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1. Background
1.1 The
Government has approved a new programme called ‘National
Programme for Education of Girls at Elementary Level (NPEGEL)’
as an amendment to the scheme of Sarva Shiksha Abhiyan (SSA) for
providing additional components for education of girls at
elementary level. The NPEGEL will form part of SSA and will be
implemented under the umbrella of SSA but with a distinct
identity.
1.2
The scheme of Sarva Shiksha Abhiyan (SSA) was started in the
year 2001-02 with the objective of universalisation of
elementary education. It is an attempt to provide an
opportunity for improving human capabilities to all children
including the girl child, through provision of community-owned
quality education in a mission mode. However, as SSA has limited
financial provisions for girls’ education in the form of
“innovations” at district level and free textbooks, and thus
there is a need for an additional component.
1.3
Accordingly, NPEGEL has been formulated for education of under
privileged/ disadvantaged girls from class I to VIII as a
separate and distinct gender component plan of SSA. The gender
component is necessary to achieve UEE for girls in educationally
backward areas.
2. Scope:
2.1
The scheme would be applicable in the following areas:-
(a)
Educationally Backward Blocks (EBBs) : EBB means a block where
the level of rural female literacy is less than the national
average and the gender gap is above the national average.
(b)
Blocks of districts which have atleast 5% SC/ ST population and
SC/ ST female literacy rate below 10% shall also be taken up
under this programme
(c)
Selected urban slums.
3.
Strategy:
A.
Mobilisation for girls’ education, including community,
teachers, NGOs, etc. This is to be a process oriented programme,
where community ownership and the basket of components must
evolve with local participation.
B.
The block will be the designated as the unit of planning
implementation and monitoring.
C.
A basket of components has been provided in the scheme. However,
all blocks may not need to take up all permissible activities.
The projects should be based on the conditions of that block and
all strategies and interventions must target both “in” and “out”
of school girls (age 6-14 years) within the block namely:
ð
Out of school girls
ð
Drop outs girls
ð
Overage girls , who have not completed elementary education
ð
Working girls
ð
Girls from marginalized social groups.
ð
Girls with low attendance
ð
Girls with low levels of achievement
ð
Girls rescued from work, trafficked children, daughters of sex
workers, displaced girls including girls in disturbed areas and
urban settings.
D.
Development of material including teaching learning material,
CDs, films and other material, helping in the review/
development of textbooks, development of guidelines for
incorporation of gender concerns, development/ compilation of
supplementary reading materials for girls, including life
skills, which would provide the support needed for girls’
education.
E.
The focus of interventions should be on retention of girls and
improvement in quality of learning. Quality of Education to
girls implies their improved:
?achievement
rates seen in examination results for which reduced repetition
and dropout rates will be necessary preconditions
completion rates to render the system efficient
?transition
rates to next level of education
? empowerment
of girls through exposure to ‘other than textbooks’ activities
to enhance their information base, their self esteem and
self-confidence, skills and capacities to equip them for coping
with different situations in life, enable them to make informed
choices, participate in decision making processes, access
resources that will assure them quality of life.
Detailed action plans for the target group of girls
and the specific strategies to be adopted in the block need to
be spelt out, with defined and measurable outcomes. The SSA
annual plan of districts should reflect NPEGEL blocks specific
projects accordingly.
F. The NPEGEL components should not duplicate any component
already provided in the SSA framework. In case of a special
project being developed for the block, the unit cost of each
component would be finalized by the Executive Committee of the
Sarva Shiksha Abhiyan programme of the State.
4.
Objectives:
4.1
There exists a significant gender gap in enrolment at the
elementary level, which is more acute for schedule caste and
scheduled tribe girls, for whom the gender gap is almost 30% at
the primary level and 26% at upper primary stage. The
reduction of this gender gap has now plateaued and further
reduction would require a concerted focus on the hard to reach
groups. Therefore, it is necessary to include certain
interventions addressing the specific needs of girl children.
The objectives of NPEGEL are:
(a)
To provide for blocks focused projects for girls at
risk/difficult circumstances with clearly defined outcomes.
(b)
to develop and promote facilities to provide access and to
facilitate retention of girls and to ensure greater
participation of women and girls in the field of education
(c)
to improve the quality of education through various
interventions and to stress upon the relevance and quality of
girls’ education for their empowerment
5. Focus:
5.1.
The
focus of NPEGEL will be as follows:
(a)
To strengthen the capacity of National, State and district
institutions and organisations for planning, management and
evaluation of girls’ education at the elementary level, and
create a dynamic management structure that will be able to
respond to the challenges of girls’ education;
(b)
To develop innovative gender sensitisation / training
programmes, with the assistance of concerned organisations and
women’s groups, for teachers and administrators and create an
environment whereby all the sections of the education sector
will become alive and sensitive to the role of education in
eliminating gender disparities;
(c)
To initiate networking between different institutions for
research, extension and information dissemination to increase
output of gender sensitive, quality teaching-learning material
especially in regional languages, and decentralised
area-specific models of intervention;
(d)
To gear the entire education system to play a positive
interventionist role to enhance self-esteem and self-confidence
of women and girls; build a positive image of women by
recognizing their contribution to the society, polity and the
economy.
(e)
To break
gender stereotypes, ensuring that the content and process of
education is sensitive to gender concerns.
(f)
To provide co-ordinated efforts, to ensure necessary support
services to enhance girls’ participation and performance in
elementary education.
(g)
To build community support for girls’ education and provide
a conducive environment for girls’ education in the school,
community and home; and
(h)
To ensure that girls get good quality education at the
elementary level.
6. Implementation Authority:
6.1
State Level Structure:
6.1.1 The SSA State Implementation Society will be the
implementing agency of the NPEGEL at State level. Therefore,
funds for this programme will be routed through the SSA society
of the State. At the State level a ‘Gender Coordinator’ will be
appointed who will look after the NPEGEL. In States where
Mahila Samakhya (MS) programme is operational, the SSA society
will have NPEGEL implemented through the MS Society. In such
States, the SSA society shall transfer the funds to MS Society
for implementation of the programme. The monitoring and
evaluation of the component will be done by the State SSA
Society. In states where MS is not being implemented, the
implementation of this component will be through a sub-unit
called the ‘Gender Unit’ of SSA society and the existing
mechanism used for implementation of SSA will be followed.
6.1.2 State Mahila Samakhya Societies (MSS), wherever set up
under the directions of the Government of India, will provide
direction and support to the programme. The MS society will
ensure the representation of SC/ST women’s organisation in the
SRG of MSS. In States that do not have an MSS, a sub committee
of the SSA society with nominees from relevant departments of
the State Government, Government of India, experts in girls’
education and representatives of SC/ ST women’s organisations
will be set up for the purpose.
6.1.3 Suitable assistance can be taken from institutions like
Women’s studies centres at Universities/colleges, etc. The
resource centres under the Mahila Samakhya programme, at the
State level, will be the nodal institution to coordinate with
individuals, Government and other organisations for the
development of material etc.
6.2
District Structure:
6.2.1 Activities
would include preparatory activities, including formation of
core teams for girls education, training of core teams, baseline
assessments and block and village mapping, and social
assessments, village and block plans preparation and
facilitation. Simultaneously, advocacy and communication
activities, including the formation/ mobilisation of MTAs, PTAs
and other core groups in the village would be included, in
addition to implementation of the block plans.
6.2.2 District
Gender Unit, which is a branch of the State MS Society or the
State SSA Society (in States where MS is not there), will
administer the NPEGEL at district level. A ‘District Gender Co-ordinator’
shall be appointed for each district. The District Gender Unit
will consist of District Gender coordinator, Resource persons
and supporting staff. This unit will co-ordinate and supervise
all aspect of the component at district level, and provide
resource and training support. It will also network with the
local administration, other institutions and NGOs in the
district.
6.2.3 At the
district level, there will be a ‘District Gender Co-ordination
Committee’ which will ensure the implementation and monitoring
of the gender component of SSA and which will meet at least
twice a year. The committee will have nominees of Mother
Teacher Associations (MTAs), Women Motivator Groups (WMGs),
Mahila Samakhya Sanghas or Mahila Sanghas, female member of
SC/ST organisations, etc. in the districts. The State level
head of the Gender unit or his/her nominee will also be a member
of this committee.
6.3
Sub-District Unit:
6.3.1 At the
block level, the coordinator, will, with the help of the
national, State and district level, coordinate the training of
teachers and educational administrators, mobilisation of the
community, regular monitoring of girls’ enrolment, retention,
and achievement, and work with communities to devise strategies.
6.3.2. Selection
of core groups would be done at two levels:
(i) Coordinator : 1 (to be selected from
among the teachers)
(ii) Resource person : 1 (to be selected from
among the teachers)
(iii) Other members of resource support group at field level.
These community level activists for community mobilisation,
local level monitoring, and on site resource support
would be selected from among youth groups and women
students.
6.3.3 The core
group at the block level will be responsible for coordinating
with and converging with the DGU and existing programmes. They
will, with the help of students, teachers and volunteers, do
surveys, and help prepare the village plans. They will also
monitor and oversee the implementation of these plans. The core
groups will form the major vehicle for community mobilisation,
monitoring in the village the progress for enrolment, drop out,
achievement of girls, facilitating with the VEC/ MTA/ village
community in devising interventions for these activities in the
village, and creating an environment for girls’ education. They
will be selected on the basis of their aptitude. They can also
assist in the upgraded schools in special activities like
sports, painting, computer aided education, music or as
escorts.
6.3.4 At the
cluster level there will be Co-ordinators (One for every 5 - 25
villages), who will work as honorary women workers and will have
the assistance of a Core Group. In older MS areas, the
federations or the Sanghas could takeover this role. In all
project areas, efforts will be made to eventually hand over this
function to such groups of activists. The coordinator would work
along side the Model cluster school. At the cluster level, the
coordinator, will, with the help of the national, State and
district level, coordinate the mobilisation of the community,
regular monitoring of girls’ enrolment, retention, and
achievement, and work with the core group and communities to
devise strategies to achieve project goals.
6.3.5 The village level efforts will be co-ordinated by
Mahila Samakhya Sanghas, core groups, VECs, Mothers Committees
or Parent Teacher Associations, as the case may be. The district
unit, cluster coordinators and village Sanghas will
respectively, decide the prioritisation for activities and
incentives to be taken up in the cluster/ village. This
autonomy is vital for genuine local needs/solutions to get
reflected in the programme activities/strategies.
6.3.6 A Cluster
Level Committee would be formed for monitoring the cluster level
activities and would consist of the Presidents of VEC/SMC of the
villages in the cluster. The President of the Cluster level
Committee would be selected from its members by rotation every
quarter. The Head Master of the ‘Model Cluster School for
Girls’ would be the member-secretary. If number of women member
is less than four, an additional member may be co-opted from the
VEC/SMC to ensure that at least 4 women members are there.
6.4
National Support Group:
6.4.1 The National Resource Group (NRG) already created under
the Mahila Samakhya programme at the National level shall
provide inputs on conceptual issues and concerns arising in the
programme, and advise GOI on policy matters concerning the
education of girls. This group, along with smaller sub
committees for specific inputs formed through co- option of
additional persons from relevant institutions or experts , will
provide the interface with research and training institutions,
women’s movement, educationists and non-Governmental
institutions and also bring in other experiences of educating
girls. Eminent individuals will also be encouraged to go to the
districts as role models and be part of the environment building
effort.
7.
Components of the Girl Education Programme:
(i)
Block Focus Projects for girls at risk/difficult circumstances:
Detailed action plan for the Target group of girls and specific
strategies to be adopted in the block need to be spelt out, with
defined and measurable outcomes. SSA Annual Work Plan of
districts should reflect NPEGEL block specific project,
accordingly. Funds permissible per block would be within the
ceiling of the sum total of the activities admissible per
cluster under the scheme. All clusters in an EBB are eligible
for coverage under NPEGEL. For effective implementation phasing
of coverage is suggested.
(ii)
Model Cluster school (MCS): A Model Cluster School for
Girls’, as a model girl-child friendly school at cluster level
will be opened in all selected districts/blocks where the scheme
is operational. A cluster will be for about 5-10 villages with
each block having about 8-10 clusters. This girl-child friendly
infrastructure will be used by all the schools in that cluster,
by rotation. It shall have facilities in terms of teaching
learning equipment, books, equipment, games, etc. Facilities
available, like books will also be circulated to the schools in
the clusters. Facilities will be used for learning through
computers, film shows, reading material, self defence, life
skills, riding bicycles, reading, games etc. Instructors will be
hired for the day or on contract for imparting vocational and
other training. These would be aimed at improving the
achievement of girls, fostering an interest in education among
them, and raising the importance of girls’ education in the
community. The facilities will also be used for teacher
training in the cluster. Clusters will be taken up in a phased
manner, and those schools will be selected which have shown the
best performance for enrolment of girls over the baseline, and
which are accessible to around 10 villages / schools, whose
girls can use this infrastructure and which has land for
additional civil works and play fields. While selecting the
location of the model cluster schools, the density of SC/ ST
population would also be taken into consideration.
An existing school will be identified for opening of ‘Model
Cluster School for Girls’ having the density of SC/ST/OBC/Minority
girls. A ‘model cluster school for girls’ will have the
provision of an additional classroom, supply of drinking water,
electrification, and toilet for which one time grant upto a
maximum of Rs.2.00 lakhs will be provided. To the extent of
construction of such additional room/toilets, this amount would
be over and above the 33% limit for Civil Works under SSA. The
construction of additional classrooms, etc. will be carried out
by the VEC/SMC of the cluster headquarter. The type of design
for the classroom will be approved by the Executive Committee of
the State SSA Society. Infrastructure development will be used
for additions to schools, residential facilities, girls toilets,
water supply, electrification and barrier free features etc. in
the upgraded cluster schools. A one time grant amounting to
Rs.30,000/- will also be provided for teaching learning
equipment, library, sports, vocational training, etc.
(iii)
For each cluster, one or more of the following interventions may
be undertaken within an overall annual ceiling of Rs.60,000/-
per cluster.
(a)
Recurring
Grant to Model Cluster Schools:
A maximum amount of Rs. 20,000/- per annum will be provided to
each cluster to meet the requirements of expenditure on various
activities for promotion of girls’ education in that cluster
including maintenance of the school and engagement of part time
instructors for additional specified subjects provided that no
instructor would be hired for more than 3 months in an academic
year and he/she would not receive remuneration of more than Rs.
1,000/- per month.
(b)
Awards to
Schools/Teachers:
One award per year @ Rs. 5,000/- (in kind) will be provided to a
school/teacher at cluster level for for achievements in
enrolment, retention and learning outcomes of girl students.
(c)
Student
Evaluation, Remedial Teaching, Bridge Courses, Alternative
Schools:
Special models of alternative schooling catering to hard to
reach groups of girls including bridge courses, flexible
timings, back to school camps, remedial teaching, etc. for out
of school, irregular girls will be started in such villages
where this poses a serious problem. In addition to the
provisions already available under the EGS &AIE component of SSA,
a maximum amount of Rs.20,000/- per annum will be provided to
each cluster for student evaluation, remedial teaching, bridge
course and alternative schools. There may be two such centres
under one cluster.
(d)
Learning
through Open Schools:
Children at the upper primary level, even in the open schooling
system, in certain special cases, require some short-term
residential training at regular intervals. The scheme will
provide waiver of fees of girls for courses under National Open
School and State Open Schools, setting up of specially designed
open learning centers. The implementing agency will devise
suitable system with NOS, State Open Schools or other such
organisation for this purpose. The cluster school will form
the venue of the residential upper primary school / NGO Centre.
This will facilitate bringing to the eductional system those
girls who have dropped out from regular schools for some
reason. A maximum amount of Rs. 50,000/- per annum will be
provided to each cluster towards the payment of fees and
provision of supplementary teaching to be taken up with the help
of National Open School or State Open School. Short term
residential courses can also be organised. To the extent
possible, the payment on this account would be made by the State
Societies directly to National Open School or State Open School
as the case may be.
(e)
Teacher
Training:
Under this scheme Teachers and teacher educators will be
trained for gender sensitisation. A maximum amount of Rs.
4,000/- per annum will be provided to each cluster for annual
training of at least 20 teachers specially on gender aspects.
This amount will be in addition to the provisions under SSA for
normal teacher training on subjective issues.
(f)
Child Care
Centres:
The scheme provides opening of additional Early Childhood Care
centres to meet gaps in the Integrated Child Development Scheme
and relieve girls from the burden of sibling care. Two Child
Care Centres per cluster run by community may be opened in the
areas where there is no Child Care Centre under any scheme of
the Department of Women & Child Development and/or the State
Government concerned. Each centre opened under the ‘Girl
Education Component’ of the SSA will receive a recurring grant
of Rs.5000/- and non-recurring grant of Rs.1000/- per annum.
These funds can also be
used for strengthening existing local ICDS centers especially
for augmenting training for pre-school component, play way kits,
joint trainings with primary school teachers and pro-rata
payment of honorarium of Anganwadi workers due to extension of
Anganwadi timings to match school timings.
(iv) A one
time non recurring grant of
§
Rs. 30,000/- for teaching learning equipment, library, sports,
vocational training etc.; and
§
Rs. 2.00 lakh for skill building activities (in lieu of
additional classroom) and for meeting recurring costs of skill
building activities for girls to be utilized upto a period of
three years.
This amount
will only be admissible for model cluster schools which have not
availed of Rs. 2.00 lakhs for an additional classroom and Rs.
30,000/- for TLE etc. since inception of the scheme.
(g)
Some other indicative activities which could be undertaken
within funds allocated above include:
¨
Learning through computers especially at upper primary level;
¨
Life skill trainings to enable skills and capacities for copping
with difficult situation in life; enabling them to make
informed choices; participate in decision making processes and
access resources that will assure them quality of life.
¨
Educational Tours/Exposure Visits to enhance their information
base, self esteem and self confidence.
¨
Interaction with important people of the area.
¨
Designing of accelerated learning for older girls and
development of relevant curricula for residential and
non-residential bridge courses for older girls, who were drop
outs or had never enrolled.
¨ Follow-up
strategies for providing ongoing support to girls mainstreamed
to schools from bridge courses and other alternative schooling
facilities.
¨
Engagement of older women as escorts for school going girls
where schools are at a distance or passage is hazardous.
¨
Monitoring and tracking of girl’s attendance and supportive
strategies to facilitate regular attendance of girls and their
retention in schools to enhance learning achievement, completion
and transition to next level of education.
(iv)
Additional
incentives:
SSA provides for free textbooks to all girl-children upto a
limit of Rs.150/- per child at primary level and Rs. 250/- per
child at upper primary level. In addition to the existing norms,
a package of incentives shall be available to the girl-child
under this programme. For each school a Mother’s/ Women’s
Committee would, depending upon the real needs, decide on
additional incentives within the already prescribed financial
ceiling of Rs. 150 per girl-child per year, under SSA. However,
if there are any savings after providing for free text books to
the girls, the balance money out of this amount may be used for
providing additional items such as stationery, slates, work
books, uniform, providing escorts in difficult areas, etc. Thus,
if a State is spending Rs. x per child on textbooks from SSA
funds, then it would spend only an additional Rs. (Rs.150 – x)
for these activities.
(v) Nutrition
and School Health:
Health too, remains a critical issue for girls’ education.
Greater malnutrition among girls and lower family priority
towards their health affects their learning capacity. School
health would involve general health check up with a more
intensive follow up of such girls who require special
attention. On sanctioning of a ‘Model Cluster School for Girl
Child’, a list of such schools mentioning the nearest
Government Hospital or Referral Hospital or PHC Centre to the
school will be provided to the concerned State Health Department
under intimation to the Department of Elementary Education &
Literacy who will request the Ministry of Health & Family
Welfare for providing necessary services to the Model Cluster
Schools. A synergy for this would be built with the Department
of Health. Similar synergy will be developed for convergence of
‘Mid-day Meal Scheme’ run by the Department of Elementary
Education & Literacy.
(vi)
Community
Mobilization (Mobilization for enrolment, retention and
learning):At
the District and cluster (a group of about ten villages) level,
mobilization activities including the training of teachers and
educational administrators, mobilisation of the community,
including formation and training of resource groups (Mother
Teacher Associations (MTA), Women Motivator Groups(WMG), Mahila
Samakhya (MS) Sanghas etc.), activities by resource group like
enrolment, retention, talking to parents etc., training & review
of resource group, community follow up of enrolment, attendance,
achievement etc shall be carried out.
The key to
girls’ education is community mobilisation. The SSA programme
already mentions mobilisation at habitation/ village / urban
slum level. For this purpose, a Cluster Co-ordinator along with
a core group at cluster level comprising of women workers,
volunteers and mothers/ parents etc. will assist in bringing
girls from the villages, as well as monitoring their
achievement, attendance, retention etc. Training of the
community / resource groups involving Mother-Teacher
Association, Women Management Groups, Sanghas, etc. will also be
taken up under this component.
At the
cluster level there will be a Co-ordinator (One for every 5 - 25
villages), who will work as an honorary women worker. She will
be paid TA/DA, etc.
This Core
Group will play one of the most critical roles in the programme,
in terms of planning, mobilisation and implementing the
programmes package of activities. Therefore, its constitution,
selection of members, their training and orientation will be a
key input in the programme. Their role will help the programme
to truly evolve and gain local context and community ownership.
In addition
to the provisions already available under SSA, an amount of Rs.
35,000/- for the first year; Rs. 20,000/- for the second and
third year; and Rs. 10,000/- for the fourth and fifth year will
be provided for for the purpose of community mobilisation
through training, follow up of girls’ enrolment, attendance,
achievement etc. in each cluster: The above provision also
includes the cost towards Management Information System and
Documentation, honorarium & TA/DA to the coordinators and
meetings of resource groups at cluster level. This amount will
form part of 6% for management cost and it can be enhanced on
account of expenses incurred for community mobilisation
activities in the EBBs and other educationally deprived areas
selected for special focus on girls’ education. The 6% ceiling
of a district shall not be exceeded by an amount more than 10%
of the total “Girls Education Component” of its annual district
plan.
(vii)
Implementation, Monitoring and Supervision :
Programme activities at State and National level :
Activities
at the National and State level also include (a) Planning, (b)
Training, (c) meeting, workshops evaluation and MIS, (d)
Development of material including teaching learning material,
CDs, films and other training material, fees & honorarium, (e)
helping in the review/ development of textbooks, development of
guidelines for incorporation of gender concerns, (f)
development/ compilation of supplementary reading material for
girls, including life skills, which would provide the support
needed for girls’ education etc. and (g) inter State sharing,
documentation, publication, networking, Library, journal etc.
The SSA
provisions will continue for carrying out development of
training modules, curriculum and pedagogy activities, however,
gender focused materials will be at the core of such activities
at State level by the implementing unit of NPEGEL. These may
include:
(a)
Development of material including teaching learning material,
CDs, films and other training material,
(b)
Assisting the review/ development of textbooks, development of
guidelines for incorporation of gender concerns,
(c)
Development/ compilation of supplementary reading material for
girls, including life skills, which would provide the support
needed for girls’ education etc.
(d)
Development/ compilation of
suitable
curriculum and pedagogy including evaluation from the gender
perspective etc. Material, pedagogy and modules already
developed under programmes like MS, Lok Jumbish Project and
District Primary Education Project, like gender review of text
books, development of supplementary gender sensitive teaching
learning material will also be collected and incorporated.
Funds for implementation, monitoring and supervision of NPEGEL
at sub-district, district, State and central levels will
provided as given below :-
(a)
Management expenses of 6 % of project cost including consultants
for appraisal and monitoring and evaluation of the scheme,
coordination with existing schemes, advocacy, workshops and
seminars establishment and administrative expenses etc. as
follows:
§
Funds to the extent of 1% at national level will be provided at
national level to cover planning, monitoring and concurrent
evaluation.
§
Funds to the extent of 5% of proposed expenditure at State and
district level for planning and monitoring. Funds for this
programme will be routed through the SSA society of the State as
per mechanism mentioned in para 5 above.
(b)
The ceiling of 6% for management cost fixed under SSA can be
enhanced on account of expenses incurred for community
mobilisation activities in areas where this programme will be
implemented upto 10% of the total amount earmarked for the
district under this programme.
8.
Methodology:
8.1 The
separate sub- plan for ‘Girls Education Component’ will be
prepared by the district implementation unit of the NPEGEL. As
in the case of DEEP, these plans shall be scrutinized at the
State level by the resource group, before being forwarded to the
cell at the National level, who shall appraise the plans, with
the help of external agencies/ consultants where necessary. A
team constituted for the purpose will appraise the plans
received. The Project Approval Board (PAB) of SSA will approve
these sub-plans. The PAB will also invite two eminent persons
/NGOs with experience and expertise in girls’/women’s education
while approving these plans.
8.2 From 2008-09, the State will prepare detailed action
plans for the target group of girls and spelling out the
specific strategies to be adopted in the block with defined and
measurable outcomes. The SSA annual work plans of districts
should reflect NPEGEL block specific project accordingly.
9.
Financial norms under the NPEGEL:
9.1 The assistance under this component will be as per the
parameters of SSA i.e. in the ratio 65:25 for the first two
years of the XI plan i.e. 2007-08 and 2008-09; 60:40 for the
third year i..e 2009-10; 55:45 for the fourth year i..e 2010-11
and 50:50 thereafter i.e. from 2011-12 onwards. For the North
Eastern States the fund sharing pattern between Centre and
States shall be 90:10 under the programme with the Centre’s
share resource from the 10% earmarked funds for the NE Region in
the SSA Central Budget.
9.2 The provisions for NPEGEL will be in addition to the
provisions already made under SSA. The SSA society will ensure
that there is no duplication of activities proposed under the
programme.
9.3 The Government of India would directly release funds to
the SSA State Implementation Society. The State Government will
also release its share to the State Implementation Society.
Funds will be released thereafter to the Mahila Samakhya
society, wherever applicable. In States where MS is not being
implemented, the implementation of this scheme will be through a
sub-unit called ‘Gender Unit’ of SSA society and existing
mechanism used for implementation of SSA will be followed.
9.4 The
State society should open a separate savings bank account for
operating of funds of NPEGEL. State Government should also
release its matching share to the State SSA society through a
separate budget head. Separate accounts will have to be
maintained at district and sub-district structures, accordingly.
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