Kabir Vajpeyi, Advisor Infrastructure, SSA Draft Guidelines for School Management Committee (SMC) under Right to Education (RTE) for developing Whole School Development Plan (WSDP) Presented by Kabir Vajpeyi, Advisor Infrastructure, SSA on behalf of Core Team

Whole School Development Planning Guidelines Today's sharing is about The purpose of the WSDP guidelines Who is it meant for? Vision of a school Definition of Whole School Development Planning Role of different stakeholders Background of WSDP - the context and the data Process of evolution of guidelines Overview of guidelines Sections and chapter outline of guidelines Illustrated examples of school transformations

The purpose of Guidelines What is the need for these guidelines? Under RTE, preparation of School Development Plan by SMC is mandatory for availing any grants from the government. This exercise needs to be taken up holistically, for school to be developed according to a vision and a plan to achieve it. It is important that SMC is aware its role, purpose, responsibilities and methods to prepare a holistic plan of the school that looks at educational requirements and infrastructural provisions to fulfill it.

The purpose of Guidelines Who is it meant for? The guidelines are meant for the SMC. Core team is preparing these guidelines, covering range and diversity of the educational, design, geo-climatic, cultural, vulnerability issues of the country. Each State / UT needs to adapt and develop it, based on the material provided in these guidelines, to address issues of its own different regions. The guidelines build upon the knowledge and wisdom that Community may already have and further elaborates, updates and refines it for SMC to take on the task of WSDP.

Whole School Development Planning Vision of a school School as a ecosystem for learning. The school is envisioned as child development friendly, inclusive and learning resource-rich, sustainable eco-system, safe and secure from hazards, incorporating elements of green architecture, optimum resource-utilization through culturally and environmentally sustainable practices.

Whole School Development Planning Defining WSDP A holistic school development plan is combination of educational plan that guides the infrastructure plan and its effective usage in the learning processes. Whole School Development Plan has to reflect the vision of a school and ways to achieve it. It is a master plan and base document for school’s educational and infrastructure work as well as its development in phases. Its planning is seen as an evolving process rather than one time activity.

Role at different levels for WSDP & Implementation Policy formulation, Resources, Support, Training National TSG Level MHRD Documentation Guidance AWP & B, Appraisal, Supervision Training SSA State Project Office Convergence with other Departments Directives Enabling Policy Environment Training CRC / BRC / DPC Convergence Guidance Data Head Master Teacher School Level Engineer Children SMC WHOLE SCHOOL DEVELOPMENT PLAN Planning at the ground level

Role of TSG and SSA units at States wrt WSDP Monitoring Institutions Stakeholders in WSDP -Children -Teachers / HMs -Community (SMC) -Pedagogues -Education Administrators Vision of our school Appraisal & Supervision Planning Implementation Civil works Planning Provisions Pedagogy Inter-unit linkage Gender Requirements / needs Training / sharing data IE Coordination / base line / construction Community Mobilization Research & Evaluation MIS Media & Docu. Develop Institutional memory TSG / SSA units

Schools across India · · · · · · · · ·

Schools across India · · · · · ·

Whole School Development Plan Background of WSDP under SSA Some Statistics In India, there are About 6,40,000 villages About 13,03,773 Primary + Upper pri.schools About 18.5 crore children study in these schools With RTE, SSA is estimated to build in next few years, across the country about 5.13 Lakh new classrooms about 2,80,000 Lakh toilets (estimated) about 50,000 new schools (estimated)

Whole School Development Plan Background of WSDP under SSA Some Statistics

Classrooms across India · · · · · · · · ·

Whole School Development Plan Background of WSDP under SSA The Average size of school across the country is of about 3.7 classrooms. This is 2.6 in Meghalaya and 16.5 in Chandigarh The Student Classroom Ratio (SCR) is above 35 in about 33% schools The Pupil Teacher ratio (PTR) is above 30 in about 46% schools and above 35 in about 34% schools All data based on DISE 2009-10

Whole School Development Plan Background of WSDP under SSA About 5,13,500 Classrooms required across country for implementing RTE [based on DISE data 2009-10, reconciled upto 1st April 2011]

Whole School Development Plan Background of WSDP under SSA About 5,13,500 Classrooms required across country for implementing RTE [based on DISE data 2009-10, reconciled upto 1st April 2011] Ironically, 3,83,388 Classrooms are already in excess! But they are located elsewhere.

Toilets across India · · · · · · ·

Whole School Development Plan Background of WSDP under SSA % Schools that have girls toilets (2009-10) and those which are functional

Whole School Development Plan Background of WSDP under SSA % Schools that have boys toilets (2009-10) and those which are functional

Whole School Development Plan Background of WSDP under SSA % Schools that have Drinking water and % Schools with Boundary Wall

The WSDP Guidelines Process of evolution 10th and 12th SSA JRMs recommended WSDP National level Inception workshop (August 2010) Conceptualization of Working Groups (Sept 2010) Sharing of process with States and UTs (on going) Formation of Core Team (March 2011) Preparation of Guidelines (April 2011 - now)

The WSDP Guidelines Process of evolution National level Inception workshop (August 2010) Inputs from across the country in August 2010: from SSA field level practitioners – SSA Engineers at block / District level, School Head Masters and Teachers, Specialists from the field of Pedagogy, Child Development, Architecture, School Sanitation and Hygiene Education, Environment, Social work, Engineering, Cost effective construction, Planning, Gender, etc. These were provided with data, norms and also update of specialized areas and formed into groups to look into various aspects of school development and planning. This led to evolution of a very comprehensive conceptual framework of WSDP Outcomes shared in September 2011 with all.

The WSDP Guidelines Process of evolution Eleven working groups identified to work of various aspects of WSDP - some in collaboration with other Central Ministries. These are as follows: WSDP Work Group on Lead Ministry / Agency Green Buildings: Solar Passive Architecture and low energy built environments Ministry of New and Renewable Energy Cost-effective School Building Systems Ministry of Urban Development, HUDCO/ HSMI / BMTPC Hazard Resistant and Safe School Built Environments Ministry of Home affairs / NDMA Group on Effective design and use of SSHE facilities in Schools Ministry of Rural Development / DDWS / UNICEF WES Section

The WSDP Guidelines Process of evolution WSDP Work Group on Lead Ministry / Agency Design of Inclusive Spaces and Learning Environments IED unit TSG Pedagogical use of School Spaces (BaLA) Vinyãs / UNICEF Education Section Furniture for Schools National Institute of Design Incorporating Crafts and traditional wisdom in learning environments Centre for Cultural Resource and Training (CCRT) Using data and norms for Effective Planning and Implementation of WSDP Planning and Civil Works units TSG Empowering Children and Communities in effective Planning and Implementation of WSDP Lead agency to be identified Administrative Systems, Capacity Building and Financial Planning for scaling-up of WSDP MHRD

The WSDP Guidelines Process of evolution Sharing of process with States and UTs (on going) Through civil works review meetings every quarter (May, August, Nov in 2011, Feb. and June 2011) Planning meetings at National level (Dec 2011) Included in revised SSA Framework Conducting workshops at State level based on demand in: Gujarat (Aug 2010), Rajasthan (Dec 2010 and April 2011), West Bengal (March 2011) and Uttrakhand (March 2011) As a result, West Bengal already has brought out a document for comprehensive planning training in collaboration with UNICEF, Rajasthan and Gujarat have already started to develop systems in their respective states

Overview of the Guidelines The WSDP Guidelines Overview of the Guidelines For SMC. It should inspire them and give enough insight to start and take the process forward. (though also needed for different stakeholders at other levels e.g. Cluster/block, district, state) Explains the pedagogy, educational issues of quality and its connection with planning Builds upon the traditional wisdom of the community – the knowledge and wisdom that they may already have and takes it further with new contemporary knowledge to develop better schools Well illustrated with examples, sketches and photographs for clarity Not prescriptive, but gives choice of options to suit diverse situations for planning, drawn from different parts of the country

Overview of the Guidelines The WSDP Guidelines Overview of the Guidelines Provides for different existing scenarios for school planning Simplified, relevant portions of IS codes also given for ready reference. Guiding principle is that the spirit of recommendation and deficiency is addressed even if recommendations are not strictly followed. Illustrates, through examples, how to use data to develop an educational plan followed by infrastructure plan Do’s and Don’t’s with each section, as per need Examples of good practices from States / UTs Ready-reckoner of various schemes of government that can be utilized for convergence

Overview of the Guidelines The WSDP Guidelines Overview of the Guidelines Reference to other relevant documents / data / websites is also given in respective chapters. Base-document for preparing a range of material in different media for training and building capacities of Education administrators, Planners, functional area Coordinators, Engineers at State, District, Block level, as well as for teachers and SMCs. Initially in Hindi and English. States and UTs are expected to adapt and translate this into their own regional context and language for further dissemination. Guiding notes for State offices to take the process forward.

The WSDP Guidelines Seven Sections Section 1 : WSDP and SMC Understanding approach for Whole School Development Planning in Our school Role of School Management Committee in WSDP in Our school Section 2 : Understanding Educational Issues in Planning Learning and Teaching in Our Schools Understanding Inclusion and addressing Children with Special Needs (CWSN) in Our school Section 3 : Understanding School Design and Planning Traditional Wisdom in Planning and Design of Our School Educational activities, Spaces and Learning elements in Our school Section 4 : Ensuring Safety and Reducing Vulnerability Designing and Retrofitting Our School to Reduce Vulnerability from Hazards

The WSDP Guidelines Seven Sections Section 5: SSHE, Conserving Resources and Recycling Waste School Sanitation and Hygiene Education (SSHE) in Our School Conserving resources and recycling waste in Our school Section 6 : Planning with Our Children in Focus Putting it all together for holistic planning: Participation of Children in planning Our school Using the Data, Norms and Schemes to plan Our School List of Schemes for Converging Resources for WSDP of Our school WSDP in Existing Schools in Different Scenarios Section 7 : Planning for Maintaining Our School Daily, Weekly, Fortnightly, Monthly, Seasonal and Yearly Maintenance

Chapter Outline : Section 1 The WSDP Guidelines Chapter Outline : Section 1 1A. Understanding approach for Whole School Development Planning in Our school Vision of schools Intent and purpose of this document Understanding Whole School Development Planning What is meant by Whole School Development Plan (WSDP)? Different scenarios of schools across the country Why is there a need of Whole School Development? Where is the Whole School Development Planning (WSDP) applicable? What are the components of WSDP? Spatial components of a School

Chapter Outline : Section 1 The WSDP Guidelines Chapter Outline : Section 1 1B. Role of School Management Committee in WSDP in Our school Composition of SMC Role of SMC in WSDP Understanding difference between SDP and WSDP Role of other stakeholders for SMC and WSDP (from revised SSA Framework)

Chapter Outline : Section 2 The WSDP Guidelines Chapter Outline : Section 2 2A. Learning and Teaching in Our Schools Purpose of this chapter How children learn? Right’s perspective in context of RTE Chapter of different teaching-learning scenarios Explain the constructivist approach of NCF Elements of knowledge construction Different requirements for classrooms for grades 1 to VIII, Preschool Different requirements for school as a whole Specifications / relevant norms as per RTE Allow subject oriented classrooms rather than grade specific ABL and ALM

Chapter Outline : Section 2 The WSDP Guidelines Chapter Outline : Section 2 2A. Learning and Teaching in Our Schools Curriculum to be region specific Issue of increased diversity within the classrooms Specifications for equitable quality of education in a school and how does one see it in the classroom and school? Select case studies from the scenarios mentioned in chapter 1A Relevance of pedagogical use of spaces Image of a school and a classroom

Chapter Outline : Section 2 The WSDP Guidelines Chapter Outline : Section 2 2B. Understanding Inclusion and addressing Children with Special Needs (CWSN) in Our school Significance of being different What is inclusion? Different scenarios and requirements for different CWSN and their categories What the inclusive classroom may look like ? What the inclusive school may look like? Relevant specifications and norms.

Chapter Outline : Section 3 The WSDP Guidelines Chapter Outline : Section 3 3A. Traditional Wisdom in Planning and Design of Our School Purpose of this chapter Guiding principles of traditional wisdom How traditional buildings were made? Designing with site, material and climate – the matrix to identify what is most appropriate? To think sensibly

Chapter Outline : Section 3 The WSDP Guidelines Chapter Outline : Section 3 3B. Educational activities, Spaces and Learning elements in Our school Purpose of this chapter The science / relevance behind different activities and spaces. Vulnerability, ‘Green aspect’, Child-friendliness, inclusion, cost-effectiveness, safety issues. With each of the following spaces, it will discuss pedagogical use of its settings and built elements – BaLA and how its Use-Efficiency Ratio can be enhanced Overview of Building Structures Climatic comfort Significance of Indoor and outdoor spaces Relationship between these spaces Sharing spaces for ECCE Addressing issues to multi-grade, multilevel learning scenarios Preventing child safety and abuse through physical planning

3B Educational activities, Spaces and Learning elements in Our school School Spaces Classrooms Courtyard HM room Terraces Teacher’s room Garden Stores Plantation and vegetation Library Play space Subject labs Fencing / Boundary and gate Kitchen and MDM space Outdoor play areas Toilets and urinals – universal design Space in between Drinking water point Backyard space Steps, ramps Space in the side Corridors / verandas Parking Staircases

Chapter Outline : Section 4 The WSDP Guidelines Chapter Outline : Section 4 4A. Designing and Retrofitting Our School to Reduce Vulnerability from Hazards Types of natural and human made hazards Traditional wisdom in reducing vulnerability to different Hazards Reducing hazards in approach to school Reducing vulnerability to Natural and human made Hazards Simplified vulnerability assessment by technical personals Detailed vulnerability assessment by technical experts Selection of retrofitting techniques Hands on training engineers and masons Quality of retrofitting Preserving structural drawings for all future construction Addressing non-structural measures to reduce vulnerability Dealing with multi-hazards Training and conducting mock drills

Chapter Outline : Section 5 The WSDP Guidelines Chapter Outline : Section 5 5A. School Sanitation and Hygiene Education in Our School Purpose of the chapter Background Aim of personal hygiene, community hygiene and sanitation in school Guiding principles to be followed Approaches to SSHE (awareness, training and practice, as well as good design, use and maintenance in SSHE) in different contexts How to plan and design SSHE in a school? Steps to be followed in different scenarios. (SSHE UNICEF book to be referred) What are the norms to decide the provisions? How to asses the facilities that are already built (but not usable / functional)? How reuse them / make them functional / recycle the material used in them?

Chapter Outline : Section 5 The WSDP Guidelines Chapter Outline : Section 5 5A. School Sanitation and Hygiene Education in Our School Technology options – also include low water systems like Ecosan / no water systems Site selection – technical reasons + also from perspective of child safety (most incidents of child abuse take place in and around toilets!) Natural light ventilation, orientation, etc. Water and sanitation management Designing to reduce maintenance costs and efforts Designing for Girls and ladies – e.g. provision of incinerator in girls toilets Child friendly CWSN toilets. Dealing with issues of behaviour of children when CWSN use toilets Growing natural soaps – Ritha and Shikakai in school How to address the awareness Strategy how to construct Strategies on how to effectively use the facility

Chapter Outline : Section 5 The WSDP Guidelines Chapter Outline : Section 5 5A. Conserving resources and recycling waste in Our school Purpose of this chapter The guiding principles The wisdom of 5-R (Refuse, Reduce, Reuse, Recycle, Reinvent), conserving resources and Zero Garbage What is a resource? What is a waste? Air, Water, Land, Energy, Waste Ways to 5-R – in different scenarios (conserving and harvesting water, garbage, electricity, fuel, land, etc.) Steps to plan Activities to conduct in school Safety and hygiene in handling resources and waste

Chapter Outline : Section 6 The WSDP Guidelines Chapter Outline : Section 6 6A. Putting it all together for holistic Planning: Participation of Children in planning Our school Why some children don’t come to school ? How children can help in planning the school? Planning school activities giving importance to ideas of children. Understand what children think, their thoughts, their aspirations. Discussing with children: development of plan giving importance to their ideas Children as the ambassadors of ideas to the society Giving responsibilities to children

Chapter Outline : Section 6 The WSDP Guidelines Chapter Outline : Section 6 6B. Using the Data, Norms and Schemes to plan Our School Norms for planning Using data to make educational plan of school Educational plan may contain: Plan to get Out of School all Children including CWSN, fulfill teacher requirements, appointing resource teacher, addressing inclusiveness, TLMs, need of teacher’s training, plans and schemes for various activities – eco club, Baal mela, etc. Using data to make infrastructure plan from educational plan, with norms Illustrated examples of scenarios in the above to ‘put it all together’. These scenarios could the same as described in chapter 1A. Measured campus plan of school Prioritizing the work Examples of which govt schemes could be utilized Illustrations to show these scenarios from actual use of data format like VER 1,2, etc. to graphic visuals.

Chapter Outline : Section 6 The WSDP Guidelines Chapter Outline : Section 6 6C. List of Schemes for Converging Resources for WSDP of Our school Understanding convergence Simplified tables - At village level / ward level, block level and whom to approach for which scheme? 6D WSDP in Existing Schools in Different Scenarios Existing Scenarios and Suggested planning for Whole campus Classroom spaces Other Amenities and spaces

Thank you