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Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
Rashtriya Madhyamik Shiksha Abhiyan
(RSMA) is aimed at expanding and improving the standards of secondary
education — classes VIII to X. The RSMA would also take secondary
education to every corner of the country by ensuring a secondary school
(up to class X) within a radius of 5km for every neighbourhood.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) which is the most recent
initiative of Government of India to achieve the goal of
universalisation of secondary education (USE).
The Sarva Shiksha Abhiyaan program set
up by the government to bring elementary education to millions of
children has been successful to a large extent, and has thus created a
need for strengthening secondary education infrastructure across the
country. The HRD Ministry has taken note of this, and now plans to
implement a secondary education scheme called Rashtriya Madhyamik
Shiksha Abhiyaan (RMSA) during the 11th plan at a total cost of
Rs.20,120 crore.
“With the successful implementation of
the Sarva Shiksha Abhiyan, a large number of students are passing out
from upper primary classes creating a huge demand for secondary
education,” the HRD Ministry said.
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The vision for secondary education is
to make good quality education available, accessible and affordable to
all young persons in the age group of 14-18 years. With this vision in
mind, the following is to be achieved:
- To provide a secondary school within a reasonable distance of any
habitation, which should be 5 kilometer for secondary schools and 7 -10
kilometers for higher secondary schools
- Ensure universal access of secondary education by 2017 (GER of
100%), and
- Universal retention by 2020,
- Providing access to secondary education with special references to
economically weaker sections of the society, the educationally
backward, the girls and the disabled children residing in rural areas
and other marginalized categories like SC, ST, OBC and Educationally
Backward Minorities (EBM)
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In order to meet the challenge of
Universalisation of Secondary Education (USE), there is a need for a
paradigm shift in the conceptual design of secondary education. The
guiding principles in this regard are; Universal Access, Equality and
Social Justice, Relevance and Development and Curricular and Structural
Aspects. Universalisation of Secondary Education gives opportunity, to
move towards equity. The concept of ‘common school’ will be encouraged.
If these values are to be established in the system, all types of
schools, including unaided private schools will also contribute towards
Universalisation of Secondary Education (USE) by ensuring adequate
enrolments for the children from under privileged society and the
children Below Poverty Line (BPL) families.
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- To ensure that all secondary schools have physical facilities,
staffs and supplies at least according to the prescribed standards
through financial support in case of Government/ Local Body and
Government aided schools, and appropriate regulatory mechanism in the
case of other schools
- To improve access to secondary schooling to all young persons
according to norms – through proximate location (say, Secondary Schools
within 5 kms, and Higher Secondary Schools within 7-10 kms) / efficient
and safe transport arrangements/residential facilities, depending on
local circumstances including open schooling. However in hilly and
difficult areas, these norms can be relaxed. Preferably residential
schools may be set up in such areas
- To ensure that no child is deprived of secondary education of
satisfactory quality due to gender, socio-economic, disability and
other barriers
- To improve quality of secondary education resulting in enhanced
intellectual, social and cultural learning
- To ensure that all students pursuing secondary education receive
education of good quality
- Achievement of the above objectives would also, inter-alia, signify
substantial progress in the direction of the Common School System
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In the context of Universalisation of
Secondary Education (USE), large-scale inputs in terms of additional
schools, additional classrooms, teachers and other facilities need to
be provided to meet the challenge of numbers, credibility and quality.
It inter-alia requires assessment/ provision of educational needs,
physical infrastructure, human resource, academic inputs and effective
monitoring of implementation of the programmes. The scheme will
initially cover up to class X. Subsequently, the higher secondary stage
will also be taken up, preferably within two years of the
implementation. The strategy for universalizing access to secondary
education and improving its quality are as under:
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- There is a wide disparity in schooling facilities in different
regions of the country. There are disparities among the private schools
and between private and government schools. For providing universal
access to quality secondary education, it is imperative that specially
designed broad norms are developed at the national level and provision
may be made for each State/UT keeping in mind the geographical,
socio-cultural, linguistic and demographic condition of not just the
State/UT but also, wherever necessary, of the locality. The norms for
secondary schools should be generally comparable to those of Kendriya
Vidyalayas. Development of the infrastructure facilities and Learning
Resources will be carried out in following ways,
- Expansion/ Strategy of existing Secondary Schools & Higher
Secondary Schools shift in existing schools
- Up gradation of Upper Primary Schools based on micro planning
exercise with all necessary infrastructure facilities and teachers.
Ashram Schools will be given preference while upgrading upper primary
schools
- Up gradation of Secondary Schools in Higher Secondary Schools based
upon the requirements
- Opening of new Secondary Schools/ Higher Secondary Schools in
unserved areas bas on the school mapping exercise. All these buildings
will have mandatory water harvesting system and will be disabled
friendly
- Rain harvesting systems will be installed in existing school
buildings also
- Existing school buildings will also be made disabled friendly
- New schools will also be set up in PPP mode
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- Providing required infrastructure like, Black Board, furniture,
Libraries, Science & Mathematics laboratories, computer labs,
toilet cluster
- Appointment of additional teachers and in-service training of
teachers
- Bridge course for enhancing learning ability for students passing
out of class VIII
- Reviewing curriculum to meet the NCF, 2005 norms
- Residential accommodation for teachers in rural and difficult hilly
areas
- Preference will be given to accommodation for female teachers
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- Free lodging/ boarding facilities for students belonging to
SC,ST,OBC and minority communities
- Hostels/ residential schools, cash incentive, uniform, books,
separate toilets for girls
- Providing scholarships to meritorious/ needy students at secondary
level
- Inclusive education will be the hallmark of all the activities.
Efforts will be made to provide all necessary facilities for the
differently abled children in all the schools
- Expansion of Open and Distance Learning needs to be undertaken,
especially for those who cannot pursue full time secondary education,
and for supplementation / enrichment of face-to-face instruction. This
system will also play a crucial role for education of out of school
children
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- Making necessary administrative reforms in each State will be a
precondition for Central assistance. These Institutional reforms
include,
- Reforms in school governance- Improve schools’ performance by
decentralizing their management and accountability
- Adopting a rational policy of teacher recruitment, deployment,
training, remuneration and career advancement
- Undertaking reforms in educational administration including
modernization / e-governance and delegation / de-centralization
- Provision of necessary professional and academic inputs in the
secondary education system at all levels, i.e., from the school level
upwards; and
- Streamlining financial procedures for speedy flow of funds and
their optimal utilization
- Necessary strengthening of resource institutions at, various
levels, e.g.,
- NCERT (including RIEs), NUEPA and NIOS, at the national level;
- SCERTs, State Open Schools, SIEMATs, etc., at the State level;
and
- University Departments of Education, Reputed Institutions of
Science / Social Science / Humanities Education, and Colleges of
Teacher Education (CTEs) / Institutions of Advanced Study in Education
(IASEs) funded under the Centrally-sponsored Scheme of Teacher
Education.
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Involvement of Panchayati Raj and Municipal Bodies, Community,
Teachers, Parents and other stakeholders in the management of Secondary
Education, through bodies like School Management Committees and Parent
– Teacher Associations will be ensured in planning process,
implementation, monitoring and evaluation.
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: Central Government operates four Centrally
Sponsored Schemes i.e.
(i)ICT@ schools for providing assistance to State Governments for
computer education and computer aided education in secondary and higher
secondary schools
(ii) Integrated Education for Disabled Children (IEDC) for assisting
State Governments and NGOs in main streaming the disabled children in
school education
(iii) Strengthening of Boarding and Hostel facilities for Girl
Students of Secondary and Higher Secondary Schools (Access and Equity)
for providing assistance to NGOs to run Girls’ Hostels in the rural
areas, and
(iv) Quality improvement in schools which included provision of
assistance to State Governments for introduction of Yoga, for
improvement of Science education in schools, for environment education
and for population education in addition to supporting International
Science Olympiads. All these schemes, in the present or modified forms,
will subsume in the new Scheme
(v) Provision for earning while learning for financially weaker
children by preparing them for self employment or part-time employment.
States/UTs may establish vocational training centers (VTC) and
institutions at the block, district levels
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Number of Kendriya Vidyalayas and
Jawahar Navodaya Vidyalayas will be increased in view of their
importance as pace-setting schools, and strengthening their role
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The Central Government will bear 75
percent of the cost to implement all the components (where funding is
to be done on sharing basis between center and states under the scheme)
for all States/ UTs except North Eastern States during the 11th Five
Year Plan. For the North Eastern States, 90 percent of such cost will
be borne by the Central Government.
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The State Governments and Union
Territories will bear 25 percent of the cost to implement all the
components (where funding is to be done on sharing basis between center
and states under the scheme) during the 11th Five Year Plan. The North
Eastern States will bear 10 percent of such cost
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The State Government will design a
comprehensive Financial Management System for the transfer and use of
funds through the existing SSA society. This must ensure transparency,
efficiency and accountability, and track the use of funds towards the
final outcomes
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Separate bank accounts shall be
opened for funds under the scheme at the State, District and School
levels. The accounts shall be opened in public sector banks. The Head
Master or Principal & Vice Principal of the School Education
Committee will be the joint holder of the account at School level; the
District Programme Coordinator will be a joint holder of the account at
the District level
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For the 12th Five Year Plan, the
sharing pattern between Central and States will change to 50:50. For
the North Eastern States, the sharing pattern will be 90:10 for both
11th and 12th Five Year Plans
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