Proposal Booklet1

By Milestone 1. Submission of LIC-12 report to Governance group the 2 2. LIC-12 Completed end of 3. LIC-12 Co-learning session for each DIET is completed. March 4. Completion of 3 network meetings (ART meetings) for in -2023 1024 school across all 13 districts with the support of all 9 DIETS 5. Core operation and Design team monthly meetings are operationalize 6. Three DPCM Meetings completed at each DIET for reflection and planning. 7. SCERT has organized a webinar on the topic suggested by LLU 8. Lifelong Learning Unit – Governance Group Meeting is completed to set priorities for the coming year 9. TDC program at District level is handed over to DIET and DCs- District Level Sustainability 192



Mentor Teacher (MT) Proposals 2022-23 193



Summary of Total Proposed budget for Mentor Teachers Programme 2022-23 S. Proposed budget Amount Coordinator No. Rs. 1275600 Ms. Shilpa 1 Total Proposed budget for 6 CPD/Training Sud Programmes Rs 12,75,600/- Total Proposal 1.  Title of the Training Programmes : Mentor Teachers- CPD (Continuous Professional Development) Programmes Objectives: The objectives of Training Programmes of Mentor teachers are detailed below :  To improve professional skills and upgrading in the area of teaching practices of the concerned subject  To facilitate teachers through sharing and experiences of classroom practices, promoting experiences of collaboration in academic field and classroom observations  To improve teachers‘ classroom practice to more engaging and support learning with better understanding  To enhance the quality of thinking, inquiry-based learning and project based learning  To provide development, focused feedback following classroom observations etc.  To enhance innovation in the work area and adopt best practices in daily work and schedule of teachers/ from esteemed institutions of higher reputations  To create a community of learning Network of Professionals comprising of MT,Teachers and HOS for Quality Education Expected Outcomes: After the completion of the programme, the Mentor will be able to :  Gain insights into knowledge of newer pedagogies and Teaching resources available around the world.  Equip themselves to improve professional skills and upgrading in the area of teaching practices  To facilitate teachers through sharing and experiences of classroom practices, promoting experiences of collaboration in academic field and classroom observations 194

 Gain insight into how to provide development, focused feedback following classroom observations etc.  Learn how to motivate the teachers to enhance innovation in the work area and adopt best practices in daily work and schedule of teachers  Encourage the teachers to improve teachers‘ classroom practice to more engaging and support learning with better understanding The tentative Activity Schedule for Mentor Teacher Training Programme: S.No. Title of the Categor Subject No. of Program Tentative Programme y Participants e Schedule Duration (Month) 1 MT-Programme TGT (CPD) Proposed in days 2 MT-Programme TGT (CPD) July, 2022 255 2 3 MT-Programme TGT (CPD) 255 2 Aug., 4 MT-Programme TGT (CPD) 2022 5 MT-Programme TGT Capacity 255 2 Sept., Building 2022 Programme 255 2 Oct. 6 MT-Programme TGT (CPD) 2022 255 2 Nov., 2022 255 2 Dec., 2022 I. Expenditure for 6 (Six) CPD -Continuous Professional Development /Training Programmes of MTs July-Dec., 2022 S. Workshop No. of Rate Amount No /proposed Particip Rs. 16000 month ants Rs. 20160 1. 2 days 51 Honorarium: Rs. 2000 x4 session x2 days Rs 500 Rs. 1530 workshop participa Conveyance: According to actual distances as Rs. 1530 Rs. 2000 for 200 nts per per rules Rs. 400 Rs. 400 Mentor subject Refreshment/tea &Lunch : Rs.180 x 56 Rs. 42520 Teachers (each for persons x 2 days Rs. 212600 (1 Batch) 5 Contingency subjects) Stationery Rs. 30 x 51 Any other TLM Rs. 30 x 51 Admn Coordinator Rs. 1000 x 2 days Asst Coordinator Rs. 200 x 2 days Group D Rs. 200 x 2 days Month July, 2022 Proposed budget for 1 subject/batch Total Proposed budget for 5 subjects/batches for 255 Mentor Teachers 195

(Rs. 42520 x 5) 2 August do Do Rs. 212600 2022 3 September do Do Rs. 212600 2022 4 October do Do Rs. 212600 2022 5 November do Do Rs. 212600 2022 6 December do Do Rs. 212600 2022 Rs. 212600per programmes X 6 programmes = Rs. 1275600/- Total proposed budget for 6 CPD/Training prog = Rupees Twelve Lakhs seventy five Thousand Six Hundred Target Proposed days Topic No. of proposed Expected Date group participants outcome Mentor Teachers 6 Training/ CPD Continuous 255 each for 6 6 Training/ from July- Programmes of Professional Training/ CPD 2 days each Development/ Programmes of 2 CPD Dec., 2022 Subject days each specific Programmes Rs. 196



INTERNATIONAL EXPOSURE VISIT PROPOSALS 2022-23 197



Summary of International Exposure Visits S. No. Title No. of Proposed Budget Participants Rs 2,50,00,000/- 1. Mentor Teachers /TDC of 150 Rs 87,03,990/- DoE(NIE Singapore) 90 Rs 4,46,99,250/- 2. Primary Incharges& Teacher 150 Educators of SCERT/ DIET Rs 8,58,10,000/- (Finland) 150 Rs 2,88,00,000/- 160 3. IUP Visit 2022-23 for Mentors Rs Teachers of DOE, CMT of 19,30,13,240/- SCERT/DIET 4. HOS(Cambridge) 5. DOE Teachers, SCERT and DIET Faculty (Estonia) Total Proposal-1 Title- Proposed budget for NIE Singapore Visit 2022-23 for 150 Mentors Teachers of DOE and TDCs. Category- TDCs Subject- Exposure Visit No. of Participants- 150 Objective- • Enhancement of Teaching & Learning Effectiveness in the schools • To acquaint TDCs and MTs with various teaching technologies and ways of lesson planning adopted by Singapore Education SystemMotivation of TDCs.  To establish academic leadership among teachers.  No of days- 5 Days  Amount- Rs. 2,50,00,000/- Proposal-2 Title- International Exposure Visit 2022-23 Category- Primary Incharges& Teacher Educators of SCERT/ DIET Subject- Continuous professional development of faculty No. of Participants- 90 198

Objective- To learn global trends of education system. No of days- 5 Days Amount- Rs. 87,03,990/- Proposal-3 Title- Proposed budget for IUP Visit 2022-23 for 150 Mentors Teachers of DOE, CMT of SCERT/DIET There is a proposal of 150 MTs, CMT and Teacher Educators from DIET/SCERT professional development programme in (IUP) Indiana University of Pennsylvania. The estimated financial implication/ per person involved is: 1 Programme Fees $ 100 2 Workshop fee $ 500 3 Two way transport from airport $ 120 4 Food & Accommodation $ 800 5 Cultural Excursions $ 200 6 Total Expenditure $ 1720 Rs. 1,30,995 @ 7 Total Expenditure In Rs 76.16(current rate) Air fare@50,000/- to and fro for per 8 persons Rs. 1,50,000 9 Visa fee @ Rs. 15,000 10 Medical Insurance Rs. 2000 11 Total / person Rs 2,97,995/person 12 Grand Total for 150 person Rs. 4,46,99,250 Total Rs 4,46,99,250 /- ( Four Crore Forty six lakh Ninety Nine Thousand Two Hundred Fifty only.) Proposal-4 Proposed budget for International Exposure Visit 2022-23 for 150 HOS to Cambridge University, UK. Airfare &Visa @ 1,20,000 per person to Rs 1,20,000 X 150 Rs 1,80,00,000 1 and fro to destination participants Rs 7,78,10,000 £ 778,100/- or Rs.8,58,10,000 2 Program Fee Rs. 7,78,10,000 (approx.) Grand Total ( Rs Eight Crore Fifty Eight lakhs only) Proposal-5 199

Proposed budget for International Exposure Visit 2022-23 for 160 Faculty Members of SCERT/DIET to Estonia Airfare &Visa @ 90,000 per person to and Rs 90,000 X 160 1 fro to destination participants Rs 1,44,00,000 Rs 2 Program Fee @ 90,000 per person Rs 90,000 X 160 1,44,00,000 Grand Total Rs.2,88,00,000 ( Rs Two Crore Eighty Eight lakhs only) Nodal Officer of International Exposure Visits- Ms Preeti Asst. Professor, SCERT, Delhi 200



NATIONAL EXPOSURE VISIT PROPOSALS 2022-23 201



Summary of National Exposure Visits S. No. Title No. of Proposed Budget Participants 1. MTs/TGT/PGT of DoE and MTs of 405 Rs 1,30,20,750/- MCD 150 Rs 46,99,666/- 2. Primary Incharges 45 Rs. 20,00,000/- 3. TDC Facilitators 100 Rs 30,65,000/- 4. TDCs 200 Rs 60,00,000/- 5. Faculty Development Program of 100 Rs 1,00,00,000/- SCERT/DIET 50 Rs 50,00,000/- 6. HOS, DOE, IIM Ahmedabad 7. Research Partnership with IIM 25 Rs 20,00,000/- 50+40 Rs 40,00,000/- Ahmedabad 8. CMTs Rs 4,97,85,416/- 9. HOS(DOE+SDMC) Offsite Total Proposal-1 Title- Breakup of tentative budget Estimated for MTs/TGT/PGT of DoE and MTs of MCD Proposed budget for National Exposure Visit 2022-23 for 405 Mentors Teachers Air/Train Tickets @20000 per Rs 20000 X 405 person to and fro to National participants destination/ Road Travelling to 1 Destinations Rs 81,00,000 Boarding, food and Local travel Rs 2025 X 405 X 2 @2025 per person x 6 days participants x 6 days Rs 4920750 Grand Total ( Rs One Crore Thirty lakhs twenty thousand seven hundred fifty Only) Rs.1,30,20,750 Proposal-2 Title- National Exposure Visit 2022-23 Category-Primary Incharges Subject-Continuous professional development of faculty Objectives-To learn the best practices of various educational institutes No of participants-150 No of Days- 6 Days 202

Amount- Rs. 46,99,666/- Proposal-3 Title- TDC facilitators Offsite Category-TDC Facilitators Subject-TDC facilitators Offsite Objectives-  To enable facilitators to create a space of learning for their peer Facilitators in the district/DIET.  For development of the facilitators No of participants-45 No of Days- 5 Days Amount- Rs 20,00,000/- Proposal-4 Title of the training: Teacher development coordinator (TDC) exposure visit Proposal Rational of Exposure visit: Exposure visits give a chance to people from one place to interact with the people of other place. This will help them in getting the real life experiences and some great learning, through which they can bring improvement in their daily life. The purpose of this exposure visit is to explore the new ideas and best practices which they can implement in their real life and enhance their learning. Aims / Objectives of Event: • To exchange ideas and experiences regarding best practices and challenges. • To interact and learn from each other. • Develop and promote creativity that increases the performance and enthusiasm in their professional life. • To enhance the knowledge and skills which help them in their overall professional development Utilization of Exposure Visits To ensure a successful exchange visit, it is very important that the visiting group have a basic plan as well as orientation of their visit and they have to fully involve themselves in identifying the subject matter that they are interested in learning about.  TDCs have to think carefully and make documentation of their learning/ experiences as this will help them as well as others in sustainability of their work.  Ensure that the visiting and host groups are both clear about the purpose of and arrangements for the visit.  Develop a plan for the visit. This makes it efficient and cost effective with regard to transport, accommodation and other expenses.  Give adequate time for discussions and demonstrations where necessary.  Plan some activities and games during the visits for making visit more interesting and joyful. Financial Implications 203

Air/Train Tickets @20,000 per person to and fro Rs 20,000 X 100 to National destination/ Road Travelling to participants 1 Destinations Rs 20,00,000 Boarding, food and Local travel @1775 per Rs 1775 X 100 X 2 person x 6 days participants x 6 days Rs10,65,000 Grand Total ( Rs Thirty Lakhs Sixty Five thousand only) Rs.30,65,000 Outcomes of TDC exposure visit: -  They will learn from exchange of knowledge and able to build successful integration of sustainable process in their daily as well as professional life.  After listening some best positive stories with real life experiences they build the enthusiasm and motivation in their life.  They get the clarity of their role and find out the area of improvement.  Through this exposure, they will get the multiple perspective which would further help them in creating a shift towards growth mind set. Operating Process: -  All TDCs will get an opportunity of exposure visits domestically in batch wise for example 350 approx. in first year, then 350 in second year and 350 in third year.  The selection of TDCs for first, second and third batch will be based on the basis of certain criteria like: - - All the ART meetings of particular LIC have been done by the TDCs within the dead line. - TDCs have regularly giving feedback and taking feedback for the improvement. - Coaching call of TDCs have done by the MTs. - New innovative practices initiated by the TDCs within the school. - All the CLS have been attend by the TDCs. - Maximum number of feedback form fill by the school of TDCs throughout the LIC.  Every year, each TDC has to do the two online courses organised by the SCERT. Content and the course details will be updated by the SCERT accordingly. No. Of Participants: 100 Expenditure: 30,65,000/- (Approx) Coordinator- Dr V K Pathak Ms Preeti Proposal-5 Title- Faculty Development Program of SCERT/DIET. Five Days Faculty Development Program is to be conducted with following objectives. Objectives:  To identify aims of education.  To update the skill-set as well as competency of our in-house faculty.  To provide best in class content in training teachers. 204

 To learn standardisation of tools in Educational Research.  Updation on Foundational Literacy and Numeracy as per NEP. No of Participants- 200 Expected outcome: After completion of the program, faculty will be able to:  Identify various aims of education.  Encourage the teachers to improve teachers‘ classroom practice to more engaging and support learning with better understanding.  Equip themselves to standardise of tools in Educational Research.  Gain insight into Foundational Literacy and Numeracy as per NEP. Financial Implications: S. No. Details Amount 1. Air fare, Accomodation, Food, Stationary, Local Rs. 60 Lakhs travel Proposal-6 ● Title of the workshop: Leadership for Excellence in Education‖ for Principals, Vice- Principals and officers of Delhi Govt. Schools, by IIM Ahmedabad ● Objectives: a) To encourage team Building b) To motivate and inspire the team members c) To handle workload effectively d) To improve upon the analytical skills of school leaders e) To improve the communication and interpersonal skills Estimated budget plan with timeline (as per norms and specified budget head) Target group Propo Subject/ No. of Objective Date Proposed sed topic propo budget days sed &Budget partic Head ipants 205

Principals, 5 Leadersh 100 *To encourage team May Head: Cell Vice- Days ip for Building 2022 to for School Principals and Excellen Februar Leadership officers ce in *To motivate and inspire y 2023 (Those still Educatio the team members left to attend n Around 1 the training) *To handle workload lakh per effectively participant for 100 *To improve upon the participants analytical skills of school = Rs. leaders 1,00,00,000 /- *To improve the communication and interpersonal skills TOTAL Proposed 100Lakh 100 Lakh Proposal-7  Title of the workshop: Research Partnership between SCERT, Delhi and IIM Ahmedabad  Objectives: a) Sampling Procedure b) Research Design c) Data collection strategy and protocols d) Data management protocols e) Data analyses Estimated budget plan with timeline (as per norms and specified budget head) Target Propose Subject/ No. of Objective Expecte Proposed budget group d days topic propo d Date &Budget Head sed outcome partic (in terms of ipants knowledge, skill ,attitude enhanceme nt) Training of 5 Days Research 50 *Sampling Apri Head: Cell for SCERT/DIE partnersh Procedure l School Leadership Ts faculty ip *Research Design 2022 *Data collection to strategy and Mar Proposed 50 protocols ch Lakh *Data management 2024 206

protocols *Data analyses TOTAL 50 Lakhs Proposal-8 Title- National Exposure Visit Category-CMTs Subject-Capacity Building Objectives-Visit to institutions, SCERT and schools of other states to understand local context and project implementation related to teacher training No of participants-25 No of Days- 7 Days Amount- Rs 20,00,000/- 207

Proposal-9 Title- Intensive offsite session Category-HOS(DOE & SDMC) Subject-Offsite Session- Facilitators Objectives-*Facilitation, being a practice, needs to be held for all facilitators continuously. *To able facilitators to create a space of learning for their peer principals in the cluster. *For the development of the facilitators No of participants-50+40 No of Days- 7 Days+7 Days Amount- 40 Lakhs Nodal Officer of Exposure Visits- Ms Preeti Asst. Professor, SCERT, Delhi 208



Educational Technology Department 2022-23  Entrepreneurship Mindset Curriculum (EMC)  Entrepreneurship Mindset - Designs (EM-Design)  ICT in Education  DIKSHA (Under Samgra Shiksha) 209



Summary of Educational Technology Department Projects 1,03,050/- Entrepreneurship Mindset Curriculum (EMC) 1,36,97,460/- EMC Learning Communities EMC Trainings - Monitoring and Evaluation 1,27,750/- Resource Material &Development(Material Development) Entrepreneurship Mindset - Designs (EM-Design) 76,650/- Resource Support & Material Development (Material 2,55,500/- 2,55,500/- Development) 91,200/-  Development EM Design Curriculum Framework  Development of Teacher‟s Manuals for class 9th to 10th for teachers  Development of content for class 9th to 10th for Students Training Pilot in 30 Schools - ICT in Education 2,74,400/- 20,58,000/- Resource Support & Material Development (Material Development)  Review of Curriculum of ICT in Education for class 6-8 for session 2023-24  Sample textbook of teacher‟s of ICT in Education for class 6-8 for session 2023-24 Research Proposals  A Longitudinal Study investigating the impact of 2,00,000/- 5,00,000/- Entrepreneurial Mindset Curriculum (EMC) on the students of class 9th to 12th of the Delhi government schools.  A comparative study of learning outcomes and satisfaction of commerce teachers in capacity building programmes through online and blended mode of instructions. DIKSHA  Online Capacity Building Programme - DIKSHA 50,00,000/- „LEAD‟ (Expenditure will be met  e- Content Development for DIKSHA out in DIKSHA head under SAMAGRA SHIKSHA) Total Excluding DIKSHA Projects 1,76,39,510/- 210

Entrepreneurship Mindset Curriculum Proposals of activities/interventions for effective implementation of EMC. 1. Capacity Building: EMC Learning Communities Name of the Proposal: Institutionalising self-sustaining EMC Learning Communities in the implementation of Entrepreneurship Mindset Curriculum. Objectives: The Entrepreneurship Mindset Curriculum (EMC) will begin its third year of implementation in grades 9th to 12th in Delhi Government schools. The aim of the Learning Communities model is to- ● upskill teachers with stronger content knowledge & facilitation skills for EMC ● Equip MTs & EMC coordinators with observation, coaching & training skills We plan to enable this by- 1. Setting up a self-sustaining structure of monthly Learning Communities for teachers & EMC Coordinators facilitated by 250 Mentor Teachers. 2. Curating a repository of themes, best practices & emerging implementation issues to plan the community interactions. Brief Introduction with Justification: The Entrepreneurship Mindset Curriculum was started as a pilot in 2019 with the aim of instilling an entrepreneurial mindset among students and enabling them to take their innovations to the next stage. The nation‘s vision of transforming job-seekers into job creators was, thus, given a practical and realistic structure. As it was launched in 1050 schools in Delhi, there were 21000 EMC teachers trained and on boarded on the program who took the implementation right in the classroom to the students. This large-scale training was possible because of the closely knit and highly motivated circuit of 250 Master Trainers (spread across districts in Delhi) and 1050 EMC Coordinators (one for every school). These 250 Master Trainers and 1050 EMC Coordinators have been instrumental in making EMC achieve its current status of impact among students by being part of regular training both as participants as well as trainers for the EMC teachers. Upskilling these groups of trainers has been seen as impact creating not just for the implementation of the curriculum but also for the capacity building of teachers and enabling them as they also develop the entrepreneurial mindset. Thus, an attempt to tap the already existing Learning Communities in the system and create space for these groups to meet and further enhance their capacities on EMC is the vision and objective of this program. 211

Modalities of Implementation (workshop/ seminar/ symposium/ training/ meeting etc): Stakeholders involved: A project management between SCERT and a core team of Master Trainers / Champion Master Trainers in collaboration with DIET or DOE. Close collaboration with EMC Coordinators and the entire group of Master Trainers will be critical for the program. Core Learning Committee: A core team of 10 Master Trainers / Champion Master /Teachers Trainers for curating the structure, theme, and process of the Learning Communities for both EMC Coordinators and Master Trainers. Master Facilitator (EMC Champions): A team of Master Facilitator (EMC Champions) will be formed. This team will be responsible for the successful execution of learning communities. The composition of team will be having different stakeholders like Master Trainer, EMC coordinators and Teachers. Execution: Workshops of Master Facilitator (EMC Champions): A team (EMC Champions) of master trainer/ EMC coordinators/Teachers will be formed as a Master Facilitator of learning communities. This team will undergo 3 workshops of 2-3 days in a year. Learning communities will be executed in two phases - Phase 1 - Learning Community of 250 Master Trainers This community will meet monthly. The agenda for every meet will be curated and revised by the Core Team of Master Trainers given the need arising from the EMC classroom. Phase 2 - Learning Community of 1050 EMC Coordinators This community will meet in batches of 80-100 members, 5 times in a year. The agenda for every meeting will be curated and revised by the Master Trainers facilitating the Learning Community, given the need arising from the EMC classroom. Timeline: April 2022 - February 2023 S.NO Activities Tentative timeline 1 Formation of core learning committee March-April 2022 212

2 Framework. Content & Design creation of April- May 2022 learning communities. 3 Execution of phase 1: start of monthly meetings From May 2022 ( learning of learning communities of mentor teachers. community meetings) 4 Execution of Phase 2: Start of monthly meetings From July 2022 ( learning of learning communities of EMC community meetings) coordinator/teacher 5 Workshop of learning community champions May, August, November ( selected Master trainer + EMC Coordinator+ 2022. Teachers) Key Performance Indicator (in measurable terms to review the progress of the project as per timeline): By the end of the next academic year, approximately 2 major and 15 close group Learning Communities will be active and self-sustained with their independently curated process of co- learning. Specifically, metrics that could be used to understand the progress of the program are Project implementation outcome: ● Number of active learning communities at state, district, nodal, and school level. ● Number of Master-trainer participating in learning circle meetings ● Number of EMC coordinators participating in learning circle meetings Teacher‘s outcome: ● Extent of knowledge of Entrepreneurship mindset & facilitation skills ● Mastery of subject matter (Entrepreneurship Mindset) & facilitation skills when delivering the sessions in classroom EMC implementation outcome: ● Improvement in EMC implementation in terms of reaches Financial Implication (details of budget required): 1. Workshop of learning community champions for 1 day for the months of May August & November = 10 RPs @2300 per person +15 @ 170 per person (food) = Rs. 25,550 X 3 = Rs. 76,650/- 2. Workshop for Framework- Content & Design creation of learning communities for 2 days= 5 X @2300 per person +10 X @170 per person (food) = Rs. 13,200/- X 2 = Rs. 26,400/- Tentative Budget required = Rs. 76,650/- + Rs. 26,400/- = Rs. 1, 03,050 /- (Approximate) 2. EMC Trainings Objectives: 213

To provide need-based trainings to all stakeholders who are involved in EMC implementation. Timelines: Sr . Name of the Training Tentative Proposed Modal Proposed No. Months Attendees Budget & Budget Head @ 315 1. Training of District & May-July 88 1 day 27,720/- Zonal Coordinators of EMC Model Schools + Mentor teachers paired with zone/district schools 2. Training of master Trainers May-July 90 3 days 85,050/- for EMC 3. Training of all HoS for May-July 1031 2 days 6,49,530/- EMC 4. Training of all EMC May-July 1232 2 days 7,76,160/- coordinators & mentor teachers` for EMC 5. Facilitation training for all May-July 19000 2 days 1,19,70,000/- EMC teachers for EMC 6 RDs, DDs, and other May-July 100 1 day 31,500/- officials 7 Mentor Teachers May-July 250 2 days 1,57,500/- (Observations, M&E,Learning circles) As we have started the model of learning community so all follow-up training will be taken care under that model. All the trainings will be conducted in centralized model but if schools/ SCERT will remain closed due to Covid or any other reason so the team will follow the CASCADE Model to complete the proposed training. Model: 1. Cascade Model: 250 Master trainers will be trained by SCERT, Master trainer will train EMC Coordinator & EMC coordinator will train EMC Teacher. 2. Centralized Training model: A team of Master Facilitator at the SCERT level will be formed by selecting those stakeholders (Master Trainer + EMC Coordinator + EMC Teachers) who shows enthusiasm for EMC implementationand will express the interest to be Master Facilitator. This team of the master facilitator will conduct all the EMC trainings across the levels. 214

3. Monitoring and Evaluation Name of the Proposal: Creating and executing a monitoring and evaluation framework for EMC implementation in the classroom. Objectives: A monitoring and evaluation framework will be able to provide insights into the status of implementation at scale. By implementing this we will be able to assess the Reach (number of schools that are regularly conducting EMC classes)Quality (The number of schools where teachers are conducting EMC classes well) & Outcomes (the extent to which we see students developing the requisite mindsets and building the competencies in focus.) of the implementation. Brief Introduction with Justification: The Entrepreneurship Mindset Curriculum was started as a pilot in 2019 with the aim of instilling an entrepreneurial mindset among students and enabling them to take their innovations to the next stage. The nation‘s vision of transforming job-seekers into job creators was, thus, given a practical and realistic structure. It was launched in 1050 schools in Delhi, there were 21000 EMC teachers trained and on boarded on the program who took the implementation right in the classroom to the students. As The Entrepreneurship Mindset Curriculum (EMC) will begin its third year of implementation in grades 9th to 12th in Delhi Government schools, it became critical to assess the reach, quality, and outcome of the program. It is needed to measure the success of the program and identify areas of improvement for implementation. A well-defined and well- executed M&E will help the EMC program to be replicable and scalable. For the academic year 2022-23, data collection and learning systems for EMC should focus on the two aspects that are measuring reach and quality. Since EMC classes are being conducted regularly and well are a prerequisite for the achievement of student outcomes. An understanding of this would lead to either of the following: (a) Awareness of possible gaps in EMC classes happening and well and consequent solutioning of these gaps for the next academic year. (b) Confirmation that EMC has been institutionalized well and achievement of intended outcomes is on track. Modalities of Implementation (workshop/ seminar/ symposium/ training/ meeting etc): Stakeholders involved: A project management between SCERT, Partner NGOs, and a core team of Master Trainers / Champion Master Trainers in collaboration DOE. Core M&E committee: A core team will include resource persons from SCERT, Partner NGO (Udhyam Learning Foundation), DOE & Secretariat. M&E module on EMC Website/Teachers app: 215

M& E module will be developed and get integrated on EMC website. Relevant stakeholders will report implementation data on it, periodically. Execution: Monitoring: ● Developing M&E framework ● Developing M&E digital module ( reporting tool) ● Execution of M&E tool. ● Analysis of implementation data ● Suggesting areas of improvement for implementation. Evaluation of impact: ● Developing the impact assessment tool for students. ● Developing capacity building impact assessment tool ● Conducting baseline- end line assessments. ● Conducting research & impact studies. Timelines: March 2022- Feb 2023 Financial Implication (details of budget required): NA 216

PROPOSAL- Entrepreneurship Mindset Design (EM- Design) Trainings Proposal -1 Name of the Proposal/ Project: Integrated EMC and Design Curriculum: Teacher Training Objectives: The innovative subject will be implemented in grades 9th and 10th in 20 SoSE schools as part of the collaboration between Delhi State Board of Education and International Baccalaureate. The broad objective is to understand the potential of a curriculum formed from the integration of the principles of Entrepreneurship Mindset Curriculum (EMC) and Design Curriculum (from IB) by- 1. Conducting teacher training for up skilling them as they implement this curriculum. 2. Organising learning circles for the teachers to share leanings. Brief Introduction with Justification: The Delhi Board of School Education (DBSE), in 2021, launched collaboration with International Baccalaureate as knowledge partners, to adopt its global curriculum framework and also develop a new assessment model for the schools in Delhi. IB follows a continuous assessment mode with a focus on holistic development of children as per global practices along with academic learning having a global approach. The curriculum framework provided by IB builds critical thinking skills and nurtures curiosity of students. One of the subjects under IB is Design which is curated with the objective of designing a product as an end of an intensive problem identification and problem solving process (The Design Thinking Cycle). The principles of critical thinking, creativity and collaborative problem solving here, stand synonymous with the core ideology of an existing program running in Delhi Government schools - the Entrepreneurship Mindset Curriculum. The EMC, launched in 2019 has been momentous in introducing and inculcating entrepreneurial mindset and skills in students of grades 9th to 12th. Thus, DBSE saw this amalgamation of EMC and Design as a potential core subject for the students of Delhi to experience. To test out this hypothesis, a year long pilot is being curated to record the impact that this integrated curriculum of EMC and Design has the potential of creating on students. The collaboration will be tested out in 30 Schools of Specialised Excellence offering specialised education in four domains - Science, Technology, Engineering and Mathematics (STEM), Humanities, Performing and Visual Arts, and High- End 21st Century Skills. Modalities of Implementation (workshop/ seminar/ symposium/ training/ meeting etc): Stakeholders involved: 217

A project management between SCERT, DBSE, IB subject experts and the 30 Schools of Specialised Excellence, with key involvement from their Heads of Schools and computer teachers for implementation. Training committee: Putting in place a training committee and core team which brings together expertise from both the curricula - the Design subject as well as Entrepreneurial Mindset Curriculum. Designing and Conducting Training: 1. Building the training framework. 2. Defining the training agenda and learning principles to be introduced. 3. Designing the training format - both in person and online interactions. 4. Facilitating the core team of master trainers who will be the facilitators for the training. 5. Designing facilitator resources helping them understand more about EMC and Design. Learning circle: Creating a self sustaining learning community for teachers, where teachers meet in groups at regular intervals (once every fortnight) and share learning, experiences, insights andsuggestions on specific pre-decided themes. Every learning circle/ teacher training will be an attempt to create a balance between capacity building of teachers in facilitation skills as well as problem solving the operation roadblocks. Timeline: July 2022 - August 2022 Key Performance Indicator (in measurable terms to review the progress of the project as per timeline): The data collected from teachers and students before and after the program will be compared to understand if the curriculum and the regular intervention of capacity building was able to create the desired impact for both the teacher and the student community or not. Specifically, metrics that could be used to understand progress of the program are: A. Project Implementation ● Number of trainings gets executed. ● Number of teachers received continuous trainings ● Number of teachers converted into master trainers. ● Number of learning circle formed ● Number of learning circles is active. B. Teacher Outcomes ● Mastery of subject matter and facilitation skills when delivering the sessions in classroom. C. Student Outcomes ● Shift in skills and mindsets that are learning outcomes for the curriculum (eg: collaboration, creative thinking, communication) ● Score on tasks/assessments for knowledge related aspects of the curriculum 218

D. Student Engagement ● Student attendance ● Extent of task completion ● Extent of in-class participation Financial Implication (details of budget required): 1. 4 Trainings - 2 Rps for 1 days @ 4000 + 40 X @ 170 (food) = Rs 59,200/- 2. 4 Trainings of 1 day each will be conducted online – 2 Rps X 4000 for 4 days = Rs. 32000/- Tentative Budget required = Rs. 91,200/- (Approximately) Proposal – 2 Name of the Proposal/ Project: Integrated EMC and Design Curriculum: Pilot in 30 Schools Objectives: The innovative subject will be implemented in grades 9th and 10th in 30 SoSE schools as part of the collaboration between Delhi State Board of Education and International Baccalaureate. The broad objective is to understand the potential of a curriculum formed from the integration of the principles of Entrepreneurship Mindset Curriculum (EMC) and Design Curriculum (from IB) by- 1. Piloting the execution of the curated curricula. 2. Gathering insights on the newly developed assessment tool and the design lab. Brief Introduction with Justification: The Delhi Board of School Education (DBSE), in 2021, launched a collaboration with International Baccalaureate as knowledge partners, to adopt its global curriculum framework and also develop a new assessment model for the schools in Delhi. IB follows a continuous assessment mode with a focus on holistic development of children as per global practices along with academic learning having a global approach. The curriculum framework provided by IB builds critical thinking skills and nurtures curiosity of students. One of the subjects under IB is Design which is curated with the objective of designing a product as an end of an intensive problem identification and problem solving process (The Design Thinking Cycle). The principles of critical thinking, creativity and collaborative problem solving here, stand synonymous with the core ideology of an existing program running in Delhi Government schools - the Entrepreneurship Mindset Curriculum. The EMC, launched in 2019 has been momentous in introducing and inculcating entrepreneurial mindset and skills in students of grades 9th to 12th. Thus, DBSE saw this amalgamation of EMC and Design as a potential core subject for the students of Delhi to experience. To test out this hypothesis, a year long pilot is being curated to record the impact that this integrated curriculum of EMC and Design has the potential of creating on students. The collaboration will be tested out in 30 Schools of Specialised Excellence offering specialised education in four domains - Science, Technology, 219

Engineering and Mathematics (STEM), Humanities, Performing and Visual Arts, and High- End 21st Century Skills. Modalities of Implementation (workshop/ seminar/ symposium/ training/ meeting etc): Stakeholders involved: A project management between SCERT, DBSE, IB subject experts and the 30 Schools of Specialised Excellence, with key involvement from their Heads of Schools and computer teachers for implementation. Pilot Execution committee: Putting in place a pilot execution committee which brings together on ground expertise from both the programs - the Design subject as well as Entrepreneurial Mindset Curriculum. Classroom execution: The curriculum will be curated for a year. One year will be divided into four units. Each unit will roughly span over 8-10 weeks with two in-classroom periods in each week. A design lab period is also being proposed as the third period every week for this EMC Design subject. M&E and impact study: Since this integrated curriculum will be first of its kind to be tested out, an intensive mechanism of on-ground observations will be put together with continuous classroom observations, student and teacher interviews and regular reviews on the curriculum. These insights and feedback will be critical in gathering learnings on what is working and what is not. Timeline: September 2022 - March 2023 Key Performance Indicator (in measurable terms to review the progress of the project as per timeline): The data collected from teachers and students before and after the program will be compared to understand if the curriculum and the regular intervention of capacity building was able to create the desired impact for both the teacher and the student community or not. Specifically, metrics that could be used to understand progress of the program are: A. Teacher Outcomes ● Extent of knowledge of facilitation skills ● Mastery of subject matter & facilitation skills, when delivering the sessions in classroom B. Student Outcomes ● Shift in skills and mindsets that are learning outcomes for the curriculum (eg: collaboration, creative thinking, communication) 220

● Score on tasks/assessments for knowledge related aspects of the curriculum C. Project Implementation ● Extent to which the curriculum is being delivered in all classrooms D. Student Engagement ● Student attendance ● Extent of task completion ● Extent of in-class participation Financial Implication (details of budget required): NA 221

PROPOSAL –DIKSHA (Under Samagra Shiksha) Proposal – 1 Name of the Proposal/Project: Online Capacity Building Programme - DIKSHA „LEAD‟ Introduction with Justification: Delhi DIKSHA ‗LEAD‘, a national platform for teachers. It is also announced as ―One Nation One Digital Platform‖. As per recommendation of MHRD, it is required by SCERT to implement DIKSHA with Vidyadaan Programme in Delhi state and for effective implementation and usages of DIKSHA portal. The online platform of DIKSHA offers engaging learning material for both teachers and students, and is available in the form of portal and mobile app. Continues Professional Development (CPD) of teachers is an extremely important element of the School Education Ecosystem and DIKSHA serves as one of the best platforms to disseminate teacher training. DIKSHA Portal will enable, accelerate and amplify solutions in the realm of teacher education. It will aid teachers to learn and train themselves for which assessment resources will be available. It will help teachers to create training content, profile, in-class resources, assessment aids, news and announcements and connect with the teacher community. The portal will record complete work and accomplishment of teachers in educational institutes from start to end point till their retirement. Objectives: 1. To enhance Teacher-to-Teacher and Teacher Educator- to-Teacher communication. 2. To provide 24*7 accessibility to course materials. 3. To build capacity of Teachers for updating content knowledge as well as classroom delivery. 4. To provide teachers with all resources appropriate for different grades to conduct her/his classes efficiently, with better content knowledge and interesting methods of teaching as well as assessing learning outcomes of students. 5. Content follows a student-cantered teaching approach. 6. To provide easy and larger access to all the stakeholders of support material developed by SCERT and DIETs. Modalities of Implementation: DIKSHA portal has technical capabilities to create, host a variety of content. The portal serves as a central repository of all digital resources designed and pooled by creators across the Nation, which accessed by everyone. Creation of a course content has been made very easy by developing an online framework for uploading digital content, designing assessment, structuring the table to content, stitching all resources into a course and receiving data on course consumption. Courses for Teachers will be launched sequentially. The courses have a variety of resources such as videos (introductory, conceptual and demonstration), text, interactive activities, reflective activities, external links, reference material etc. to keep the teachers engaged. Training, TimeLine & Financial Implementation: 222

S. Trainings (CPD) Time Line Expenditure (Rs.) Nil (Online) No. Nil (Online) 1 Training on ‗Financial Literacy‘ for April-May, 2022 Nil (Online) Teachers of all grades. 2 Training on ‗Educational Leadership‘ for May-June, 2022 Teachers of all grades. 3 Training on ‗Career Guidance and June- July, 2022 Counselling‘ for Teachers of all grades. 4 Training on ‗Online Safety Protocol and July-August, 2022 Nil (Online) cyber Security‘ for Teachers of all grades. 5 Capacity building programme for August- Nil (Online) Teachers, Teacher Educators on September, 2022 Academic or Non-academic topic. (Topic will be decided after the need analysis) 6 Capacity building programme for September- Nil (Online) Teachers, Teacher Educators on October, 2022 Academic or Non-academic topic. (Topic will be decided after the need analysis) 7 Capacity building programme for November, 2022 Nil (Online) Teachers, Teacher Educators on Academic or Non-academic topic. (Topic will be decided after the need analysis) 8 Capacity building programme for December- Nil (Online) Teachers, Teacher Educators on January,2022-23 Nil (Online) Academic or Non-academic topic. (Topic Nil (Online) will be decided after the need analysis) 9 Capacity building programme for February-March, Teachers, Teacher Educators on 2023 Academic or Non-academic topic. (Topic will be decided after the need analysis) Total Budget Key Performance Indicators: KPIs are numerical ways to track the progress of a Training as it strives to reach different objectives. KPIs have to be something you can count and measure objectively so that you can track progress. There are many different kinds of KPIs to track for a training program. Some focus on things that are directly related to training--like how many Teachers completed or how many are overdue. Others focus on how the training program is affecting their competency and 223

teaching styles. Here are few KPIs of our training that will be launched and conducted on DIKSHA portal in session 2022-23 1. Training pass or fail rate. 2. Average test score of a training. 3. Training enrollment& completion ratio. 4. Skill competency rate. 5. Average time to completion. Proposal -2 Name of the Proposal/Project: E- Content Development for DIKSHA Introduction with Justification: DIKSHA Portal enables, accelerate and amplify solutions in the realm of teacher education. It will help teachers to create training content, profile, in-class resources, assessment aids, news and announcements and connect with the teacher-student community. The content creation and curation process on DIKSHA is envisaged to be an open project with low barriers to entry. Content on the DIKSHA will be contributed by the various content contributors across the country. The intent is to enable access to a wide range and diverse content from across the country so as to enable better contextualisation of content and wide access for end users. Content on DIKSHA means and includes courses for Teachers (In-service and Pre-Service), lesson plans, worksheets, supplemental materials for classroom and other such learning materials etc. Objectives: 1. Promote generation of e-content in all subjects. 2. Develop teacher‘s and expert‘s resources in e-content creation. 3. To develop e-teaching materials in a creative way. 4. To involve multi-sensory to enhance the teacher-student learning capacity. 5. To use the content at anytime, anywhere, anyone in the corner of universe. 6. To train the teachers for developing the effective e-content and its knowledge and skills. 7. To modify the content with present time needs. Modalities of Implementation: e-content is any of form of learning material available digitally which a learner accessed or interact with so as to achieve related learning outcomes. E-content is made up of separate units or a combination of text, video, images and sound. Various forms of e- content are shown below 224

e-content development depends upon the nature of the content and its target learners. It will also depend upon the quality and complexity of the learning to be achieved. The process of content development consists of determining the current status of learners, understanding, defining the end goal of the instructional material and creating some intervention to assist the transaction. This systematic approach provides a step by step process for the analysis of learner‘s needs, the design and development of the material. Timeline : 225

S Name Time Period n of the Ap May June Jul Aug Sep Oc Nov Dec Jan Feb Mar Activit ril y t ch y Work Vett Wor Vettin Work Vetting 1 Content shop ing ksho g of shop of Develo for e- of p for conte for e- content pment Conte cont e- nt Conte will be for nt ent Cont will nt done OCBP Devel will ent be Devel for by opme be Dev done opme CPD 5 SCERT nt for don elop for nt for CPD e for men CPD CPD 1-2 CP t for 3&4 5 will will D1 CPD be be &2 3-4 Work done done will shop be for 3 Content Identi Wor done Devel Work Works Works develop ficati ksho Wor opme shop hop hop ment on of p for ksho nt of For For For forteac Gaps Dev p for PPT Finali Finaliz Finaliz hers /Hard elop Dev zation ation of ation of and spots men elop of Works PPT student for t of men Self- heet s on devel Self t of Instru academ opme - Wor ctiona ic or nt Instr kshe l non devel ucti et Audio academ op onal - ic Self- Aud Modu subjects Instru io- les through ctiona Mod DIETs. l ules & mater VidyaD ial aan contrib ution 226

Key Performance Indicators: KPIs are values that measure the performance of any task. . In the context of content development KPIs indicate how well your development efforts are aligning with its objectives. Here are few KPIs for our e-content proposal for the session 2022-23. 1. Objectives should be clearly stated. 2. Well designed and self paced. 3. Language of the content should be easy to understand by the target audience. 4. Content should help in retaining the interest. 5. Should promote active learning. 6. Content should be appropriate to the level or grade of the audience. 7. Usage of animated graphics should be relevant and context Financial Implications: S. No. Activities Details of the Amount (Rs.) 1 Activities 05 Lakhs A. Creation and Curation of 45 Lakhs 2 Digital teaching learning 05 Contents material for uploading on Nil DIKSHA: 09 DIETs x 5 Lakhs (Online Mode) SCERT Delhi each DIET Content development for online capacity building All students from programme for teachers on Class 1st to 10th will academic or non-academic the target group subjects. DIETs Content development of DIKSHA for teachers and students on academic or non-academic subjects through DIETs. The content will be uploaded under Vidhyadaan and review will be done by the same. Learn @ Home: in learn @ home series, we will send daily ―day bass‖ and ―grade wise‖ subject wise content links from class 1 to class 10th . Total Budget Rs.50 Lakhs (Note: This expenditure will be met out in DIKSHA head under SAMAGRA SHIKSHA) 227

Cell for school Leadership Proposals 2022-23 228



Summary of Cell forSchool leadership S. No. Topic Budget 63,00,000 1. P-1029 Cluster Leadership Development Programme (CLDP) for DoE 2. Principal Leadership Development Programme (PLDP) for 61,50,000 SDMC and other local bodies 18,00,000/- 142,50,000/- 3. District-wise administrative capacity building workshop for Principals, Vice-Principals of DoE schools TOTAL 229

PROPOSAL-1 ● Title of the workshop:P-1029 Cluster Leadership Development Programme (CLDP) for DoE ● Objectives: 1) Facilitator level a) Responsible, self-aware principals, who understand and live the competencies of the role; provide a vision for their schools as a learning organization (SDP) b) Enable teacher development in the school c) Better school results: qualitative & quantitative 2) Cluster level (Principals, MTs, HoS learn to work together as a team) a) Sharing good practices & finding multiple solutions b) Learning and supporting each other in the cluster group through problem-solving strategies and School Observation 3) Offsite (Intensive facilitation) a) Facilitation, being a practice, needs to be held for all facilitators continuously. b) To able facilitators to create a space of learning for their peer principals in the cluster. c) For the development of the facilitators Estimated budget plan with timeline (as per norms and specified budget head) Target Propos Subject No. Objective Date Proposed budget &Budget Head group ed days /topic of Rs. 3500/- (Rs. 2500/- pro remuneration + Rs. 1000/- conveyance) x pose 40 RPs x 8 months = Rs. 11,20,000/- d part icip ants Extern Develo To create an al pment experienced external Resour of resource pool that can ce Pool resourc replace any facilitator e pool when in an emergency. Traini 1 day Core 100 *Responsible, self- Every Proposed Rs. 12 ng Of each session aware principals, who month for 8 Lakh Facilit month s understand and live the months Head: Cell for ators competencies of the School Leadership + role; provide a vision for their schools as a 120 (100 participants One learning organization + 20 others) x Rs. 205 offsite (SDP) (Rs.160 lunch + Rs.10 session *Enable teacher tea + Rs.35 of 7 development in the refreshment)x 8 days in school months= Rs. 1,96,800/-+ Applicable Taxes 230

MTs 1 day May- *Better school results: Every + each June qualitative & month for 8 Rs. 1000 /- month 2021 quantitative months remuneration to Admin Coordinator + MTs 250 *Responsible, self- Rs. 200/- session aware MTs, who remuneration to Grp D understand and help = Rs. 1200/- x 8 facilitate the HoS; help months = Rs. HoS to reach their Rs. 9,600/- vision for their schools =2,06,400/-+ as a learning Applicable Taxes organization (SDP) Proposed Rs. 3 Lakh *Enable teacher Head: Cell for development in the School Leadership school *Better school results: 270participants qualitative & (250MTs + 20 others) quantitative x Rs. 180 (Rs.160 lunch + Rs.20 tea) x 8 months = Rs. 3,88,800/-+ Applicable Taxes + Rs. 1000 /- remuneration to Admin Coordinator + Rs. 200/- remuneration to Grp D = Rs. 1200/- x 8 months = Rs. Rs. 9,600/- =3,76,800/-+ Applicable Taxes Proposed Rs. 4.5 Lakh DDEs 1 day DDEs 52 *Sharing good practices Every Head: Cell for each session &keeping aligned with month for 8 School Leadership month the practices being months implemented in 58 participants (42 schools. DDEs + 10 FDs + 6 *Learning and others) x Rs. 80 (High supporting their HoSin tea) x 8 months = Rs. the cluster group by 37,120/-+ Applicable giving support through Taxes the scope of problem- solving strategies and Proposed Rs. 0.5 231

HoS 1 day Cluster 1029 School Observation Every Lakh Total each session *Sharing good practices month for 8 Head: Cell for month s & finding multiple months School Leadership solutions Rs. 215 (Rs.160 lunch *Learning and + Rs.20 tea + Rs.35 supporting each other in refreshment) x 23 the cluster group participants (15 HoS + through problem- 1 Facilitator + 3 MTs solvingstrategies and + 2 Observer/DC + 1 School Observation Grp D + 1 other) x 94 clusters x 8 months = Rs.37,18,640/- + Applicable Taxes +1 session with all TDC Rs.215 (Rs.160 lunch + Rs.20 tea + Rs.35 refreshment) x 15 TDC x 94 clusters = Rs.303,150/- + Applicable Taxes =Rs40,21,790/- Proposed Rs. 43 Lakh 63 Lakhs 232