, Puri &
Learning Centre
Kandhamal
(DIETs)
Furniture for
Auditorium for 11 50 1 550.00
DIET
Mobility support
to DIETs for
reviewing and
providing
Academic 16 0.2 12 38.40
Support to CRCs
and Schools (
having 10 or less
Mobility Support
than 10 Blocks)
4.3 (Vehicle Provision) to
Mobility support
DIETs
to DIETs for
reviewing and
providing
Academic 14 0.3 12 50.40
Support to CRCs
and Schools(
having more than
10 Blocks)
Vehicle provision
to SCERT for
reviewing the
activities of
Mobility Support to
4.4 DIETs / BRCs / 1 6 12 72.00
SCERT
CRCs and
providing
Academic
Support
Strengthening
training facility at 1 100 1 100.00
SCERT
Strengthening 3
Upgradation of SCERT cells – FLN,
3 20 1 60.00
4.5 (Infrastructure / Assessment and
Equipment/ Building Curriculum
Strengthening
Residential
1 100 1 100.00
training
programme by
Upgrading
SCERT Hostel
Repair &
maintenance of 1 50 1 50.00
Strengthening of existing building
residential training Refurbishing of
4.6 facility at SILTT (State existing 1 50 1 50.00
Institute for Language & residential facility
Teacher Training) Extension of
existing 1 300 1 300.00
residential facility
Contextualizing
of leadership
modules for
capacity building
of Middle
Training for Educational Managers
4.7 490 0.05 2 49.00
Administrators 3 Days
Leadership
Development of
DEO/DPC/DIET
Principals
ADEOs/ BEOs
Recurring cost
implementation
of the activities,
Workshop,
exposure visit
Programme
4.8 etc. 31 1.5 12 558
Management
Salary,
Monitoring,
Office
Contingency,
Dev of APP,
Hiring Senior
Consultant- 01
(pedagogy
Strengthening
expert) for
Curriculum Cell of 1 0.6 12 7.20
development of
SCERT
State Curriculum
4.9
Framework /
Textbooks.
Hiring of
Strengthening
Academic
Curriculum Cell of 4 0.3 12 14.40
Experts-04
SCERT
preferably
Retired persons-
Professors from
Higher Education
and DIET
Principals
Hiring Graphic
Designer - 01 for
Strengthening of
Development of 1 0.4 12 4.80
SCERT
Resource
Materials
Strengthening of Hiring Web Page
2 2.4 1 4.80
SCERT Designer -02
Strengthening Hiring
Implementation of NEP Communication 1 0.5 12 6.00
4.1 2020 Specialist -01
Recurring cost
VSK( Vidya Sameeksha for
1 12.5 12 150.00
4.1 Kendra) implementation
1 of the VSK
Procurement of
Incinerator & Vending
4.1 Incinerator & 9803 0.3 1 2940.90
Machine( Secondary)
2 Vending Machine
Repair and
Strengthening of Maintenance of
154 8.66 1 1334.28
4.1 KGBVs KGBV Buildings
3 (average cost)
Recurring
Expenditure-
Food, Salary,
4.1 Residential Hostels for Supplementary
1 3.45 12 41.37
4 Girls (50 seated) (New) reading
materials, TLM,
Maintenance and
Miscellaneous
Smartphone/Tablet for Procurement of
4.1
BRP for monitoring of Smartphone/ 632 0.15 1 94.80
5
IE activities Tablet
Exposure Visit of IEC & Visit of IEC &
4.1
BRP to Other States/ BRP to National 50 0.3 1 15.00
6
National Institutes Institutes
Maintenance
expenditure on Block
Resource Centre for Recurring
4.1 0.04
CWSN functioning at expenditure for 316 12 159.26
7 2
block level including BRC (CWSN)
(internet, DTH, office
stationary, sanitary
item, printer catridge
etc)
Repair and
Repair & maintenance Maintenance of
4.1
of Residential schools & Residential 21 5.00 1 105.00
8
Hostels Hostels &
Schools
4.1Strengthening Residential Training Facilities at DIET (Construction of New

Hostel )
Context :
DIET, as the apex district level academic institution conducts teacher capacity
building, material development and research activities which need to be strengthened in all
aspects As per National Education Policy 2020 , the school education covers from the pre-
school to secondary level. For effective and in- depth discussion during the training
programmes, most of the time the academic session continues beyond regular session hours.
Participants from different distant places of the district need to stay in the DIET campus for
effective participation. In the absence of suitable, residential facilities at DIET , the teachers /
CRCCs / ABEOs / Anganwadi Workers are facing difficulties in attending the programmes till
the end of the discussion. This also affects their quality participation in all the activities.
Therefore, the DIETs need to be strengthened in all aspects to provide facilities to
the participants (Teachers / CRCCs / Anganwadi Workers / MRPs etc.) to stay at the DIET
during the programme days. This will ensure an environment of academic sharing and
dialogue during the programme period.
Objectives:
 To strengthen DIETs in setting up of residential facilities for the teachers for their
smooth stay at DIET during their participation in different academic activities.
 To develop an environment of mutual sharing of ideas among the teachers
during their stay at DIET in residential mode.
 To provide an opportunity for the participants to focus more on learning from each
other and use the available resources at the DIET.
 To create a strong professional learning community among the trainees and
trainer
Target Group: AWWs, Teachers, CRCCs, HMs, DRGs, ABEOs, BEOs and DIET
Faculties.
Strategies :
 The new hostel buildings shall be constructed for 100 trainees in 1 DIET where land
is available ( DIET Khordha)
 Required furniture, basic amenities will be made available in the Hostel.
 Care taker will be hired from outsourcing for maintenance.
Total Cost of the Project : Rs. 400.00 Lakhs
Expected Outcome :
 A conducive atmosphere shall be in place at DIET to provide residential facilities ,

so that training/ workshop participants can stayin the DIET premises and utilize
their resources to the maximum level.
 The DIET hostel will be equipped to provide basic facilities to the participating
teachers for conducting different academic programmesat DIET level.
 The New hostel shall be constructed in 1 DIET so as to strengthen the residential
facility
Unit Cost : Rs 400.00 Lakhs for each hostel
 Construction of New Hostel : Rs 360.00 Lakh

 Purchase of Furniture (Bed with mattress and pillow for 100 participants, table,
Chair, Shelf), utensils for kitchen, TV, Aquaguard,internet facility : Rs. 40.00 Lakh
Timeframe: July to March 2024
Implementation Level : DIET
Monitoring Level : The progress of the work will be monitored by the state (SCERT),
District Administration and DIET.

Name of the
Impleme Implementat Expected Outcome KPI Implementation
Proposal
ntation ion and on
/Project
Justification
A conducive atmosphere
Strengthening shall be in place at each Strengthening
Residential DIET to provide residential Residential
The Hostels shall
Training facilities at DIET level, so Training Facilities
SCERT R& B be used for
Facilities at DIET that training / workshop at DIET
residential training
(Construction of participants can stay in the (Construction of
programme
New Hostel) DIET premises and utilize New Hostel)
their resources to the
maximum level.
4.2Transforming DIETs into a distinct Teacher Learning Centre
Context :
The National Education Policy 2020 envisions an education system that contributes
directly to transforming India into an equitable and vibrant knowledge society by providing
high quality education to all. In the changing context of school education, DIETs have a major
role in implementing the recommendations of NEP 2020 with regard to strengthening early
childhood care and education, foundational literacy and numeracy, development of
materials and pedagogic styles aligned to local specific needs, building the capacity of
teachers, resource groups ,assessing the student‟s progress and provide support, collating
the best practices happen across the district and dissemination those with different
stakeholders.
In this context, the infrastructural development of each DIET is highly essential so as
to provide quality inputs in various dimensions of school education. DIETs will be equipped
with better infrastructure for conduct of district level academic and teacher capacity building
activities as well as providing support to the Samagra Shiksha activity and establish the
institution as a nodal academic institution to provide resource support to all the
stakeholders. It is planned to set 4 model DIETs in the State (3rd phase) with all modern
facilities like multipurpose auditorium, resource room / learning center for teachers, resource
room for inclusive education)
Objectives :
 To ascertain the physical facilities of DIET as a teacher learning centre of

District
 To strengthen the physical facilities and provide material resources for
transforming DIETs into a distinct teacher learning centre
 To enable the Teacher Educators for developing resourceful material for at the
DIET level
Target Group : 4 DIETs of the state (Malkangiri,Nuapada, Puri & Kandhmal))
Strategies :
 Multipurpose Auditorium shall be constructed in all the 4 DIETs, which will be

helpful in conducting all district level academic and training activities by DIETs,
Samagra Shiksha etc.
 District / regional level meetings, reviews, orientations, symposiums, seminars,
educational conventions shall be conducted in the multipurpose auditorium.
 The multipurpose auditoriums / resource room / resource room for inclusive
education shall be constructed by the RD Department of theState Government.
 Regional teacher meet, resource person sharing meeting, meet for the D.EL.ED
student teachers or inservice teachers of that region shall participate in the
DIETs.
Unit Cost of the Project : Cost of one multipurpose auditorium along with all facilities
(barrier free environment, drinking water, toilets, equipments etc.), teacher learning centre
with well equipped library, resource room for inclusive education with teaching-learning
materials for all categories of differently-abled children. Rs. 150.00 lakh per DIET is
proposed.
For 4 DIETs : Rs.150.00 Lakh x 4 = Rs 600..00 Lakhs.
Furniture- Rs 50.00 Lakh x 11=Rs 550.00 Lakh
Expected Outcomes :
 DIETs will enable all the stakeholders to organize / conduct all district level and
regional meetings, reviews, seminars, trainings, conventions etc. on educational
issues.
 Teachers/Teacher Educators / CRCCs / BRCCs / student-teachers of all DIETs
will participate in the learning programmes and use the available resources in the
DIET.
 The DIET will act as a district resource centre for all academic programmes for
school education and teacher education.
Time frame : 01 year for completion of the construction work.
Implementation Level : State level /District Level (R&B Department). SCERT will monitor
the overall progress.
Monitoring Level : The progress of the work will be monitored both at State and District
Level.
State Level : SCERT and RD Department,

Name of the Expected Outcome KPI
Implemen Implementatio Implemen
Proposal
tation n and tation
/Project
Justification
DIETs will enable all
Transforming the stakeholders to Multipurpose 01 year
DIETs into a organize Auditorium shall be for
DIET R& B / conduct all district
distinct Teacher established and completio
RD level and regional
Learning Centre used for seminar, n of the
meetings, reviews, symposium constructi
seminars, trainings, on work.
conventions etc. on
educational issues.
(Rs in Lakhs)
Name of the
(Major Activity)
Construction of
multipurpose 4 150 1 600.00
Transforming DIETs into
Auditorium
a distinct Teacher
Furniture for
Learning Centre (DIETs)
DIET
4.3 Mobility Support (Vehicle Provision) to DIETs for reviewing and
providing Academic Support to CRCs and Schools
Context :
DIETs are the district level academic institutions for ensuring quality education at
school level. DIETs have been providing continuous professional development
programmes to the CRCCs, DRG members of the district on various need-based themes.
Academic mentoring and providing need-based support to teachers is one of the priority
activity of DIETs. National Education Policy 2020 also focuses on the overall monitoring
for continual improvement of the public education system. In this context, there is a need
for providing contingencies support to DIETs to meet the need of the teachers / CRCCs
and to ensure effectiveteaching-learning practices at the school level.
Objectives :
 To provide academic support to different elementary schools of thedistrict

 To document good practices of the schools, clusters, blocks for wider
dissemination
 To monitor the training programmes and provide support forenhancing the quality
of the training at the block level.
Target Group : DIET Principals and faculties of the DIETs, CRCCs and teachers
of the schools
Strategies :
 Detailed plan of action for each month shall be developed formonitoring the
activities of the Schools and CRCCs
 The monitoring report and mutually agreed strategies shall be sharedamong
different stakeholders
Expected Outcomes :
Empowering CRCCs and Teachers for improving classroom practices and whole
school development.
Unit Cost
The districts where the number of Blocks are 10 or less than 10, the unit cost per
month is Rs.0.20 Lakh per month (Angul, Bhadrak, Deogarh, Dhenkanal, Boudh,
Gajapati, Jharsuguda, Kendrapara, Jajpur, Jagatsinghpur, Malkangiri, Nawarangpur,
Nayagarh, Nuapada, Sambalpur, Sonepur – 16 districts)
Finance- Rs 38.4 Lakhs
The districts where the number of Blocks are more than 10, the unit cost per month
is Rs.0.30 Lakh (Baragarh, Balangir, Balasore, Cuttack, Ganjam, Khordha, Keonjhar,
Kalahandi, Mayurbhanj, Koraput, Kandhamal, Puri, Rayagada, Sundergarh – 14
districts)
Finance- Rs 50.40 Lakhs
Unit cost
DIETs are the district level academic institutions for ensuring quality education at
school level.DIETs have been providing continuous professional development programmes
to the CRCCs, DRG members of the district on various need-based themes. Academic
mentoring and providing need-based support to teachers is one of the priority activity of
DIETs. In this context, there is a need for providing mobility support to DIETs to meet the
need of the teachers / CRCCs and to ensure effective teaching-learning practices at the
school level.
Fuel (average 10 km in 1 litre)+ around Rs 1200/ per day charge on a hiring vehicle.
If requires- for distant blocks from DIET, Stay arrangement shall be included in the unit cost.(
DA and per day Rs 1200/ )
Time frame : April, 2023 to March, 2024
Implementation Level : District level(DIET)
Monitoring Level : SCERT will monitor the timely progress of

the support provided to DIETs.

Name of the Expected K
Impleme Implementat Implementat
Proposal
nt ation ion and Outcome P ion
/Project
Justification I
Mobility Support
(Vehicle Empowering
Provision) to The DIET
CRCCs and
DIETs for DIET Outsourcing faculty shall April, 2023 to
Teachers for
reviewing and monitor the March, 2024
improving
providing classroom
classroom
Academic practices
practices and
Support to CRCs whole school
and Schools development
Activity 4.4 : Mobility Support to SCERT for reviewing the activities of DIETs
/ BRCs / CRCs and providing Academic Support
Context :
National Education Policy, 2020 emphasizes on quality education and improving the
academic climate of schools. SCERT, being the State Academic Authority develops
curriculum, textbooks, imparts teacher professional development activities so also design
the assessment procedure. SCERT also monitors the programmes and activities of DIETs,
BITEs and ETEIs of the State. To ensure the quality of the teacher professional
development programmes, research - regular monitoring from state is necessary.
Objectives :
 To assess the quality of the programmes conducted by different

DIETs of the State
 To provide academic support to the CRCCs by observing the
classroom practices
 To ensure effective teaching and learning practices in the schools
Target Group : Officers of SCERT, DIET faculties, CRCCs, School teachers
Strategies :
 Detailed plan of action for each month shall be developed formonitoring the
activities of the Schools and CRCCs
The monitoring report and mutually agreed strategies shall be sharedamong different
stakeholders
Cost of the Project : Rs. 72.00 Lakhs
Expected Outcomes :
 Monitoring of effective utilization of funds in DIETs and assess thequality of

the programmes
 The best practices of the DIETs / schools shall be observed andshared in
the state level.
Timeframe : April 2023- March 2024
Implementation Level : State Level (SCERT)
Monitoring Level : At the state level, the report of the monitoring of different
activities shall be shared with different stakeholders.
Unit cost
NEP, 2020 emphasizes on quality education and improving the academic climate of schools.
SCERT, being the State Academic Authority develops curriculum, textbooks, imparts teacher
professional development activities so also design the assessment procedure. SCERT also
monitors the programmes and activities of DIETs, BIETs, DIET-CRC linkage of the State. To
ensure the quality of the teacher professional development programmes, research - regular
monitoring from state is necessary.
Tentative break up of Mobility charge on hiring a vehicle
Long distance: Per Km Rs 14/ fuel charge , night halt ( driver) Rs. 200/
DA and accommodation for SCERT Officers : Rs 2000/ per day

Name Expected KPI
Implement Implementation Implementati
of the Outcome
ation and on
Proposal
Justification
/Project
Mobility
Support to The SCERT faculty
The best
SCERT for shall monitor the April 2023-
practices of
reviewing SCERT Outsourcing activities of DIET, March 2024
the DIETs
the BRCs and
/ schools
activities of classroom practices
shall be
DIETs / observed
BRCs / and
CRCs and shared in
providing the state
Academic level.
Support
( Rs in Lakhs)
Name of the
(Major Activity)
Vehicle provision to
SCERT for
reviewing the
Mobility Support to
activities of DIETs / 1 6 12 72.00
SCERT
BRCs / CRCs and
providing Academic
Support
4.5 Up gradation of SCERT (Infrastructure / Equipment/ Building)
Context :
SCERT was established in 1964 as the State Institute of Education. Over the decades
the institutional structure has gone through numerous changes. The institute could broadly
categorize the different functions into the following 5 major activities; Curriculum and material
Development, Continuous professional development, research, assessment and technology
in accordance with the NEP 2020. TE and SCERT is an institution that anchors “the teaching-
learning process in classrooms”. As SCERT is the nodal institution to implement the National
Education Policy in the state, so the various cells like Curriculum, FLN, Assessment,
Research etc to be established and functional. The conference Hall needs to be renovated
and another conference hall is to be constructed.
SCERT conducts several training programmes and workshop for building the
capacity of DIET faculties and CRCCs of the state. These programmes are mostly
residential in nature. The participants from across all the 30 districts have attended the
programme. They need accommodation at SCERT. The hostel is not in good shape to
accommodate the DIET faculties around 80 in number. Hence it is very much necessary to
strengthen the residential facility at SCERT.
As per NEP 2020, FLN, Assessment and Curriculum cell is functional in SCERT. But
there is no physical space to develop and design the programmes and discuss and
deliberate on different themes. So, it is extremely important and essential to establish 3 cells
for effective functioning and implementing these programmes in the State
For strengthening training programmes in SCERT, it requires a conference hall .
Presently it is extremely difficult to conduct state level consultation on SCF, Assessment
Framework with 60 / 70 participants at SCERT. So, for this purpose , a conference hall is
required .
Objective :
 To upgrade TE and SCERT regarding infrastructural facility

 To ensure decent work facility at TE and SCERT for functioning of the
Assessment Cell, FLN Cell, and Curriculum Cell towards achieving the
goals of NEP 2020
Target Group : Officers of SCERT, DIET faculties, Resource Group
Strategies :
Detailed plan and estimation for up gradation of SCERT shall be developed
Cost of the Project :
Name of the
(Major Activity)
Strengthening
training facility at 1 100 1 100.00
SCERT
Strengthening 3
Up gradation of cells – FLN,
3 20 1 60.00
SCERT Assessment and
(Infrastructure / Curriculum
Equipment/ Building Strengthening
Residential training
programme by 1 100 1 100.00
Upgrading SCERT
Hostel
Expected Outcomes :
 Different Cells shall be functional with adequate space and basic

infrastructure
 Conference hall shall be constructed
 Adequate and safe infrastructure, clean and attractive spaces, electricity,
computing devices, and internet systems shall be made available in the
Conference Hall and Cell .
Timeframe : April, 2023 to March, 2024
Implementation Level : State Level (SCERT)
Monitoring Level : SCERT,

Name of the
Proposal
tation n and tion
/Project
Justification
Different cells shall

be functional with
Up gradation adequate space and
of SCERT basic The cells and new
(Infrastructure April, 2023 to
SCERT R&B infrastructure conference hall
/ Equipment / March, 2024
Conference hall shall shall be functional
Building) be renovated
The SCERT Hostel
shall be renovated for
conduct of residential
training programme
Activity 4.6 : Strengthening of residential training facility at SILTT
Name of the
(Major Activity)
Repair &
maintenance of 1 50 1 50.00
existing building
Refurbishing of
Strengthening of existing
1 50 1 50.00
residential training residential
facility at SILTT facility
Extension of
existing
1 400.00 1 400.00
residential
facility

Name of the
Proposal
tation n and tion
/Project
Justification
Better
residential training
Strengthen programme at state
ing of level Conference hall &
residential April, 2023 to
SCERT R&B residential
training March, 2024
hostels shall be
facility at functional
SILTT
Activity 4.7 : Training for Educational Administrators
Name of the
(Major Activity)
Contextualizing of
leadership modules
for capacity building
Training for of Middle Managers
Educational 3 Days Leadership 490 0.05 2 49.00
Administrators Development of
DEO/DPC/DIET
Principals/
ADEOs/BEOs

Name of the Expected K
Impleme Implementati Implementa
Proposal
ntation on and Outcome PI tion
/Project
Justification
Training for
Educational Empowering
Administrato Proper
Educational
rs State OSEPA monitoring Sept, 2023 to
Administrato
the classroom March, 2024
rs
practices
Activity 4.8 : Programme Management
At present STARS scheme is runned by existing staff of Samagra Shiksha both at

state & district level. SPMU & DPMU of STARS have been formed at state & district level
respectively. Hiring of Consultants for smooth functioning is on process.
Details of activity wise budget proposed is as follows
Sl. Activities Outlay ( in

No. Rs lakh)
1
Hiring of consultant for PMU including capacity building 100.00
2 Furniture, fixtures & Equipment 15.00
3 Office expenditure & contingencies 31.00
Workshops, Seminar, Capacity building including persons from sub

4
district level, review meeting for all interventions, interaction with
other State 100.00
5 Monitoring of STARS activities etc 60.00
6 Maintenance of STARS Cell 20.00
7
MIS, development of software, IEC material & branding etc. 50.00
Up gradation of skill of PMU members under STARS through hiring

10
agency/ internal arrangement for continuous Professional
Development ( CPD) 30.00
11 Convergence & sharing of knowledge state ( Sikikim & West Bengal)

( Dist- 30 Planning Coordinator & State team ) 30.00
12 International Exposure for knowledge sharing & experience to best

countries in SDG ranking 40.00
Exposure visit to other states for gaining experience by State &
13
district team 20.00
14 Miscellaneous 62.00
Total 558.00
4.9 Strengthening Curriculum Cell by Hiring Senior Consultants for development of

four State Curriculum Frameworks, Syllabi and Textbooks.
Context:
As per the NEP 2020, „Learning should be Holistic, Integrated, Inclusive, Enjoyable,
and Engaging‟. In order to minimize rote learning and encourage the acquisition of 21 st-
century skills such as critical thinking, creativity, scientific temper, communication,
collaboration, multilingualism, problem-solving, ethics, social responsibility, and digital
literacy among the children, the Curriculum, textbooks, pedagogy, and assessment process
shall be transformed.
The NEP has proposed reforms in curriculum and pedagogy structure and
redesigned into 5+3+3+4 - consisting of the Foundational Stage Preparatory Stage, Middle
Stage and Secondary Stage.
To carry out these activities effectively, SCERT requires a professional with an in-
depth understanding of curriculum, pedagogical practices, and strong knowledge and skills
in technology.
For development of 4 SCFs, syllabi and textbooks – one senior consultant shall be
placed to coordinate the activities and provide academic support in developing these
materials
Objectives :
 To help SCERT to set up and strengthen the State‟s Curriculum and

Pedagogy cell in (planning, ideation, identifications, and structuring)
 To strategize the development of the State Curriculum Frameworks
(coordination of government and partner organization, process, and quality
assurance).
Strategies:
 SCERT shall develop curriculum for Foundational Stage on priority basis and
subsequently three different curriculum shall be developed. The curriculum
development team shall provide more space for critical thinking, discovery-
based, discussion-based, and analysis-based learning among the students
 With series of State level and district level consultations, four state curriculum
framework shall be developed
 While the SCF is being worked upon, the syllabus for different grades needs
to be prepared
Expected Outcomes:
 The Curriculum Cell shall be strengthened and SCF shall be developed in the
state
A. Hiring Senior Consultant, Expert in Curriculum and Pedagogy (from Outsourcing

agency) as per Government rules for a period of one year

Total Cost : Rs. 7.20 Lakh (for 12 months)
Implementation Level : At the SCERT level (Curriculum Cell)
B. Hiring of Academic experts (preferably retired persons- Professors from Higher

Education and DIET Principals having expertise in developing curriculum, textbooks)
The academic experts shall work for maximum 10 days in a month to ensure the
quality of the developed materials and its relevance in developing 21st century skills
among teachers and children. The experts shall be from different subject
backgrounds.
 The experts will ensure the quality of the process and content by bringing their
domain expertise.
 They will also ensure that all the fundamental concepts and state context are
aligned with the documents developed.
 They will lead to an extensive feedback process by providing continuous input.
Number of
Total
days per Modalities of Budget
Number of Cost
month implementati Remuneration (Annual)
Experts Rs. In
( on/ Selection Rs. In Lakhs
Lakhs
maximum)
04 (former
Through a 3000 / per day Per person
Professors
10 committee at Per person per 3.60 14.40
and DIET
SCERT level month : 0.30 lakh
Principals)
* Clear roles and responsibilities will be defined for each academic expert by SCERT.
Strengthening SCERT by Hiring Graphic Designer for Development of Resource

Materials
Context:
SCERT develops curriculum, textbooks, supplementary materials, learning outcome-

based questions for the children and teachers. During early years, the resource materials
include large number of pictures with less text. The pictures, cartoons, different symbols are
the integral part of any text materials. Every year, SCERT prepares varieties of materials for
the children, IEC materials for community awareness in the form of infographic slides,
leaflets, posters etc and the teacher training modules and teacher guidebooks for the
elementary level teachers. In this context, for developing quality resource materials, a
graphic designer is to be posted in SCERT to facilitate these activities in an effective
manner.
SCERT develops textbooks, supplementary materials, learning outcome-based
questions for the children and teachers. During early years, the resource materials include
large number of pictures with less text. The pictures, cartoons, different symbols are the
integral part of any text materials. SCERT also prepares different IEC materials for
community, teacher awareness on ECCE, FLN, and Assessment. The graphic designer shall
involve in all these activities.
Objective :
To support SCERT in designing quality resource materials with appropriate graphic design
for the children
Strategies :
Through an outsourcing agency, the graphic designer shall be posted at SCERT following
Government rules to facilitate the development and finalization of resource materials for the
children.
Expected Outcomes :
Quality resource materials like Textbooks, workbooks , modules, survey reports, journals,
brochures, leaflets etc shall be developed

Total cost : Rs.4.80 Lakh (for 12 months)
Implementation Level : At the SCERT level
B. Web Page Designer :

In the process of development of books and workbooks on ECCE, FLN and all grades, we
depend on general web for graphics/ pictures/ fonts. The materials obtained from the web is
not child/ school friendly. For DTP, designing, planning, scanning, digital copy of the
materials , 2 web page designer ( maximum 10days per month) on outsourcing basis is
required. Presently, SCERT depends on private firms for the purpose, where it is very
difficult to complete the process within the time limit and with accuracy. The website design,
the tracking of child‟s progress, development of dashboard for different purposes, SCERT
also requires web page designer.
For development of web portal of SCERT, two web page designers shall be posted
from outsourcing basis as per Government rules.
 The web designers will establish design guidelines, and standards, for the
creation of the state website/portal.
 The designer will create evolving wireframes for the state portals as per the
demands of the running projects.
Modalities
Number of Number Total
of Unit Cost
Qualification days per of Remuneration Cost
implementa (in lakhs )
month experts In Lakhs
tion
Bachelors /
Master's with
Per person per
specialization in 5.9 la
month 0.02 lakh
web designing k
10 Outsourcing 02 ( per day Rs . 2.4
and related fields. h
2000.00)
Minimum work s
experience: 5
years
4.10 Strengthening of implementation of NEP 2020

Hiring Communication Specialist for SCERT to coordinate different activities under
NEP 2020
I. To explore different social media for finding different professionals who will participate in
the development of SCFs, development of content for new textbooks and supplementary
reference materials (different national level experts, organizations etc).
II. To provide support in organizing different regional level and district level consultations for
taking views of parents, teacher, children, community, experts etc and consolidating the
information.
III. To coordinate among different thematic sub groups (06) for effective implementation of
NEP in the state and updation in NEP tracker.
Other functions
 The communication specialist will ensure the coordination among different thematic
sub groups for implementation of NEP 2020 in the State, and also work between
different focus groups for curriculum framework development
 The specialist will work closely with the state experts to bring synergy to the content
developed by subject matter experts.
 The specialist will also be responsible for managing print and social media for
SCERT

Total Cost : Rs. 6.00Lakh (for 12 months)
Implementation Level : At the SCERT level (NEP Cell)
Qualification : Bachelors/Master's with specialization in
communications/ human resource and related
fields. Minimum work experience: 5 years
4.11 VSK( Vidya Sameeksha Kendra)
Unit
Physical cost Period Financial
Sub-Activities
unit (In (Frequency) (In Rs)
Rs )
Annual remuneration charges for the
engaged 10 Nos. of VFS
Associates(Manpower) for operation
of VSK-ODISHA through OCAC
empanelled agency on outsourcing
basis & other Consultants 10 - Annual 35,00,000.00
Recurring charges for AMC and
Facility Management Service(FMS)
with one Resident Engineer at VSK-
ODISHA 1 - Annual 55,00,000.00
Annual recurring BSNL's Bandwidth
charges for the installed 50 Mbps(1:1)
Internet Lease Line at OSEPA HQ for
VSK-ODISHA 1 - Annual 10,00,000.00
Annual recurring BSNL's ISDN PRI
Tariff Charges 1 - Annual 2,00,000.00
Annual Subscription and Data
Charges of 12 Nos. of 4G SIM Card
for VSK-ODISHA 12 - Annual 1,00,000.00
Repair, Up-gradation, New
Procurement, LAN Requirements of
different Equipment‟s, Renewal of
Antivirus, Firewall, Virtual Meeting
License and Software
License/Developments Or New
Procurement, Consumables and
Renovation of VSK 1 - Annual 35,00,000.00
Training, Capacity building, Exposure
visit and other Contingencies for VSK-
ODISHA 1 - Annual 12,00,000.00
Total 1,50,00,000.00
Key
Modalities of Performance
Level of Expected Time of
implementation Indicators(KPIs)
implementation Outcomes Implementation
and Justification linked to
PGI/SDG/NEP
Vidya Sameeksha
Kendra, VSK-
ODISHA is a
centralized
monitoring
mechanism at State
level for monitoring
the activities of field
functionaries and
Smooth Timely collection
other field level
State level functioning of data & Annual
implementation of
of office- information
projects and
initiatives. It will
help tracking, taking
feedback and
providing support to
all educational
stakeholders. This
has set up for
centralized help
desk for grievance
redressal
mechanism for
stakeholders of
School ecosystems
and to develop
Centralized
dashboard
providing the real-
time performance
indicators of
Schools.
4.12 Incinerator & Vending Machine (Secondary)
Name of the
Proposal/Proje Unit Period/ Financial
Sub Physica Implementin
ct Cos Frequenc implicatio
Activity l unit g agency
(Major t y n
Activity)
Procureme
Incinerator &
nt of
Vending
Incinerator 9803 0.3 1 2940.90 OSEPA
Machine(
& Vending
Secondary)
Machine
Modalities of
Name of the Level of Time of
Implementatio
Proposal Implemen Implementa
n and Expected Outcome KPI
/Project tation tion
Justification
Procurement of
Incinerator & Incinerator & Provide information Girl children would July to
Vending OSEPA Vending hygienic related basic be mentally & September,20
Machine machine at facilities physically fit 23
school level
4.13 Strengthening of KGBVs

(Rs in Lakhs)
Uni Expected
Objective Target Strategie Ph Financ
Unit t Outcome/R
s Group s y ial
Activity Co esult
st
The best
To
infrastruct
provide
ural
residential
facilities
facilities Adolesc
will be Retention of
Strengthe to the ent girls
provided Distri 15 8.6 1334.2 dropout
ning of girls of of age
to make ct 4 6 8 adolescent
KGBV disadvant 12 to 18
the KGBV girls
age and years
a center
marginaliz
of holistic
ed group
excellenc
of society
e
Key
(KPIs)
Strengthening It will be Improvement of It will be
of KGBV Implemented Good service education monitored at
by the school delivery to Block / District
authority in each children & State level
and every KGBV officials.
4.14 Residential Hostels for Girls (50 seated) (New)

( Rs in Lakhs)
Name of the
(Major Activity)
Recurring
Expenditure-Food,
Residential Hostels Salary,
for Girls (50 Supplementary 1 3.45 12 41.37
seated) (New) reading materials,
TLM, Maintenance
and Miscellaneous
Modality- Residential hostel will be made to ensure proper education to girls.

Expected outcome-- Good service delivery to children
KPI- The girls in hostel arehappyli leading life with education
Level of implementation- School
Detail breakup of budget
Sl Activity Master Physical Unit Cost Financial
No
a Stipend per child per month 50 0.012 0.6
b Supplementary TLM, Stationery and 50 0.01 0.5
other educational material
c 1 Warden 1 3.17625 3.17625
d 3 Part time teachers 1 3.375 3.375
e 1 Full Time Accountant 1 2.0625 2.0625
f 2 Support staff - 1 2.25 2.25
(Accountant/Assistant, Peon,
Chowkidar)
g 1 Head Cook 1 1.35 1.35
h 2 Assistant Cook 1 2.025 2.025
i Specific Skill training 50 0.01 0.5
j Electricity / water charges 50 0.01 0.5
k Medical care/contingencies 50 0.0125 0.625
l Maintenance 50 0.0075 0.375
m Miscellaneous 50 0.0075 0.375
n Preparatory camps 50 0.07 3.5
o P.T.A / school functions 50 0.003 0.15
p Capacity Building 50 0.1 5
q Physical / Self Defence Training 1 0.01 0.01
r Food/Lodging per child per month 50 0.3 15
Total 41.37
4.15Smartphone/ Tablet for BRP for monitoring of Inclusive Education activities

Sub Activities unit (in Rs. Frequency (in lakhs)
lakh)
Tablet for BRP for monitoring of 632 0.15 lakh For 12 94.80
Inclusive Education activities including months
scholarship, different allowances.
632 Tablets at block level will be used for the monitoring of inclusive education, learning
outcome, availability of school level facilities, enrolment, PTR etc. These Tabs will be used
by the block level functionaries.
Sub Level of implementatio Outcome Performance Implementati
Activities Implementatio n Indicators on
n (KPIs) Linked
to PGI/SDG/
NEP
Tablet for District  To monitor the  BRPs  No of BRP June-Dec, 23
BRP for IE activities at will be provided with
monitorin state, district, able to tablet
g of IE block use
activities  To provide tablet
tablet to all for
BRP working monitori
at district and ng of IE
block level activitie
s at
block
level
4.16 Exposure Visit of IEC & BRP to National Institutes/ Other States
Physical Unit cost Period/ Financial (in

Sub Activities unit (in Rs. lakh) Frequency lakhs)
Exposure Visit of IEC & BRP to 50 0.30 lakh One time 15.00
National Institutes/ Other States

Sub Level of implementation Outcome Performance Implementation
Activities Implementation Indicators
(KPIs)
Linked to
PGI/SDG/
NEP
Exposure State  To know IEC/BRP  No of IEC/ Sep-Dec, 23
Visit of about the best will be BRP
IEC & practices, new able to provided
BRP to ideas know exposure
National developed by about the visit to other
Institutes/ other states on best states
Other IE exposure practices
States visit to be of IE of
other
conducted for states
IEC & BRP to
other States
 to gain
knowledge
about the new
ideas and best
practices of
other states
4.17. Maintenance expenditure on Block Resource Centre for CWSN

Sub Activities unit cost (in Frequency (in lakhs)
Rs.
lakh)
Maintenance expenditure on Block 316 0.042 For 12 159.26

Resource Centre for CWSN functioning at months
block level including (internet, DTH, office
stationary, sanitary item, printer cartridge
etc & contingency for BRPs)
Modalities for Expecte Key Time of

Sub Level of implementatio d Performanc Implementatio
Activities Implementatio n Outcom e Indicators n
n e (KPIs)
Linked to
PGI/SDG/
NEP
Maintenanc Block  Regular The No of April, 23 to
e functioning of resource Resource March, 24
expenditure Resource centre Centre
on Block Centre for will be functioning
Resource CWSN at smoothly
Centre for block level functional
CWSN including. on
functioning  For smooth regular
at block functioning of basis.
level Resource
including Centre at
(internet, block level
DTH, office regular
stationary, contingency
sanitary expenditure to
item, printer
cartridge etc be done at
& block level by
contingency BRP
for BRPs)  Rs. 50000/-
has been
proposed for
each.
 This activity
will be
implemented
by BEO at
block level
4.18 Repair & maintenance of Residential schools & Hostels

17 (seventeen) Residential Hostels for urban deprived children are
functioning in 12 districts i e. Khordha, Keonjhar, Mayurbhanj, Bargarh, Cuttack,
Gajapati, Ganjam, Kandhamal, Kalahandi, Rayagada, Koraput and Malkangiri The
urban deprived children, viz. child labour, children engaged in begging, street
children, child without adult protection, orphans, educational needs of children in
difficult circumstances etc. are rescued and rehabilitated in Residential Hostels.
 The intake capacity of 13(thirteen) hostels - 50 each.
 The intake capacity of 04(four) residential hostels functioning 02 (two) in Keonjhar and
02(two) in Mayurbhanj district -100 each.
 The urban deprived children have been identified in the process of rescue operation in
convergence with the line departments i.e. Labour Department, Women & Child
Welfare Department, Police, Bhubaneswar Municipal Corporation, ST/SC
Development Department etc.
The status of Residential Hostels is given below.
No. of
Urban
Sl. Year of
Name of Name of the UDISE Cap Deprive
No Block Functionin
the District Residential Hostel Code acity d
. g
Childre
n
Bhubaneswar Govt. High School,
21171303
1 Khordha Municipal Unit-I, 2012-13 50 37
604
Corporation Bhubaneswar
(BMC) Rajbhawan Project
21171302
2 Khordha UP School, Unit- 2013-14 50 42
905
VIII, Bhubaneswar
Govt.High School,
Unit-VI, 21171303
3 Khordha 2013-14 50 48
Bhubaneswar (for 504
girls only)
Govt. Primary
School,
21171301
4 Khordha IRC Village, 2013-14 50 37
002
Sector-I,
Bhubaneswar
Attapur Nodal UP
21061700
5 Keonjhar KeonjharSadar School, 2012-13 100 100
501
KeonjharSadar
Barbil Nodal UP 21061500
6 Keonjhar Barbil 2012-13 100 100
School,Barbil 602
Purnachandrapur
Mayurbhan 21072701
7 Baripada Project UP School, 2014-15 100 100
j 501
Baripada
Mayurbhan Bisoi UG High 21070705
8 Bisoi 2015-16 100 100
j School 602
Cement Nagar 21010303
9 Baragarh Bargarh 2016-17 50 43
High School 401
Madhusudan 21121804
10 Cuttack Sadar 2016-17 50 22
Govt. High School 614
Paralakhemun Gandhi Memorial 21200900
11 Gajapati 2016-17 50 42
di UPS 702
Raghunathpur UP 21190605
12 Ganjam Chhatrapur 2016-17 50 45
School 801
Bapuji UPS, 21261401
13 Kalahandi Bhawanipatna 2016-17 50 45
Bhawanipatna 302
Block Colony 21211501
14 Kandhamal Baliguda 2016-17 50 40
PUPS, Baliguda 201
Govt. Nodal UPS, 21300900
15 Malkangiri Malkangiri 2016-17 50 50
Malkangiri 804
GBM High School, 21271400
16 Rayagada Raygada 2016-17 50 24
Rayagada 501
MIG IV PUPS, 21291800
17 Koraput Similiguda 2018-19 50 20
Sunabeda 104
Total 1050 895
Residential Schools in LWE districts
PAB has approved residential school in LWE affected Malkangiri and Koraput district
for providing better educational facilities in the districts. The progress is given below.
Name of the Name of the Residential School Capacity No of

District block Name Children
Malkangiri Podia Kaldapali UGHS, Podia 100 100
Niladrinagar PUPS,
Malkangiri Korkunda 100 100
Nilakamberu GP
Neridivalsa PS,
Koraput Pottangi Arjubalsa, 100 100
Kotia GP
Girliguma UGHS,
Koraput Dasamantpur 100 100
Dasamantpur
Budget:
( Rs in Lakhs)
Name of the
(Major Activity)
Repair and
Repair &
Maintenance of
maintenance of
Residential 21 5.00 1 105.00
Residential schools &
Hostels &
Hostels
Schools
Key
(KPIs)
Repair & It will be It will be
maintenance of Implemented Good service monitored at
by the school delivery to Improvement of Block / District &
Residential
authority children education State level
schools &
Hostels officials.
Abstract of proposed budget under SIG-V
(Rs in Lakhs)
Financi
Name of the Physi Period/
Unit al
Sl. No Proposal/Project Sub Activity cal Freque
Cost implicat
(Major Activity) unit ncy
ion
5.1 Vocational
Education
Financial support for
Vocational
200 0.25 12 600
Teacher/Trainer
(Existing)
0.10
Vocational Resource 100 12 125
42
Persons (Existing)
Raw material Grant
0.18
for new school per 100 12 225
75
course (Existing)
Cost of providing
Hands on Skill
100 0.1 12 120
Training to Students
Recurring
(Existing)
Support VE-
Assessment and
Existing
Certification Cost (In 0.00
8000 1 48
School Existing) - 6
students
Assessment and
0.00
Certification Cost ( 7500 1 45
6
Existing) - students
Office
Expense/Contingenc
100 1 1 100
ies for New School
(Existing)
In Service training of
0.02
VE Teachers (5 100 1 2.5
5
Days)
0.00
Student Handout 1600 1 4.8
3
0.00
Teacher Hand Out 9 1 0.027
3
Industry Visits 5 2.00 1 10
Office expenses 60 0.01 12 7.2
Dual Mode of 0.00
Apprenticeship 1600 12 38.4
Vocational 2
5.2
Education in 5 Exposure to
schools Vocational
1000 0.15 1 150
Education(Class 6-8)
New
Exposure to
Vocational
1100 0.15 1 165
Education(Class 6-8)
Existing
Counseling, capacity
building, student
profiling cost,
Career 10.0
5.3 Counseling center, 30 1 302.19
Counseling 73
Design and
Development of web
portal
Training on the Professional training
development of cost, food, lodging,
5.4 entrepreneurship transportation and
of 17+ children one time travel 1.79
(OOSC) allowance 700 5 1 1256.5
Sub Total 3199.62
CWSN
workshop for workshop for
preparation of preparation of
training modules/ training modules/
booklet/ booklet/ handbooks/
15.0
5.5 handbooks/ newsletter/IEC 1 1 15.00
0
newsletter/IEC materials on IE
materials on IE DRG training
including DRG
Training
training
Provision of
LapTop for VI Distribution of
5.6 343 0.50 1 171.50
Students ( Class - LapTop to students
IX-XII)
Sub
186.50
Total
Competition at
10.0
5.7 Hackathon School , District & 30 1 300.00
0
State level
OVEP branding at
the school point
Training of PETs/
HMs at state level.
Provisioning of
contingency
Odisha Olympic
expenditure for each
5.80 Value Education 250 0.60 1 150.00
selected school
Programme
Supplying Jersy / T-
Shirt with OVEP
printing to
PETs/HMs/OVEP
club members
(Students) of OVEP
schools.
Special Coaching to
Special Coaching
500 students (250
for entry into
each from Class-XI
5.9 Medical, 500 1.00 1 500.00
& XII) for entry into
Engineering
Medical, Engineering
&Defense courses.
&Defense courses.
Recurring cost for
Recurring cost for
residential Hostel
5.10 OOSC Children 20 3.59 12 861.96
for OOSC Children
residing in hostel
( Continuing)
Sub
1811.96
Total
Vocational Education
5.1 Recurring Support VE- Existing schools:
On the provision of vocational education for out of school children, implementation

will be continued in 100 selected schools in 10 aspirational districts of Odisha. In order to
continue Vocational Education Program for these Out of School Children (OoSC), who has
cleared Elementary Education and are failed / drop-out / out-of-school in Secondary / Higher
Secondary Schooling as well as in school students. These Students are enrolled in
Vocational Education subject in-school running VE program in 100 schools of 10 aspirational
districts .States would be encouraged to facilitate greater choice and it will be more likely
that an out of school child or in school student would be able to choose a course of her/his
liking.
Monitoring and Supervision from different level
At State level
Exit Surveys will be conducted for the students enrolled for the system immediately after
completing the course and after 6 months to track their employment, income level etc.
At school/ Institute level
a) MIS system with the name of the student enrolled, gender, CWSN status, attendance,
syllabus coverage, assessments and certification.
b) Course opted for, date of formal assessment (or projected date in case of students
currently in training).
c) Maintain an electronic image of the post-assessment certificate issued to the students.

(Compiled at the State level after the course).
For effective monitoring of the program at district level, the following mechanisms will be
introduced
Monthly Review Meeting: Review meeting with VTP representatives, Dist. official is
proposed once in a month to review the work undertaken and progress of ongoing activities.
Besides the review of issues and challenges will be discussed during the meeting and
provide administrative and project implementation guidelines, the qualitative aspects of the
project implementation and importance of documentation are generally emphasized in the
meeting.
5.2 Dual Mode of Vocational Education
Background-
It is decided that Dual vocational education and training systems will be adopted for Odisha‟s
schools under 5T High School Transformation Programme. The Project has been envisaged
to provide Dual mode in 5 schools in Odisha. This Proposal has been prepared within the
purview of budgetary allocation in WB STARS PAB 2022-23.
The proposed name for this Dual Mode of Vocational Education in 5 schools
Project Definition: The Project has been envisaged to provide along with skills focused to
Odisha‟s Traditional Craft Sectors 2 along with entrepreneurship development to the
students. Dual model 3 approach has been undertaken, which includes classroom (theory
and practical) learning at school and apprenticeship at local industries. Vocational Education
will be one of the 6 major and optional in the course curriculum from class 9 to 12 in selected
schools across Odisha. Vocational Education will also be introduced from class 6 to 8 in the
same selected schools as proposed in NEP 2020.
Objectives:
 To equip students with specialized skills and know-how in their field of interest
that will allow them to be immediately employable in aspirational roles after
completion of course as well as it will open pathways for further studies and
training till university level.
 To provide an excellent and well-rounded skills-based education to 25% of

students by 2023-24 out of which at least 50% of students pursue the dual model
of vocational education.
 To ensure that all graduating students can avail of high-quality higher education
in their fields of specialization or are immediately employable in aspirational job
roles.
Target Group – Students from class 9 to class 10

Strategies – The Project has been envisaged to provide skills focused to Odisha‟s
Traditional Craft Sectors along with entrepreneurship development to the students. Dual
model approach has been undertaken, which includes classroom (theory and practical)
learning at school and apprenticeship at local industries. Vocational Education will be one
of the 6 major and optional in the course curriculum from class 9 to 10 in selected schools
across Odisha. Vocational Education will also be introduced from class 6 to 8 in the same
selected schools as proposed in NEP 2020.
Expected Outcome/Result –
a. Students are well equipped with skills regarding critical thinking and problem solving,
communications and collaboration, creativity, and innovation.
b. Students are job ready for 21st century jobs after completion of course and able to get a
job of their aspiration or ready to step into entrepreneurship.
Time –One Academic Year
Implementation Level –The Project will be implemented at state level and district level
Monitoring Level – A dedicated state PMU will monitor the implementation progress and
submit monthly reports to the department
Context: Exposure to Vocational Education in class 6 to 8 (existing)
 To introduce vocational education for Class 6 to 8 students, the NEP 2020 in Chapter
4.26 recommends the following measures for Class 6 to 8 students:
 All students will participate in a 10-days bagless period sometime during Class 6-8
where they get exposure to local vocational experts such as carpenters, gardeners,
potters, artists, etc.
 Curriculum and Pedagogy in Schools: Learning should be Holistic, Integrated,
Enjoyable and Engaging
 Bag Less days will be encouraged throughout the year for various types of
enrichment activities involving arts, quizzes, sports, and vocational crafts.
 School students will also be exposed to outside activities periodically through visits
to places of historical, cultural, and tourist importance including monuments, and
museums. Meetings with local artists and craftsmen, and visits to higher educational
institutes in their respective villages, tehsil, district, or state will also be encouraged.
Objective of Exposure to Pre-Vocational Education
The „5/10-Days Bag less Schooling‟ is expected to achieve the following objectives:
 Provide exposure to a world outside their classroom and to transactions that affect,
contribute to day-to-day life.
 Build observation-based learning capacity and provide scope for practice.
 Develop an understanding of connectedness of community and interdependence.
 Exposure to the interconnectedness of learnings that students do in the classroom with
conceptual as well as practical application.
 Promote dignity of labour by giving exposure to Hands on Activity and accord
importance to local vocations.
 Exposure to possible career, higher education avenues
5.3 Career Counseling
NEP 2020 clearly mandates that by 2025, at least 50% of learners through the school
and higher education system shall have exposure to vocational education. It has also
been observed that students passing out from Grades 11–12 with vocational subjects
often do not have well-defined pathways to continue with their chosen vocations in
higher education. The admission criteria for general higher education are also not
designed to provide openings to students who had vocational education qualifications,
leaving them at a disadvantage relative to their compatriots from „mainstream‟ or
„academic‟ education. This led to a complete lack of vertical mobility for students from
the vocational education stream. Consequently, following vertical mobility initiatives
that provide multiple opportunities to Vocational students to choose the careers of their
interests are being suggested.
Objectives:
 To create awareness among students on options of Higher and Technical Studies

and availability of vocational education courses in the area of his/her interest
 To provide guidance for career path resulting in decrease of dropout & increase in
transition rate at Secondary, Sr. Secondary & Higher Education
 To provide career orientation & guidance to In-School Students &Out of School
Children.
 To help students figure out their own self and who they are and what they want out
of their education, and their career.
 To help develop interpersonal skills for employability opportunities.
Need:
Increase in Drop-out & Decrease in Transition happen due to less awareness about
available options of further studies/ career opportunities in the area of their interest. Students
required having a proper knowledge of Academic & Vocational Options for livelihood to
continue their study. Students should be aware & informed about Alternate Schooling
Method to reduce the number of Out of School Children (OoSC).
In the last few years, the nature of jobs available in market has evolved. The market is going
to evolve further making legacy or traditional jobs roles obsolete and shall bring in new job
roles which do not exist today. Hence it is important to impart right information about
evolving roles and trends to students so that they are well informed about the emerging
market trends and can acquire right and relevant skills which can enhance and improve their
employability prospects in the future. It is also important to build teacher capacity within the
system so that they are better equipped to guide and counsel the students in the right
direction.
Introduction:
The introduction of Career counseling should be done at the time of school Education itself
for class9th to 12th students specifically because these are the levels where students
choose a stream as their specialization. It will be helpful for them to decide the stream of
their choice. Due to lack of Career Counseling and awareness, many students are not
satisfied with the stream they choose and tend to change it or Drop Out. This happens in
absence of proper guidance about options available as per their interest and different
education streams.
Proposal:
It is proposed to introduce Career Counseling in Std. 9th to 12th for all Government School
students in Phase wise manner. A long-term technology-based solution for continuous
support in Career Counseling will be developed. State will develop a web/Mobile based
software/application for Psychometric test (Career Interest, Aptitude & Personality test, etc.).
A consolidated dashboard will be displayed on the Website/App, which will guide Students to
choose & identify Career Paths based on his/her Analysis Report & interest. This will include
Online Test, Support through tele-counselors/ Personal Counseling through trained
Counselor. Students will be provided IEC materials for guidance & support. Capacity
Building Workshops/ ToT will be organized for the Counselors.
A three-tiered delivery solution will ensure every student has information and
understanding of choices
A five-step approach is proposed to roll-out the program

Career Counseling will be implemented in phase wise manner, where in 1st year, students of
960 Vocational Education schools under SamagraShiksha and 100 Vocational Education
schools under STARs, 8 thousand Identified Out of School Children and other interested
students will be covered. Approx.70 thousand Students will be covered in the current year.
Career Counseling will be implemented in phase wise manner, where in 1st year, approx. 70
thousandStudents will be covered, and it will be prioritized as follows;
 Students enrolled in Vocational Education Program

 Students of Aspirational Districts
 Students of Special Focus Districts (SFD)
 Students of Low Performing Districts (LPD)
 Studentsof Educational Backward Block (EBB)
 Interested Identified Out of School Children
Expected Outcomes:
 Decrease in Drop-out & increase in Transition rate

 Main streaming of Out of School Children
 Students will be able to Understand their abilities, personal characteristics and
interests and preferences
 Career Counseling will help students to discover their strengths and interests and
will provide information on industries, occupations, courses and education
institutions, Vocational Based Courses, etc…
 They can Identify career options that are consistent with their personal profile
 Students will gain insights about available academic courses and skill
development trainings in the area of their interest
 This will result in increased awareness on entrepreneurship options
Budgetary Components:
Following will be the proposed budget:
Sl Activity Responsibil Physic Unit Total Remarks

N ity al Cost (In Cost(In
o Rs Rs
Lakhs) Lakhs)
1 Information District 30 0.1 3.00 10000 per District

Mapping
(Survey )
2 Design and State 1 2.00 2.00 Development cost web and

Developme mobile application or integration
nt of web with UNICEF
portal or
integration
of Career
Portal
developed
by UNICEF
3 Capacity Nodal 2120 0.01 21.20 2 days residential training for HM

Building of School & Vocational Trainer/Teacher
Teachers / teacher
Trainers
4 Counseling Career 30 3.0 90.00 25000 per month

center at officer per
each District district
5 Students School 60000 0.001 60.00

Profiling
Cost
6 Designing State 60000 0.002 120.00 Pamphlate,Booklet,Standy,Poste

and r and Brochures
Developing
IEC material
and
communicat
ion
7 Career District 30 0.2 6.00

Awareness
Program
Total Cost 302.20
5.4 Training on the development of entrepreneurship of 17+ children (OOSC)

Introduction
The Entrepreneurship Development training program will support in providing skilling and
vocational education for the students above the age group 17+ year. The initiative of
professional development for these children, to be piloted at a small scale with 700 proposed
nos, which will help in providing an alternate track of school-based education that, can help
unlock better career opportunities for these children for the provision of skill and vocational
education for 17+ year students. The pilot would begin with the nodal institution carrying out
and/or commissioning a baseline study to determine the district-wise number of 17+ year‟s
age group children available in the state.
Objective
o Increasing access towards skill education in schools by including those schools

and students where the regular skill or vocational training model is not feasible.
o Translate their acquired skills and theoretical knowledge from the classroom to
practical experience in the professional ecosystem.
o Gain an understanding of specific trade and the various practices.
o Develop transferable skills such as communication, networking and thus helping

in personal development and boosting their future job prospects.
o Enable students to make informed career choices after 12th.
Benefits of Skill based professional training:
 Exposure of hands-on learning through active engagement in their training period.
 Develop Life Skill, Employability and technical skill related to the profession.
 Challenges and hardship faced at real workshop environment and handling the
challenges.
 Reflection on the classroom training and the actual workshop environment.
 Develop communication skills and refine their previously learned skills.
 Gain confidence and leadership skills.
 Explore new career opportunities and get scope of upward mobility in career growth.
Proposal:
At the first instance State is proposing to organize a five-day counseling based orientation.
Further State has decided to introduce Skill and Vocational based Education program for
17+ years Children under STARs program in 30 districts of Odisha in various state/central
Govt. affiliated training institutes. The courses to be offered in each district selected would
need to be based on the district skill gap study and/or state skill gap study carried out by the
state government. Training Institute would be encouraged to facilitate greater choice and it
will be more likely that these children would be able to choose a course of her/his liking. In
this regard, states could also provide them with counseling support to choose from the
options available. The program would be supported to enable students to systematically plan
their movement towards their future skills, vocations or livelihoods.
Budget for Short term training of 17 year + children for their entrepreneurship development
Sl Physical Unit Cost (In Total Cost
Budget Head Remarks
No (Student) Lakh) (In Lakh)
Per student the professional training
cost for 170 days training period is
estimated here with 300 rupees per
Professional day cost for the same. The course fee
1 training cost 700 0.51 357 is only included under this head.
Per day food cost is estimated as Rs.
400 per student for the whole day
Food fooding for a total training period of
2 Allowance 700 0.68 476 170 days.
Per day lodging and transportation
cost is estimated as Rs. 350 per
Lodging & student for a total training period of
3 Transportation 700 0.595 416.5 170 days.
One time One time to and fro cost of Rs 1000

Travel will be given per student (For reaching
4 Allowance 700 0.01 7.0 the training location from home)
TOTAL 700 1.795 1256.5
Budget proposed under Vocational Education:
Sl
Name of the Period/ Financial
. Physic Unit
Proposal/Project Sub Activity Frequen implicati
N al unit Cost
(Major Activity) cy on
o
SIG Component 5: Vocational Education &
Training
Vocational
Education
Vocational
200 0.25 12 600
Teacher/Trainer
(Existing)
0.104
Vocational Resource 100 12 125
2
Persons (Existing)
Raw material Grant for
0.187
new school per course 100 12 225
5
5. (Existing)
1 Recurring Support Cost of providing
VE- Existing Hands on Skill Training 100 0.1 12 120
to Students (Existing)
Assessment and
Certification Cost (In
8000 0.006 1 48
School Existing) -
students
Assessment and
Certification Cost ( 7500 0.006 1 45
Existing) - students
Office
100 1 1 100
Expense/Contingencie
s for New School
(Existing)
In Service training of
100 0.025 1 2.5
VE Teachers (5 Days)
Student Handout 1600 0.003 1 4.8
Teacher Hand Out 9 0.003 1 0.027
Dual Mode of
Apprenticeship 1600 0.002 12 38.4
5. Vocational
2 Education in 5 Exposure to Vocational
schools Education(Class 6-8) 1000 0.15 1 150
New
Exposure to Vocational
Education(Class 6-8) 1100 0.15 1 165
Existing
Counseling, capacity
building, student
profiling cost,
5. Career 10.07
Counseling center, 30 1 302.19
3 Counseling 3
Design and
Development of web
portal
Training on the
Professional training
development of
5. cost, food, lodging,
entrepreneurship
4 transportation and one
of 17+ children
time travel allowance
(OOSC) 700 1.795 1 1256.5
Sub Total 3199.62
CWSN
5.5 Workshop for preparation of training modules/ booklet/ handbooks/IEC materials on IE
including DRG/BRG training
Sub Activities unit (in Rs. Frequency (in lakhs)
lakh)
workshop for preparation of training 3 5.0 For 12 15.00

modules/ booklet/ handbooks/IEC months
materials on IE including DRG/BRG
training
Sub Level of implementati Outcome Performance Impleme
Activities Implementati on Indicators ntation
on (KPIs) Linked
to PGI/SDG/
NEP
workshop for State  workshop to training  No of April, 23-
preparation be modules/bookl workshop March, 24
of training conducted et/ handbooks/ conducted
modules/ for IEC materials/
booklet/ developmen study
handbooks/I t of training materials will
EC materials modules/bo be developed
on IE oklet/ on inclusive
including handbooks/ education
DRG/BRG IEC
training materials on
IE
 experts,
SRG
members,
teachers,
rehabilitatio
n
professional
s to be
invited as
Resource
Person to
attend for
workshop at
state level
5.6 Provision of laptop for the Visually Impaired students of class IX, X,XI and XII.
It is proposed to provide Laptop to the Visually Impaired students reading from class IX, X,
XI & XII in Secondary & Higher Secondary Schools for regular learning through digital mode.
Objective:- To provide education for the Visually Impaired students through digital mode of
learning substituting Braille books.
Implementation:-Laptop will be procured at State/District level and supplied to the Visually

Impaired students.
Outcome:-Provision of laptop helps the Visually Impaired students for their regular learning
through digital mode. Through laptop the students will be able to connect with Sugamya
Pustakalaya (accessible-library), Audio books, e-content and lessons.
Numbers of Visually Impaired students reading in Govt. & Govt. Aided Secondary & Higher
Secondary Schools in Class IX, X, XI & XII.
SlNo District Class IX-X Class XI-XII Total
1 ANGUL 4 1 5
2 BALASORE 4 2 6
3 BARGARH 4 4
4 BHADRAK 2 2
5 BOLANGIR 2 2 4
6 BOUDH 1 0 1
7 CUTTACK 8 58 66
8 DHENKANAL 5 2 7
9 GAJAPATI 1 1
10 GANJAM 32 29 61
11 JAGATSINGHPUR 2 5 7
12 JAJPUR 7 3 10
13 JHARSUGUDA 6 1 7
14 KALAHANDI 15 5 20
15 KANDHAMAL 3 3 6
16 KENDRAPARA 1 1 2
17 KEONJHAR 3 7 10
18 KHORDHA 6 33 39
19 KORAPUT 5 5
20 MALKANGIRI 3 3
21 MAYURBHANJ 8 3 11
22 NABARANGPUR 4 1 5
23 NAYAGARH 6 1 7
24 NUAPADA 11 4 15
25 PURI 8 8
26 SAMBALPUR 1 6 7
27 SONEPUR 5 9 14
28 SUNDERGARH 9 1 10
Total 163 180 343
Physical Unit cost Period/ Financial (in

Sub Activities unit (in Rs. Frequency lakhs)
lakh)
Provision of laptop for the Visually 343 0.5 One time 171.50
Impaired students of class IX, X,XI
and XII.
5.7 Hackathon
It is an initiative for the students of Higher Secondary level to provide with a platform to solve
some of the pressing problems facing in their daily lives, and thus inculcate a culture of
product innovation and a mindset of problem-solving. Through this platform they will get an
opportunity to be extremely successful in promoting innovation out-of-the-box thinking in
young minds, especially the students from who are preparing themselves to be an
engineering professional.
Basic steps of Hackathon
 Establish a process of creative ideation

 Rapid prototyping
 Jump start product roadmap
 Come up with a future roadmap list
 Promote cross-functional collaboration across engineering and non-engineering
teams
Code of conduct:
Create a pleasant, safe, and non-discriminatory event for a diverse set of participants.
Having a well-defined set of rules helps in case of any issues cropping up during the event.
(i) Modalities of implementation and Justification
Sl.
Month Activities to be undertaken
No.
1 July‟ 2023 Project approved
2 August 2023 Process to be followed for Hub for Hackathon
3 September 2023
Registration of Ideas by the students
4 October 2023
5 November 2022 School/District/State Level Orientation Programme ,
December
Presentation of the Ideas/Prototype projects at District
6 2023February
&State Level.
2024
Justifications:
 Exploring new technologies

 Driving the Business Innovation
 Sourcing incubation programs
 Creating potential startups
 Branding of products or an organization
 Creating solutions for social causes
 Analyzing data to make predictions
 Rewarding innovative thinking
(ii) Expected outcomes
 Incentives for creating environments where ideas can connect to Innovations.
 Through hackathons, the students can harvest ideas and knowledge to take their
technology to the next level.
 With the added advantage of crowd-driven ideation, companies can now move fast,
reduce the time-to-market, and get ahead in the race.
 Responsibility of coming up with innovative products, services, and business models
was assigned only to a handful of people within the organization. Generally, a
dedicated R & D or a specific unit for innovation was assigned to the task.
 Drive innovations in the way the workforce connected today.
 Collaborative and concrete ideas derived from hackathons have helped deliver top-
notch products, better customer experience, and greater revenue.
(iii) Key performance indicators (KPIs)
1. Graduation Rate: This KPI determines the number of students who completed their
schooling or received a particular certificate or degree within the normal time frame.
(You want to ensure you have a policy for tracking transfers in and out of your
grades.)
2. Awards: This metric looks at the number of awards granted to students and/or
faculty and staff during each academic calendar year.
3. Research Grants: This metric examines the percentage of the grants students
and/or faculty received versus those haveapplied for. You may also want to track
total grant dollars.
Financial Implication
Unit
Financia
Name of the Physical cost Period
Sl# Sub activities l (Rs. in
Proposal / Project Unit (Rs. in (Frequency)
Lakhs)
Lakhs)
Hackathon for Sr. Hackathon for Sr.

1 30 10.00 Annual 300.00
Secondary Students Secondary Students
Total 300.00
Implementation (Execution ) Plan
Key
Performa
Name nce
Modalities of
of the Expected Indicator Time of
Sl Level of implementati
Propos outcome s (KPIs) implementa
# implementation on &
al / s linked to tion
justification
Project PGI,
SDG,
NEP
 The  Creatin  Graduat

Hackath Senior Secondary programme g ion
1 will be environ Rate: Yearly
on School
organized ment fo This KPI
by r idea determin
registering as to es the
the ideas Innovati number
developed ons. of
in the young  Ideas & students
minds. knowle who
 Conceptuali dge to complet
zation of the take ed their
ideas with technol schoolin
AI, Logical ogy to g or
& Prototype the next received
Projects level. a
 Advant particula
age of r
crowd- certificat
driven e or
ideation degree
, within
Respon the
sibility normal
of time
coming frame.
up with (You
innovati need to
ve ensure
product you
s,. have a
 Drive policy
innovati for
ons in tracking
the way transfers
the in and
workfor out of
ce. your
 To grades.)
make
 Awards:
Collabo
This
rative
metric
innovati
looks at
on of
the
ideas to
number
deliver
of
top-
awards
notch
granted
product
to
s for
students
custom
and/or
er.
faculty
and staff
during
each
academi
c
calendar
year.
 Researc
h
Grants:
This
metric
examine
s the
percenta
ge of the
grants
students
and/or
faculty
received
versus
those
that
were
applied
for.
5.8 Olympic Value Education Programme
Olympic Value Education Programme is being implemented in selected 90 schools in two

districts (Khordha & Sundargarh) in the state of Odisha since 2022-23. In 2023-24 the programme
will be implemented in selected 250 schools in five districts (Khordha, Sundargarh, Puri, Cuttack &
Ganjam) of the state during 2023-24. The very purpose of the programme is to ensure development
of Olympic core values such as Friendship, Respect & Excellence along with life skills among
students and to make them better citizens of the country in future. An MoU in this regard has been
signed among Abhinav Bindra Foundation Trust, International Olympic Committee & Department of
School and Mass Education, Odisha. Implementation of this Programme shall be facilitated if fund
provision is made by GoI. Hence, this proposal is submitted.
Financial Implication
Name of the
Sl. Period
proposal/pro Physic Unit Cost Remar
N Sub Activities (Frequen Financial
ject (Major al Unit in(Rs.) ks
o. cy)
Activity)
1. OVEP
branding at
the school
point .
2. Training of
PETs/ HMs
at state
level.
3. Provisioning
of
contingency
expenditure
for each
selected
school.
4. Supplying
Jersy / T-
Activities
Shirt with
shall be
OVEP
Olympic complete
printing to Rs.60,00 Rs.1,50,00,00
Value d by Feb,
1 PETs/HMs/ 250 0/- per 0.00
Education 2024
OVEP club school.
Programme against
members(St
the year
udents) of
2023-24.
OVEP
schools.
5. Plantation
activity
under OVEP
programme.
6. OVEP
annual day
celebration
to show
case
learning
under OVEP
including
OVEP
activity
Exhibition.
Implementation (Execution Plan)
Key
Name of Modalities of
Level of Performan Time of
the Implementati Expected Remar
Implementati ce Implementati
Proposal/ on & Outcome ks
on Indicators on
Project Justification
(KPIs)
1. Training Students Students Activities
shall be of exhibit shall be
held at selected OVEP completed
state schools values by Feb, 2024
level. under such as
2. Fund OVEP Friendship,
shall be shall Respect &
provisione develop Excellence
d against OVEP along with
selected values better life
schools such as skills and
towards Friendshi are
contingen p, disciplined
cy Respect citizens.
expenditu & They know
re. Excellenc the value
3. OVEP e along of
branding with life plantation.
Olympic at skill and
Value selected would be
Education SPO/ DPO school discipline
Program point shall d citizens
me be of the
ensured country
4. Supplying in Future.
Jersy / T- They will
Shirt with also
OVEP learn
printing to value of
PETs/HM plantatio
s/ OVEP n.
club
members
(Students
) of OVEP
schools
shall be
ensured.
5. Plantation
of trees in
all OVEP
schools
shall be
ensured..
6. OVEP
annual
day
celebratio
n to show
case
learning
under
OVEP
including
OVEP
activity
Exhibition
shall be
ensured.
Activity wise Break up
( in Rs)
Sl. Name of the Activity Physical Unit Unit Cost Tentative

No. Amount
OVEP branding at the school
1 point. 250 14,000.00 35, 00, 000.00
.
Training of PETs/ HMs at state
2 level. 250 4000.00 10,00,000.00
Provisioning of contingency
3 expenditure for each selected 250 6,000.00 15, 00, 000.00
school.
Supplying Jersy / T-Shirt/shoes as 250 (for 20
required with OVEP printing to students in each
4 PETs/HMs/OVEP club school those who 14,000.00 35, 00, 000.00
members(Students) of OVEP are members of
schools. OVEP club)
Plantation activity under OVEP
5 250 12,000.00 30, 00, 000.00
programme
OVEP annual day celebration to
10,000.00
6 show case learning under OVEP 250 25, 00, 000.00
including OVEP activity Exhibition.
TOTAL 250 1,50,00,000.00
5.9 Special Coaching for entry into Engineering, Medical & Defence courses
Proposal for support to poor and meritorious students of Class-XI & XII of Govt.
Higher Secondary Schools for Special Coaching for admission into Medical , Engineer
& Defense courses :
The Government of Odisha have reserved 15% seats for students reading in State
Government Schools for admission into Medical and Engineering courses.
There are poor and meritorious students studying in Government Schools who are
unable to afford for special coaching required for preparation to face the entrance
examination for admission into Engineering, Medical and Defense courses.
In this regard, it has been proposed to shortlist top 300 students each from Class- 11
and 12 studying in Government Higher Secondary Schools of the State securing 90% and
above marks in Annual High School Certificate Examination and whose parental annual
income does not exceed Rs.8 lakhs per annum.
Initially a two-day orientation workshop will be conducted for those students to study
their area of interest and to give them special tips to motivate and prepare forentry into the
course.
Their progress and performance will be regularly monitored by the mentor teacher
tagged by the Principal and periodically at the State level.
Further, a two day workshop will be conducted in the mid of the course to study their
progress for monitoring.
Those students will be supported with financial assistance @Rs.1 lakh per annum
towards special coaching and study materials to prepare them in the institute of their choice
and convenience.
Sl. Name of the Sub- Physical Unit cost Period Financial (

No. Proposal / Activities unit (in Rs. ( Rs in
Project (Major Lakh) Frequency) Lakh)
Activity)
1 Special Coaching Coaching 500 1 yearly 500.00
for admission into fee, Study (XI & XII)
Medical , materials,
Engineering& etc. 250*2
Defense courses
SL Name of Level of Modalities Expecte Key Time of

. the Implementati for d Performance Implementati
No Proposal on Implementati Outcom Indicators(K on
. / Project on & es PIs) linked to
Justification PGI/SDG/NE
P
School level The poor The poor
Special (EWS) and and
Coaching meritorious meritorio
for entry students will us
into be supported students
Medical, with financial can
Engineeri assistance for excel in
ng & special their
Defence coaching and career
courses. study for
materials to greater
prepare them interest
in the institute of
of their Society.
choice and
convenience
for getting
into Medical,
Engineering
& Defence
courses.
5.10 Recurring cost for Residential Hostel for OOSC children ( continuing)
The infrastructure of Residential Hostels under STARS Scheme have been developed.
3495 nos. of out of school children are identified through validation of House Hold Survey,
2021. The out of school children ( 15-18 yrs ) will take admission after end of the academic
session 2022-23. The Pravesh Utsav (Enrolment Drive) has been conducted every year in
the month of April (beginning of academic session. The Enrolment drive will be conducted
for admission of all children of the age group 6-18 years involving SMC/SMDC, PRI
members, Educationist, Teachers, CRCC,BEOs, DPOs etc. The recurring cost of Rs.862.00
lakh is proposed in the Plan for management of hostel for the year 2023-24.
Financial
Unit
Activity Master Physical (Rs. In
Cost
lakh)
Residential Hostel (50 children)
Maintenance per child Per month

5.31 1000 0.36 360
(fooding)
5.32 Stipend per child per month 1000 0.012 12
Supplementary TLM, Stationery, Text

5.33 1000 0.02 20
Book and other educational material
5.34 1 Warden 20 3 60
5.35 5 Part time teachers 20 4.2 84
5.36 1 Full time Accountant 20 1.44 28.8
2 Support staff - (Accountant/Assistant,

5.37 20 2.88 57.6
Peon, Chowkidar)
5.38 1 Head Cook 20 0.864 17.28
5.39 2 Assistant Cook 20 1.296 25.92
5.40 Specific Skill training 1000 0.01 10
5.41 Electricity / water charges 1000 0.01 10
5.42 Medical care/contingencies 1000 0.02 20
5.43 Maintenance including Uniform 1000 0.02 20
5.44 Miscellaneous 1000 0.01 10
5.45 Preparatory camps 20 0.07 1.4
5.46 P.T.A / school functions 1000 0.003 3
5.47 Capacity Building 20 0.1 2
5.48 Vocational Education 1000 0.1 100
5.49 Examination fee 1000 0.02 20
Sub Total (Recurring) 862.00
Convergence
1. As per all the interventions of stars, current status of convergence with

the line departments going on in the state and UT, such as Panchayati
Raj Department, Department of Health, Rural Development, etc.
S.L No Intervention Department Progress under Outcome

Convergence
1 Civil Panchayat Raj Repair and Maintenance Work

(Infrastructure Department, of all the Govt Primary and
Development) Govt. of Odisha. Upper Primary building is
taken care by PR
2 ST SC New arunima(teacher  The early
ST SC development training)in 10 tribal language grade
Education Department, has been developed and learners of
Govt. of Odisha implemented. Bonda,
Juanga,
Kissan,
Koya,, kui,
Kuvi,
Munda,
Oram,
Saura,
Santali will
be
benefited
through
the New
Arunima
 The
Angawadi
Workers
will be
able to
interact
with the
students
in their
mother
tongue
 The
children
will be
able to
prepare
themselve
s for
primary
education
3 Girls Education Health and A scheme name KHUSI has

Family welfare been launched in order to
Department, support Girls –In which
Govt. of Odisha Sanitary Napkins are being
provided in convergence with
Health and Family welfare
Department at Different block
and Municipal Storage points
in order to reach school
points.
4 Access- Departmen Rescue Operation
Residenti t of WCD & ,Identification/registratio
al Hostel Home, n of inmates in
Govt. of residential Hostel.
Odisha
5 Health and To conduct vision screening School

Inclusive Family camp, spectacle distribution students are
Education welfare and eye surgery of school getting eye
Departmen students under BalJyoti/
screening,
t, Govt. of Sunetra programme, Issue of need based
Odisha Disability certificate, Surgicalspectacles, eye
Correction. Health check-up surgery,
for school students and disability
therapy services for CWSN certificate,
under RBSK programme. therapy
services at
block/district
level.These
facilities help
educational
development of
CWSN as well
as enhances
their learning
process.
6 SSEPD To conduct Medical Assessment
Department Assessment camps for CWSN camps at block
at block level, Distribution of level identify
Banishree Scholarship for CWSN enrolled
CWSN. in regular
schools
requiring aids &
appliances,
equipment,
TLM, surgical
correction etc.
Banishree
scholarship
gives
encouragement
, enhance the
learning
process and
regular school
attendance of
CWSN.
Proposed Budget under STARS, 2023-24, Odisha
( Rs in Lakhs)
Name of the
Period Financ
Proposal/Proj Phys Unit Impleme
/ ial
Sl. No ect Sub Activity ical Cos nting
Frequ implic
(Major unit t Partner
ency ation
Activity)
SIG 1 : Strengthened Early Years of
Education
Development of
Resource
materials on FLN
and ECCE at
DIET 03
Creation of
workshops for
FLN, Balvatika
1.1 finalization of
Laboratory in
materials)
DIETs (30)
Documentation
for the use of the
TE &
resource
30 0.5 1 15.00 SCERT
materials in the
Laboratory in 30
DIETs
Development of
resource
Strengthening
materials in each 314 0.35 2 219.80
FLN model
FLN model school
1.2 schools under
(314)
DIET-CRC
Documentation of
Linkage(314)
each Model 314 0.3 1 94.20
School (314 )
BaLA, Floor desk,
Floor mat, FLN
TE &
Corner, Fixture
FLN compliant 1577 23664. SCERT
1.3 and contingency 1.50 1.00
school 6 00 and
in aspirational
OSEPA
districts and
blocks
24038.
Sub Total SIG-1
00
SIG 2: Improved Learning Assessment
System
Upgradation of
existing
Strengthening 50.0
2.1 infrastructure,upgr 1 1 50.00 BSE
of BSE 0
adation of existing
IT system
Upgradation of
existing
Strengthening
2.2 infrastructure, 1 70.6 1 70.60 CHSE
of CHSE
Renovation of
Library& IT PMU
Development of
an end to end
Digital
Examination
Initiative-
Management
Development of 35.0
2.3 software/ 1 1 35.00 CHSE
an Examination 0
application-
Management
Examination
Software
Management
System
Hiring Senior
Strengthening Consultant -01
TE &
2.4 Assessment (expert in 1 0.60 12 7.20
SCERT
Cell Assessment and
Psychometric)
Observation of
International Girl
316 0.10 1 31.60
Child Day at block
Celebration of level
2.5
Girl Child Day Observation of
National Girl Child
30 0.50 1 15.00 OSEPA
Day at district
level
Orientation of
Strengthening
Children on 1592
2.6 of School 0.01 1 159.25
School Cabinet in 5
Cabinet
UP Schools
SIG 3: Improved Teacher Performance

and Classroom Practice
Revision of
e-content already
developed e-
developed will be
content and
3.1 revised by 3774 0.11 1 398.43 OSEPA
supply to all
agency, Hard
schools having
drive etc.
secondary
classes (Class
- IX & X).
Science
Laboratory
Printing & manual
Distribution of developed &
Science printed and 5000 0.00
3.2 1 25.00 OSEPA
Laboratory distributed to all 0 05
manual for schools having
Class-IX & X secondary
classes for Class-
IX & X.
Induction Induction Training
Training for for Newly
Newly Recruited
3.3 Recruited Teachers, 335 0.02 5 33.50 DHSE
Teachers development of
( Higher module, SRG,
secondary) Training cost etc.
Renovation of
Classroom as
smart classroom
Smart TV/Display
SMART
in the classroom
Classroom for
Audio system in 1200.0
3.4 Higher 100 12 1 DHSE
the classroom 0
Secondary
Internet
schools
connection for the
smart classroom
Furniture for the
Classroom
Strengthening of
Strengthening
infrastructure
Higher 162. 6992.6
3.50 ( Building for 43 43 1 OSEPA
secondary 62 6
New Higher
School
secondary school)
Provision of
Provision of
ACR in 16.9 23332.
3.6 additional space 1379 1 OSEPA
Secondary 2 68
for a better SCR
Schools
Solar Panel for Installation of
3.7 134 7.45 1 998.30 OSEPA
KGBVs Solar Panel
Workshop of
Workshop -06
subject experts
days ( subjects at 1.43
3.8 on revision/ 10 2 28.75 CHSE
a time for two 75
improvement of
days per subject)
higher
secondary
syllabus and
curriculum
3 days training workshop for

of teachers on preparation of
Inclusive training modules
Education @ 1 on IE
teacher per DRG training
2757 0.00
3.9 schools having 1 248.19
7 9
CWSN
(Elementary-
Training
23953 ,
Secondary-
3624
Rainwater
Life in School harvesting in
(An action school, small 5881.8
3.10 9803 0.6 1
towards climate projects, IEC 0
OSEPA
chahnge) materails,
exposure etc.
Development of
audio-video
lesson/contents
for the CWSN
for wide
Development of
circulation
audio-video
3.11 among CWSN 2 10 1 20.00
lesson/contents
through TV,
for the CWSN
Radio, youtube,
mobile app
(recurring exp
for existing
studio)
Sub Total SIG- 39159.
3 31
SIG Component 4 : Strengthen
Service Delivery
Strengthening Construction of
4.1 Residential New Hostel for
Training teacher 1 400 1 400.00
Facilities at participants in
TE &
DIET DIETs (Khurda)
SCERT
Transforming Construction of
DIETs into a multipurpose
4.2 4 150 1 600.00
distinct Auditorium in
Teacher Malkangiri,
Learning Nuapada, Puri &
Centre (DIETs) Kandhamal
Furniture for
DIET
Mobility support to
DIETs for
reviewing and
providing
Academic 16 0.2 12 38.40
Support to CRCs
and Schools (
Mobility
having 10 or less
Support
than 10 Blocks)
4.3 (Vehicle
Mobility support to
Provision) to
DIETs for
DIETs
reviewing and
providing
Academic 14 0.3 12 50.40
Support to CRCs
and Schools(
having more than
10 Blocks)
Vehicle provision
to SCERT for
reviewing the
Mobility
activities of DIETs
4.4 Support to 1 6 12 72.00
/ BRCs / CRCs
SCERT
and providing
Academic
Support
Strengthening
traing facility at 1 100 1 100.00
SCERT
Strengthening 3
Upgradation of cells – FLN,
3 20 1 60.00
SCERT Assessment and
4.5 (Infrastructure / Curriculum
Equipment/ Strengthening
Building Residential
training
1 100 1 100.00
programme by
Upgrading
SCERT Hostel
Strengthening Repair &
4.6 1 50 1 50.00 SILTT
of residential maintenance of
training facility existing building
at SILTT (State
Institute for Refurbishing of
Language & exisitng 1 50 1 50.00
Teacher residential facility
Training) Extension of
exisiting 1 300 1 300.00
residential facilty
Contextualizing of
leadership
modules for
capacity building
of Middle
Training for
Managers
4.7 Educational 490 0.05 2 49.00 OSEPA
3 Days
Administrators
Leadership
Development of
DEO/DPC/DIET
Principals
ADEOs/ BEOs
Recurring cost
implementation of
the activities,
Workshop,
Programme
4.8 exposure visit etc. 31 1.5 12 558 OSEPA
Management
Salary,
Monitoring, Office
Contingency, Dev
of APP,
Hiring Senior
Consultant- 01
(pedagogy expert)
Strengthening
for development
Curriculum Cell 1 0.6 12 7.20
of State
of SCERT
Curriculum
Framework /
Textbooks.
TE &
4.9 Hiring of
SCERT
Academic
Experts-04
Strengthening preferably Retired
Curriculum Cell persons- 4 0.3 12 14.40
of SCERT Professors from
Higher Education
and DIET
Principals
Hiring Graphic
Designer - 01 for
Strengthening
Development of 1 0.4 12 4.80
of SCERT
Resource
Materials
Strengthening Hiring Web Page
2 2.4 1 4.80
of SCERT Designer -02
Strengthening Hiring
Implementation Communication 1 0.5 12 6.00
4.1 of NEP 2020 Specialist -01
VSK( Vidya Recurring cost for
Sameeksha implementation of 1 12.5 12 150.00
4.11 Kendra) the VSK
Incinerator &
Procurement of
Vending 2940.9
Incinerator & 9803 0.3 1
Machine( 0
Vending Machine
4.12 Secondary)
Repair and
Strengthening Maintenance of 1334.2
154 8.66 1
of KGBVs KGBV Buildings 8
4.13 (average cost)
Recurring
Expenditure-
Residential Food,
Hostels for Salary,Suppleme
4.14 1 3.45 12 41.37
Girls (50 ntary reading
seated) (New) materails, TLM,
Maintenance and
Miscellaneous OSEPA
Smartphone/Ta
Procurement of
blet for BRP
4.15 Smartphone/ 632 0.15 1 94.80
for monitoring
Tablet
of IE activities
Exposure Visit
of IEC & BRP Visit of IEC &
4.16 to Other States/ BRP to National 50 0.3 1 15.00
National Institutes
Institutes
Maintenance
expenditure on
Block Resource
Centre for Recurring
0.04
4.17 CWSN expenditure for 316 12 159.26
2
functioning at BRC (CWSN)
block level
including
(internet, DTH,
office
stationary,
sanitary item,
printer cartridge
etc)
Repair &
Repair and
maintenance of
Maintenance of
4.18 Residential 21 5.00 1 105.00
Residential
schools &
Hostels & Schools
Hostels
Sub Total SIG- 7855.6
4 1
Vocational
Education
Financial support
for Vocational
200 0.25 12 600
Teacher/Trainer
(Existing)
Financial support
for Vocational 0.10
100 12 125
Resource 42
Persons (Existing)
Raw material
Grant for new 0.18
100 12 225
school per course 75
(Existing)
Cost of providing
OSEPA
Hands on Skill
5.1 Recurring
Training to 100 0.1 12 120
Support VE-
Students
Existing
(Existing)
Assessment and
Certification Cost
0.00
(In School 8000 1 48
6
Existing) –
students
Assessment and
Certification Cost 0.00
7500 1 45
( Existing) - 6
students
Office
Expense/Conting
100 1 1 100
encies for New
School (Existing)
In Service training
0.02
of VE Teachers (5 100 1 2.5
5
Days)
0.00
Student Handout 1600 1 4.8
3
Teacher Hand 0.00
9 1 0.027
Out 3
Dual Mode of 0.00
Apprenticeship 1600 12 38.4
Vocational 2
5.2
Education in 5 Exposure to
schools Vocational
1000 0.15 1 150
Education(Class
6-8) New
Exposure to
Vocational
1100 0.15 1 165
Education(Class
6-8) Existing
Counselling,
capacity building,
student profiling
Career 10.0
5.3 cost, Councelling 30 1 302.19
Councelling 73
center, Design
and Development
of web portal
Training on
the Professional
development training cost,
of food, lodging,
5.4
entrepreneurs transportation and
hip of 17+ one time travel
children allowance 1.79
(OOSC) 700 5 1 1256.5
3199.6
Sub Total
2
CWSN
workshop for workshop for
preparation of preparation of
training training modules/
modules/ booklet/
booklet/ handbooks/ 15.0
5.5 1 1 15.00
handbooks/ newsletter/IEC 0
newsletter/IEC materials on IE
materials on IE DRG training
including DRG
Training
training
Provision of
Distribution of
LapTop for VI
5.6 LapTop to 343 0.50 1 171.50
Students (
students
Class - IX-XII)
Sub
186.50
Total
Competition at
10.0
5.7 Hackathon School , District & 30 1 300.00 DHSE
0
State level
OVEP branding at
the school point
Training of PETs/
HMs at state
level.
Provisioning of
contingency
Odisha expenditure for
Olympic Value each selected
5.80 250 0.60 1 150.00 OSEPA
Education school
Programme Supplying Jersy /
T-Shirt with OVEP
printing to
PETs/HMs/OVEP
club
members(Student
s) of OVEP
schools.
Special Coaching
Special to 500 students
Coaching for (250 each from
entry into Class-XI & XII)
5.9 Medical, for entry into 500 1.00 1 500.00 DHSE
Engineering Medical,
&Defense Engineering
courses. &Defense
courses.
Recurring cost
for residential Recurring cost for
5.10 Hostel for OOSC Children 20 3.59 12 861.96 OSEPA
OOSC Children residing in hostel
( Continuing)
Sub 1811.9
Total 6
5198.0
Total SIG- 5
8
76619.
Grand Total SIG ( I+II+III+IV+V)
65
Abstract of the Budget under

STARS, 2023-24
( Rs in Lakhs)
SIG
Proposed
Budget
SIG- I 24038.00
SIG- II 368.65
SIG- III 39159.31
SIG- IV 7855.61
SIG- V 5198.08
Total 76619.65

Odisha AWP-3 April 2023

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Odisha AWP-3 April 2023

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ANNUAL WORK PLAN& BUDGET-2023-24

STRENGTHENING TEACHING-LEARNING AND RESULTS FOR STATES

Odisha School Education Programme Authority (OSEPA)

1 Planning process 1-4

2 State and School Education profile 4-22

3 Progress in 2022-23 23-70

4 Activity wise plan 2023-24

AWP&B Annual Work Plan and Budget

1. Planning Process under STARS

Capacity building of district and State functionaries

Process adopted during development AWPB.

Schedule of activities for Integrated AWP & B 2023-24

 Odisha skill development mission – Skilling in school.

Supervision and Monitoring

1. Conduct the survey

1. Conduct the survey

1. Conduct the survey for critical schools (as allocated)

District Officers 3. Ensure timely resolution of issues and manage escalations

2. State and School Education Profile

Comparison of 2001 & 2011 Census.

Description Rural Urban

Highest & Lowest of the state

District Area in sq Largest Mayurbhanj 10418

District Growth Highest Bolangir 23.29

District Literacy Highest Khordha 87.51

District Male Highest Jagatsinghpur 93.2

District Female Highest Khordha 82.06

Population 100% in 70 years 1901-71

1 Bargarh 1478833 748332 730501 976 253 9.84

1 Bargarh 994056 563095 430961 75.2 84.28 65.84

Source: Census 2011

The major objectives of the Scheme are

• Provision of quality education and enhancing learning outcomes of students;

EDUCATION ADMINISTRATION IN ODISHA

Directorate of Elementary Education (DEE) is dealing with mainstream components &

Kastruba Gandhi BalikaVidyalaya (KGBV) is being implemented in 23 districts of Odisha

DIET, SCERT, ELTI & SIEMAT

Administrative Structure -OSEPA

SCHOOLS / SECTION ABSTRACT (2021-22)

64000 Total Schools

6000 1 SCHOOL ALL

GROSS ENROLLMENT RATIO-Ele

NET ENROLMENT RATIO- ELE

NET ENROLMENT RATIO(NER)

Retention Rate -Sec

TRANSITION RATE (P TO UP)

10.00 DROPOUT RATE (ELEMENTARY)

2.00 DROPOUT RATE (ELEMENTARY)

Drop Out at Secondary

Indicator Level 2019-20 2020-21 2021-22

48.27 48.31 48.50

I. Observation of PAB, MOE, GoI & Action Taken

1. Facilitate Learning Recovery through addition expert support to SCERT's: Due

ATR- Hiring of external Consultant in SCERT: SCERT has proposed Senior

6. Teachers Learning Materials along with interventions focusing on Toy

7. States need to include training of Head Teachers and Teacher on Pedagogical

ATR- School readiness package ( VidyaPravesh ) has been developed by SCERT.In

13. It should be assured by the states that there should be no duplication of

ATR-There is no duplication of activities proposed under STARS project with

ATR-Convergence has been brought about with W & CD meeting.

ATR-Guidelines shared and implemented in LPD (Sambalpur, Odisha). Detailed

20. Climate change needs to be incorporated in every aspect of the proposals

II. Expenditure ( Recurring & Non Recurring) SIG wise