National Consultation On

Kasturba Gandhi Balika Vidyalaya

A Visionary Initiative

August 11- 12, 2008

Report

PROCEEDINGS

Proceedings of the National Consultation on Kasturba Gandhi Balika Vidyalaya

Scheme (KGBV)

The National Consultation on Kasturba Gandhi Balika Vidyalaya (KGBV)

Scheme was held on August 11-12, 2008 at NIE, NCERT, New Delhi. The Consultation

was attended by officials from Ministry of Human Resource Development, New Delhi,

State Project Directors of different states, eminent academicians from Universities,

Centres of Higher Education, NCERT’s own experts, representatives of Non-

Governmental Organizations and various stakeholders of the scheme such as students,

teachers and warden of KGBV.

The objectives of the Consultation were to :

• Identify issues pertaining to the effective implementation of KGBV scheme

• Evolve suitable solutions for strengthening the scheme

• Suggest recommendations for future direction

The two day deliberations initiated in-depth discussions on different thematic

areas such as – KGBV : An Initiative of SSA for Girls Education; Exclusion, Inclusion

and Equity : Problems and Solutions; Text, Context and Quality : Integrating Gender

Sensitivity; Recruitment, Posting and Capacity Building of Teachers : From a Gender

Lens; Building Awareness of Health Nutrition and Hygiene; Financial Management :

Strategies for Partnership among Government, and Civil Society and Envisioning KGBV:

Future Prospects.

The session wise description of the Consultation is as follows :

Inaugural Session

Professor K K Vashishtha Welcome Note Professor Krishna Kumar

Opening Remarks Professor Roop Rekha Verma Keynote Address Shri A K Rath, Secretary Presidential Address Professor Neerja Shukla Vote of Thanks

Rapporteurs Dr. Sandhya Sangai, DEE Dr. Sushma Jaireth, DWS

The inaugural session began with a welcome note by Professor K.K.

Vashishtha. He welcomed the members and mentioned that the KGBV scheme was an

important initiative targeting girls who have dropped out and those who were unable to

continue their education, due to several socio-economic reasons. As the scheme is already

in operation, it is an opportune time to organize a National Consultation, that would

deliberate on teething problems faced by the scheme. Some of them relate to recruitment

and posting of teachers, teachers’ salary and provision of infrastructure facilities. He

stated that the scheme was widely accepted by the community and has got positive

responses from all the quarters and in blocks where it has been implemented.

Professor Krishna Kumar, Director, NCERT, in his opening remarks mentioned

that Sarva Shiksha Abhiyan (SSA) is currently the most important initiative in the context

of school education, where deepest churning is taking place. SSA activities are reaching

those pockets of the country which are most difficult and hard to reach. He reflected upon

the contributions and involvement of different Department’s of NCERT in furthering the

objectives of SSA. The Department of Women’s Studies (DWS) has also joined in

promoting the cause of girls education, which is an integral part of SSA. The organization

of the National Consultation on Kasturba Gandhi Balika Vidyalaya (KGBV) scheme an

important flagship programme for girls under SSA and the present Consultation is a step

in this direction. The theme of the Consultation is very original and is meant for uplifting

the girls belonging to rural and marginalized groups of the society. He shared some of

his experiences about his visits to KGBV’s at Saharanpur in Uttar Pradesh and one

KGBV located near Chennai. These experiences strengthened his belief about the

immense potential of the scheme and also in helping recover the losses that girls faced in

being pushed out of formal schools due to multiple reasons.

This Consultation would look into the possible policy implications this scheme

would have in giving a second chance to those girls who have dropped out. It would also

explore possibilities of changes or modifications required for making the scheme truly

responsive to the educational needs of girls belonging to SC, ST, OBC, Minority and

those from BPL backgrounds. In this connection he also mentioned that it is important to

know what are the minute details of the scheme, what factors help in its positive

implementation and some of the major hurdles faced such as recruitment and transfer of

teachers and the environment at KGBV.

In context of the scheme he stressed upon the role of teachers. He stated that

teachers of KGBV should be radical and revolutionary in their outlook and should be

much above the prevailing stereotypes in the society. Another issue that needs urgent

attention was the use of teaching and learning materials in KGBVs. He suggested that the

new textbooks prepared by NCERT in the light of NCF, 2005 and the position paper on

‘Gender Issues in Education’ may be referred for developing materials for KGBV

students. He mentioned that the major issue in KGBV is not related to enrolment and

retention but how knowledge is constructed and whether this knowledge links girls with

their lived reality.

Professor Roop Rekha Verma, eminent scholar and former Vice Chancellor of

Lucknow University gave the Keynote address. She stated that KGBV was the first

politically correct step in the field of girls’ education as it focuses on the most

marginalized and deprived sections of the society. She added that while the scheme

appears to be laudable in its conception, great care should be taken in its implementation.

She was particularly concerned about the transmission of stereotypes, that is often

visible in schemes designed for promoting girls’ education. She urged the august

gathering to think of radical steps that could be introduced in KGBV so that education

provided through this scheme is a powerful tool for empowering girls and also becomes

an instrument for social change.

She added that the major challenge that KGBV needs to address is not merely

regarding curriculum and textual materials but also the pedagogy and environment of

KGBV. She suggested that the teacher in KGBV should encourage students to question

and foster in them the quest for seeking knowledge. In other words the teachers must

infuse in children the skills of critical thinking so that they constantly ask questions and

search for an answer.

Ms. Vrinda Sarup thanked NCERT for organizing the consultation. She stated

that the two days deliberations would help in identifying key interventions for

strengthening the scheme. She said KGBV was a revolutionary initiative and was

designed with a specific objective of bringing back to the folds of education the dropout

and never enrolled girls. Since KGBV is a residential school and the teacher and the

taught stay in each others company for twenty four hours, it is important to think

differently for development of these girls. In this regard Ms. Sarup mentioned the Report

prepared by the Core Team set up in 2007 for evaluating KGBVs. She said that the

enrolled girls in KGBV had immense potential and these girls would act as catalysts and

change agents once they go back to the society.

She added a positive note by stating that all provisions of SSA are available to

KGBVs. States need to strengthen the scheme by adopting policy of convergence with

other schemes in operation and also evolve suitable strategies for mobilizing funds for

sustenance of the scheme. In this regard she mentioned few states have already taken

steps for providing additional funds from their reserve to KGBVs.

She appreciated Professor Verma’s suggestion of how KGBVs should try and

attempt to break stereotypes and prevailing gender biases in the society. She added that

members of the National Consultation should contribute in generating rich body of ideas

and workable strategies based on their own experiences to empower girls. A positive

aspect of the scheme is its social acceptability and ownership among all stakeholders. She

hoped that in due course of time KGBV would emerge as institutions of excellence. She

informed the house that the there is a proposal for up-gradating KGBV upto the

secondary level. Some states like A.P. and Uttarakhand have already increased the

educational level upto the secondary stage at their own initiative and borne the financial

expenditures required for it.

Shree A.K. Rath, Secretary, MHRD complimented NCERT and its constituent

Unit Department of Elementary Education and Department of Women’s Studies for

organizing the present consultation. He stated that this scheme drew its inspiration from

Kasturba, who contributed in promoting education among the people of Champaran,

especially when Mahatma Gandhi was busy in addressing the causes of the indigo

farmers of West Champaran. She took the initiative of running the ashram, hospital and

school for the children. She specially made efforts to educate girls. He shared his

experiences gained through his visits to many KGBVs and stated that this scheme was the

heart and soul of girls education and of SSA as well. He shared some of his concerns

about the scheme that relate to the following:

• Lower participation of Muslim girls

• Making all KGBVs in states fully operational

• Training of teachers and staff of KGBVs

• Undertaking studies to identify causes of dropout of girls from KGBV

Some of the recent steps taken by Government of India for strengthening the KGBVs

was also stated by him. They relate to the provision of boundary walls in all KGBVs for

ensuring the safety and security of girls. He also mentioned that the department is trying

to upgrade all KGBVs upto secondary level and he hoped that in future all the blocks

would have a KGBV. There are presently 6000 blocks in the country and about 2,500

KGBVs have been opened. This means an addition of 3,500 KGBVs are needed in

covering the remaining blocks. He added that there is a need to have one model

secondary school for girls in every block for which necessary process has been initiated.

He hoped that the two day Consultation would discuss issues related to KGBVs

such as women teachers, provision of toilet for girls and gender sensitive training of

teachers and staff of KGBVs.

Professor Neerja Shukla, Head, DWS thanked the experts, of the National

Consultation. She stated that the consultation would look into broader issues related to

the scheme that require specific policy input. Also, concerns relating to the organizational

aspect, including problems related to teacher recruitment and posting, teacher sensitivity

towards the socio-psycho issues concerning girls would be discussed and deliberated in

the Consultation.

Session I

Theme : KGBV : An Initiative of SSA for Girls’ Education

Chairperson : Ms. Vrinda Sarup

Initial Remarks: Dr. Rashmi Sinha

Discussant : Dr. Rajesh Bhushan

Rapporteurs: Dr. Neeraja Rashmi, DWS

Ms. Mily Roy Anand, DESSH

The session was chaired by Ms. Vrinda Sarup. Ms. Sarup gave a brief overview

of the functioning of the KGBV scheme in Bihar and Uttar Pradesh and hoped that the

consultation would raise important issues such as recruitment and quality of teachers,

strengthening of the curriculum, capacity building of teachers, etc.

Dr. Rashmi Sinha appraised the participants about the functioning of KGBV

schools in Uttar Pradesh. She stated that KGBV being a flexible scheme provided space

for innovation to the teachers regarding curriculum planning and its transaction. While

commenting on the process of teacher recruitment and their capacity building she

expressed her concern regarding their non-availability due to remoteness, lack of family

accommodation facilities and proper working conditions. She pointed out that health

issues of girls is a major concern which requires provision of adequate funds. As regards

evaluation, she stated that flexibility in terms of duration of examination needs to be

considered.

Dr. Rajesh Bhushan presented an overview of the KGBV scheme in Bihar which

adopts model III. He focused on three important issues i.e., Identification and Enrolment,

Management and Future Directions. Regarding identification, he was of the view that the

participation of NGOs can play an effective role in terms of increasing enrolment and

retention of girls and identifying teachers. As regards Management, he stated that there

needs to be a convergence of various schemes so that budgetary constraints may be

resolved. Regarding the Future Direction, he suggested that the scheme should be

upgraded upto secondary level and that one KGBV in each district may be converted into

a resource centre so that it could act as a role model for other KGBVs. The Issues that

were flagged by both the presenters are stated below :

• Need for a mechanism for the redressal of abuse faced by girls

• Existing physical facilities in KGBV are moderate such as availability of one

toilet for 100 girls

• Availability and retention of teachers in KGBV is a major challenge of the

scheme. Many teachers trained by Mahila Samakhya joined formal Government

Schools and this created a serious problem in teaching and learning process

• Health of girls in KGBV is an important area of concern and budgetary provisions

are inadequate in this regard

• Future of KGBV girls continue to remain an issue of uncertainty

• Lesser Enrolment of Muslim girls in KGBV

• Content knowledge of teachers are not up to the mark

• Exploring the possibility of convergence of funds in states

Session II

Theme : Exclusion, Inclusion and Equity

Chairperson : Dr. Padma Velaskar

Initial Remarks: Dr. Nandini Manjrekar

Discussants : Ms. Latika Gupta

Repporteurs : Dr. Kanan Sadhu, DEGSN

Dr. Padma Velaskar mentioned that girls education was critical and one should

be clear about its purpose. In the present context it was important to examine how the

intersection of gender, class and caste go along with the well conceived idea of common

school system. She raised a pertinent question about how can education and scheme like

the KGBV compensate for the existing social inequalities existing in the society.

Dr. Nandini Manjrekar stated that literature available on KGBV did not

mention the socio-economic background of girls enrolled in KGBVs. She expressed her

concern about the safety and security of girls staying in residential schools. She was

concerned whether KGBVs had mechanism for redressal of grievances. She added that

the agenda of KGBV should not be minimalist in nature. She expressed her concerns of

what relocation of girls from their families to a new social milieu provided by KGBV

would mean to them and their families. What were the existing strategies for including

girls from diverse socio-economic background. According to her an innovative scheme

like KGBV should not limit itself to mopping girls from marginalized group and address

only issues of survival and access but it should go beyond it.

Ms. Latika Gupta was appreciative of the scheme but she felt that the scheme

needs to be looked at critically. Based on her visits to some KGBV’s of Uttar Pradesh,

Karnataka and in Tamil Nadu, she felt that the academic rigour in the scheme was

missing. Girls enrolled in KGBV were not able to acquire competencies for passing

classes 8 and 10 examinations. She also stated that teachers of KGBV need special

orientation and gender sensitivity for handling girls from diverse socio- economic

background. Courses offered in KGBVs should dismantle stereotype and help girls

envision different role other than being “good mothers and wives”.

Issues flagged in the session :

• Mechanism for redressal of grievances of girls and parents.

• Absence of an exhaustive database on enrolled KGBV girls.

• Agenda should not be minimalist

• Lack of academic competencies in different disciplines

• Academic and vocational courses in KGBV should not have elements of biases

and stereotypes

• Absence of linkages of courses in KGBV to institutes of higher and vocational

education.

• Lack of facilities such as playground, science labs and library facilities

Session III

Theme : Text, Context and Quality

Chairperson : Dr. Purva Bhardwaj

Initial Remarks: Dr. Sharada Balagopalan

Discussants : Dr. Gouri Srivastava

Dr. Mona Yadav

Repporteurs : Dr. Ranjana Arora, CG

Dr. Kirti Kapoor, DOL

The session was chaired by Dr. Purva Bhardwaj who stated that the scheme was

a timely intervention as it gave second chance to girls who have dropped out from formal

schools. She stated that KGBV scheme had much diversity in text and in the teaching-

learning processes.

Dr. Sharada Balgopalan mentioned that KGBVs use the same textbooks which

states prepare for the government schools. Girls in KGBVs are those who have earlier

dropped out from the formal schooling system using these books. After a long gap they

have again joined the system and use the same textbooks. This is a critical issue, which

needs careful thinking. The other issue is teaching learning process in the KGBVs.

Teaching is challenging in these schools. Teachers in this system have to share greater

responsibility than the other systems. They have to negotiate with the curriculum

alongwith providing life skill training and integrating gender perspectives across different

areas. Teachers have also to critique the textbooks, which often project an urban, male,

middle-class, bias. Different textbooks and study materials need to be prepared for these

girls in which enough spaces must be given to their local environment, their problems,

their interest and also their life experiences.

Dr. Gouri Srivastava mentioned that for ensuring equity and quality education in

KGBV there is a need to provide additional materials that infuse gender sensitivity and

link children with life outside school. In this context she mentioned textbooks prepared

by NCERT based on NCF-2005, should be adopted, adapted and referred by KGBV

schools. The pedagogical processes should also include element of gender sensitivity in

trying to build confidence, self-esteem among girls so that they are able to face

challenges in life.

Dr. Mona Yadav emphasized upon the need for teachers to take into

consideration the diverse socio-economic background of the girls in KGBV. In the

context of textual materials she stated that textbooks used in KGBV rarely represent

diversities of different communities. The girls who enter KGBVs have different academic

standards hence the bridge courses offered to these girls should be according to their

educational requirements. There is absence of reference of women’s lives in various state

textbooks used by the girls. The teaching learning materials should be more enriching.

The major issues highlighted in the session was :

• Textual materials used in KGBV do not help in concept clarification of girls.

• Lack of additional teaching learning material for addressing contextualization,

plurality and diversities of girls in KGBV.

• Low priority is given to life skills and vocational skills in KGBV.

• Dismantling of male middle class representation in textbooks.

• Inadequate habits among KGBV girls.

Session IV

Theme : Recruitment, Posting and Capacity Building of Teachers

Chairperson : Professor Shantha Sinha

Initial Remarks: Professor Krishna Kumar

Discussants : Prof. Sharada Jain

Dr. H.K. Dewan

Dr. C.G. Venkatesha Murthy

Repporteurs : Dr. Raj Rani, DTEE

Dr. Saroj Pandey, DTEE

The session was chaired by Prof. Shantha Sinha. She stated that the role of

teacher is critical to bring out the best in children and tapping their resources is essential

for their overall personality development. Teacher orientation programmes should focus

on making teaching sensitive to handling girls from rural and marginalized groups who

have struggled to come to the portals of education. This struggle should be appreciated by

the teachers.

Prof. Sharada Jain mentioned that girls’ education is crucial for their overall

development. Girls enrolled in KGBV are from the most marginalized sections and their

inner potential needs to be nurtured by the teachers. In the context of teacher orientations

programmes she mentioned that teachers should be trained in such a manner that they

should attempt to bring out the hidden talents in the girls. In this regard she stated that

teachers’ motivation is essential because that is the kernel for strengthening “teaching

with joy and joy in learning”. Teacher should attempt to encourage habit of questioning

among children. The journey of knowledge should be based on a constant dialogue

between the teacher and the taught. She added that teacher and student should seek

knowledge as companions. The approach adopted by teachers should be to unravel

answers of questions asked by students. She drew attention of the house on important and

pressing problems faced by the teachers which relate to the salary structure, working

conditions, security facilities and their overall dignity.

She added that KGBV is a formal school and consists of teachers some of whom

are permanent and others are additional teachers, few are also temporary. Based on her

experience she mentioned that some of the teachers of KGBV do not have academic

rigour. The teacher is expected to constantly update content knowledge and relate theory

with practice. Education provided to KGBV girls should be able to respond to their

contextual situations. In connection with recruitment of teachers certain criteria needs to

be focused upon. They are - teachers should be excited about his/her job, want to face

new challenge and have a desire to innovate new approach to teaching.

Dr. Hridya Kant Dewan stated that the role of teacher educators in training

teachers are important. The teacher educators should be specialists in content areas and

accordingly the pedagogic process should be designed for training KGBV teachers.

While training the teachers certain core areas should be kept in mind. They are concerns

related to equity and social sensitivity. The teacher should not undermine the hidden

talent of rural girls and their attitudes towards them should be empathetic. He further

added that there is a need to look into the entire education system and improve its quality

so that parallel structures of formal education are not replicated.

Dr. C.G. Venkatesha Murthy mentioned his experiences of KGBV in

Karnataka. He stated that the girls of KGBV should not be undermined on any account.

They are much above in their competency level. The role of the teachers in KGBV was a

challenge and their effort should be to focus on their overall personality development

with component of life skills. The pedagogic process that needs to be adopted in KGBV

is to constantly uncover and discover syllabus. He added that the current in-service and

pre-service training programmes for teachers do not provide spaces for teacher to reflect.

He appreciated Mahila Samakhya experience in training teachers and their effort in

creating a rich library for children. Regular and temporary teachers of KGBV should not

take up their teaching assignments as a burden or punishment. The issues that emerged

in this session are stated below :

• Capacity building of teachers

• Service conditions of teachers

• Pre-service and in-service teachers training programmes lack sensitivity to the

socio cultural and educational backgrounds of KGBV girls

• Special incentives for teacher motivation is missing

Session V (a)

Theme : Building Awareness of Health, Nutrition and Hygiene

Chairperson : Dr. Sharada Jain

Initial Remarks: Professor Ashish Bose

Discussants : Dr. Smriti Singh

Repporteurs : Dr. Sushma Jaireth, DWS

Dr. Anjani Koul, DESM

The session was chaired by Dr. Sharada Jain, eminent gynaecologist and social

activist. She stated that the health situation of children particularly girls is a matter of

concern. She cited anemia as a major health issue affecting girls as every nine out of ten

adolescent girls in the country are suffering from this menace. She further mentioned that

anemia and malnutrition are the two sides of the same coin. Anemia is very much curable

and can be addressed by dietary supplements and balanced diet She stressed on the

teaching of reproductive health among the school girls and teachers. It is important to

educate girls regarding their own health related issues to enable them to make informed

choices.

Prof. Ashish Bose a well known demographer was very critical as regards the

health issues pertaining to the girls. He focused on the problems of female foeticide,

which according to him represents a civilizational collapse. He warned about the poor sex

ratio and increasing trend in female foeticide in some of the affluent states of India

namely Punjab, Haryana, Himachal Pradesh, Tamil Nadu and Gujarat. The phenomena of

female foeticide is prevalent in states that are economically prosperous and also have

better educational indicators. This reflects that the status of women is not linear in terms

of economic development and education. He further discussed about the National Rural

Health Mission (NRHM), which is a very planned project focusing on improving the

health status of rural girls. He also emphasized the need of yoga for KGBV girls.

Dr. Smriti Singh, presented the health scenario of KGBV Girls in Uttar Pradesh.

She focused on the status of anemia, menstrual problems, adolescent changes, food and

nutrition and hygiene for KGBV girls. She expressed her concern about the low budget

allocation for health and nutrition of the girls. The per capita grant for daily maintenance

of KGBV girls is Rs.25 per head which is very low. Issues that were flagged during

the session :

• Empowering KGBV girls in making informed choices for health.

• Exploring possibilities of introducing yoga in KGBV schools.

• Allocation of increased budget for meeting health related expenses.

• The accountability of State Health Department and other agencies involved in it

should be monitored.

Session V (b) (Parallel Session)

Theme : Financial Management : Strategies of Partnership among

Government Civil Society and Corporate World

Chairperson : Shri M.P. Vijay Kumar

Initial Remarks: Professor K.K. Vashishtha

Discussants : Ms. Shubhra Singh

Repporteurs : Dr. Mona Yadav, DWS

Dr. Y. Srikanth, DEME

The session was chaired by Shri M.P. Vijay Kumar. He stated that the funds for

running KGBV was sufficient for meeting the recurring and non-recurring expenditures.

However, due to the absence of proper guidelines for utilization of budget under different

heads, it is left to the imagination and discretion of concerned officers for its utilization.

With regards the public-private-partnership he mentioned that the States can look for

partners at local level like non-government organizations and the corporate sectors for

improving the facilities in KGBV. However, any kind of partnership entered into should

not compromise on the quality dimension of the KGBVs.

Professor K.K. Vashishtha emphasized on the importance of a manual giving

guidelines for utilization of budgets of KGBV. He added that there is no clarity about

utilization of funds and therefore a lot of unspent balance is reported in most of the

KGBVs. Quality in any organization requires four basic inputs namely-human power

resources, time, management of resources and financial resource. For financial resource

the regular fund flow from the centres to states and from states to KGBV would help in

improving the quality of the scheme. In developing partnerships the personal and hidden

motive of the partner should be explored before entering into such partnerships. He

emphasized on strengthening life skill and vocational skills in KGBV.

Ms. Shubhra Singh gave an in-depth presentation on the pubic private

partnership operating in Rajasthan. She suggested that the partners involved in the

partnerships should comprehend KGBV in a holistic manner and the interest of KGBV

should be kept in mind. While entering into such partnerships the goals of the scheme

should not be negotiable. She presented three models of public private partnership in

Rajasthan and processes involved in forming such partnerships. The major issues that

emerged in this session relate to the following :

• There is no manual indicating the guidelines for utilization of finances and there is no flexibility given to KGBV managements for utilization of funds.

• Most of the KGBV face problems of land acquisition for construction of hostels. • Financial allocations do not take into account the current cost index. • Public-Private-Partnership need to be strengthened but such partnerships should

not compromise on the quality and objectives of KGBV. • The issues of sustainability after the dissolution of partnerships is a key area of

concerns. • There is a need to make initiatives and innovations in KGBV which are local

level. • In built monitoring and regulatory mechanism for looking into the functioning of

partnerships.

Theme : Deliberations and Recommendations

Chairperson : Professor Neerja Shukla

Initial Remarks: Professor Sharada Jain

Presentation by Repporteurs: Ms. Mily Roy, Dr. Kanan Sadhu, Dr. Ranjana

Arora, Dr. Raj Rani, Dr. Sushma Jaireth,

Dr. Y. Srikanth,

Observations : Ms. Vrinda Sarup

Concluding Remarks: Professr Krishna Kumar

Vote of thanks: Dr. Gouri Srivastava

Professor Neerja Shukla chaired the session and Professor Sharada Jain gave

her initial remarks. Professor Jain stated that the scheme was unique and holistic in

nature and it is a first attempt of non-formalization of formal education system. In

connection with orientation of teachers of KGBV, she said that their training has to be

different as they address a very diverse group of children belonging to SC, ST, OBC,

Minority and BPL backgrounds. She talked about partnership in KGBV’s and mentioned

that partnership should help in promoting equality among different managing partners.

She agreed that the issue of teachers was complex because teacher recruitment in KGBVs

varied from state to state and there was no proper policy guidelines in this regard. In

some KGBVs teachers are appointed on a permanent basis where as in few they are

temporary and in others they are contractual. Despite, variations in staffing patterns there

is a need to promote a sense of ownership of KGBV among teachers

Ms. Vrinda Sarup thanked the team of NCERT and participants who participated

in the deliberations of the Consultation. She agreed that the cost of food items has

increased due to inflation and the executive committee of SSA has agreed to revise it. In

the context of infra-structure she stated that most of the problems related to it would be

taken care of once KGBVs have their own buildings. For addressing the training needs of

the teachers she mentioned that NCERT could take a lead in this direction by developing

special training modules for teachers of KGBV which could be adopted, adapted and

contextualized based on the needs of the state. With regard to TLM a package could be

developed to deal with children having different learning levels. NCERT could also help

in preparing such packages. She agreed that Science and Math laboratory and libraries

were very much needed in all KGBVs. She informed that recently 2% untied funds were

given to each district for improving quality in education and she suggested that this fund

could be utilized for meeting the requirement of the above mentioned facilities. A lot of

activities in KGBV could be handled through convergence with various departments such

as health department of the states. In some KGBVs the public private partnership was

working well, whereas in others it was not functioning properly. As a result a very

serious issue that needs to be looked into is the commitment of the partners and

sustainability of such partnerships.

Professor Krishna Kumar emphasized on the inter linkages between the

institutions of higher learning and KGBVs. He was of the view that educational reforms

begin at the margins and gradually become part of the mainstream. The KGBV scheme

could also attempt to initiate reforms that would enable girls to get mainstreamed in

education. While appreciating the scheme he expressed that it took a long time to

conceptualize such a scheme which could work effectively with right kind of

management, right synergy taking place, leaving enough space for critiquing prevalent

practices and sharing of anxieties. Since girls in these formal schools are available for

twenty four hours there is enough potential for introducing Art and Aesthetic Education

to these girls. In this context NCERT could contribute in providing expertise in the area

of Art Education. Regarding Teaching Learning Materials he said that NCERT has

developed science and maths kits and a mobile chemistry lab which could be utilized by

KGBV girls for concept clarification in these subjects. He said that KGBV scheme was a

fire fighting response to a systemic crises in our educational system.

For re-envisioning the future of the scheme there is a need to constitute a small

committee which can work towards reconceptializing it with a future vision and also

updating it. He said that this Consultation was a modest attempt which would further

trigger more serious attempts for making the scheme more responsive and effective to the

educational needs of girls from marginalized sections of the society.

OVERALL RECOMMENDATIONS

Overall Recommendations of the National Consultation The recommendations arising from different sessions have been categorized as short term

and long term and are presented below:

Exclusion, Inclusion and Equity : Problems and Solutions

Short Term

• There is a need to adopt the gender sensitive approach of Mahila Samakhya to the

KGBV schools. In this context NGO’s entrusted with the responsibility of running

the scheme need to be carefully selected. Procedure of selection should be

rigorous and transparent.

• The involvement of NGO’s of different socio-religious backgrounds can be used

in encouraging enrolments of girls from minority communities as they have social

acceptance in the community. Further, their help can be elicited in imparting

vocational skills, tackling problems related to health and nutrition. However, care

should be taken to see that the religious affiliations of these organizations do not

get reflected in the KGBV schools, which are expected to act as a ‘Correctional

Agencies’.

• Scheme should have inbuilt provisions for girls with disability.

• Organization of regular community mobilization programmes for promoting

enrolment and retention of girls in KGBVs.

• Preparation of socio-economic profile of KGBV girls.

• Organization of training programmes for functionaries of KGBV e.g. warden’s for

strengthening inclusion and quality issues in KGBV’s.

• Development of a mechanism for tracking students who have passed out from

KGBV and its documentation.

Long Term

• Strategies of inclusion of girls from different socio-economic background needs

to be sensitively planned for prevention of further exclusion

• KGBV should be up-scaled to secondary school.

• There is a need to have an institutionalized mechanism to keep in touch with

parents of KGBV girls for ownership of the scheme by them.

Text, Context and Quality : Integrating Gender Sensitivity

Short Term

• State textbooks being used in the KGBV’s in many places do not provide an

understanding of necessary concepts as the context of these girls are often missing

in these books. Further, textbooks do not project gender concerns and many others

related to equity and social justice in appropriate manner. In this regard NCERT

textbooks based on NCF-2005 should be used as they weave issues of gender and

marginalized groups in textual materials. They also attempt to connect children

with their lived realities.

• Science and Math kits developed by NCERT should be used in KGBVs for better

understanding of these subjects.

• Reservation of at least ten seats for KGBV girls in Navodaya Vidyalayas, thereby

giving the KGBV girls a second entry point after class VIII.

• 15% of National Talent Scholarship (NTS) to be reserved for KGBV girls for

their transition to secondary and senior secondary stages of education.

• Need to work out strategies which can link schools to ITIs, Polytechnics and other

Vocational Institutes. In this regard NIOs run courses on Rural Health and Rural –

Engineering and schemes such as ‘Aasha’ and ‘Hunar’ can be used in KGBVs to

enable students to link education with the world of work. An integrated approach

to work and education as a pedagogy needs to be adopted.

• Funds to be provided to expose girls to the outside world in terms of educational

tours and excursions. In some KGBVs assistance is provided by the state but in

those where there are no provisions for such visits this component needs to be

added.

• Provision of physical facilities needs to be provided such as science, maths and

language laboratory, computer labs, functional library and facilities for

organization of Sports and Yoga.

• Provision of sports and vocational teachers in KGBVs should be provided for

overall development of girls. Appointment of Urdu teachers should be especially

made in blocks having larger concentration of Muslim population as Urdu teacher

can help in the retention of Muslim girls.

• There is a need for strengthening academic rigour of the scheme.

• Teaching in KGBV schools is very challenging, teachers have greater

responsibilities to negotiate with the curriculum and also to critique the textbooks,

which often project an urban, male, middle-class, biases. The delivery

mechanisms which teachers use in these schools need to be critically assessed and

accordingly the teachers need to be provided necessary orientation and training.

Long Term

• The teaching learning requirements of girls need to be carefully planned as these

girls are from diverse socio-economic background and of different learning levels.

• Since stereotypes are being strengthened through curriculum and teaching, use of

theatre, puppetry and other such activities can be used to undo stereotyping and

biases. Perhaps use of such mediums can address issues such as untouchability

and other socio-cultural taboos prevailing in the society.

• Academic and vocational courses in KGBV’s should dismantle gender biases and

stereotypes.

• There is a need to connect school life with existing and lived realities which girls

face outside the school such as violence, scarcity of water and other multiple

challenges. The significant question is how the curriculum should be designed so

that the social milieu and context of girl is addressed.

• Sports and Physical Education and Arts and Aesthetics can be introduced in

KGBV schools.

Recruitment, Posting and Capacity Building of Teachers : From a Gender Lens

Short Term

• KGBV teachers should be encouraged to participate in in-service training

programmes organized by various organizations such as the Navodaya Vidyalaya

Samiti, NCERT, SCERT, NIEPA, CCRT and RIE’s

• Selection of teachers should be based on written test and personal attributes of

teachers.

• Deserving and needy teachers should be given priority and they should be

apprised of the requirements of the challenging job they are appointed for.

• The service conditions of the teachers which include their salaries, working

conditions, residential facilities, crèches, transport facilities, maternity leave

benefits and incentives need to be given urgent attention.

• New and innovative approaches in pedagogy of different subjects like

Mathematics, Science and Social Sciences needs to be part of the teacher training

prograrmmes.

• Migration of teachers from KGBV to government school needs to be addressed on

priority basis. As these phenomena has an impact on teaching and learning

process and the bonding already established between teachers and the pupils in a

residential set up.

• For strengthening academic rigor of KGBVs the Karnataka Model can be

adopted. Regular teachers could be deputed to these schools in addition to

teachers selected under the scheme.

Long Term

• Pre-service and in-service programmes at all levels for teachers should have a

strong gender sensitive component keeping in view the specific contexts of

KGBVs and should attempt to address the socio-psycho needs of the students

from diverse socio-economic backgrounds.

• Teacher training programmes need to be based on continuous monitoring and

feedback.

• Teachers should be an agent of change. They should overcome their own

prejudices and biases and efforts should be made by the teachers to encourage

questioning and critiquing social practices that hinder confidence building among

girls.

• Participatory teaching should be encouraged.

• Preparation of Training Modules for teachers in content areas of Sciences, Maths,

Social Sciences and Physiological needs of girls.

Building Awareness of Health, Nutrition and Hygiene

Short Term

• Provision for budgeted ‘Group Health Insurance’ for all girls.

• An amount of Rs. 25 for Nutrition per day per girl (i.e. Rs.750/- pm) is too less as

it was implemented about 4-5 years ago. The consensus among the experts was to

raise this amount upto Rs.50/- per day per girl (i.e. Rs.1500/- pm), that would take

care of the living cost index and rate of inflation in the states.

• The Navodaya Vidyalaya Samiti (NVS) very meticulously utilizes the budgetary

provisions for each student. In connection with medical care, NVS budgetary

provision of doctor and its unit cost per child is Rs.1,117/- (for details see Kumar

,Gupta, What is Missing in Girls Empowerment , Economic and Political Weekly,

VolumeXLIII, No 26 and 27, June 28, 2008 ). In case of KGBV so far there is no

provision of doctor and the unit cost per child is Rs.750/-. The recommendation

for following the NVS norms was put forth by the house.

• KGBV should have a direct link with PHCs, CHCs and an effective ambulance

service need to be introduced at village level for handling emergencies.

• More autonomy and freedom should be given to the KGBVs with regard to

expenditure on health and hygiene.

Long Term

• The group recommended very specific quarantine area in the civil design of each

school to be compulsory, as communicable diseases are common in most KGBVs.

• Professional bodies like Indian Medical Association and Gynecological

Association may be involved for regular health check ups at KGBVs, since

anemia and malnutrition amongst these girls are rampant. Steps should be taken

for increasing the hemoglobin to 12 gm and more.

Financial Management : Strategies of Partnership among Government and Civil

Society

Short Term

• Constitution of an Autonomous Administrative Body to look after the

management issues of all agencies (NGOs, MS, SSA and Corporate Sector)

running KGBV.

• The capacity building for different levels of management and functionaries of

KGBVs, such as cooks, security personnel and accountants should be planned

systematically for strengthening social sensitivity, accountability, roles and

responsibilities.

• Convergence with different schemes of the State can be explored for meeting

financial, academic and health related concerns of KGBV. Programmes such as

the Meena Manch, Meena Puppet theatre of the NPEGEL can be used to generate

awareness on socio-cultural issues.

• KGBV run by different agencies can seek convergence with Civil Society and MS

groups such as Kishori Kendra, Kishori Sangha and Mahila Sangha.

• Public-private partnership based on Rajasthan model can be replicated. However,

the credibility of such partnership has to be kept in mind to an extent that it serves

the purpose for which partnership is sought.

• There is a need to build capacities within the KGBV to have a prefect

management group which can assess the credibility of the agency.

• Documentation of partnerships will facilitate in affective running of the KGBVs.

• Preparation of manuals for wardens and other functionaries of KGBV for

utilization of funds under different heading and providing clarity on flexibility

regarding its utilization.

• Financial allocation to be enhanced keeping in mind the current cost index of

various items.

Long Term

• Updating rules and provisions of the scheme as and when required.

• The group felt that government has allocated reasonable budget for KGBVs.

Funds for innovations have to be generated at local levels. Since these initiatives

and innovations are local specific, the state governments should conceive,

generate and seek public-private-partnership in this respect.

• While mobilizing resources through public-private partnerships the goals of

KGBV and the quality issue in KGBV should not be compromised on.

• The KGBVs which are functioning in the hilly areas and in north eastern region

need specific financial allocations as the cost of construction and material used is

very high.

Envisioning KGBV : Future Prospects

Short Term

• Research studies could be undertaken on the following themes :

- Lower participation of Muslim girls

- Identify causes of dropout of girls from KGBV

• Scheme must be extended upto class X and if possible upto class XII.

• Constitution of a small Committee which can work towards reconceptializing it

with a future vision and also updating it, looking after the implementation and

monitoring of KGBV and conduct mid term review of the schools.

• There is a need to re look at the school’s architecture from a pedagogically

sensitive angle such as designed location of toilets, heights of wash basins,

electric switches, provision of ramps etc. in this regard some of the architectural

firms such as Aga Khan Planning and Building Service in India (AKPBS),

Haryana Urban Development Authority (HUDA), National Building Co-

operation, Council for Advancement of Peoples Action and Rural Technology

(CAPART) and Vinyas Centre for Architecture and Design can be consulted for

designing KGBVs that are girl friendly.

Long Term

• Agenda of the scheme should not be minimalist.

• This scheme needs to be seen not merely as yet another project but as one that

seeks to promote meaningful social change. There is evidence to show that the

scheme is getting structural support and we must promote it as an institutionalized

movement.

• Inter-linkages between institutions of higher learning and KGBVs needs to be

strengthened.

Role of NCERT in strengthening the KGBVs

• NCERT textbooks should be used in KGBV Schools.

• Developing of training modules for addressing training needs of teachers.

• TLM packages could be prepared by NCERT for better understanding of concepts

of different disciplines.

• Science and Maths kits, Mobile Chemistry lab developed by NCERT can be used

to strengthen the understanding of these subjects.

• Since girls in these formal schools are available for twenty four hours there is

enough potential for introducing art and aesthetics education to these girls.

Expertise in this area can be provided by NCERT.

APPENDIX

TIME TABLE

LIST OF PARTICIPANTS

National Consultation on Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme,

August 11-12, 2008 (Monday-Tuesday)

Programme Schedule INAUGURAL SESSION Venue: Room No. 202, Chacha Nehru Bhawan, NCERT 09:30 a.m. – 10:00 a.m. Registration 10:00 a.m. – 11:15 a.m.: Professor K K Vashishtha

Welcome Note Professor Krishna Kumar

Opening Remarks Professor Roop Rekha Verma Keynote Address Shri A K Rath, Secretary Presidential Address Professor Neerja Shukla Vote of Thanks Rapporteurs

Dr. Sandhya Sangai, DEE Dr. Sushma Jaireth, DWS

11:15 a.m. – 11:30 a.m. : Tea ACADEMIC SESSIONS Venue: Room No. 202, Chacha Nehru Bhawan, NCERT Time: 11:30 a.m. – 1:00 p.m.

Session – I

Duration

Theme: KGBV: An Initiative of SSA for Girls’ Education Chairperson Ms. Vrinda Sarup

51 + 10** mins

Initial Remarks: Dr. Rashmi Sinha, Supplemented by a Teacher, a Warden and Students of KGBV from UP

15 + 20 mins

Discussant : Dr. Rajesh Bhushan 20 mins

General Discussion: 20 mins

Rapporteurs: Dr. Neeraja Rashmi, DWS Ms. Mily Roy Anand, DESSH

1:00 p.m. – 2:00 p.m. : Lunch

1 Opening Remarks ** Closing Remarks

Session II Venue: Room No. 202, Chacha Nehru Bhawan, NCERT Time: 2:00 p.m. – 3:30 p.m.

Session II

Duration

Theme: Exclusion, Inclusion and Equity Chairperson: Dr. Padma Velaskar 5 + 10 mins Initial Remarks: Dr. Nandini Manjrekar 20 mins Discussant: Ms. Latika Gupta 15 mins

10 mins General Discussion: 30 mins

Discussion Points:

Coverage and Reach Criteria of Selection Community Mobilization

Rapporteurs: Dr. Kanan Sadhu, DEGSN Dr. Raju, DERPP

3:30 p.m. – 3:45 p.m.: Tea Session III Venue: Room No. 202, Chacha Nehru Bhawan, NCERT Time: 3:45 p.m. – 5:15 p.m

Session III

Duration

Theme: Text, Context and Quality Chairperson: Dr. Purva Bhardwaj 5 + 10 mins Initial Remarks: Dr. Sharada Balgopalan Dr. Gouri Srivastava

25 mins

Discussant: Dr. Mona Yadav

20 mins

General Discussion: 30 mins

Discussion Points: Curriculum, Textbooks,

TLM and other Supplementary Books

Pedagogic Processes Science and Math: Issues

of Comprehension Bridge Courses Vocational Courses

Rapporteurs: Dr. Ranjana Arora, CG Dr. Kirti Kapoor, DOL

August 12, 2008 (Tuesday)

Venue: Room No. 202, Chacha Nehru Bhawan, NCERT Time: 9.30 a.m. – 11.00 a.m.

Session IV

Duration

Theme: Recruitment, Posting and Capacity Building of Teachers

Chairperson: Professor Shanta Sinha 5 + 10 mins Initial Remarks: Professor Krishna Kumar 15 mins Discussant: Professor Sharada Jain Dr. H.K. Dewan Dr. C.G. Venkatesha Murthy

15 mins 15 mins

General Discussion: 30 mins

Discussion Points: Recruitment and Posting Training Working Conditions Remuneration Motivational Strategies

Rapporteurs: Dr. Raj Rani, DTEE Dr. Saroj Pandey, DTEE

11.00 a.m. – 11.15 a.m. : Tea

Time: 11.15 a.m. – 12:45 p.m.

Session V (A) Room No. 202, Chacha Nehru Bhawan, NCERT

Session V (B) Room. No. 229, Chacha Nehru Bhawan, NCERT

Duration

Theme: Building Awareness of Health, Nutrition and Hygiene

Theme: Financial Management: Strategies of Partnership among Government Civil Society and Corporate World

Chairperson: Dr. Sharda Jain

Chairperson: Shri M.P. Vijay Kumar

5 + 10 mins

Initial Remarks: Professor Ashish Bose

Initial Remarks: Professor K.K. Vashishtha

15 mins 15 mins

Discussant: Dr. Smriti Singh

Discussant: Ms. Shubhra Singh

15 mins

General Discussion: General Discussion:

30 mins

Discussion Points: Nutrition Health Care &

Medical facilities Menstruation

Management Preventive

Measures for Dealing with Communicable Diseases

Health Insurance

Discussion Points: Budgetary Provisions Non-Recurring Recurring Building Stipend Construction Maintenance Furniture Examination Fee TLM Salaries Library Books

Rapporteurs: Dr. Sushma Jaireth, DWS Dr. Anjani Koul, DESM

Rapporteurs: Dr. Mona Yadav, DWS Dr. Y. Srikanth, DEME

12:45 p.m. – 1:45 p.m. : Lunch Venue: Room No. 202, Chacha Nehru Bhawan, NCERT 1:45 p.m. – 3:15 p.m. Deliberations and Recommendations

Deliberations and Recommendations

Duration

Chairperson: Professor Neerja Shukla 10 mins

Initial Remarks: Professor Sharada Jain 10 mins

Presentation of Recommendation by Rapporteurs

30 mins

Session I : Ms. Mily Roy

Session II : Dr. Kanan Sadhu

Session III : Dr. Ranjana Arora

Session IV : Dr. Raj Rani

Session VA : Dr. Sushma Jaireth

Session V B : Dr. Y. Srikanth

Observations: Ms. Vrinda Sarup 15 mins

Concluding Remarks: Professor Krishna Kumar 20 mins

Vote of thanks: Dr. Gouri Srivastava 5 mins

3.30 p.m. – 4.00 p.m. : Tea

National Consultation on Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme, August 11-12, 2008 (Monday-Tuesday)

Inaugural Session 1. Mr.A.K. Rath Secretary (SE&L) M/o Human Resource Development Shastri Bhawan New Delhi-110001 2. Ms. Vrinda Sarup Joint Secretary (EE-II) M/o Human Resource Development Shastri Bhawan New Delhi – 110 001 3. Professor Roop Rekha Verma Director, Institute of Women Studies University of Lucknow Lucknow-226007 List of Chairpersons Ms. Vrinda Sarup Joint Secretary (EE-II) M/o Human Resource Development Shastri Bhawan New Delhi – 110 001 4. Dr. Padma Velaskar Tata Institute of Social Science Post Box No. 8313 Deonar, Mumbai-400088 Maharashtra 5. Dr. Purva Bhardwaj Nirantar, B-64, 2nd Floor Savodhya Enclave New Delhi-110017 6. Professor Shantha Sinha Chairperson National Commission for Protection of Child Rights 5th Floor, Chanderlok Building Janpath New Delhi – 110 001

7. Dr. Sharada Jain Centre for Women Care and Research 35, Defence Enclave Vikas Marg (Opp. Preet Vihar Petrol Pump) Delhi – 110 092 8. Shri M.P. Vijay Kumar State Project Director (SSA) District Primary Education Programme Tamil Nadu Mission of Education for All D.P.I. Campus, College Road, Nangambukkam, Chennai – 600 006 9. Professor Neerja Shukla Head DEGSN List of Discussants

10. Dr. Rajesh Bhushan State Project Director Bihar Education Project Beltron Bhawan, Baily Road Shastri Nagar, Patna – 800 023 11. Dr. Nandini Manjrekar Centre for Studies in Sociology and Education Tata Institute of Social Science V.N. Purav Marg, Deonar Mumbai - 400088 12. Ms. Latika Gupta Consultant

Reading Cell CIET New Delhi-16

13. Dr. Gouri Srivastava Reader DWS 14. Dr. Mona Yadav Sr. Lecturer DWS

15. Dr. Hridya Kant Dewan Vidya Bhawan Society Dr. Mohan Singh Mehta Marg Fetehpura, Udaipur - 313004 Rajasthan 16. Dr. C.G. Venkatesh Murthy Regional Institute of Education Mysore 17. Ms. Shubhra Singh State Project Director Rajasthan Council for Primary Education (DPEP & SSA) Dr. Radhakrishan Shiksha Sankul Jawahar Lal Nehru Marg Malviya Nagar Road Jaipur – 302001 Rajasthan 18. Dr. Smriti Singh Consultant KGBV Mahila Samakhya 4/13 Vishal Khand Gomit Nagar Lucknow-226007 (UP) List of Initiators 19. Dr. Rashmi Sinha Director Mahila Samakhya 4/13 Vishal Khand, Gomti Nagar Lucknow – 226007 (UP) 20. Professor Krishan Kumar Director NCERT 21. Professor Ashish Bose Institute of Economic Growth University Enclave Delhi - 110007 22. Dr. K.K. Vashishtha Professor & Head Department of Elementary Education (DEE)

23. Professor Sharada Jain Director, Sandhan (Society of Education & Development) C-196, Baan Marg, Tilak Nagar Jaipur - 302004 Rajasthan 24. Dr. Sarada Balgopalan Senior Fellow Centre for the Study of Developing Societies (CSDS) 21, Rajpur Road Delhi – 110007

Rapporteures 25. Dr. Sandhya Sangai

DEE NCERT

26. Dr. Sushma Jaireth

DWS NCERT

27. Dr. Neeraja Rashmi

DWS NCERT

28. Dr. Mona Yadav

DWS NCERT

29. Ms. Mili Roy Anand

DESSH NCERT

30. Dr. Kanan Sadhu

DEGSN NCERT

31. Dr. Raju

DERPP NCERT

32. Dr. Ranjana Arora

CG NCERT

33. Dr. Kirit Kapoor DOL NCERT

34. Dr. Raj Rani

DTEE NCERT 35. Dr. Saroj Pandey

DTEE NCERT

36. Dr. Anjani Koul

DESM NCERT

37. Dr. Y. Srikanth

DEME NCERT

Joint Directors and Heads 38. Professor G. Ravindra,

Joint Director NCERT

39. Professor Vasudha Kamath Joint Director Central Institute of Educational Technology NCERT

40. Professor Santosh Sharma Head Department of Curriculum Group NCERT

41. Dr. A.K. Srivastava Head Incharge Department of Educational Research and Policy Perspectives NCERT

42. Professor Avtar Singh Head Department of Educational Measurement and Evaluation NCERT

43. Professor Hukum Singh Head Department of Education Science and Mathematics NCERT

44. Professor Manjula Mathur Reading Cell NCERT

45. Professor H.O. Gupta Head NIE Workshop NCERT

46. Professor R.L. Phutela Head IRD NCERT

47. Professor R.J. Sharma Head Department of Language NCERT

48. Professor D.K. Vaid Head DES&DP NCERT

Participants 49. Ms. Vandita Sharma

Secretary Primary & Secondary Education 6th Floor, M.S. Building K.R. Circle Banglore-560001

50. Dr. Mary E. John Director CWDS, Bhai Vir Singh Marg New Delhi 51. Professor Tulsi Patel Department of Sociology, Faculty of Social Science University of Delhi – 110007

52. Smt. Richa Singh SANGTIN

6, Shivpuri Colony Sitapur – 261001 Uttar Pradesh

53. Ms. Shama Sikand Warden Sitapur 54. Ms. Ranjita Teacher Allahabad 55. Ms. Salma Student of KGBV Gorakhpur 56. Ms. Neha Kumar Student Sitapur 57. Dr. Binay Pattanayak 10-B, IP Estate Delhi-110002 58. Ms. Kiran Dogra 10-B, IP Estate Delhi-110002 59. Ms. Sarita Mittal

Director EE8 MHRD Shastri Bhawan New Delhi-110 001

60. Ms. Mili

ICICI Centre for Elementary Education Revati Arcade Baner Road Pune – 411 045

61. Ms. Kajal Sinha

ICICI Centre for Elementary Education Revati Arcade Baner Road Pune – 411 045

62. Ms. Sushmita Dutt Unicef Delhi 63. Disha Mullick

Nirantar, B-64, 2nd Floor Savodhya Enclave New Delhi-110017 64. Dipta Bhog

Nirantar, B-64, 2nd Floor Savodhya Enclave New Delhi-110017 65. Taranga MS Consultant ED Cell MHRD 66. Shri Arun Sharma Under Secretary MHRD New Delhi 67. Sh. B.C. Patro PRO Office NCERT 68. Profesor Sarad Kumar

RIE Bhopal

69. Dr. Ramakant Raizada RIE Bhopal

70. Shri S.M. Hasan (P.G.T. Demonstration Schools) RIE Bhopal

71. Dr. Nagendra Singh RIE Ajmer

72. Mrs. Meenakshi Meena RIE Ajmer

73. Dr. B.N. Panda RIE, Bhubaneshwar

74. Ms. Mansi Goswami RIE, Bhubaneshwar 75. Dr. (Mrs.) Anjali Tripathy,

PGT, D.M. School RIE, Bhubaneshwar

76. Dr. Prema Raghavan

RIE, Mysore

77. Dr. B.S. Subhadra (T.G.T. Demonstration School) RIE, Mysore

78. Dr. Subhash Chandra Roy NE-RIE, Shillong

Faculty members of NIE 79. Professor K.M. Gupta

DEE NCERT

80. Professor Manju Jain DEE NCERT

81. Professor Sandhya Paranjpe DEE NCERT

82. Dr. Lata Pandey DEE NCERT

83. Dr. Anita Julka

DEGSN NCERT

84. Dr. Anjum Sibia

DEPFE NCERT

85. Professor Sindhu

DESM NCERT

86. Dr. Wazalwar DESM NCERT

87. Professor J. Sharma DESM NCERT

88. Dr. M. Siraj Anwar

PPMED NCERT

89. Professor Rajaram S. Sharma

CIET NCERT

90. Dr. A.K. Rajput CIET NCERT

91. Dr. Sunil Kumar

DEAA NCERT

92. Dr. Jyotsna Tiwari DEAA NCERT