Conclusion

• To give shelter to the educational activities.
• To be a resource for teaching-learning.

School building architecture should be optimally made to derive maximum educational value.

• The design intervention in the school to focus on children for design, implementation and maintenance.
• Teachers to be the facilitators in ensuring
• The use of these interventions.
• School administrators and teachers are being oriented and trained towards effective use of available resources.
• Each school to plan for intervention with its specific needs, limitations and potential.

• SSA in Gujarat has already made about 1620 Model schools with BaLA across all the districts of Gujarat. Now the need is to cover as many schools as possible.
• VINYAS has developed about 150 design ideas grouped under 61 categories for rural as well as urban elementary schools.
• In order to implement them in a school, a team work of school administrators, teachers, children, architects, educationists and construction workers is essential. SSA in Gujarat has already developed this capacity to implement and monitor across various districts.
• BaLA is accomplished in an education programme like SSA by effectively allowing the pedagogy, teacher's training units as well as civil works units to work in close coordination.
• In order to implement them in a school, a team work of school administrators, teachers, children, architects, educationists and construction workers is essential. SSA in Gujarat has already developed this capacity to implement and monitor across various districts.

Presently, Government of Gujarat gives Rs 2.5 Lakhs to develop one Model school with BaLA.

• BaLA interventions in the Model schools bring a tangible, visible change. It has a very high visibility in the eyes of the community, school teachers, and the children.
• There has been increase in enrolment, attendance and retention of children in Model schools.
• Children now come before school hours and go back much after school hours.
• Learning in school is now more interesting, joyful for children and teachers.
• There is higher ownership of the school by the teachers, children and the community.