School-Complex Model under NEP 2020

The school-complex model groups neighbouring schools and Anganwadis into a collaborative administrative and academic unit so that they can share resources and expertise. Under NEP 2020, a complex may comprise one secondary school together with nearby institutions offering lower grades, generally within a 5-10 km radius.

Problems the model seeks to address

Many small schools cannot independently provide the full range of teachers, facilities and educational activities. The model seeks to overcome their isolation without making every school separately maintain all specialised resources.

• It enables schools to share subject teachers, counsellors, social workers and technical staff.
• It widens access to laboratories, libraries, sports facilities, equipment and other learning resources.
• It creates larger professional communities in which teachers can exchange practices and receive academic support.

How the model is intended to work

Schools within a complex retain their educational role but cooperate in planning, staffing and resource use. The Department of School Education is expected to devolve suitable authority to complexes so that they can function with greater autonomy and accountability.

• A School Complex or Cluster Development Plan provides the basis for coordinated improvement across member institutions.
• Complex-level organisation facilitates joint teacher-development programmes, academic activities, examinations and administrative support.
• The model improves coordination among school leaders, School Management Committees and local educational authorities.

Expected outcomes and access safeguard

The central purpose is to improve resource efficiency, governance and educational quality, especially where individual schools are too small to provide diverse opportunities. Rationalisation or consolidation must be undertaken judiciously so that efficiency does not undermine access.

• Shared personnel and infrastructure can support arts, sports, vocational education and education for children with disabilities.
• Cooperation can reduce teacher isolation and strengthen leadership, inclusion and community participation.
• The model is not an automatic prescription for closing or physically merging neighbourhood schools.

How UPSC asks this