(c) Training of Headmasters: In order to orient the teachers in managerial skills the heads of the
      schools are provided training for 10 days in academic financial and human resource
      management.
      (d) Distance Education Programmes for Teachers: Capacity building of institutions and
      personnel at the national, state, district and sub-district levels is being facilitated with assistance
      of IGNOU and other teacher education institutions in different states. The distance education
      programme provides technical and academic support in designing, developing, producing and
      delivering distance learning inputs and materials training of untrained teachers, thus facilitating
      training of professionally untrained teachers in the states.
      VI. Academic Support System
      (a) Academic Support Structures: 6,759 Block Resource Centres (BRCs) and 76,064 Cluster
      Resource Centres (CRCs) have been set up across the country as resource centres in each block
      and cluster, to provide decentralized academic support, training and supervision to teachers and
      schools.
      (b) School and Teacher Grants: SSA also provides annual teacher grants of ₹ 500 to all teachers
      for developing contextual teaching aids. DIETs and BRCs hold regular workshop and training
      programmes to develop subject and topic related low cost teaching aids. In addition, an annual
      school grant of ₹ 5000 is provided to each primary and ₹ 7,000 to each upper primary school
      separately, to meet the cost of school consumables, ₹ 7500 per school is given to each school for
      maintenance purposes. For new schools, one time ‘Teaching Learning Equipment’ grant a ₹
      20,000 per new primary school and ₹ 50,000 per new upper primary school is provided for
      school equipment and setting up expenses.
      (c) Computer aided learning: Under SSA, grant up to ₹ 50 lakh is available to each district for
      strengthening computer aided learning in schools to support enhancement of children’s learning.
      Activities include providing computer equipment or labs to schools, development of curriculum-
      based e-learning materials in local languages, and training of teachers in computer use. Since
      inception of the programme, approximately 1,06,753 schools have benefited from this
      intervention.
      (d) Learning Enhancement Programmes: 2 per cent of the total SSA outlay for each district has
      been made available for ‘Learning Enhancement Programmes’ that aims specifically at
      improving the quality of learning processes and learning outcomes.
      (e) Improving student learning outcomes: The impact of various quality interventions of SSA are
      reflected in the enhancement of children’s learning levels. Being a major thrust area, NCERT
      launched a programme to measure the achievement level of all children studying in classes III, V
      and VIII. Improving student learning outcomes has been the key component of SSA.
      VII. Infrastructure
           RTE-SSA provides flexibility to states in the execution of civil works. Neither designs nor
      unit costs are centrally prescribed. States are free to evolve building designs based on local site
      conditions and develop cost estimates based on the state schedule of rates notified by the state
      governments. School infrastructure provisions, however, is not a standalone activity. The design
      and quality of school infrastructure has a significant impact on enrolment, attendance and
      retention of children in schools. Thus ‘civil works’ under SSA are undertaken to provide all
      weather building as per provision of RTE Act. RTE-SSA encourages participation by the local