Salient Features of Sainik Schools
(a) The entire capital expenditure on land and buildings is met by the respective State Govts who are also required to provide funds for maintenance of infrastructure and for new infrastructural projects. The State Govts also award scholarships on merit cum means basis.

(b) These are fully residential schools run on public school lines. The schools provide all facilities for overall personality development. NCC is compulsory upto class-XII.

(c) They offer a common CBSE curriculum and the medium of instruction is English, though English is not a pre-requisite for admission.

(d) Most Sainik Schools are designed for 525 cadets spread over from class-VI to XII. However strength of the school can vary keeping in view available capacity and after taking permission of the Hony Secy.

(e) These are financially self sustaining institutions and all expenditure on establishment, training and pension are met out of fee collected from the students.

(f) All schools have three service officers Principal, Headmaster and Registrar. Principals are of the rank of Col, Headmasters are of the rank of Lt Col and Registrars are Major. These may be of equivalent rank from the three services.

 Role of Ministry of Defence in Sainik Schools

(a) Ministry of Defence provides scholarships to wards of defence personnel including ex-servicemen. In addition Ministry of Defence provides central assistance to those students who are awarded state scholarships. The sharing of expenditure on fees/scholarships among Central Govt, State Govt and parents is decided by the BOG from time to time.

(b) With effect from financial year 2003-04, the Ministry of Defence has implemented a scheme under which burden of fee and dietary charges are being shared between the Ministry of Defence and the parents in the ratio 3 : 1. Under this scheme all boys studying in Sainik Schools get financial assistance of about Rs.9,000 – 10,000 every year. The scheme also provides incentive to boys who join the NDA by refunding.

Achievements of Sainik Schools

a) Aims - So far these schools have contributed about 7,000 officers to the three services. Its students today occupy important positions in all spheres of national activities. Since the schools were founded in early 60s, its cadets have now reached the level of Generals in the Army and equivalent Ranks in the Navy and Air Force.

b) Results - These schools send about 130-160 cadets to the NDA every year. As far as CBSE results are concerned the schools are performing creditably. All efforts are on to improve the results qualitatively.

c) Quality Education - In most of the States Sainik Schools are the only residential institutions and that too located in isolated areas. Thus these schools have been able to contribute significantly to development of education in backward areas and also in carrying out backward area educational integration.

d) Adventure Activities - All schools promote these activities to ensure all round development of personalities.

e) Demand for new Sainik Schools - The good performance of these schools have resulted in greater demand by the State Govts for opening new Sainik Schools. Recently three Sainik Schools have been opened.

f) Every year two to three teachers of Sainik Schools get National Awards by President of India.


UNIQUE FEATURES OF SAINIK SCHOOLS

      A large country like ours would naturally have various types of schools, each following a different model of development of its students. It would be difficult and perhaps unnecessary, to replicate the ethos of one in the other. Sainik Schools are set apart from others.

  • Sainik Schools are supported by Central and State funding and committed to bring public school education to the common man and function as feeder institutions to the National Defence Academy.
  • The formidable infrastructure for academic and co-curricular development, the well equipped laboratories–separate for each science subject, induction of boys right from the junior classes into practical work and experimentation (as opposed to mere demonstration by the teachers) are the most enviable facilities without any doubt. Unlike most other schools where practical work is undertaken merely to pass the hurdle of the practical examinations at the Board level, in Sainik Schools learning by doing methods are followed throughout to inculcate an experimental and problem solving skills in the cadets. For the cadets in Sainik Schools laboratories are as familiar as their class rooms. Apart from the need to supplement theory, students are permitted and even encouraged, to undertake additional projects of their own choice.
  • There is complete academic freedom, subject to the day's tough schedule. Stress is laid not on learning by rote and on short term, though glamorous achievements like cent percent pass or the number of distinctions and first classes achieved by the school but rather on learning in-depth, for the most enduring success at higher levels and in various careers open to them. A follow-up of the track records of over forty thousand students who have passed out of the portals of Sainik Schools confirms the not-so-popularly held belief that lack of brilliance in the earlier years does not necessarily presage its continuity in later years and also vice-versa. Unlike ordinary schools and colleges, the Sainik Schools alumni are fairly active, have instituted many endowments, awards and trophies, many of them in the hallowed memory of their companions who laid down their lives in the service of the Motherland.
  • The tough schedule of work, beginning with PT in the early morning and concluding with studies in the dormitory fairly late in the night; optimum utilization of time and opportunities, as well as close contact with teachers, even outside the classrooms are admittedly too demanding for all in the beginning but the mind and body soon get attuned to the regimen. Pressure and tension in most cases bring out putative talents and gifts although it is true that a few of the entrants in Class VI get withdrawn or dropout. The same is true of new entrants to the faculty who join hoping for a cushy soft job with plenty of free time and holidays, as is common in the profession elsewhere.
  • A campus life totally free from linguistic, communal and social bias and is well insulated from the sordid strife and discord which bedevil student life outside.
  • The profusion of facilities for games, sports and even martial arts is not to make a few champions or to publicise success in inter-school tournaments, instead, it is to expose the cadets to team games like Football, Hockey, Cricket, Volleyball and Basketball so that constant practice would engender personality development and competitive abilities in so many ways–invaluable assets always at a premium for a successful career in the services. Schools also offer the advantage of training in Equitation, Shooting and Swimming as well.
  • The obligatory NCC training, adventure courses, route marches, cross-country racing, ceremonial parades, pride in uniform and smart turn-out, the library habit, group discussions, debates, cultural activities–all these immensely help in personality development.
  • The true worth of any educational institution lies in the quality of the student-teacher interaction. It is indeed mutually beneficial–for the students in their pursuit of excellence and for the teachers in drawing out the best from each (teacher). This is further enhanced by a harmonious blending of the civilian and military ethos, perceptions and value systems. The filial affection cherished by the alumni for their alma mater and their mentors is in refreshing contrast from what is prevalent elsewhere.

     An active alumni association has local chapters in most of the cities in the country and quite a few outside country too. Every year there is a Reunion in the school campus. The Old Boys Association (OBA) has instituted many endowments, awards and trophies many of them in the hallowed memory of their compatriots lost in war. Gifts of books, games equipment and motivational material are all annual features.


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