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ANNEXURE – II (B)

DRAFT GUIDELINES FOR WHOLE SCHOOL DEVELOPMENT PLANNING UNDER SSA, MARCH 2010

SSA supports creation of elementary school infrastructure on a large scale 2, 63,015 School buildings and 11, 05,821

additional classrooms have been approved for construction under the SSA so far. School infrastructure provisioning,

however, is not a stand alone activity. The quality and upkeep of school infrastructure has a significant impact on enrolment,

attendance and retention of children in elementary schools. Hence, ‘civil works’ under SSA has to be located within the

broader SSA goals of access, equity and quality.

The ‘Right to Education Act’ has been notified on 27th August, 2009 and the schedule to the Act specifies the minimum

facilities that shall be available in all elementary schools. These facilities have to be made available within the time frame

stipulated in the Act. Hence, it is important that school infrastructure provisioning under SSA should respond to the statutory

requirements under RTE, 2009 and facilitate creation of appropriate school infrastructure.

I Background

1) Objectives of civil works under SSA

The main objectives of civil works under SSA are to support:

a. creation of new school infrastructure to facilitate access to schooling

b. augmentation/upgradation of existing school infrastructure

c. facilitation of the upkeep of built school infrastructure

2) Existing provision for civil works under SSA

SSA provides buildings (with toilets, drinking water facilities, kitchen for MDM) for

new primary and upper primary schools sanctioned under the Scheme. It also

provides a classroom for every teacher or for every grade/class whichever is lower,

in primary and upper primary schools with the provision that there would be two class

rooms with a veranda to every primary school, with at least two teachers. It also

provides for a room for the head-master in upper primary schools/sections. Facilities

for drinking water and toilets in schools existing prior to SSA are provided only to

urban schools that are not covered under the National Drinking Water Mission and

Total Sanitation Campaign of the Ministry of Rural Development, GOI.

3) Experience of civil works implementation under SSA

SSA provides flexibility to the States in the execution of civil works. Neither designs

nor unit costs for school buildings are prescribed under the scheme. Also, States are

free to evolve building designs and cost norms as per specific needs of different

regions/districts in the State. While all construction (except BRC and SIEMAT) is

expected to be undertaken through the community, an exception can be made(with

PAB approval) in case of specialized construction such as multi storey school buildings in urban areas, hostel buildings etc.

Supervision and monitoring of construction works is undertaken either through the works departments of States or through

third parties ,specifically contracted for the purpose.

Children feel dejected and may not be inspired to study in a school that is not

maintained properly

A well maintained school environment can make the children happy and would attract

them to attend school regularly.

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II. Objective of Whole School Development Planning under SSA

The key objective is to create physical school infrastructure in a manner that

enhances the attractiveness of the school to the child, encourages her to

attend regularly and also enhances her learning levels. SSA recognizes the

contribution of the quality of school infrastructure to the goals of UEE and

hence strives to build schools that are safe, comfortable, attractive, child

friendly and accessible to all children including CWSN.

III. Components of Whole School Development Planning

1. Construction of ‘composite’ school buildings, as per measured

campus map of the school premises

The existing stock of school buildings, constructed prior to SSA, have often been

funded from different schemes over the years, such as employment guarantee

schemes, MP or MLA local area development funds, etc. Prior to RTE, there was no

clear specification of what elements every school building must necessarily have.

This resulted in a situation where a few classrooms with a veranda were constructed

initially, and a school became functional with such rudimentary infrastructure. Other

facilities such as toilets and drinking water, electrification, a secure boundary wall,

kitchen shed for MDM, were added on a piecemeal basis, whenever funds from

different schemes became available. In the absence of a proper layout plan for

subsequent augmentation of school infrastructure, these efforts resulted in ad hoc

and haphazard positioning of various facilities within the school premises.

In order to ensure planned development of school infrastructure, a measured

campus map or layout plan of every school shall be prepared. It should ensure

proper location of classrooms, drinking water and sanitation facilities and

playgrounds within the school premises.

A well built school complete with all facilities is a

must for all children to attend it regularly.

Handpump with rubber tyres to help

children pump

Drinking water storage in pots with proper

ladles to pour water

The play area should be developed so that it is safe, rugged and provides play

opportunities to all children including those with special needs

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It should also provide for future expansion, keeping in view

the likely increase in enrolments. It must be understood that

schools are always in a process of development. They are not

static entities. The same holds true for the school buildings.

What you have today in your school is based on today’s

needs, but tomorrow there might be a need to expand the

school. Very often we do not plan for future expansion of the

school facilities and just build rooms as they come. The result

is usually chaos. Good play area or an open space crucial for

the physical, emotional and social development of the

children may be sacrificed for the sake of adding one more

room in a haphazard manner. A fully grown tree may have to

be cut since it was not planted in a sensible location.

It will be excellent if each school can have a Master

Development Plan for its future development. This will help

the community visualize the future expansion of the school. It

will also help in coordinating and streamlining various

schemes that can be converged in the development of the

school infrastructure. In other words, the school can then

develop in a planned and a coordinated manner, while

optimally utilizing the resources available to the community. It

does not matter even if the resources are not available

today, but to plan for the future will help in developing the

school into a healthy institution.

A copy of the school layout plan should be available with the

HM of the school as well as with the block education officer.

Whenever funds for augmentation of school infrastructure

become available from any source, these should be utilized

for construction as per the existing layout plan.

2. Ensuring barrier free

access in schools.

Barrier free access implies

that the physical design of

the school building should be

such that all children,

including children with

disabilities, should be able to

move in all areas of the

A Primary School, 2010 Prepare a master plan, even if today a school has only two

classrooms. Visualize how the school can be in the future

Same becomes an Upper Primary School, 2012

The Upper Primary School, 2016

It is important to give proper slope to the ramp and adequate provisions for secure access to all

children in the school.

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school and use all of its facilities. Children with disabilities should be able to enter the school building easily and negotiate

their way around the school and be able to use the playgrounds, drinking water and toilet facilities. If the built design of the

school is not altered to incorporate appropriate barrier free features, then it will restrict school access for CWSN, even if the

school is physically located close to the habitation where such children reside. States will need to ensure that appropriate

barrier free features, keeping in view the different requirements of children with different disabilities, are incorporated in all

new building designs. Existing school buildings will need to be modified for the purpose by creating ramps with handrails,

toilet modifications; non slip walking surfaces, etc. All external and internal facilities and services in the school will have to be

reviewed to assess whether they allow access to children with disabilities, particularly for:

(i) Ramps with railings at two levels

(ii) Ramp slope to be not less than 1:12 & width not less than 1200 mm

(iii) Hand rails on steps

(iv) Signages

(v) Drinking water unit with proper access

(vi) Accessible, adjustable toilets with handrail, grab rails.

(vii) All doors for toilets to be not less than 900 mm wide

(viii) Barrier free access required from entry of the school to all components within campus.

(ix) Children with locomotive impairment, non ambulatory, semi ambulatory disabilities to have approach road and

steps to allow for smooth movement..

(x) For children with low vision and total blindness, design windows and illumination level to reduce glare, use

contrasting colours and texture to aid identification, reduce distance between the child and the chalk board and

provide embossed charts on the walls.

3. Incorporation of child friendly elements in school buildings

The quality of the school building and the design of its indoor and outdoor spaces play an important role in shaping the

child’s perception of the attractiveness of the school as

a learning and play space. Therefore, whether the child

is motivated to enroll and thereafter continue to attend

school on a regular basis, also depends on the quality

of school buildings. Schools are built for children.

School building designs should, therefore, respond to

the needs of children.

It is important to provide adequate number of learning elements like

display or chalk boards and provisions like storage shelves that are

accessible to all children in the school.

Very often the door and window shutters fitted in the school

cannot be opened even by adults, what to talk about little

children! It is important that they are made at a child accessible

height, with hardware fittings that are smooth in operation.

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Grid Board on a wall

Different facilities in the school should be built to the scale of the children,

such as drinking water taps and urinals at different heights for children of

different age groups/heights; children’s chalk boards in classrooms at

accessible height for children; simple and usable display and storage spaces in

the classrooms; designing playgrounds and other available outdoor/indoor

spaces in the school premises such that they afford different opportunities - for

play, discussions amongst peer groups and even solitary reflection, to children

in the school.

4. Indoor and outdoor school spaces as pedagogic resources:

Design of both indoor and outdoor spaces of the school can facilitate learning

in many different ways. The concept of ‘BaLA’ ( building as a learning aid) has

been implemented in several States to unlock the pedagogic potential of built

spaces and

outdoor spaces in

school premises.

Building as a

Learning Aid

(BaLA), aims at

using the built

elements like the

floor, walls, pillars,

staircases,

windows, doors,

ceilings, fans, trees,

flowers, or even rainwater falling on the building as learning aids. For example, a window security grill can be designed to help

the children practice pre-writing skills or understand fractions; a

range of angles can be marked under a door shutter on the floor to

explain the concept of angles; or ceiling fans can be painted with

colour wheels for the children to enjoy ever-changing formations;

moving shadows of a flag-pole to act like a sundial to understand

different ways of measuring time; planting trees that shed their

leaves in winters and are green in summers to make a

comfortable outdoor learning space.

Some examples are:

� Geometrical patterns on floors, window grills

� Educational murals on walls

� External chalk boards

� VIBGYOR colors on fans

Drinking water taps at different child

accessible heights for use by all children.

Tracing from a window glass pane

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Whole school development planning should incorporate many such ideas that may be evolved locally.

Colour wheel on ceiling fans

Door Angle Protractor

Understanding angles in mathematics books is difficult for

children. Why not paint the angles right under the

classroom door so that every time it closes or opens they

can observe the range of angles it swings?

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5. Incorporation of appropriate ‘safety features’ in school designs

The National Building Code of India 2005, developed by the Bureau of Indian Standards (BIS) provides guidelines for

regulating building construction activities across the country. It serves as a model code for adoption by all agencies involved

in building construction works, be they Public Works Departments, other government construction departments, local bodies

or private construction agencies. The Code mainly contains administrative regulations, development control rules and

general building requirements; fire safety requirements; stipulations regarding materials, structural design and construction

(including safety); etc. The code should serve as a reference for all States and UTs, for design and construction of school

infrastructure.

States should ensure that children receive

education in a safe and secure environment. All

States /UTs must ensure that old, weak and

structurally unsafe school buildings are

appropriately repaired or reconstructed. Also,

structural safety features(against natural hazards

such as earthquakes) should be built into the

designs of new school buildings and retrofitting of existing buildings should be done, in schools that are located in high risk

seismic zones of the country. A total of 229 districts fall in the earthquake zones IV and V in India. The various IS codes for

earthquake resistant design and construction and the safety features incorporated in the National Building Code,2005

should inform the construction of school buildings that are safe. There are other natural and man made hazards against

which appropriate safety should be ensured, such as floods, cyclones, fires etc. The district wise hazard zone in India for

earthquake, flood hazards, wind/cyclone prone districts is enclosed for ready reference as Annexure II. It is essential to

provide safety features for disaster management where ever required, in the structural design of the school buildings in

order to make the school buildings safe during such disaster.

Schools must provide an environment that protects

protecting children from

Floods

Schools must provide an environment that protects

children from Earthquakes

Schools must provide an environment that protects

children from Cyclones

Schools must be designed to help the children and community survive and cope with

natural hazards. Notice the elevation of the site, ramp to help the less-abled and elders,

a stilted ground floor, classes and rooms on the first floor and a multi-purpose

terrace to use in an emergency of flood.

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5.1 Fire Safety: - All School buildings are designed for fire protection arrangements as prescribed in National Building

Code of India 2005

� No thatched roof, inflammable material is use in school construction particularly in the kitchen shed.

� No inflammable and toxic material is stored in the school building. The fuel or cooking material should be stored

safely.

� There should be adequate supply of water for fire fighting purpose.

� Provision of adequate capacity and numbers of fire extinguishers of ISI marks to be provided in eye-catching spots

in each block of the schools.

6. Class room parameters: -

The number of classrooms is to be as per SSA norms as given in the SSA frame work. The various parameter and fitting

details, as per the relevant IS codes are as follows:

6.1 Area of classroom

Category No. of Students Gross area of classroom

Pre School 20/25 2.00. Sq meter per child

Primary school (With furniture) 40 1.11 sq meter per child

Primary school (With squatting) 40 0.74 sq meter per child

Sec. & High secondary 40 1.26 per sq meter per child

6.2 Height of classrooms should not be less than 3 meters measured at any point from the surface of floor to the lowest

point of ceiling. The sill height for classroom with furniture arrangement should not be more than 800 mm from finished

level of floor and with squatting arrangement not more than 600 mm.

6.3 Essential fittings in classroom: -

(a) Chalk board:- 2400 mm X 1200 mm dimension with tray for chalks and duster at bottom. The base of the chalk board

should be 800 mm above floor.

(b) Children’s chalk board: – All along the walls (only in primary school) below sill level except for the wall having main

chalk board. The distance from chalk board to 1st row of students shall not be less than 2200 mm.

(c) Cupboard: – 1.5 sq meter minimum and depth of 450 mm, for storage. The area of cupboard can be increased if

required.

(d) Pin Board: – One or more near chalk board or on the side walls for display of maps, charts and students’ work etc.

(e) Recesses in wall with in built hooks: – for display of special material and exclusive items and these can be changed

from time to time.

(f) Wooden picture Rails: - The rails should be provided on the wall opposite to windows or opposite to chalk board for

display TLM, children work etc.

(g) Student lockers: - A locker for each student in case such an arrangement in student desks is not possible.

6.4 Ventilation and light: - For light and air, windows and fanlights opening direct to external air or into open verandah

should not be less than 20% of the floor area, if such openings are located on one wall and not less than 15% of the floor

area in case such openings are on both side walls at the same level. The percentage can be increased depending upon site

location.

6.5 Doors: - Each classroom should have two doors.

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6.6 Door ways: - No exit doorway shall be less than 100 cm in width and 200 cm in height. Similarly the doors ways for WC,

bathroom shall not be less than 75 cm wide.

6.7 Verandah: – Not less than 1.5 meter wide.

6.8. Plinth protection: – For improving the environment and saving the foundation of the built infrastructure, it is necessary

to provide plinth protection, with locally available cost effective building material. This will enhance the life of the building and

shall save it from sudden collapse because of ingress of rain water into the foundation. A list of various IS codes relevant for

school building construction is at Annexure I.

7. Essential Amenities in the School

7.1 Drinking water facilities: - Facilities for drinking water should be adequate, keeping in view the number of children

enrolled in the school. The suggestive norm shall be one tap/ fountain for 30 children. The drinking water tap shall be at

staggered heights to make the system child friendly and accessible to children of different heights. (For this either have site

assessment of children or refer IS 4838-1990).

7.2 Sanitation facilities: - Separate toilet unit consisting of WC seat & 3 to 4 urinal shall be provided separately for girls &

boys in case of co-education school. One urinal space may be provided for every 20-40 boys or girls and one WC seat may

be provided for every 80 to 120 boys or girls. (Refer Ministry of Rural Development letter Dt. 6th May 2009). The minimum

area of water closet(W.C) shall not be less than 1.1 sq. m. with minimum width of 1.1 meter. In order to keep the amenities

clean and hygienic, arrangement for flowing water and necessary vitrified non slippery tiles or any other such

material may be provided on floor and walls.

7.3 Kitchen for mid-day-meal: – States should develop context specific, region specific design for school kitchens,

catering to the enrolled strength of the school. The kitchen should have flowing water and for maintenance of cleanliness &

hygiene, appropriate specification for floor, walls, platform etc should be provided. State may adopt kotah stone, marble,

shabad stone, granite or vitrified tiles in order to improve the kitchen environment and its cleanliness. The kitchen size

prescribed by MDM is 20 sq. meters up to 100 children and additional 4 sq. meters for every 100 children there after.

7.4 Playground: - Every school should have playgrounds for children. The minimum area for the school playground is

suggested as follows, as per specifications in IS code 8827

Pre- school 1000 m2

Primary school 4000 m2

7.5 Garden: - The school garden should have region specific plants, shrubs & trees with multiple attributes and which

remain green & blossom through out the year.

7. 6 Space for parking: - The design should earmark spaces for Cycle parking, Scooter parking and other vehicle parking.

This will give a sense of discipline to all and prevent ad hoc parking within the school campus.

7.7 Boundary wall/green fencing: Every school should have a boundary wall or a proper green fencing .This will provide

security to the children and school property and also prevent unauthorized access to the school campus.

8. -Making school buildings Energy efficient

The Energy conservation building code 2007 and its User guide (published by Bureau of Energy efficiency (BEE), Ministry of

Power, GOI) should be referred to, for incorporation of features that promote energy efficiency in buildings. Energy efficiency

can be ensured if schools are designed in a manner that reduces reliance on electricity for lighting and cooling/heating. This

can be achieved by appropriately locating doors, windows, ventilators, sky lights and also by choosing appropriate insulating

strategies and material. Some possible strategies are:

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8.1 Passive design strategies: – For thermal comfort in a building, ventilating courtyards, natural/ mutual shading and

shading devices, roof and wall insulation should be incorporated in the designs.

8.2 The orientation of the building: Where ever possible, the longer axis of the building should be along the east west axis

with maximum opening on the north side to cut off heat gain.

8.3 Shading strategies: Shading strategies can either minimize or maximize heat gain. Hence, appropriate shading

strategies should be chosen as per climate and region. As a general principal, horizontal shading devices (chajjas) should

be used on south facing, where as vertical louvers s or large projections should be used on east and west faces

8.4 Optimum day light: - All schools must be designed for optimum daylight and good ventilation should be ensured to

maintain comfort. The air inlets & outlets should be distributed in such a way as to allow air movement at sitting levels of

children (cross ventilation).

8.5 Thermal comfort: - This is a prerequisite for school design. Some measures effecting the building configuration include,

courtyard which facilitate ventilation, evaporative cooling in hot areas, exposed southern side to maximize heat gain in

colder region.

8.6 Landscaping: - Careful landscaping could modify the climate of the school. Proper selection and location of trees &

shrubs can provide natural shading. Keeping paved area to a minimum would reduce heat island effect.

9. Process of Whole School Development Planning. (WSDP)

9.1 Ensuring availability of technical and supervisory personnel

States should ensure a strong civil works team under SSA, with a sufficient number of technically qualified staff on

deputation or contract. The sanctioned staff strength and the existing system of execution of works should be optimal in view

of the State’s civil works outlay, infrastructure gaps, and requirements for monitoring and oversight and quality assurance.

9.2 Setting up a design cell in the State unit: - A design cell in the civil works unit of the State is essential. The unit

must have Design engineers, Architects, Structural engineers and experts in Energy efficiency issues, who are well oriented

on the philosophy of Sarva Shiksha Abhiyan (SSA).

9.3 Training of stakeholders

The WSDP has to be developed by the School Management Committees (SMCs) and the State SSA missions should

ensure training of all stakeholders, on the components of Whole School Planning.

Text developed by TSG EdCIL and DoSEL, MHRD

Illustrations: Courtesy Vinyãs Centre for Architectural Research & Design, New Delhi and Taru Leading Edge, New Delhi.

Illustrations Conceptualized at Vinyãs and drawn by Nijh Graphics and Animation

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Annexure I

The list of Indian Standard Codes (IS) which are relevant and need to be referred to for designing whole school is

given below.

Sl. No National Building Codes latest Edition

1 IS 1893 (Part 1-2002) Criteria for earthquake resistant design of structure

2 IS 4326- 1993 Practice for earthquake resistant design and construction of building.

3 IS 13828 – 1993 Guidelines for improving earthquake resistant of low strength masonry building.

4 IS 13920 – 1993 Ductile detailing of reinforced concrete structure subject to seismic force.

5 IS 456 – 2000 Structural design of buildings.

6 IS 14435 – 1997 Code of practice of fire safety in educational institutions.

7 IS 2440 – 1975 Guide for day lighting of building.

8 IS 4963 – 1987 Recommendation for buildings and facilities for physically handicapped.

9 IS 7662 (Part 1) - 1974 Recommendation of orientation of building.

10 IS 4837- 1990 School furniture, classroom chair and tables recommendation.

11 IS 4838 – 1990 Anthropometric dimensions for school children age group 5-17 years.

12 IS 8827-1978 Recommendations for basic requirements of school buildings

13 Any other code

1. All equipment, material to be used in building should be ISI marked, as far as possible.

2. Latest editions of IS codes should be referred to.