1.

Backdrop
1.1 Prime Ministers Independence Day, 2007
Announcement
Government to invest in setting up good quality
schools across the country
6000 new high quality schools
One school per block
To set standards of excellence for other schools in the
area
1.2 Rationale
To have at least one good quality secondary school
in every block .
To have a pace setting role for other schools in
neighbourhood
To try out innovative curriculum and pedagogy
To be a model in infrastructure, curriculum, evaluation
and school governance

1.3 Concept of a Model School
A model school will have infrastructure and facilities
of the same standard as in a Kendriya Vidyalaya and
with stipulations on pupil- teacher ratio, ICT usage,
holistic educational environment, appropriate curriculum
and emphasis on output and outcome as mentioned in
CABE committee report on USE.
Concept of a Model School (Contd.)
Some of the key features of a model school are:
Holistic and integrated education ensuring all round
development of student
Adequate Infrastructure, ICT support
Pupil-teacher ratio not to exceed 1:25 preferably
It may be 1:30 or 1:40 ( at the most)
Curriculum and pedagogy: special emphasis on teaching
of Science, Mathematics and English.
Teacher quality
Innovative
Class-room transaction
Pace-setting role
2.1 Modus Operandi
2.1 Government Schools and PPP Schools
3500 public funded schools
2500 in KV template under State Govt.
Remaining 1000 schools will be KVs and NVs funded
by the centre
2500 schools under PPP
Management by corporate, philanthropic foundations,
endowments, educational trusts and reputed private
providers




2.2 2500 Public Funded Schools
To be set up and managed by State Governments
To be located in EBBs
As per Kendriya Vidyalaya template
Quality education at Secondary, Senior Secondary
stage including Vocational Education and Training
(VET).
2.3 PPP Model
Critical inputs which need to be provided are :
- Physical Infrastructure
- Quality dimensions of education
- effective teaching learning processes
- professional development of teachers
- Institutional reforms
- Long term management of these newly created Model
Schools as centres of excellence
PPP MODEL
(Contd.)
Some of the possibilities are :
- Private sector to set up and manage schools
- Certain percentage of seats to be sponsored by
Government; remaining left to the Management
- To be set up in Blocks other than EBBs
- Land to be provided by Private Partner; State
Government to be the facilitator


PPP Model
Some possibilities (Contd.)
- Full independence to private partner in operational
matters including recruitment of teachers (as per
norms )
- Private partner to charge fee in respect of
management seats to recover operational expenses
- Schools to be affiliated either to CBSE or to State
Boards of School Education.



PPP Model
(Contd.)
Some Possibilities (Contd.)
- Certain portion of Capital Cost to be provided by
Government of India and State Government on
annuity payment basis after the school is functional
- State Government to provide recurring cost for the
sponsored students based on per capita expenditure
in Government schools
- Kendriya Vidyalaya norms to be the guiding principle


3. Infrastructure
3.1 Physical Infrastructure
- Designing Templates for infrastructure
- Supervision of the Project and Management of
maintenance of school after creation
- Upgradation of aspects related to physical,
cognitive, administrative and professional and
social environment



3.2 IT- Infrastructure
- Designing of a modern digital lab equipped with
Computers and other IT facilities for imparting IT skills and
training for students and teachers
- Designing administrative software to facilitate the
administrative work
- Creating a learning hub that will facilitate sharing of
lessons, presentations, question banks as well as IT based
modules. It will act as Learning Resource Centre for
neigbhouring schools.
- Creating an educational portal that will network the
community and will serve as an interactive plateform for
individual schools, teachers, parents administrators, funding
agencies and other stake holders.
- Increasing use of ICT in capacity building of Teachers (Pre-
Service and In-service ).



4. Teaching Aids
4.1 Educational Technology
- Students to be exposed to state-of-the art IT
infrastructure and skills. This includes
infrastructure and back up facilities with generators,
battery etc.
- Computer Aided Learning Content (CAL)
- Development of multimedia content in all the
subject areas based on NCF-2005, or the State
Curriculum as may be relevant
- Teacher training on IT skills in classroom teaching



4.2 EDUSAT
Plan of action to undertake
- Planning, development and implementation of
EDUSAT related interventions, especially for
enhancement of Classroom Teaching Learning
and for teacher training in all model schools with
uniformity of quality
- Installation and functioning of uplinking facilities
- Installation of Interactive Video facilities
- Generation of software; Development of virtual
classroom by experts.



5. Professional Development of Teachers
- Teacher training to inculcate management skills,
soft skills, teaching skills in teachers enabling them
to become multifunctional
- Content based training systems including remedial
teaching with special focus on Science, Maths, IT
and English


6. Institutional Development
To link all interventions in the institutional structures at
State, Districts and Block levels for quality improvement
and on-site support to teachers
7. Public Private Partnership (PPP)
Framework
7.1 Suggested Frame
While the Govt. would be the main service provider for
the social sector, the private sector could bring about:
- Innovative management systems
- Project management systems
- Professional performance measurement indicators
- Technical expertise in different areas

Credible and large private partners working in this sector
would by requsted to coalesce their efforts with the
Government for taking up such a large sectoral
programme, having the experience of programme and
implementation Capabilities for large programme with the
Govt.
- Need for larger financial allocations to ensure quality
delivery of services with long term management
- Private sector would become a partner with the
commitment of funds to the newly created joint
body.
- This long term partnership would ease the burden
on the Govt. and easy to meet.


7.2 Advantages of PPP Model
- Minimal budgetary outlay up-front by the Govt.
- Govt. obligation will commence after the schools
are established and are running to Govt.
satisfaction
- Higher levels of accountability as contractual
agreements with the private sector can be enforced
- Time bound implementation
- Standard of construction and design to be pre-
specified
- Innovative and professional approaches to quality
education with uniformity and standardization of
quality across locations.

Financial Issues
- Private sector to be an entity of large financial
strength and experience of arranging finances
for large Govt. projects
- Two models for the PPP Programme
Model I - Development of Physical infrastructure,
upgradation to be taken primarily through PPPs,
but operational part not to be done by Private
partner
Model 2 Development of Physical infrastructure and
providing all facilities including operating and
running these schools.




Model 2 seems to be a workable model
- Govt would partner with Private agency in funding
the expenditure on capital and recurring costs.
- Private sector to arrange funds four times that of
Govt. funding

8. Certain Policy Issues
- To avoid undue delay, an early decision for setting up
2500 model schools under PPP mode needs to be
taken by the GOI
- Selection of private partners which will have a
contractual agreement with GOI.
- Participation of private sector in terms of arrangement of
finance, contract, maintenance and operation of the
Model schools for greater levels of achievement of
quality with accountability.
- To view the PPP beyond mere philanthropy
- To view as an appropriate blend of Corporate Social
Responsibility (CSR) and market economics to be a
workable model


(Contd. )
- Selection of a private sector to act as National
Programme Management Agency to implement
porgramme in a transparent manner through
setting up specific instruments called specific
purpose vehicles (SPV) in the states for
various tasks
9. Systemic Imperatives
1 GOI and the private sector to sign MOU for a
long term for a period of 20-30 years, after
which, the contract can be renewed or
terminated.
2. State Govt. to provide an enabling and
facilitative atmosphere for the private sector to
participate and start implementation.
3. For this project, recognition, clearances, affiliation
and other formalities to be done by the state
through a single agency.



4. Identification of National Programme Management
Agency to undertake development and
implementation of the project to facilitate a PPP
structuring.
5. Selection of private sector on the basis of track
record of working in PPP framework on
large scale, good financial strength to arrange for
the requisite funds, programme
management expertise, insight into project
implementation, experience in large scale
education, training and Capacity building.
6. For setting up Specific instrument, i.e. specific
propose vehicle (SPV), the proportion of
the cost to be borne by GOI and private sector
participant would be clearly specified

Management Issues
7 Joint Monitoring system under MHRD involving
representatives of State Govts., Eminent
Educationists and Private sector representatives
8 A Steering Committee of the GOI and the private
sector National Programme Management Agency
to be set up for monitoring quality and timely
implementation


9. Complete School autonomy to the private partner
10. A School based teacher cadre system for motivation
and accountability of teachers
11. Teacher recruitment to be done by the private
partner through an independent agency through
written test and Interview
12. Teacher/ Principal qualifications, their salary should
be same as in KVs


13. Affiliation to CBSE or State Board to be obtained by
the Private Sector
14. Implementation of NCF and Text books
developed by National or State organizations
15. Model schools to be residential schools with the
facilities of Boys and Girls hostels.
16. Quarters for women teachers in School premises





17. 50% students to be sponsored by the State Govt.
from the same block keeping in view the
reservation policy
18. Fees of sponsored students to be reimbursed to
the Private Partner according to the fee structure in
KV/Govt. School. Fee structure of Fee paying
students to be decided by the Committee with
Govt. representative
19. All sponsored as well as Fee paying students to
be admitted through admission test. Merit not
be compromised in selection


20. A holistic integrated approach to PPP with the
involvement of all stakeholders teachers non-
teaching staff, fund providers, parents, students,
community



10 Model Schools : Some Characteristics

(i) Model Schools not merely as centres of
excellence, but to act as hub for other
neighbouring schools for quality
improvement
(ii) Model Schools to have a Vocational education
component to enhance employability of the
students
(iii) Vocational Education and training to be imparted in
second shift (evening )
(iv) These schools will also be required to work as
Accredited Institutions (Study Centres) for
learners under Open & Distance Learning system
either through NIOS or SOS.


11. PPP Structuring
PPP framework can be presented in various ways depending
on the risk and responsibilities of private sector, and also on
the range of services to be provided.

For example :
- Out sourcing ancillary services only in the
existing secondary schools.
OR
- Building construction and maintenance catering,
etc.
OR
- Full Public Private Partnership where the
private sector is contracted to provide all teaching
learning non-teaching learning and services including
construction work.