Education, Culture and Developmental
School Education, Haryana
The school has been set up under the setting up of 2500 model schools under the Centrally
Sponsored Scheme of Government of India.
This is a co-educational residential school confirming to the higher-standards and requirements of
the modern education system. The school is administered by Educationally Backward Block Model
School Society. The school is affiliated with Board of School Education, Haryana, Bhiwani.
The school is located at _______________________
It is spread over an area of ______________________
Aims and Objectives
The foundation of an adult personality is laid down during the school age. The environment during
the period must provide the experiences for physical, intellectual, nutritional, aesthetic, emotional
and social development of the child. The education in all our school is aimed at:
To be an inclusive school, valuing everyone and providing opportunities to fulfill each
To be a self evaluatory school.
To encourage happy, confident learning for life.
To provide broad and balanced curriculum that explores knowledge, nourishes creativity and
To provide a safe and stimulating environment in which everyone can feel happy and cared
To respect each other, our environment and ourselves.
On every working day the school commences wilt the morning assembly. The prayer and mass
singing direct the thoughts of students towards moral and spiritual values. National Anthem is sung
after the prayer. The highlights of the news read by a student each morning keeps the rest of the
students in touch with the latest happenings. The assembly is conducted by the house on duty.
Discipline and Leadership
With a view to developing the quality of leadership and promote a healthy competition among the
students, all activities are organised on house basis. The whole school is divided into four houses
namely Subhash, Kalam, Meera & Luxmi. Each student is allotted a particular house at the time of
admission. It enable a student to learn great ideas of self-discipline, and sense of belongingness to
the institution. Each house will remain on duty for one week in the month on rotation basis. It will
provide enough opportunities to each student to make progress by understanding the importance of
self discipline and confidence.
Medium of Instruction
English is the medium of instruction in the school.
The school has adopted the syllabus of BOSE Haryana, Bhiwani.
In 9 class there are five compulsory subjects namely- English, Hindi, Mathematics, Science and
Social Sciences. The sixth subject is optional. The students have the liberty to choose any one of the
following subjects- Drawing, Sanskrit, Physical Education, Music, Home Science.
In 11 class the students may opt for any discipline i.e. Humanities, Commerce and Science.
Brief about the School
Well Equipped Laboratories
The school provides students well equipped science and mathematics laboratories with modern
The school provides ample scope for the enrichment of the social and cultural life of pupils. The
cultural life of the school is rich and varied. The seeds are sown within the curriculum. A climate of
creativity is maintained throughout the year.
To keep pace with the present computer age and to bring the latest in the field of information
technology within the reach of every student, the school has a ICT lab where students from all
classes are provided opportunities to work on the computer.
Meeting with Parents
Parents are welcome to meet teachers and Principal on 2nd Saturday of every month between 10:00
AM to 12:00 noon. In case of emergency the parents may meet principal on any working day
between 11:00 AM to 12:00 noon.
The academic year is from 1st April 2011 to 31 March 2012.
Scheme for setting up of 6000 Model Schools at Block Level as benchmark
1.1 Secondary education was not a thrust area during the Tenth Plan period. There
were a few small schemes to enhance access and to improve quality, but the coverage
was neither large nor comprehensive. The plan schemes concentrated on continuing
the school systems run by autonomous organizations of MHRD and included efforts for
integrated education for the disabled, girls’ education through provision of hostel
facilities, use of ICT in schools, vocationalisation of higher secondary education and
open and distance learning.
1.2. Since universalisation of elementary education has become a Constitutional
mandate, it is absolutely essential to push this vision forward to move towards
universalisation of secondary education, which has already been achieved in a large
number of developed countries and several developing countries. Paras 5.13 – 5.15 of
the National Policy on Education (NPE), 1986 (as modified in 1992) deal with Secondary
Education. Para 5.13 of the NPE, inter- alia, stated that,
“Access to Secondary Education will be widened with emphasis on enrolment of
girls, SCs and STs, particularly in science, commerce and vocational
1.3. CABE Committees
1.3.1. A Committee of Central Advisory Board of Education (CABE), the highest
deliberative body in secondary education, on “Universalisation of Secondary Education”
was constituted in September 2004. The Committee in its report submitted in June 2005,
inter alia, had recommended certain norms regarding facilities in Secondary Schools.
These norms are broadly based on the norms for Kendriya Vidyalayas.
1.3.2. Besides the Committee on Universalisation of Secondary Education, CABE had
also, at the same time, set up another Committee on “Girls’ Education & Common
School System”. The Committee has recommended, inter alia, that:
“…….State should invest in public schools system with standards, norms, building, etc.,
with the same standards as that of Kendriya Vidyalayas”.
1.4. The Central Government is committed to make secondary education of good
quality available, accessible and affordable to all young persons. A major initiative for
expanding secondary education will be taken up in the 11th Plan. The norm would be to
provide a secondary school within 5 KMs. and a higher secondary school within a
distance of 7-8 KM of every habitation by the end of 11th Five Year Plan. The GER of
secondary education is targeted to increase from 52% in 2004-05 to 75% in 2011-12.
Similarly, GER for higher secondary level is targeted from 28% to 45-50% during the
11th Plan. The general objective is to universalise secondary education (up to class 10)
by the end of the 12th Plan. During the 11th Plan, while access to secondary education
will be universalised, there will be adequate focus on quality improvement. Not only
universal enrolment, but universal retention and satisfactory quality of learning will be
the priority. In spite of the effort to expand access to quality secondary education, there
will be need to have high quality schools for talented rural children, who may not be in a
position to access quality schools in urban areas, without compromising Government’s
commitment to common school system.
2. Prime Minister’s Independence Day Announcement
2.1. Prime Minister in his Independent Speech, 2007, has, inter alia, stated, as under:
“ I request states to give priority to education, as education alone is the
foundation on which a progressive, prosperous society can be built. Growing revenue
earnings have improved the fiscal capacity of the States. They must now give priority to
Towards this end, our Government has decided to invest in setting up good quality
schools across the country. We will support 6,000 new high quality schools – one in
every block of the country. Each such school will set standards of excellence for other
schools in the area.”
2.2. In the meeting of the full Planning Commission held on 13.9.2007, the Prime
Minister in his opening remarks has, inter alia, stated
“To kick start the initiative, the proposal for setting up 6000 high quality model
schools with costs to be shared by the Centre and the State needs to finalized
within the next few weeks. The mechanism for setting up and managing these
schools – whether in the government sector or through private partnership in
some aspects – should be worked out by MHRD, in consultation with the
Planning Commission. It must be recognized that about 60% of secondary
schools are under private management and the Ministry and the Planning
Commission should focus on incorporating the role of the private sector wherever
possible. An outline of the proposal should be available within two months.”
3. The concept of Model school: Basically a model school will have infrastructure
and facilities of the same standard as in a Kendriya Vidyalaya and with stipulations on
pupil -teacher ratio, ICT usage, holistic educational environment, appropriate curriculum
and emphasis on output and outcome. Some of the key features of a model school will
(i) Education provided in a Model school should be holistic and integral
touching upon physical, emotional and aesthetic development in addition to
(ii) Either brand new schools may be established or existing schools may be
converted in to Model schools.
(iii) Necessary infrastructure will be provided in such schools not only for
satisfying teaching needs, but also for sports and co-curricular activities.
There will be sufficient scope for sports, recreation and outdoor activities.
Facilities like play ground, gardens, auditorium etc. will be provided in
(iv) The curriculum should cast the local culture and environment and learning
should be activity based.
(v) These schools will have adequate ICT infrastructure, Internet connectivity
and full time computer teachers.
(vi) The Teacher Pupil Ratio should not exceed 1:25 and the classrooms will
be spacious enough to accommodate at least 30 students. However,
classroom-students ratio will not exceed 1:40.
(vii) These schools will be provided with Arts and Music Teachers besides
subject specific teachers as per the usual norms. These schools will also
create facility for activities emphasizing Indian heritage and art & craft.
(viii) Special emphasis may be given on teaching of Science, Maths and
English. If required, bridge-courses may be introduced for weak students.
(ix) The school curricula should include the material/items that inculcate
leadership qualities, team spirit, participation abilities, development of soft
skills and ability to deal with real life situations.
(x) Health Education and health check up will be introduced in these schools.
(xi) A good library with books and magazines for students and teachers will be
(xii) Field trips and educational tours will be an integral part of the curriculum.
(xiii) Medium of instruction will be left to State Governments. However, special
emphasis will be given on English teaching & spoken English.
(xiv) Affiliation of these schools to a particular examination board will be left to
(xv) Selection of students will be though independent selections test.
(xvi) Selection of Principals and Teachers will also be through an independent
process to be developed in consultation with State Governments.
(xvii) Model schools will have appropriate pace setting activities so that schools
in the neighbourhood can benefit.
4.1. 3500 of the 6000 model schools will be set up in the Educationally Backward
Blocks (EBBs) on Kendriya Vidyalaya template. Another 2,500 schools will be set up
under Public Private Partnership (PPP) mode.
4.2 Model schools on Kendriya Vidyalaya norms
In view of the recommendations of the two CABE Committees on
“Universalisation of Secondary Education” and “Girls’ Education & Common School
System” to adopt Kendriya Vidyalaya norms in expansion of school system and for
investment in schools conforming to Kendriya Vidyalaya norms, it is proposed that the
high quality model schools may broadly have infrastructure facilities of the same
standard as in a Kendriya Vidyalaya and with stipulations on pupil teacher ratio, ICT
usage, holistic educational environment, appropriate curriculum and emphasis on output
and outcome. It is, therefore, proposed that 3,500 Model Schools to be established in
Educationally Backward Blocks (EBB) under the management and supervision of State
Governments and the 2,500 schools under PPP mode, should basically conform to the
norms of Kendriya Vidyalayas, although the funding pattern and management structure
will be different.
4.3. 3500 Model schools on Kendriya Vidyalaya template under State
• Location: 3500 Model schools will be set up in Educationally Backward
• Land: Land for these schools will be identified and provided by the State/UT
Governments free of cost.
• Selection of the schools: Every Educationally Backward Block(EBBs), as per
the list drawn up by the Ministry of Human Resource Development, will be
eligible to get one model school in KV template. The State/UT Governments are
free to establish brand new schools or select existing schools for conversion as
• Medium of instructions: The medium of instructions is left to the State/UT
Governments. However, special emphasis will be given on English teaching &
• Classes: The State/UT governments will have the option to establish the
school either with classes VI to XII or with classes IX to XII.
• Management: These schools will be run by State Government societies similar to
Construction of the school buildings will be done by the State societies.
The norms will be provided by KVS/ State PWD.
State Governments will also have the option to get the school building
constructed through public private partnership.
• The buildings will be designed as earthquake resilient and will be equipped with
fire safety measures
• Use of solar and other renewable energy will be encouraged and buildings will be
designed appropriately wherever possible.
4.4. 2500 schools under Public Private Partnership mode
2,500 schools will be set up under Public Private Partnership (PPP) model. The exact
modalities of the PPP model will be worked out by the Ministry of Human Resource
Development separately in consultation with the Planning Commission, the State
Governments and other stake holders.
Admission in 3,500 schools under State Governments will be through an admission test
conducted by the State societies managing the model schools. Tests will be conducted
block wise, i.e., students residing in a particular block will compete for the school in that
block. Existing reservations will apply.
6. Role of the State Government in setting up 3,500 Schools in State sector
based on KV norms
(i) These schools will be set up and managed by State/UTGovernments
through society set up for this purpose. These schools could be existing
State/UT government schools converted into model schools or brand new
(ii) State/UTGovernments will provide land for setting up of schools,
(iii) While deciding the locations of the schools, State/UT
governments are advised to consult block Panchayats in an appropriate
(iv) Every State/UT will furnish an implementation schedule/ plan in order to
implement the project in a time bound manner.
(v) The minimum land requirement will be fixed as per the KVS
norms, but may be appropriately relaxed in cases of scarcity of land
subject to satisfaction of essential norms.
(vi) These schools will be established in educationally backward blocks and
priority will be given to schedule V areas. Priority may also be given to
Ashram Schools in case of upgradation/conversion of existing schools
(vii) Constructions will be through the State societies that will manage these
schools and therefore state share towards capital cost will have to be
credited to these Societies.
(viii) States can also enter into PPP to get the buildings
constructed and maintained for which annuity payment will be made by
the State Government.
(ix) Appropriate monitoring committees will be set up by the
State Government at block, district and state level. The State level
monitoring committee will also have members from Central
(x) Will select and make available temporary accommodation with
necessary facilities, in case the State Government intends to start the
schools before completion of construction work.
7. Proposal from the State Government
The proposal from the State Government should contain,
(i) Educational Backward Blocks, where the schools will be located
(ii) Description of the schools to be converted into model
schools along with justification for selecting them.
(iii) An implementation schedule/ plan for acquisition of land in
case of brand new schools
(iv) A time bound plan for recruitment of teachers for the schools
(v) Budget provision in the State budget
(vi) Details of implementing society
(vii) An indicative building plan, as per the minimum space
requirements indicated in Appendix.
(viii) A detailed construction schedule and time line for making the school
(ix) The proposals are to be submitted in formats devised by Ministry of HRD,
Government of India from time to time.
8. Funding pattern: 75% of the capital cost will be borne by the Central
Government and the balance 25% will be provided by the State Government. During the
11 Five Year Plan period, recurring cost will be provided by the Central Government on
75:25 sharing basis. The sharing pattern during the 12th Plan period will be 50:50
between Centre and State Government. The sharing pattern will be 90:10 for special
category States and for upgraded Ashram schools in all States for both 11th and 12th
Five Year Plan period.
9. Cost norms
9.1. For the purpose of calculating the financial requirements, the non-recurring cost
for setting up a school on KV template with classes VI to XII with two sections in each
class has been taken as Rs. 3.02 crore. Similarly for calculating the recurring cost, the
same has been taken as around Rs. 0.75 crore per annum. These are meant for the
purpose of estimation only.
9.2. The non-recurring cost of setting up a Model School in KV template with classes
VI to XII with 2 sections in each class will not normally exceed Rs.3.02 crore. Similarly
the non-recurring cost for setting up a Model School in KV template with classes IX to XII
with two sections in each class will not normally exceed Rs.2.55 crore (worked out on
pro rata basis based on cost norm provided by KVS). For North Eastern and hilly States,
a relaxation of up to 20% higher construction cost may be allowed. For arriving at the
construction cost, State PWD schedule of rates and cost norms would be applicable,
and PAB will have the power to approve a higher cost in appropriate cases. The KVS
norms as applicable from time to time would provide indicative cost for comparison.
Similarly, for conversion of an existing school into Model School, the cost of additional
facilities will be arrived at based on State PWD schedules of rates.
9.3. Similarly for the recurring cost, PAB will have the power to sanction a higher
amount than Rs.0.75 crore per annum based on the KV norms prevailing at the time of
consideration of the proposal.
10. Project Approval Board(PAB)
A Project Approval Board(PAB) headed by the Secretary, Department of School
Education and Literacy, Ministry of Human Resource Development will examine the
proposals received from various States/ UT Governments. This Committee will include,
Joint Secretary (Secondary Education), FA, Ministry of Human Resource Development,
representative of Planning Commission, Ministry of Finance (Department of Expenditure)
and Kendriya Vidyalaya Sangathan. The Committee may co-opt any member whenever
11. Release of fund
11.1. The central share for the construction of 3500 schools under State Government
will be released to State societies.
11.2. The Central share of operational cost for the model schools on KV template will
be released to the State implementing society. State governments will also release their
share to the implementing society within one month of release of central share.
11.3. 50% of the central share will be released as 1st installment after commitment for
matching contribution from State Governments and the remaining fund will be released
only after the receipt of expenditure statement/ utilization certificate as per GFRs in
respect of grants released by the Central Government and at least 50% of the grant
released has been utilized by the society.
12. Monitoring of the project
12.1. At the central level, monitoring of the project will be through a separate cell to be
opened in Kendriya Vidyalaya Sangathan.
12.2 At the state levels, the internal monitoring will be through the Societies
administering these schools.
12.3 State Government will also set up committee at District and State level for
external monitoring. The District level Committee will have representative from PRIs,
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) Mission and civil society. The State
level monitoring Committee will have representative from Central Government besides
various Departments of State Government. The Head Master/ Principal of In-charge of
Secondary School at School level will present all the documents before the District level
monitoring committee/ societies.
12.4 Besides, the monitoring set up for ‘Rashtriya Madhyamik Shiksha Abhiyan’ will
also be used in monitoring of the scheme.
13. Role of Panchayati Raj Institutions
13.1 The School Management Committee will include representation from Panchayati
13.2 The financial and physical progress will be shared with block Panchayats.
13.3. The assistance of Block Panchayats may be sought by the State Govt. for
allocation of land for permanent site of the school.
There will a continuing evaluation of the working of the schools by State Government
agencies through a regular and well-structured system of field visits. Besides, an
independent agency may be assigned the task of monitoring of the scheme, including
progress of construction for each State.
Besides the above in-built monitoring and evaluation mechanism, the Central
Government and the State Governments will conduct an independent research on
different activities of the project by engaging independent institutes of repute. The
findings of these research studies will be communicated to all the concerned authorities
for corrective measures and further strengthening of the implementation of the scheme.
16. The scheme provides for 3% of total cost on Management, Monitoring,
Evaluation and Research. This amount should be spent on the above mentioned
SCHEDULE OF SPACE REQUIREMENT FOR CENTRALLY SPONSORED SCHOOL FOR
ESTABLISHMENT OF NEW SCHOOLS IN KV TEMPLATE
From Class VI to XII From IX to XII
(02 Sections in each class) (02 Sections in each class)
S. No. Description of No. Dimen
Space of Dimension Total No. of sion Total
Roo (in Cms.) Rooms (in
A) TEACHING SPACES
1 6 700 x 700 294.00 … … …
2 H.S. Class 8 700 x 700 392.00 8 392.00
3 Computer Room 2 700 x 1060 148.40 2 148.40
4 a) Physics Lab.
(i) Laboratory 1 700 x 880 61.60 1 61.60
(ii) Store cum 700×36
1 700×360 25.20 1 25.20
Teacher’s Room 0
b) Chemistry Lab.
(i) Laboratory 1 700 x 880 61.60 1 61.60
(ii) Store cum 700×36
1 700×360 25.20 1 25.20
Teacher’s Room 0
c) Biology Lab.
(i) Laboratory 1 700 x 880 61.60 1 61.60
(ii) Store cum 700×36
1 700×360 25.20 1 25.20
Teacher’s Room 0
(for Upper 700 x
5 1 700 x 700 49.00 1 49.00
Primary & 700
6 Activity Room 1 700 x 1060 74.20 1 74.20
7 Art Room 1 700 x 1060 74.20 1 74.20
SUPW / Work 700 x
8 1 700 x 1060 74.20 1 74.20
9 Library 1 700 x 1420 99.40 1 99.40
Total (A) 1465.80 1171.80
1 Principal’s Room 1 700×700 49.00 1 49.00
2 Office 1 700 x 700 49.00 1 49.00
Staff Common 700 x
3 1 700 x 700 49.00 1 49.00
Examination 700 x
4 1 700 x 340 23.80 1 23.80