The foremost challenge for Universalisation of Elementary Education is the enrolment & retention of all children of age group 6-14 years in schools. In spite of huge expansion of schooling in formal and non-formal system a good number of children in age group of 6-14 years are yet out of school.

Universalization of Elementary Education is primarily depends on Access and retention.

State Norm for Opening of New Primary school: 

  • In non KBK districts and Non Tribal Sub-Plan areas New Primary School will be opened in habitations having at least 40 children in the 6-11 years age group provided there is no primary school within a walking distance of 1 K.M. of such habitations.
  • In KBK districts and Tribal Sub-Plan areas New Primary School will be opened in habitations/cluster of habitations having at least 25 children in the 6-11 years age group provided there is no primary school within a walking distance of 1 K.M. of such habitations.

State Norm for Opening of New Upper Primary school: 
  • In all districts New Upper Primary schools will be opened in habitations/cluster of habitations having at least 25 children in the 11-14 years age group provided there is no Upper Primary School within a walking distance of 3 K.M. of such habitations.

        In all districts the distance norm for opening of New Primary and New Upper primary schools is relaxed in case of natural barrier like river, hilly terrain, dense forest etc.
9943 New Primary School and 11008 New Upper Primary schools have been opened from 2001-02 to 2015-16 as per approval of PAB under SSA.


Govt. in School & Mass Education Deptt. vide Notification No.19917, dt.22.08.13 has notified that : Section-2 (f) of Right of Children to Free & Compulsory Education Act, 2009 stipulates that “elementary education shall mean the education from first class to eighth class”.

 Pursuant to the above provisions of the Act, it has been decided that:- Primary Schools means the schools having classes I to V and Upper Primary Schools means the schools having classes upto VIII for all purposes.

Govt. Upper Primary schools have been upgraded to Class-VIII accordingly.


The Government in School & Mass Education Department vide letter No. 12171/SME, dt.23.06.2016 have been pleased to pass order for  merger/closure of non-optimal schools having 10 or less than 10 enrolments with nearby schools subject to the following conditions.  

  1. Children of the schools to be merged/ closed are to be mainstreamed in the nearest schools.  If schools are closed in tribal and difficult terrain, then alternative arrangements to be made through transport facility to ensure access to students of these schools and if required by attaching a SS to bring the children to schools etc.
  2. DPCs are to take personal responsibility to ensure that these children don’t drop-out.  Transportation cost is to be sanctioned for the parents to take the children to nearest school till they are accustomed to.
  3. Villagers may be assured that if in future required number of students will be available, the closed school will start operating again.
  4. Infrastructure of the closed school is to be handed over to the concerned Gram Panchayat and as per the requirement of the villagers, infrastructure is to be managed.
  5. Teachers posted in these sub-optimal schools may be posted to the nearest school where children are mainstreamed so that children of the closed school will get more attention and benefit.
  6. As per new SMC guidelines, SMC cannot be formed if children are less than the required number.  So no SMC should be allowed to operate any accounts of closed schools and it should be updated in all the records including U-DISE.
  7. The information regarding the schools to be closed may be intimated to the respective PanchayatSamiti’s Education Standing Committee through the respective BDO’s.
  8. Any other remedies for closure of these schools may be taken as deemed proper which may be informed to the SPO for record and reference.
The Govt. in School and Mass Education Department have notified vide notification no 10442 dtd.14.05.2018 on policy of rationalisation of schools. Schools located in the same campus or within 100 mtrs shall be merged to form a single institution or a composite institution which may have elementary and secondary wing. The merger may be either horizontal or vertical.  

RTE Act, 2009 Chapter-II Section – 4 envisages the identification of children for special training. “where a child  above  6 years of age has not been admitted in any school or though admitted, could not  complete his/her elementary education, then he/she shall be admitted in a class appropriate to his/her age”.
  • Out of school children are identified through House Hold Survey(HHS) and its validation every year.
  • Special training to out of school children of different duration i.e. 3 or 6 or 12 months are being imparted by the existing teachers of the school in Residential or Non Residential mode and mainstreamed in the next higher classes after completion of special training.
  • Special training material from class I to VII has been developed by TE&SCERT The special   training material of class I to III “ HASI KHELI SIKHIBA” has been revised in the year 2017-18
  • Revision of special training material of class IV & V is under process by TE&SCERT.
  • The guidelines for special training have been prepared at state level and circulated to district for setting up special training centres.
  • The activity wise unit cost for special training @ Rs. 20000/- per child per annum for Residential special training and @ Rs.6000/- per child per annum for Non Residential Special Training has been prepared and circulated to district for implementation of programme.
  • Funds are placed with SMC account for management of programme.
  • Western part of Odisha is a migration prone area. Seasonal Migration of parents with their children in search of work takes place during the month of October/ November.
  • The parents of migrant families migrate to the outside states and engage themselves in brick kiln sites of Andhra Pradesh, Telengana, Tamil Nadu, Karnatak, Chhatisgarh etc. 
  • Seasonal Hostels are being opened at source points since 2006-07 to retain children in the school, to prevent child migration and provide schooling facilities to the children with a view to eliminate drop out and child labour ensuring completion of elementary education.
  • Bargarh, Balangir, Nuapada, Kalahandi & Mayurbhanj are the Source Points of migration. Balasore Cuttack, Khordha are the destination points of migration.
People of these districts start migration in the month of October/November to inter and intra-state after completion of Kharif season and “NUAKHAI” festival in western parts of Odisha.

  • Elimination of child labour.
  • Reduce drop out
  • Ensuring retention and completion of elementary education.
  • Rehabilitation and re-integration of all child labour through education, nutrition, primary health care.
(For urban deprived children and educationally deprived children living under difficult circumstances)

  • To identify the urban deprived children of the age group 6-14 years, bringing them to the fold of elementary education as per the mandate of RTE Act and rehabilitate the rescued children in the Residential Hostels under SSA.
  • To provide residential and educational facilities to children not coming under the definition of ‘Child in Need of Care and Protection’ u/s 14 of the Juvenile Justice (Care and Protection of Children) Act, 2015 but living in difficult circumstances and requiring educational support 
    To reduce the number of out-of-school children by providing residential schooling facilities to children who are not eligible to be housed in CCIs and consequently are likely to remain out of school after de-institutionalization.
    To supplement the efforts of parents of children living under difficult circumstances for enabling their children to complete elementary education.
Target group:
  • Child Labour, Migrant Children, Orphans, Children engaged in begging, Children without adult protection, Rag-pickers, street children, single parent etc. seen in the urban areas.
  • Children (6-14 years) living under difficult circumstances ( belonging to marginalized and deprived families but requiring educational support ) with a focus on children not coming under ‘Child in Need of Care and Protection’ under Section-14 of the JJ Act, 2015
Districts Covered:
  • Residential Hostel for urban deprived children in Khordha, Keonjhar & Mayurbhanj district.
  • Residential Hostel for educationally deprived children living under difficult circumstances in the district of Baragarh, Cuttack, Ganjam, Gajapati, Kalahandi, Kandhamal, Malkanagiri and Rayagada.
  • Children in remote habitations with sparse populations, hilly, densely forested or in urban areas where availability of land is a problem or children belonging to extremely deprived group of children with special needs may not find access to school are provided Transport/Escort facilities under SSA @ Rs.3,000/- per child per annum. 
  • The children of the merger schools who have admitted in the nearby schools with the distance of more than 1.5 KM. for Primary school and 3.5 KM for upper primary schools are given preference for transport/escort facility.
  • The children of the habitation of deep forest area and fear of wild animals obstructing the children to attend the school and if the child faces any barrier during rainy season due to river/ trench etc., the transport / escort facility are provided to such type of children.
  • Transport / escort facilities have been provided to such type of children under SSA since 2015-16.





(for Urban Deprived Children)


Community Mobilisation

Sarva Shiksha Abhiyan (SSA) is an effort to universalize elementary education with the active involvement of community. It is also an attempt to provide an

Community Mobilisation Active involvement of Community plays a critical role in meeting the access – equity – quality mandates of Sarva Shiksha Abhiyan (SSA) in the context of Right to Education (RtE) Act 2009. With the participation of the community in the management of schools social, regional and gender gaps can also be bridged. It is essential that people are well aware about their role and responsibilities as parents, guardians, members of local authorities and they are given freedom for the development of the school. The state has always encouraged school teachers to understand the role and importance of community participation, contribution in development of school and quality enhancement. For this constant focus on active community participation through various initiatives has been given priority Suravi : State-level children’s festival is being organized on the eve of Children’s Day This programme educates, entertains and inspires young minds from across the State in the city of Bhubaneswar. The event has turned out to be a platform for budding talents of the State’s far-flung areas. Children enjoy a huge range of workshops, competitions, cultural programmes, musical performances and exhibitions. This programme is being organized at Cluster, Block, District and State level.

Street Play : Street play is a form of theatrical performance and presentation in outdoor public spaces without a specific paying audience. It aims at creating awareness among the public about educational rights and their importance. People watch the plays with rapt attention, soaking in everything that was being told to them through this medium. RtE Awareness : To ensure proper implementation of the Right to Education (RTE) Act-2009 and RCFCE Rule 2010 various initiatives have already been taken at State level. The main objective of the campaign is to create awareness among the masses regarding benefits provided to poor people, weaker sections and disadvantaged groups, under Right to Education (RTE) Act 2009, especially regarding 25% free seats (pre-school or 1st std) reserved for them in private schools. Shiksha Mahasabha/ Parental Counseling :  Shiksha Mahasabha is being organised particularly in Tribal Sub Plan (TSP) areas and SC concentrated panchayats to mobilize the community towards the fundamental rights, provisions, facilities available and benefits of education and also mobilize them in ensuring enrollment and regular attendance of their wards at school. Parental counselling helps parents to know new ways to understand themselves as parents, develop more trusting and secure relationships with their children, assist their children to cope with the challenges of growing up. Community Based Activities for School Community Linkage :  Community based activities are the activities or programme where teachers act as facilitators and provide space for the community and children to take part in creative activities like exhibition of art and handicraft, traditional musical instruments, ornaments, dance, cultural songs, riddles, tales etc. Special focused districts : There are 18 Special Focus Districts in Odisha. Community based child centered activities are being organised for overcoming specific gaps in overall endeavour of the districts to achieve universal elementary education.


Planning is a tool as well as a process for creating platform, indicates direction and provides solution for educational interventions in the field of infrastructure, access, socio-gender equity, quality and educational management for achieving UEE under the RTE Act, 2009 with the given objectives, resources and time. It also encourages creativity and innovation

  • Planning is a tool as well as a process for creating platform, indicates direction and provides solution for educational interventions in the field of infrastructure, access, socio-gender equity, quality and educational management for achieving UEE under the RTE Act, 2009 with the given objectives, resources and time. It also encourages creativity and innovation.
  • The Right of Children to Free and Compulsory Education (RCFCE) Act, 2009 and Odisha State RCFCE Rules, 2010 have clearly defined the roles and responsibilities of various stakeholders including the local authority, parents, teachers, and community members so as to ensure every child in the age group of 6-14 years to complete a full cycle of Elementary Education i.e. class – I to VIII.. 
  • The RCFCE Act defines that in each Govt school, School Management Committee to be formed comprising of parents, representatives of local self-government, teachers, local educationists and children to manage the affair of the school with a Perspective Plan and annual School Development Plans (SDPs). These SDPs are the key for ensuring rights of each child getting schooling facility in its neighborhood through implementations of programmes especially Sarva Shiksha Abhiyan (SSA) and KGBV.  The SMCs’ role is also visualized as very crucial in ensuring quality and monitoring of school functioning in compliance with the RTE Act.
  • The Planning Unit at the SPO & DPO level plays the role as a facilitator, integrator and disseminator by guiding, monitoring and strengthening the decentralized and participative planning process. It provides strategies to address the emerging needs of elementary education at grass-root level within the allocated time and financial norms and ensures that district plans are in line with RTE-SSA objectives.
  • SSA has been operational in Odisha since 2001-02. With the passage of the RTE Act, changes have been incorporated into the SSA approach, strategies and norms. As per the RTE Framework prescribed by MoHRD, Govt of India, SSA is the principal vehicle for the implementation of the RTE ACT, 2009. The changes are not merely confined to norms for providing teachers or classrooms, but encompass the vision and approach to elementary education as evidenced in the shift to child entitlements and quality elementary education in regular schools.
  • To ensure all these, as per the time line, prescribed under RTE, this year Planning has been taken as one of the most deserving component under SSA and KGBV. Planning is an important tool to generate demand and resource for development, to bring fund and to show the way for proper implementation, monitoring and supervision for achieving the super goals of the RCFCE Act, 2009. Further, planning exercise for the AWP&B, is important since this will be the eighth year of the implementation of the RTE Act when we will be comprehensively planning Sarva Shiksha Abhiyan (SSA) interventions in the context of provisions of the Act. In order to prepare the Plan, we put emphasis on Access, Special Training for Out of School Children, Bridging of Gender and Social Category Gaps, Interventions with special needs, Retention, Quality, Need of Text Books, Requirement of Teachers, Library as Learning Resources, New Teachers Training, Training of In-service Teachers, Formation and Strengthening of SMC, School Infrastructure Plan etc.

Basic characteristics of planning process under SSA-RTE are as follows.
  • For the preparation of AWP&B, School Development Plan, habitation & School mapping exercise are updated in all habitations and revenue villages.
  • PRI representatives, administrators, parents, teachers, social workers, NGOs and CBOs contribute their valuable inputs for making the planning process participatory & decentralized.
  • Convergence with NGOs and GOs working in the field of elementary education is a regular feature in the planning process under SSA-RTE in Odisha.
  • SDP is prepared at school level by SMC focusing on all aspects of elementary education for children i.e protection of  Child Rights, Child Safety, disaster management, infrastructure, class room process, quality  education, bridging gender & social category gaps, inclusiveness etc.
  • Data coming through U-DISE & House Hold Survey are considered for reference and comparison for ensuring data consistency and analysis of gaps. All children are being covered under Aadhar for ensuring better entitlement provision.
  • Comprehensive Quality Plan is prepared towards attending quality education which is the corner stone of AWP&B.
  • Districts coming under Special Focused Group & LWE Districts (18 no. of districts) have been given importance in preparation of area specific need based plan.
  • Tribal plan (MLE & SRUJAN) and gender budgeting are made for giving importance to tribal children and girls.
  • Inclusive education for all CWSN is prepared for making all schools barrier free, provision of aids & appliances, identification through camp & survey approach and training to parents, community and teachers for behavioral changes.


Inclusive education is about all children learning together even if they differ from each other in styles and place of learning.

Inclusive Education for the Children with Special Needs under Samagra Shiksha

The Integrated Scheme on School Education aims to look at education of all children including children with Special Needs (CwSN) in a continuum from pre nursery to class XII. The scheme will cover all children with special needs with one or more disabilities as mentioned in the schedule of disabilities of the Right of the Persons with Disabilities (RPwD) Act, 2016 studying in Government, Government-aided and local body schools.

The scheme stresses on working in convergence with all the line Departments/ Ministries and intends to provide relevant holistic support for effective and appropriate services.

The objectives of the scheme are:
Identification of children with disabilities at the school level and assessment of her/his educational needs.
Provision of aids and appliances, assistive devices, to the children with special needs as per requirement.
Removal of architectural barriers in schools so that students with disability have access to classrooms, laboratories, libraries and toilets in the school.
Supplying appropriate teaching learning materials, vocational training support, guidance and counseling services and therapeutic services to children with special needs as per his/her requirement in convergence with line departments.
General school teachers will be sensitized and trained to teach and involve children with special needs in the general classroom. For existing special educators, capacity building programmes will be undertaken.
CwSN will have access to support services through special educators, establishment of resource rooms, vocational education, therapeutic services and counseling.

Target Group
The scheme will cover all children from pre nursery to senior secondary stage studying in Government, local body and Government-aided schools, with one or more disabilities as defined under the Rights of Persons with Disabilities Act 2016 namely:
1. Blindness
2. Low-vision
3. Leprosy Cured persons
4. Hearing Impairment (deaf and hard of hearing)
5. Locomotor Disability
6. Dwarfism
7. Intellectual Disability
8. Mental Illness
9. Autism Spectrum Disorder
10. Cerebral Palsy
11. Muscular Dystrophy
12. Chronic Neurological conditions
13. Specific Learning Disabilities
14. Multiple Sclerosis
15. Speech and Language disability
16. Thalassemia
17. Hemophilia
18. Sickle Cell disease
19. Multiple Disabilities including deaf blindness
20. Acid Attack victim
21. Parkinson's disease

Girls with disabilities will receive special focus and efforts would be made under the scheme to help them gain access to schools, as also to provide motivation and guidance for developing their potential.

The UDISE will have the relevant details of children. Further an extensive database will be maintained at district and block level which will cover all the particulars of children including the type of disability, degree of severity, educational needs, emergency contacts and all other relevant details that will help the district, block level management to cater to the needs of the CWSN.

Components of the Scheme
The Scheme will include assistance for two kinds of components:

Student oriented components
The student oriented component may be utilized for specified items like:-

  • Identification and assessment of children with disabilities.
  • Provision of aids and appliances, equipments.
  • Access to and development of teaching learning material as per requirement etc.
  • Provision of facilities like transport/escort facilities, scholarship,
  • Assistive devices, support staff .
  • Provision of large print text book, Braille books and uniform allowances.
  • Stipend for Girl Students to encourage their participation in the school system.
  • The use of ICT to increase access to information not otherwise available.
  • Awareness and motivation camps.
Resource support
For providing resource support to CwSN, the existing human resource engaged under SSA to be continued. The special educators for secondary and higher secondary schools are to be engaged as per the norms. All educators should be registered with Rehabilitation Council of India (RCI). These educators should mandatorily be available for all CwSN including the children with high support needs. The educators to be posted at the block level and can operate in an itinerant mode, covering a group of schools where children with special needs are enrolled.

Key areas of the Inclusive Education Component
Education for CwSN involves multiple aspects above and beyond the financial support for CwSN. Many areas have to be looked upon manifestly that will ensure proper implementation and effective inclusion.


The role of Civil Works in Samagra Shiksha Abhiyan in the light of RTE is to provide physical infrastructures as per the need throughout the State to achieve the basic objectives of RTE i.e. Universalisation of Elementary Education with a prime goal of establishing a sustainable system

The role of Civil Works in Samagra Shiksha Abhiyan in the light of RTE is to provide physical infrastructures as per the need throughout the State to achieve the basic objectives of RTE i.e. Universalisation of Elementary Education with a prime goal of establishing a sustainable system. Execution through SMC / SMDC with active participation of local community rather than through any other agency is the salient feature of SSA Civil Work & opens up the vista for achieving sustainable Elementary & Secondary Education in the State.  Needless to say that appropriate planning is being constantly taking place to address many issues coming up while implementing the project. The issues are analyzing at the grass root level, need based assessment studies, prioritization, mobilization of funds and its utilization for the essential activity in the right time from the limited available funds, exploring possible resources from other department to give a complete realistic shape to the project as much as possible. It is worthwhile to mention here that sister Project such as Kasturaba Gandhi Balika Vidyalaya (KGBV), of course with the same objective & goal, have gone a long way in supplementing the Programme for the main stream. The project aims not only in creating infrastructures like new schools or addl. class rooms but also providing the basic requirement like separate toilets for Girls & Boys, drinking water facilities etc. so as to  increase the access and reduce the dropout rates in Elementary & Secondary Schools. Special attention for the CWSN is also part of planning process.

  •  Monthly Review Meeting held at State Project Office.
  • All District Project Coordinators & Sr. Technical Consultants attend the meeting.
  • State Project Director & Superintending Engineer review the Physical & financial progress of Civil works.
  • Settlement of issues regarding technical matter as required.
  • Zonal Review meeting, containing 10 districts in each group is also held in Quarterly.
  • The Sr. Technical Consultant, Technical Consultant & Financial Consultant of concerned district attends the meeting.
  • The Superintending Engineer review the physical & financial status of concerned districts
  • Various site visit by Superintending Engineer / State Project Engineer with the technical personnel of concerned districts
  • Setting up weekly wise action plan target for T.C’S for two critical activities such as roof casting & settlement of account alongwith submission of UCs thereof.
  • The District wise, block wise & School wise report of physical and financial progress through web-based monitoring is conducted by concerned State authorities.
  • Weekly Review meeting is held in District Project office by the D.P.C and monthly by Collector-cum-Chairperson.
  • Review of Physical & Financial progress
  • Checking of measurement book (MB)
  • Discuss about the various challenges being faced by the Technical Consultants at field level and solution thereof.
  • Funds Flow, Settlement of account & submission of UC.    

Services of the engineers (Technical Consultant) are provided at the block level to support the SMCs in construction activities and at the district level to monitor the works. These engineers visit the construction sites to monitor the quality of works and provide technical guidance and also liaison with the DPO for effective monitoring of civil works. They are also recorded the measurement in the measurement book for each work. Regular training-cum-orientation programme are conducted for up-gradation of Technical personnel working in the field. Technical training to the masons is being imparted with the help of a technical manual “Sikshya Needa” published by OPEPA in the local language. A booklet on “Quality Assurance” has been circulated among the district. This includes the test like fineness modulus test for sand, compressive strength, crushing strength, water absorption test for bricks, slump & cube strength of concrete. According to the site specific condition types of foundation i.e, Pile, column & Open foundation is being adopted as per the decision of the technical personnel.
  • Use of locally available materials,
  • Use of local skills to develop the ownership of the school.
  • Encourage SMC for use of fly ash brick in place of traditional red brick which is not only economical but also environment friendly.
Vulnerability Atlas is being followed for preparing site specific Designs in areas prone to Earthquake, flood & Cyclone.  Different hazard resistant features are provided as per latest Codal specifications. NBC 2016 are being followed during execution of work.
  • Fixing of plinth level basing on the recorded H.F.L & to arrest the capillary action of water in the walls
  • Plinth protection to prevent scouring of foundation.
  • Stair case in areas subjected to frequent flooding
  • Restricted openings & its placements
  • Hazard zone maps available in the Vulnerability Atlas used to decide mitigation measures.
  • Horizontal  bands(For developing Box action) at plinth level & lintel levels and vertical band (For proper tie-up between the roof & plinth) provided following Codal specifications to behave as a box like structure
  • Types of foundation designs developed to suit various soil conditions across state
  • Use of locally available construction material promoted (laterite / granite / stones)
  • Use of cost effective technologies promoted (filler slab, stub footing, arches)
  • RCC designs revised to economize on construction costs.

Drip Course, Plinth Protection, Rain water Drainage spouts etc.
Ramps for physically challenged students, fire fighting equipments are provided for the safety of children etc.
  • Child Friendly Elements such as Swing, Slide, See-saw etc.,
  • In built learning components such as wall pictures, wall painting, grills depicting alphabets & numbers, Children’s chalk board, learning corners, verandah with a different get up etc.
  • Roles & responsibilities of SMCs & technical personnel
  • Choosing suitable plans
  • Involving the community in engaging labour, buying materials & gearing up the progress of the construction.
  • Ensuring the quality of construction
  • Accounts management
  • Post construction maintenance leading to sustainability
  • A Documentary Film, some Training modules and leaflets prepared in Odia text.
  • Adopting cost effective technologies & maintaining design specifications.
  • Technical Training to the Masons is being imparted with the help of a technical manual “Sikskya Needa” published by OPEPA in the local Language.
  • Capacity building of SMC members regarding quality of construction
  • Construction manual (local language / graphical representation); Leaflets explaining construction specifications and procedures (local language), Training module revised;
  • Documentary Film, Training Modules, leaflets briefing the idea about their roles & responsibilities, ensuring quality, design specifications, construction procedures etc. have been prepared in Odia text for easy understanding among the SMC s.
  • Regular Trainings are being imparted to SMCs & Engineers to familiarize the procedures of construction works through community, roles & responsibilities of SMCs & Engineers.
  • Uniform UC format, Separate SMC training on accounts maintenance conducted by Finance Consultants
  • Formation of MTA & ensuring SMC (fortnightly), MTA and PTA meetings on a regularly basis
  • Half yearly orientation programme for TCs on quality control measures, tests (practical demonstration), supervision & monitoring, preparation of bill and submission of UC.
  • Current strength of Sr. TCs -32 nos. in 30 districts and T.Cs-306 in 314 blocks & 2 nos. of ULBs and 3 nos. TCs in SPO.
  • 1 Superintending Engineer, 2 State Project Engineer and 1 Programmer is in position.
    Requirement of Programme Assistant
RTE has already implemented in the State. There is large infrastructure requirement in the State so as to fulfill the aim of RTE. Keeping in view large task there is a requirement of 1 programme assistant who is suppose to assist Senior T.C (District Engineers) in day to day official work.
  • The Creative Studio, Bhubaneswar has been awarded to conduct 3rd party evaluation.
For fine Sand Fineness modulus (F.M) test is done and it is within 1.5 or above. For Course Sand the Fineness modulus (F.M) is within 2.5 to 3.5.The grading of sand is done by Sieve analysis by motorized Sieve Shaker.
TEST FOR BRICK                                          
  • Water Absorption test of Brick is done at field level.
  • Compressive strength of Brick is also tested.                                  
  • Crushing Strength of Brick is also tested.       
CUBE TEST:         
Compressive strength of Cement Concrete carried out by Compression testing Machine by testing concrete cube of size 15 X 15 X 15 cm size.
SLUMP TEST:       
Slump test is done to determine the consistency.


MIS plays a key role in the SSA to support the management for decision making by providing the right information in right time

MIS plays a key role in the SSA to support the management for decision making by providing the right information in right time. It is first amongst the Govt. sector projects in India that is being so closely monitored through a Management Information System. Various data are being collected, computerised and compiled in a system for effective planning and progress monitoring. The MIS units at State Project Office, 30 District the inception of the Project and equipped with necessary infrastructure and personnel. Broadband Internet connectivity has been provided to each location.

MIS Architecture :
MIS unit of OPEPA is headed by professionally qualified experts at State Project Office, District Project Offices and Block Education Offices. State Project Office, OPEPA, is equipped with a fully established Server room with Server rack having Application Server, Database Server, Mail Server, Web Server, Net Server, Firewall and other accessories, where each DPO is equipped with One Server and 7-8 PCs to manage the data bases. Leased line Internet connectivity helps in managing web based data access from the server to the users. The official website is hosted for information sharing as well as mail communication between the officials.

e-Governance activities under MIS:-
MIS was set-up under DPEP during 1997-98 and subsequently expanded to all the District project Offices under SSA din 2002-03. All Block Education Offices are equipped with MIS infrastructure in 2012-13.

School, Teacher & Student is three pillars of the Education System. To manage annual information on these parameters for planning, budgeting and implementation of various schemed of Central & State Govt., there is a need to maintain up to date and real time data. NIEPA has provided UDISE for this purpose whereas State has also maintained State portal with various e-Governance activities as follows to manage the educational & project monitoring needs.
District Information System for Education (DISE) being the source of data for Educational Planning at Elementary level is being implemented at the State by National University of Educational Planning and Authority (NUEPA), New Delhi since 2002-03, which helps in collection of   annual information on School, Teacher and Children, analysis and reporting on various educational indicators. During 2017-18, the Unified DISE (UDISE) data collection and compilation is continuing.

Student Data Management Information System (SDMIS) & Child Tracking System (CTS) : Since 2005, through Household survey, Database of all Children has been prepared and uploaded to the web portal of OPEPA. Child Tracking System has been introduced in the State since 2006 for which Odisha has been honored by Govt, of India with “Prime Minister’s Award for excellence in public administration-2007”. During 2017-18, SDMIS data has been updated from HHS data for all students from Class-1 to 10, focusing to use the data by all departments. SDMIS is a dynamic data to capture the details of students as well as transition from class to class and school to school. Emphasis has been given to tag the students with Aadhaar numbers to remove fake, duplicate names from the system as well as introduce Direct Benefit Transfer (DBT) for all types of deliverables under different schemes to the students. It is planned for updating the SDMIS data in 2018-19 along with capturing the final SA2 marks for each student in all subjects to evaluate the learning levels. SDMIS will provide the detail Cohort analysis for all students in the state. SDMIS is used by all related departments as the single source data regarding students in the schools.

Teacher’s Profile : Profile of all teachers in Govt. and Aided Schools have been maintained to monitor Teachers position, vacancies, rationalization, transfer, engagement and training etc. All teachers Aadhaar number, Mobile, email has been collected and uploaded to the portal for easy identification and mass communication. It helps to resolve all teacher related issues at State to Block level and also provides early information on teachers to be retired in a particular month. Transfer, resignation, retire etc. are updated from BEO level on monthly basis to keep real time data. It is further planned to expand Teachers Profile to e-Service Book for all types of Administrative uses.

Web based GIS integration of Schools with DISE & CTS data is being done to identify the schools, measure the distance from habitations, query based analysis and linkage of schools with natural barriers, which are helpful in access related issues. GIS for Schools is linked to for public use.

The annual booklet named “Status of Elementary and Secondary Education  in Odisha” has been published every year carrying detail analysis of indicators, fact & figures from DISE & CTS data to share the progress for UEE in the state with all functionaries and for their ready reference.

Private School Management Portal has been implemented to facilitate all Private Schools in the State to provide information on-line and seek NOC.

SS Recruitment process has been made on-line to facilitate the applicants as well maintain transparency in recruitment process.

E-Despatch system is initiated in the website for quick despatch of letters and monitoring its access at end point in a systematic manner.

Usage of Data -All the information regarding School infrastructure, teacher and enrolment are based on DISE & CTS.  The major beneficiary to use the outputs of DISE and SDMIS are the different interventions, Govt. and Non-Govt. Organization, Planners, Educationists, Project Heads and Scholars. To make a long term perspective plan, all the Interventions use the detail Child data from CTS and In school data from DISE.  The official website <> carries all the information on SSA in Orissa.


School Student Helpline is a unique initiative of the S & ME department of Odisha, set up at OPEPA for ensuring the Right of Children to free and Compulsory Education Act 2009


School Student Helpline is a unique initiative of the S & ME department of Odisha, set up at OPEPA for ensuring the Right of Children to free and Compulsory Education Act 2009. It began as a channel of communication between school students (I-X) and the Department in the year 2010. It has a toll free phone number (18003456722) through which any child whose right to education is at stake can draw the attention of the apex authorities. It functions on all working days from 8 A.M to 8 P.M
 About 53 category of cases registered such as  Children entitlements, child abuse ,Infrastructure related , Sanitation related ( Drinking water, toilet ),Misuse of school building/ premises, Teacher related (absenteeism ,  negligence in duty, shortage of teachers, Private tuition, Mid-Day Meal, Financial irregularities, School Management Committee ( Formation & conflict resolution) ,Admission  related  CWSN, Social issues-caste.  The graphical presentation of the major RTE related cases is given below:

Operational Strategy:

 The grievances are received directly through phone calls and registered day wise as per the version of the caller. The registered grievances are categorized after being translated into English and forwarded to the concerned field officers for compliance with a fixed date line depending on the gravity of the case.  Monitoring on the status of Redressal of all cases except MDM as well as SC & ST related are done by the SSH cell directly at regular interval. Whereas the MDM related cases are sent to the State Nodal Officer, MDM for necessary action at their end. The District Girls’ Education Coordinator of SSA has been designated as Nodal officer of SSH for the district for strengthening the Redressal system of the state. In case of emergency the senior officers of the Department & Directorates designated as Nodal officers of the district are entrusted to enquire the case personally. Proper action is taken against the alleged person only after receiving the actual enquiry report from the concerned field officer. Since January 2015 the SSH software has been operationalized.

Major RTE cases Received by end of 2017

Number of activities were undertaken to strengthen the system:

1.Capacity Building programme on functioning of SSH:

 Successful implementation of any project depends on how far the stake holders aware about the functioning of the system.   The field functionaries of the DEO, DPC and BEO office (Data entry operators, BRT, Officials of DEO and DPC Office etc.)  who deal with the system were given one day orientation  on the functioning of SSH system.  The Structure of School Student Helpline, Mechanism of the grievance Redressal system, Method of the effective reporting,  Role and responsibilities of the enquiring officer were the main discussion points of the orientation programme.

2.Orientation programme on Functioning of SSH Software:
As earlier mentioned the SSH software made functional from 1st January 2015. Prior to its launch an orientation programme of all the field functionaries such as DEO, DPC and BEOS was organized in collaboration NIC, Bhubaneswar. Besides refresher training has been organized from time to time to clarify the doubts of the technical staff of field on software operation.

3.Orientation Programme of CWC members and teachers  on Counseling:
It is observed that cases like corporal punishment, caste discrimination, sexual abuse etc which resulted development of psycho fear to attend school leads to dropout of such children.  Counselling is very much essential to address such issues. In this context the School Student Helpline has organized training programme of CWC members as well as some identified teachers on counseling  who can support the district administration on counseling work as and when required.

 4.Training of teachers on safety and security of children in school environment
School is considered as one of the safety place for the children. Presently due to some untoward incidents the safety of the school environment is in doubt. In this connection strategies how to ensure safety school environment to children has been shared with the teachers at cluster level in the Monthly Sharing Meeting. About 1,10,000 No of teachers have been participated in the said programme during 2015-16.                               

5.Orientation of Mothers on safety of girls:
Increase of abuse cases of children particularly girl child in schools is due to ignorance of the child on the awareness about what are the objectionable behaviors, what one can do if she is being sexually harassed etc. Mother is the key person who can aware her daughter about such danger situations and prevent her child from being sexually harassed. In order to create awareness among the girls as well as mothers, an orientation programme was organized in 22000 upper primary schools during the year 2016. The major points covered in the training programme are:
  1. What is difference between good behavior and bad behavior and how a child can assess from the behavior of the person that his intention is good/ bad.
  2. How a mother can know form the changed behavior of a child that her ward is passing through some awkward situation.
  3. What are the possible precautions a child as well as parents can take to protect one from being sexually harassed?
6.Orientation of children and parents on right decision:
Right decision plays an important role in the carrier as well as character building of a child.  One wrong decision spoils the child’s life and turned it into a hell such as:  suicide, absent from school for no reason, run away from home resulting trafficking, addicted to intoxicated things etc. The mother at home and teacher in school are the key persons who can guide a child in taking right decision in right time. In this context School Student Helpline, Odisha has organized an orientation programme on 24th February 2018 for mothers and children from class VI to X on how to take right decision.  The major points covered in the training programme are :
  • The behavioral changes that are marked during adolescence period & its impact (both positive and negative) on the child.
  • How a child take wrong decision during this period
  • How adverse situations at home, school are responsible for taking wrong decision?
  • What are the consequences of wrong decision?
  • Role of parents and teachers in guiding a child to take right decision.
7.Orientation of Children on safe use of Social Networks:
Now days Children have very much access /prone to computers and mobile technologies from an early age.  These latest technologies make it easier for criminals to exploit the children by misusing the developed technology through blackmailing, hacking e-mails, altering images for pornographic content etc.  In order to keep the children away from such incidents, School Student Helpline, OPEPA, S & ME  Department has organized a programme on 17th April 2018 to create awareness among the parents and children from class VI to X on proper use of Mobile Phones, Computers, Internet and other social networks. A total 22679 no of school have been covered under this programme. The major points discussed in the said programme are:
  • How to create safe user Id and pass word
  • How to use what sap, face book, mobile phone etc. safely.
  • Measure to be taken while using computer in cyber café
  • How to distinguish between safe and unsafe site.
  • How to maintain secrecy in using social networks.
  • Behavioral changes observed in a child addicted to social networks.
  • Measures to be taken by the parents on how to ensure safe use of social networks by their wards.
8.Training of teachers on positive discipline:
Discipline is an important virtue. Life without discipline is just like a ship without radar. It brings stability and structure into a person’s life. It teaches a person to be responsible and respectful which promotes good human behavior to better society. Positive School Discipline is a comprehensive approach that uses discipline to teach rather than punish and, as a result, helps students succeed and thrive in school. Discipline in school life is very important for students.  Corporal punishment is one of the strategies practiced by the teachers in school to discipline the children which results a lot of negative impact on the child. Considering this the government of Odisha has banned corporal punishment to children in school premises.  In spite of government ban, a no of cases reported every day as the teachers have attitude that without punishment disciplined cannot be maintained. In order to bring a change in the attitude of the teacher School Student Helpline has organized a teacher training programme on ‘Positive Discipline’ in convergence with the Pedagogy intervention.  
  • What is the  indiscipline behavior of a child
  • What are the situations responsible for making child indiscipline?
  • What is different between corporal punishment and Positive discipline
  • What are the positive approaches to be followed by the teacher to discipline the child?
Besides above issue based activities other activities were undertaken from time to time for wider publicity of the mechanism such as:
  • broadcasting of Audio spots through AIR,  Scrolling of Helpline message through T.V,  dissemination of message through print media etc. were
  • Four issues of the booklet entitled, “Sampark” highlighting success stories, functioning of the SSH cell etc.  has been published and circulated to all concerned.
  • leaflet on different awareness has been developed and distributed among public during ‘Suravi’ programme.


Technology has become an increasingly influential factor in education today

Technology has become an increasingly influential factor in education today. Computers and mobile phones are used in developed countries for improvement in education practice and to develop new ways of learning. Technology provides powerful learning tools and provides new ways to engage students in the schools. Computer Aided Learning (CAL) Programme in elementary schools has been introduced with the aim to develop the learning capacity of the students and increase the teaching productivity and effectiveness of instructors with the help of advance Computer based Technology. With the normal teaching method, students would feel uninteresting and easily forget what teachers have taught. This system adopts the newest Computer Technology, illustrating with the attractive pictures & animations, playing with music & voice. The students will feel happy & willing to study consciously. Besides, the students would also be proud to show others that they are able to use Computer. Computer Aided Learning in Upper Primary Schools does not aim at teaching intricacies and technicality of computers. It aims at providing joyful, interactive and interesting ways of learning, through illustrations, examples and interactive tools particularly designed to emphasize on the HARDSPOTS of the regular curriculum.


⦁    To make learning effective and interesting.
⦁    To generate supplementary materials in digitized from with the help of graphics, animation, voice etc.
⦁    To bring back the Out of school children who are unable to complete Upper Primary education in difficult areas.
⦁    To improve retention rate and quality of education.
⦁    To empower the teachers.
⦁    To prepare the children to welcome & face the future with smile & confidence.



  • CAL Programme is now operational in 2645 Upper Primary Schools of Orissa having required infrastructures like regular electricity connection, security & more than 100 students in classes V to VII/VIII with more than 04 teachers including Head Master. 
  • 600 schools were taken up under CAL Programme in 2004-05 on BOOT Model, which is over since September 2009 and thereafter these schools are directly managed by the DPOs. 900 schools were taken up in 2008-09 with direct procurement of HW/SW and Lab preparation by DPOs.  10 schools of Cuttack district are included to this programme during 2009-10 where implementation is done through Odisha Computer Application Center (OCAC) the nodal agency for IT Department, Govt. of Odisha. During 2010-11, more 93 schools of selected districts are taken up in this programme and 1042 Schools are further taken-up during 2012-13 on outright purchase of HW/SW. All these schools are under direct control of the School Management Committee (SMC) and supported by SSA.                
  • CAL Programme is in the process of expansion to 400 UP schools and will be made functional soon.
  • Priority has been given to cover all the KGBVs under the CAL Programme. Eligible Upper Primary Schools in Tribal Sub Plan areas and of SC & ST Development Department are also included under CAL Programme. 

  1. Initially all Schools were provided 03 Computers & 01 Printer to start the programme and in subsequent years, the no. of Computers has been expanded to 05/06 per school as per need and available fund under SSA budget for the districts. 
  2. Old and obsolete computers supplied to Phase-I schools through BOOT agencies during 2004-15 are become obsolete and replaced with new computers during 2010-11.
  3. During 2012-13, in 1042 Schools a lower cost model of one Workstation with 6 additional nodes with N-computing cards has been set-up to facilitate more students to use CAL programme.
  4. The Computer lab is prepared in each school with required electrification, earthing, furniture & servo stabilizers. 
  5. All the available Computers and Peripherals are covered under warranty or AMC and insurance against fire, theft, earthquake & burglary through National Insurance Company ltd.
  6. The computers are used as standalone machines with SUSE Linux Software and facilitate 03-05 Students per computer at a time for learning purpose.

  1. 67 nos. of Digital Contents are developed by OPEPA carrying identified hard spots from Science, Mathematics, Social Science, English & Computer Literacy for Class-V, VI & VII.
  2. 144 more Hard Spots have already been identified from the subjects like Science, Mathematics, English, Language, Social Studies, Environmental Science and History subjects keeping in view to the revised curriculum of classes V to VIII by a committee constituted of Subject Expert Teachers and Teacher Educators. 
  3. The teachers of 52 CAL Schools have developed digitized contents using presentation & audio-visual tools etc. through TE&SCERT and prepared an EDUKIT for the use of the teachers of all the CAL Schools.

  • Teacher Educators & faculties of DIETs and Training Institutions, who have been trained on ‘Technology Assisted Teaching’ under Digital Equalizer Programme at SCERT, are declared as Resource Persons along with the Programmer & CAL Assistants of the districts for training of teachers under CAL. 
  • Computer Training Centers at SCERT, Bhubaneswar and DIETs & Training institutes of Sambalpur, Cuttack and Brahmapur are established by SCERT under Digital Equalizer (DE) Programme for training of teachers under CAL Programme. 
  • The teachers are trained on Computer skills, browsing the digital contents, integrating CAL Programme in regular teaching learning process, developing new digital contents using Presentation tool available resources and hand holding the Programme
  • Step has been taken to train 02 no. of teachers of each CAL implemented schools on Technology based Pedagogy. Around 7000 Teachers have received training till date. 
  • 10 teachers from each district trained under CAL Programme have been identified and declared as Master Trainers for CAL Programme. They are the Resource Persons for the training to other teachers of the districts. 02 days orientation programme of Master Trainers and District Resource Group members has been conducted. 
  • The block MIS-cum-Planning Coordinators are oriented on CAL activities and it’s monitoring mechanisms so that they can train the teachers during teachers training programme and facilitate the teachers at school point during their visit for monitoring & supervision.   
  • All the teachers of 52 CAL Schools which are included under Digital Equalizer Programme have also received extensive training on pedagogical inputs, developing new subject specific contents, handholding of the programme, etc. apart from the regular teachers’ training under CAL
  • Teacher’s manual has also been provided to all the trained teachers for their ready reference.
  • All the Computers and Peripherals are covered under insurance against fire, theft, earthquake & burglary.
  • For payment of electricity bills of Computer lab, the schools have been directed to use the School Grant fund. 
  • For repair and AMC of the Computers, UPSs & Printers not under warranty, steps has been taken to select the firm through open tender method.
  • The detail modalities for execution of CAL Programme in the state have been prepared and instruction has been sent to the DPOs for implementation using internal resources. 
  • The MIS Programmer has been kept in charge of implementation of CAL Programme at district level. S/He is responsible for smooth functionality of CAL Programme in the schools of the district. 
  • One Data Entry Operator from each District Project Offices has been kept as CAL Assistant for Supervision and Monitoring of the Programme. S/He is visiting 05 nos. of CAL Schools each month, monitors the functionality of the Programme, provides necessary support to the school and reports the authority for support required for smooth functioning of the programme at school level. 
  • The MIS-cum-Planning Coordinators, appointed at Block level are the key persons at block level for Supervision & Monitoring of the CAL Schools. They are directed to visit all the CAL Schools of their block twice every month, monitor the programme, give required support and submit the report on Hardware status & functionality of CAL Programme in the school to the District Project Coordinator during the monthly review meeting. 
  • Every month the review meeting on CAL is held by the District Project Monitoring Committee where the issues related to implementation of CAL is discussed and necessary solution is proposed. The minutes of the meeting is sent to the State Project Office for information and required support. 
  • The CAL trained teachers and Head Master of the CAL Schools are also given the responsibility to ensure that maximum use of digital contents by the students & teachers is being done, regular conduct of CAL classes, cleanliness of CAL lab, accessibility of Computers by all students, etc. 
  • All the BRCCs and CRCCs were oriented about their roles and responsibilities for successful implementation of CAL. They visit the CAL schools during their regular monthly visit and extend pedagogical supports / inputs to the teachers as well as to the students.
  • Every month, State Monitoring Team during their regular visit to the schools for monitoring of different activities under SSA / RTE, visits the CAL implemented schools and suggest necessary inputs to motivate the teachers as well as students to use CAL extensively for qualitative enhancement of teaching learning process.

An Impact Assessment Study was conducted by Xavier Institute of Management, CENDERT, Bhubaneswar to evaluate the programme in the following aspects -
1.    Impact of CAL on school children with regard to enhancement of their interest in school and learning level.
2.    Performance of both the BOOT agencies with a detail comparison on their efficiency and support.
3.    The quality of the content developed and its impact on the teaching methodology. 

    The study was conducted in 300 sample schools (50% schools) from all 24 districts of Orissa where CAL programme was implemented since 2004-05. Different stake holders like students, their parents, teachers, VEC members, personnel from BOOT agencies, functionaries from the Education Department of Government of Orissa were included during the study.

Abstract of the major findings of the study are as follows –
  • Both the BOOT agencies have implemented the programme as per the prescribed guidelines. 
  • The BOOT agencies in collaboration with the District Project office have conducted training programme as per the provision and in most cases the training programme were found qualitative and helped the teachers to learn effectively. 
  • During the interaction with the children it is observed that the children who were reluctant to come to school are now desperate to come to school even on holidays.
  • Creativity in many forms like doing paintings in the computer or preparing different models of computer in thermo cool etc. is visible among the students.
  • Students who were low achievers in study are doing better in computer.
  • The student strength in CAL schools has increased in many schools. 
  • Increase in students’ interest in study has its manifestation in the form of increased attendance and retention level.
  • The responses of the students to a set of attitudinal statements reflect positive attitude towards the computer aided education system.
  • Findings reveal that there is improvement in the performance of children in subjects like English, Mathematics and Science which are taught through computers in CAE schools.
  • The content CDs used in CAL are well designed to capture students’ interest in study.
  • Among the subjects taught through content CDs, Mathematics & Science are basically popular among the students.
  • The test conducted for the students during the study on subjects like English, Mathematics & Science which are taught to students through computer reveals that the students of CAL schools doing better than non CAL school students.
  • Computer as a teaching tool has minimized the task of most of the teachers as it becomes easier to explain the subject matter through visualization & practice.
  • Teaching the subjects through computer also helping the lower achiever students to grasp the subjects better.
  • A Baseline study had been conducted to ascertain the achievement level of the students of classes V to VII of sample new CAL implemented schools (10 no. of schools per district) internally through the districts before conduct of 02 day orientation programme of the DRG members & Master Trainers. 
  • Midline study has been conducted in 30 no. of CAL schools of Cuttack, Kendrapada, Gajapati, Ganjam & Sambalpur districts by American India Foundation Trust (AIFT). A comparison report has been made from the outcomes of the Baseline and Midline studies on the performance of the students of different classes in subjects like Mathematics, Science & Geography which shows that there is visible improvement in the grades of the students after the input of teachers’ training and hands-on assistance to the teachers.  
  • Study on the “Impact of Training under CAL Programme” has been conducted by KIIT School of Rural Management (KSRM), Bhubaneswar with the following objectives – 
    • To observe the teaching learning process in CAL schools in terms of time table, total student coverage plan in a class, class management strategy and pedagogical skills of the teacher. 
    • To examine the teachers’ digital content knowledge and techno-pedagogy skill based on the materials and training imputes provided. 
    • To seek the views of the community members whose wards are exposed to digital content on effectiveness of CAL. To seek the views of Headmasters on the impact of CAL on School environment and local community. To find out the earlier learning achievement of students reading in class-VII from class-V in subjects like Mathematics, Science & English and compare the same with present learning achievement status so as to study the progress.

Free and compulsory education to all children up to the age of fourteen years is a Constitutional commitment in India.  The CAL Programme is an innovative intervention to create interest & motivation among the students towards education. It also increases the interest and motivation of the Teachers which influences the education of students in School. The Programme implemented during 2004 has been able to impact very positively on the enrolment, attendance, and retention rate of students. It has also been successful in improving the performance of the learners. The Programme is in its inception stage and will be extended to all the Schools of Orissa in future.



182 nos of KGBVs are functional in Odisha


Introduction :-

       The Kasturba Gandhi Balika Vidyalaya (KGBV) scheme was launched by the Government of India in August, 2004 for setting up residential schools at upper primary level for girls belonging predominantly to the SC, ST, OBC and minorities in difficult areas. The scheme of the KGBV run as a separate scheme but in harmony with the Sarva Shiksha Abhiyan (SSA), National Programme for Education of Girls at Elementary Level (NPEGEL), .from 1st April, 2007 it has merged with the SSA programme as a separate component of that programme. A socially conscious and literate society has a vital role to play in democracy. Eradication of illiteracy has been one of the major national concerns of the government of India since independence. To address the issues of gross girls drop out in upper primary school, gender disparity and regional disparity in literacy especially for girls belonging to SC,ST,OBC and minority in educationally backward blocks where female literacy is below the national average and gender gap in literacy is more than the national average."Kasturaba Gandhi Balika Vidyalaya" is a programme basically meant for educational development of girls at upper primary level. The objective of KGBV is to ensure access and quality education to the girls of disadvantaged groups of society by setting up residential schools with boarding lodging facilities at elementary level.


  • To bridge gender gaps in enrolment of Upper Primary level.
  • To ensure access to the disadvantaged girls.
  • To provide quality of education to all girls enrolled in KGBV School.
  • To make Girl Child friendly and create healthy environment for girls education.
  • Involvement of Community in the management and improvement of girls education.


  • Dropout /Out of School/Adolescent girls who were unable to complete Upper primary School
  • Girls belonging to the SC,ST,OBC & Minorities in difficult areas
  • Girls Belonging to BPL category
  • Girls belonging from Single Parent Children/ Orphan/CWSN

Unique Features:

  • Need based education to girls.
  • Community ownership and involvement.
  • Life skill education and Vocational Education.
  • Special emphasis on quality education & safety security of girls.
  • Organization of self-defence6 training for the inmates.
  • Comprehensive & Continuous Evaluation process.


       182 no. of KGBVs are now functioning in 23 Districts of Odisha under Model-III. The no of KGBVs sanctioned phase wise are 49, 65, 43&25 in 1st, 2nd, 3rd and 4th phase respectively. In 82no.of KGBVs where the boarders strength have been increased to 150 in the year 2018-19,the other 100 KGBVs were functioning with the strength of 100 which will be upgraded to 150 in the year 2019-20.


Sl No Name of the District No. of KGBVs
@100 Strength @150 strength Total
1 Angul 2 0 2
2 Balasore 3 0 3
3 Baragada 4 0 4
4 Bhadrak 1 0 1
5 Bolangir 0 13 13
6 Boudh 3 0 3
7 Deogarh 2 0 2
8 Dhenkanal 0 1 1
9 Gajapati 0 7 7
10 Ganjam 17 0 17
11 Jajpur 2 0 2
12 Kalahandi 1 12 13
13 Kandhamal 3 8 11
14 Keonjhar 10 0 10
15 Koraput 1 13 14
16 Malkangiri 4 3 7
17 Mayurbhanj 26 0 26
18 Nabarangpur 2 9 11
19 Nuapada 0 5 5
20 Rayagada 0 11 11
21 Sambalpur 3 0 3
22 Subarnapur 6 0 6
23 Sundergarh 10 0 10
  Total 100 82 182


       Total number of KGBVs sanctioned for the state of Odisha is 182. Out of which 182nos. of building has been completed in all respect.

Boundary Wall:

       All 182 schools having KGBVs have been constructed boundary wall for ensuring safety environment to the children; Schools/KGBVs have been well protected with Boundary wall. Besides as additional safety measure, steps have been taken to construct high height boundary wall in convergence with District Administration.


       Each KGBV has been provided with good no of Toilet. As all the KGBVs are functioning in Model-III approach, for providing better facility Girls Toilet have been constructed in each school campus. Steps have been taken for the construction of Incinerators in all the 182 nos. of KGBV

Furniture & Kitchen Equipments:

       School having KGBV are provided with different furniture like Almirah & Selves for safe storage of records, Table & chair, Cot for the inmates, Television, Music System, Water Purifier, Paper stand, shoe stand has been provided for ensuring standard living condition to the inmates. Besides, the facility of gas connection, cooler, refrigerator, water purifier, have been provided in all the KGBVs respectively through convergence.


       Indoor and outdoor games play a vital role in developing the physical health as well as personality of the child. The Part time teacher, warden and Gender Coordinators of all the 182 KGBVs have been trained at State level. Accordingly, the KGBVs have instructed to purchase all required sports materials for the boarders.


       All KGBVs are provided with beddings like mattress, bed sheet, pillow, blanket, mosquito net etc. Replacement of bedding fund have been utilised in38 nos. of KGBVs. Besides, medicated mosquito net has been provided to all the inmates in convergence with NRHM.


       The KGBVs running in Govt. accommodation have been electrified and have good water facilities except few. The completed building have equipped with electrification and water facilities with overhead tank, water connection to toilet and bathrooms etc. have been made in convergence with RWSS & Electricity department.


       To create a healthy environment & to develop a positive attitude, Child Friendly Environment like flower Garden, kitchen garden has been created with proper drainage system in different KGBVs. A Statue of Kasturba Gandhi has been established in the campus. Ramps have been constructed to create a barrier free environment for the CWSN in the school & hostel campus. Watch post/Watch rooms have been constructed in KGBVs in convergence with District Administration & CSR fund. One Resource Room has been developed for the inmates to exhibit the art craft & vocational items. All KGBV schools have been covered under Computer Aided Learning.


       Towards maintenance of girls in KGBV Rs. 1500/- per month per girl have been provided & steps taken for providing qualitative nutritious food with hygienic condition. District specific Food Menu has been prepared through a district level committee by involving Nutritionist. Steps taken to provide Cooking Gas to each KGBV. In order to maintain the prescribed food menu a Food Committee has been formed at KGBV level by involving the inmates of the girl who will supervise& ensure the preparation of food as per the menu. Govt. has taken steps to provide subsidized rice @ Rs.1 to the inmates through Food & Civil Supply Dept. 23 no of KGBV districts have already been availed the subsidized rice for the inmates. The child Cabinet has been formed by taking the inmates& Food Minister has been nominated to ensure the preparation of food, in hygienic condition. Girls have been oriented on hygienic practice, hand wash before taking meals etc. Utensils have been properly cleaned by the Cook, Asst. Cook etc. & Tray and other utensils of inmates have been properly cleaned with washing powder & hot water etc. in weekly basis.


Days Breakfast (6.30-7.AM) (300 Cal Approx.) and one fruit daily Prelaunch (9AM-9.30AM) (Approx. 400Cal) Lunch (1.30-2.00PM) (Approx.800 Cal) Evening Refreshment (5.30-6.00PM) (Approx.300 Cal) Dinner (9PM-9.30PM) (700 Cal) Followed by 1cup milk-75ml
Sunday 6 pcs of Biscuits- 30g Idli 6 pc (100g) &Coconut+BadamChatani (20 g) Rice- 100-150g, Dal-25-30g, Mutton-50g(NV)/Paneer or Mushroom-50g for veg. Chat (Boiled Matar, potato, onion, papad, Badam)- 100g Rice- 100-150g/ Roti-2-3pcs, Dalma-25-30g, Salad-20g, Papad-1pcs,Pickle-5g
Monday Chuda-50g, Sugar-10g, Banana-1p, Coconut-10g- Total-100g Rice- 100-150g, Dal-25-30g, Spinach- 50g , Egg curry-50g (NV) / Mix veg curry-50g (V) MDM (Rice +Dalma) Green leaf mixed Pokodi-100g Rice- 100-150g/ Roti-2-3pcs, Tadka-50g, Aludam- 50g
Tuesday SujiHalwa/ Suji Upama-100g Rice- 100-150g, Dal-25-30g, Mix veg Fry-50g, Small Fish Curry or prawn curry(NV)/Mushroom curry-50g (V) MDM (Rice + Soya curry) (Chhuda, Badam, Rasi, Jaggary)- Laddu-2pcs 50g each Rice- 100-150g/ Roti-2-3pcs, Dal-25-30g, Mixed veg curry-50g, Pickle-5g
Wednesday ChudaUpama- 100g Rice- 100-150g, Dal-25-30g, Spinach- 50g , Mixed veg fry-50g, salad-50g MDM (Rice + Egg curry) Mudhi Mixture-100g Rice- 100-150g/ Roti-2-3pcs, Chicken curry-50g (NV) /Chhole ( Kabuli Chana) curry-50g (V), Papad-1pcs,Pickle-5g
Thursday Sprouted Green Gram (GajaMung)+ Jaggary- 100g Rice- 100-150g, Dal-25-30g, Spinach- 50g , Egg curry-50g/ Mix veg curry-50g, Salad-50g MDM (Rice +Dalma) Mixed Veg Upama-100g Rice- 100-150g/ Roti-2-3pcs, Soyabean curry-50g, Tomato khata-50g
Friday Semia, Khiri/ Upama-100g Rice- 100-150g, Dalma-25-30g, Spinach- 50g , Bhaja-50g, Fish curry-50g (NV) /Paneer masala-50g (V) MDM (Rice + Soya curry) Seasonal ripe fruits-(2-3 pcs) Rice- 100-150g/ Roti-2-3pcs, Rajma curry-50g, Mixed veg fry-50g
Saturday Bread Jam- 100g Rice- 100-150g, Dal-25-30g, Spinach- 50g , Mixed veg Curry-50g MDM (Rice + Egg curry) Boiled chhana, onion- 100g Rice- 100-150g/ Roti-2-3pcs, Mixed Veg Santula-50g, Chips-10g
Holiday 6 pcs of Biscuits- 30g Puri-4pcs, Alu curry-50g,Sweets-1p Rice- 100-150g, Dal-25-30g, Fish Curry-50g (NV)/Mix veg-50g (V), Ambila-50g, Papad-1pc. Mudhi Mixture-100g Veg Palau-100g, Santula-50g, Pickles-5g
N.B.-A. The time of Lunch for Sunday, Saturday, Holidays and morning schools will be 1 PM to 1.30 PM Calorific value of the Items: Per 100g)
B. Recommendation of ICMR (overleaf) must be referred. Rice-117-200Cal,Roti-106Cal (medium),
C. Always fresh and leafy vegetable will be given Dal: 360Cal, Ground nut- 567 Cal,Spinach-23Cal
D. At any cost spoiled/ rotten/ stale and unhygienic food will not be permitted Mutton: 234Cal, Chicken: 175 Cal,Fish-87 Cal
E. Iodised Salt always to be used in recipes. prawn-105 Cal, Chuda-105Cal, Potato-77Cal
F. Tube well water/boiled water/ water from purifier can be used as drinking water. Mushroom-38 Cal, Panner-72 Cal, Milk-160 Cal
G. Hand washing practices and personal hygiene must be monitored. Coconut- 444Cal, Egg-173Cal, Suji- 348Cal

The following instruction has been given to KGBV to adhere strictly:

  • The HM is ensuring proper implementation of the menu.
  • Two no’s of menu chart (Printed in Flex) are being displayed ( One in the dining hall & another in the kitchen)
  • All consumable items are being purchased by following due procurement procedure (Tender).
  • The stock and issue register of the consumable item used on daily basis is being prepared by the accountant and warden.
  • The inmates of KGBV shall also take part in MDM together with other students of the schools.
  • The food is being served in time as specified in the menu.
  • The quantity & quality of the food is being maintained strictly.
  • Cooking is done by Cooking Gas only.


       Free Text Books have been provided to all girls. Besides they have been provided with class wise subject specific supplementary reading writing materials like Note book, Hand Writing Copy, Translation Book & copy, Drawing Copy, drawing materials, Geometry Box, materials for Science & social project, Essay Book, Dictionary, Word Book etc. Further Math & Science Kit has been provided to each KGBV in convergence with NCERT to give the children better exposure in science and Math. Remedial classes are being taken by the part time teacher to provide additional educational support to the slow achiever.



       Stipend to disadvantaged/ weaker section girls @ Rs. 100/- per month per child is being deposited in the Savings Account of girl inmates to provide educational incentives .

Vocational Training/ Specific Skill Training:

       For enhancement of self confidence among the girls and to enable them to face the challenges they come across in their day to day life they have been trained in different skills like art & craft, computer, Tailoring, Song, Dance, Wool Knitting, Phenyl, preparation, making of greetings, Teddy Work, Bamboo Work, Clay Model, Candle Preparation, Incense Stick Making etc., training on sport activities, exposure to different systems such as Banking system, Service of Police, Postal etc. As they are the creator of the future society steps has been taken to create awareness among them on different social issues like child marriage, dowry system, female feticide, adolescent issue etc. through different awareness programmes at KGBV level.




  • For providing better exposure & enhancement of skills of staff different Training & workshop has been organized at KGBV/District/Zonal& State level. All staff like Head Teacher, one Asst. Teacher from School, 3 Part Time Teachers, Accountant, & Warden has been oriented on Hostel Management. Part Time Teachers have been oriented on physical education. The District has also organised different trainings for Wardens on safety & security issues in convergence with Women & Child Development Deptt. & conducted training of Part time Teachers on Bridge Course & Remediation in convergence with DIET.

  • 182 nos of Part Time Teachers have been imparted training on Learning Enhancement programme under on-going UTTHAN at State level.

  • 182 WARDENS have been oriented on SAFETY &SECURITY of the girls and hostel management.

Electricity/ Water Charges:

       All the KGBVs have been electrified for creating a safe and secured environment. Besides, all the rooms of both school & hostel have been well lighted. Provision of fan, water pump, solar light, inverter etc. have been ensured. Running water facility has been provided in convergence with RWSS. Tube well and well are also available in the campus.

Medical Care/ Contingencies:

       For wellbeing of inmates, regular health check-up is being conducted at the KGBV level in convergence with Chief District Medical Officer & NRHM. In emergency cases inmates are being provided with immediate medical aid. Health Insurance &Health Card has been made for the inmates. First aid is available for emergency and immediate relief. To promote better personal hygiene inmates have been oriented on hygienic practice, menstrual hygiene and they are also encouraged to adopt healthy practice like using of Sanitary Pad. Inmates have been counselled time to time in convergence with W & CD Dept./Guest faculty on Adolescent issues. Besides the above Warden is also maintaining one Health Record Register and one Pad Distribution Register to vigilant over the irregularities during their adolescent period.


       To achieve the goals of KGBV scheme & to enrol the most deprived, disadvantaged girls from weaker sections, the strategies are being prepared through meetings, sharing, display of hoarding, publishing advertisement in Newspaper, printing leaflets & other mobilizing activities.

Admission Procedure

  • Identification of targeted Out of school girls (10+ age group) through Child Tracking System (CTS).
  • From the existing KGBV girls the out of school girls list are being collected from their concerned village.
  • Tracking of the listed girls through SHG & CRCCs of the block concern.
  • Collection of list from the Anganwadi Workers/Asha Karmees
  • Counselling of the parents of the girls at block level under Preparatory Camp.
  • Admission of girls in appropriate class of the school & the KGBV


       PTA is being organised in each KGBVs for sharing the achievement of the inmates with their parents and to maintain cordial relation for smooth function of the hostel. Further all KGBVs observe Annual Day where the inmates explore their hidden talents. In the said function the students are appreciated for their outstanding achievements in different fields.


  1. Regular monitoring by CRCCs/BRCCs
  2. Continuous visit & follow up by BEOs/DEOs/DPCs/ Gender Coordinator
  3. Monitored by the State Level Officials/State Resource Group
  4. Monitored by the District Nodal Officer assigned by S&ME Deptt..
  5. Monthly Review Meeting of the HM, Warden & Accountant at District level.


       The girls enrolled in the KGBVS are mostly dropout for more than a year and even three years in some cases and many girls are at lower learning levels. During first entry to KGBV, a structured assessment is being made to ascertain their level of learning and accordingly they are kept in separate groups. In addition to normal school hour, they also spend an additional 4-5 hour of remedial classes in the morning and evening where appropriate level of content is taught by the part time teachers. Appropriate TLM / TLE have been provided to make the learning process interesting.

       KGBVs for special coaching in the Summer. Besides, Life skill education and Art & Craft training have been imparted to make the learning more meaningful and make them self – independent throughout the year.

The following innovative practices are being followed

  • Development of leadership quality, confidence, positive attitude etc. through implementation of Child Reporter, Theatre workshop, self-defence skill etc. in KGBVs
  • Involvement of school cabinet in school & hostel management.
  • Newspaper reading by the children in regular basis & collecting News Paper clippings.
  • Weekly display board is prepared & maintained by KGBV girls through the guidance of the Warden. The writings, short stories, poems, art, riddles, paper cutting etc. is being displayed
  • Exposure visit of the students to various historical places
  • Inter KGBV Meet/Sports Meet/ Talent Search Competition etc.
  • Exposure to outside block/ District/ State programme on Sports, Dance, Song etc.
  • Exposure to outside block/ District/ State programme on Sports, Dance, Song etc.

ANWESHA: An Innovative activity for all round development of the girls in KGBV has been organized on pilot basis in Mayurbhanj district with an objective to explore and encourage the girls , to enhance their self-confidence, etc. about 1758 no of girls participated in the programme. The collector and other district level functionaries participated in the programme.

Physical/ Self-defence Training:To develop physical fitness and enhance the self confidence among the girls, steps taken to provide training. About 18400 no of KGBV girls have already completed the certificate course in Marshal art training during 2018-19. The major objective of the said programme are to build up the self-confidence of the girls to meet any challenges they come across in their day to day life.

Safety & Security:

       Safety & security of the children is one of the major aspect of healthy school environment for which following measures have been taken in this regard.

  • A detailed guideline has been issued to the District for taking safety measures
  • Steps taken for night patrolling
  • A specific guideline has been issued highlighting the day and time of visiting for the visitors to keep a watch on them.
  • A guideline has been issues not to allow any male visitors inside the Hostel.
  • Visitors Book has been maintained for the visitors for record keeping.
  • Steps taken to engage female staffs only in the KGBVs except Watchman.
  • KGBV has been provided with telephone facility for better convenience.
  • Girls have been oriented to provide information/ any complain through School- Student help line no 18003456722.
  • Instruction has already been issued to maintain three tire security system.
  • Watch-post has been constructed in some KGBVs in convergence with District Administration.
  • It a remarkable achievement done by all KGBVs of Odisha is to install CCTV Camera in the entrance and dining hall of the hostel.


Education is the fundamental right of a child. It is said, “To create a better tomorrow, you must start today with your education which is the only way to success in everyday life as well as in your career”.

      Education is the fundamental right of a child. It is said, “To create a better tomorrow, you must start today with your education which is the only way to success in everyday life as well as in your career”. Primary education is the basic necessity of every child and foundation of modern society and of democratic government. Its availability and provision is not only the responsibility of State but also parents and households. Elementary education brings awareness among the masses, opens avenues for opportunities as well self-advancement and reduces chronic and inter-generational poverty. As a first step in the creation of welfare and just society, universal primary/elementary education is an absolute pre-requisite for sustainable development. Girls from disadvantaged communities form the bulk of out-of-school children. The focus in current programmes is to achieve quantitative targets to enable girls to ‘catch up’ with boys. There is need to re conceptualize schematic provisions for gender to ensure that they are cohesive, rather than piecemeal, encompassing all aspects of curriculum, teacher training, peer behaviour as also classroom arrangement.

     The issue of ‘hidden curriculum’ in schools will need to be addressed with respect to equity dimensions. Training and academic support will be needed for classroom processes that are gender sensitive, non-discriminatory, free of corporal punishment and mental harassment. Although enrolment of children has been significantly improved but retention still become the issue coupled with achievement level, peer interaction, student teacher relationship in terms of knowledge construction, attitude of community, teachers, free access to school, optimum use of available infrastructure in school in connecting school environment with outside environment, facilitating curricular enhancement by teachers, inculcating democratic values & thoughts among children, community support etc. Children’s voice is not so encouragingly heard to participate in their development process that is the significant indicator of education in learning process.  It is the need of the hour to ensure self recognition, self-esteem, self-confidence and self-actualization of children while building of life as a responsible citizen of the society to cater the need of a powerful nation with empowered personalities at different levels. The real empowerment can be achieved when a person irrespective of any gender will express his full potentialities in contributing to the development as a productive member of the society. 

     The recent enactment of Right of Children to Free and Compulsory Education (RTE) Act in April-2010, added some provisions that will most significantly impact girl education, in light of some of the barriers that have existed until now in this regard. 


Barriers RTE Rationale
Household/Community Level A moral responsibility fixed on every parent/guardian to enrol their child in school and ensure to complete the elementary education.
School Level Barriers Barrier free access which overcomes both physical and social factors affecting girls participation in schooling.
System Level RTE mandates the appropriate government and local authorities to provide for children access through opening of schools in inaccessible areas, adequate teaching staff, infrastructure facilities, girl friendly school and classroom environment  as well as other entitlements a child required to  continue his/her studies in healthy school environment.
Policy Level Every child aged 6 to 14 shall have a right to provision of free Compulsory, equitable quality education.

Gender-based discrimination in education is both a cause and a consequence of deep-rooted disparities in society. Poverty, geographical isolation, ethnic background, disability, traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights. Harmful practices such as early marriage and pregnancy, gender-based violence, and discriminatory education laws, policies, contents and practices still prevent millions of girls from enrolling, completing and benefitting from education. Hence integration of gender in all level is essential by:
  • Promoting equal participation of women.
  • Providing equal learning opportunities to all girls.
  • Capacity building of all stake holders who so ever directly or indirectly related to the education on gender-sensitive approaches.
  • Initiating specific strategies to address the social issues which restrict a girl child from enjoying her right to education.
  • Supports countries to make education content gender-sensitive and free from discrimination.
In Orissa, a total of 63,83,383 children have been enrolled in Primary and Upper Primary sections, Out of whom 20,61,965 girl children have been enrolled in Primary sections and 10,19,208 have been enrolled in Upper Primary sections. In Primary, the percentage of enrolment of boys and girls is 51.72% and 48.28% respectively.  At Upper Primary level, the percentage of boys and girls is almost the same i.e., 51.75% & 48.25 % respectively. If both primary and upper primary sections are taken into consideration, the enrolment of boys and girls in terms of percentage has been 51.73 % and 48.27 % respectively, which indicates the prevailing positive gender parity in enrollment in the State. The following figure indicates the same.