1. 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

2. 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

3. 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.

4. 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.

5. 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.

6. 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.

7. 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

8. 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

9. Schools across India

10. Schools across India

11. 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)

12. Whole School Development Plan
Background of WSDP under SSA
Some Statistics

13. Classrooms across India

14. 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

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

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

17. Toilets across India

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

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

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

21. 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 now)

22. 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.

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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.

29. 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

30. 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

31. 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

32. 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)

33. 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

34. 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

35. 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.

36. 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

37. 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

38. 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

39. 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

40. 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?

41. 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

42. 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

43. 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

44. 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.

45. 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

46. Thank you