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Eco project - Serva Siksha Abhiyan

Introduction to Economics (University of Delhi)

Studocu is not sponsored or endorsed by any college or university

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ECONOMICS ASSIGNMENT

SUBMITTED BY SUBMITTED TO

ANIS AHMAD MR. BILAL KHAN

B.A.LL.B (H) REGULAR Ph.d Economics,

Roll no - 8 Guest Faculty (ECONOMICS)

STUDENT ID – 201901730 (F/O Law)

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ACKNOWLEDGEMET

This assignment is result of collective effort of a number of people who have guided me
on my way. I would like to convey my heartfelt gratitude to my Professor, Dr. Bilal
khan sir whose encouragement, guidance and support from the initial to the final level
enabled me to develop an understanding of the subject. I consider myself very fortunate
for being able to work with a very considerate and encouraging teacher like him. The
following assignment is completed under the inspiring guidance of all the concerned
people who always gave me valuable suggestions. Their tremendous contribution and
support helped me to understand and remember important details of the project that I
would have otherwise lost.

This assignment is completed in a very lucid manner that contains each and every
important aspect of National income.

Many friends Rafid, Sabha have deepened my knowledge of the subject through
discussions and criticism.

Mistakes, misconceptions and misinterpretations, if any, are entirely of mine.

Lastly, I offer my regards and blessing to all of those who supported me in any respect
during the completion of the assignment.

Thanking You.
ANIS AHMAD

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ABBREVIATIONS

SSA Sarva Sikhsha Abhiyan

NPE National Policy on Education
POA Programme of Action
MHRD Ministry of Human Resource Development
UEE Universalisation of Elementary Education
NEF National Formal Education
DPSP Directive Principle of State Policy
VA Voluntary Agency
DPEP District Primary Education Programme

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TABLE OF CONTENTS

Pg. No.
Introduction 5
Historical Background of Sarva Sikhsha Abhiyan 6
Aim 8
Study Significance 9
Objectives of the study 11
Coverage of Special Focus Groups 11
Education for Girls, Scheduled Caste and Tribal Children 11
Education for Children with Special Needs 12
Strategies for Out-Of-School Children 12
Quality Issues in Elementary Education: The National Policy Resolve 13
Teacher Recruitment, Rationalization and Management 13
Useful and Relevant Education and Education for Life 14
Improvement of School Facilities and other Civil Works 14
Limitation of the study 15
Conclusion 16
Bibliography 17

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Sarva Shiksha Abhiyan

Introduction

Children are very important part of our society. Any lacunae in early education of a child can
have long – term consequences, Not to be educated not to be educated. Not to acquire basic
literally and numeracy is a serious disability both for the child and for coming generations.
Education is the basic requirement for success of democracy and progress of a country.

Education is considered as the best equalizer among all emerging inequalities and is
universally acknowledged as one of the key inputs contributing to the process of individual
and national development.

Primary Education is seen as the first step in laying the foundations for future educational
opportunities and life-long skills. Through the skills and knowledge imbued, primary
education enables people to participate in the social, economic and political activities of their
communities to their fullest potential. The education for all movement better known as Sarva
Shiksha Abhiyan aims to bridge social gender and region facets of education in the country1.

India’s Sarva Shiksha Abhiyan is the world’s most successful school programme. It was
launched in 2001 towards the culmination of Ninth Five-Year Plan (1997-2002) to achieve
the goal of universalization of elementary education in the country.

It focuses on compulsory education of children in the age group 6-14 years. Education
Guarantee Scheme, and Alternative Innovative Education Scheme for children living in
remote areas or dropouts and those who did not join school in time, is the two components of
this scheme.

Sarva Shiksha Abhiyan is an effort to improve the performance of the school system and
provide community-owned quality elementary education. It envisages bridging up gender and
social disparities in elementary education. It has special focus on educational needs of girls,
SCs and STs, children with disabilities and disadvantaged children. It is also an effort to
universalize elementary education by community-ownership of the school system. The main
features of Sarva Shiksha Abhiyan are:

1
Available at: https://shodhganga.inflibnet.ac.in/bitstream/10603/115320/10/10_chapter%201.pdf (last visited
on April, 17 2020).

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1. A programme with a clear time frame for universal elementary education

2. An opportunity for promoting social justice through basic education
3. A response to the demand for quality basic education all over the country
4. An expression of political will for universal elementary education across the country
5. An effort for effectively involving the Panchayati Raj Institutions, School
Management Committees, Village and Urban Slum-level Education Committees,
Parents’ Teachers’ Associations, Mother Teacher Association, Tribal Autonomous
Councils and other grass-root level structures in the management of elementary
schools
6. An opportunity for states to develop their own vision of elementary education
7. A partnership between the central, state and the local government.

HISTORICAL BACKGROUND OF SARVA SH1KSHA ABHIYAN

Universalization of education in India implies ‘Elementary Education for All’ (Classes I to

VIII) and not for a selected few. This concept accepts that education is the birth right of
every child. This means that all children belonging to the rich and the poor, living in towns
as well as rural areas and in places, which are accessible with difficulty, have to be provided
with facilities for elementary education. It is accepted in UN’s Declaration of Human Rights
and Children’s Rights. It is universally accepted that the Universalization of the elementary
education is the true index of the general, economic, political and social development of a
country.

Universalization of elementary education means free education. In some of the advanced

countries free education means no fees, free books and stationery, free mid-day meals and
free school transport. But in developing countries like India, it has not been possible to
provide all these facilities free of cost. Of course, education at this stage is free of tuition fees.
Other facilities on a selective basis are also provided. Universalization of primary or
elementary education involves three stages.

1. Universalisation of provision
2. Universalisation of enrolment
3. Universalisation of retention

The Universalisation of elementary education has been one of the most important goals of
educational development in India since independence. It found expression in Article 45 of

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the Indian constitution as a Directive Principle of State Policy. It reads under the caption
provision for free and compulsory education for children. “The State shall endeavour to
provide, within a period of ten years from the commencement of the Constitution, for free
and compulsory education for all children until they complete the age of 14 years.” In other
words this task should have been completed by 1960. However this resolve could not be
accompanied on account of several problems such as the rehabilitation of displaced persons
after partition and lack of resources. As a result the target date had to be revised first to 1970,
then to 1976 and later on to 1990.

The target date, according to the National Policy on Education, 1986 was 1995. The resolve
contained in the policy reads as: “The new education policy will give the highest priority to
solving the problems of children dropping out of school and will adopt an array of
meticulously formulated strategies based on micro-planning and applied at the grass-root
level all over the country to ensure children’s retention at school. The effort will be fully
coordinated with the network of non-formal education. It shall be ensured that all children
who attain the age of about 11 years by 1990 will have had five years of schooling or its
equivalent through the non-formal stream. Likewise by 1995 all children will be provided
free and compulsory education up to 14 years of age.” The modified NPE 1992 has further
revised the date.

It states “It shall be ensured that free and compulsory education of satisfactory quality is
provided to all children up to 14 years of age before we enter the 21 st Century. A National
Mission will be launched for the achievement of this goal. ”

Since the formulation of the National Policy on Education- NPE (1986) and the Programme
of Action- POA (1986), several new schemes for the qualitative as well as quantitative
improvement of primary education and reaching the goal of UEE, have been initiated by the
Government of India, Ministry of Human Resource Development (MHRD) department of
education. The Centrally Sponsored Scheme of Non-Formal Education (NFE) was introduced
in 1979-80 on a pilot basis with a view to support the formal system in providing education to
all children up to the age of 14 years as enunciated In the Directive Principles of the
Constitution. In subsequent years, the NFE scheme was expanded to cover 10 educationally
backward states of Andhra Pradesh, Assam, Bihar, Himachal Pradesh, Jammu & Kashmir,
Madhya Pradesh, Orissa, Rajasthan, Uttar Pradesh and West Bengal.

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The national policy on education (NPE), 1986 recognized that the school could not reach all
children and a large and systematic programme of non-formal education would be required
for school dropouts, for children from habitations without schools, working children and
girls' who could not attend whole day schools. Thus NFE became an important component of
the overall strategy for achievement of Universalisation of elementary education (UEE). The
NFE scheme was revised in 1987-88. While the focus continued to be on 10 educationally
backward states but it also included urban, slums, hilly, tribal and desert areas and projects
for working children in other states and Union Territories as well. A major portion of the
NFE scheme is run by the State Government, which set up NFE centres. One component of
this scheme provides grants to Voluntary Agencies (VAs) directly from the Central Govt, for
running of NFE centres and third is for projects of experimental innovative nature by VAs.

District Primary Education Programme launched in 1993 is a national initiative to achieve

Universalisation of elementary education (UEE) through district level intervention. The
overall goal of the programme is the reconstruction of primary education system to
operationalize the strategy of UEE as envisaged in NPE 1986 (as up dated in 1992) in each
Programme of Action - POA 1992 through decentralized planning and management,
disaggregated target setting, community mobilization and population specific planning. The
fundamental principle of DPEP is to evolve strategy as state and district level. It goes beyond
the conventional packages such as opening of new schools and appointing new teachers and
addresses the issue of content, process, quality and equality in education. The Programme
will also strengthen the capacity of national state and district institutions and organisations in
relation to planning management and evaluation of primary education.

The District Primary Education Programme has left an indelible mark on the primary
education scenario in India—bringing issues of access, equity and quality of education
centres stage. The size of the intervention can be gauged by the fact that 86,850 new schools
and 83,500 Alternative schools have been opened under DPEP. With 1 million teachers and 3
million community members trained under the programme, DPEP has really been large in its
outreach. DPEP emphasised both opening of new primary schools as per norms, as also EGS
like alternative strategies.

AIM

The aim of the Sarva Shiksha Abhiyan is to provide useful and relevant elementary education
to all children in the 6 to 14 years age group by 2010. Another goal is to bridge social,

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regional and gender gaps, with the active participation of the community in the management
of schools.

The aim is also to allow children to learn about and master their natural environment in a
manner that allows the fullest harnessing of their human potential, both spiritually and
materially. This quest must also be a process of value-based learning that allows children an
opportunity to work for each other’s well-being rather than to permit mere selfish pursuits.
The objectives of the scheme are:

1. All children in school, Education Guarantee Centre, Alternate School, ‘Back-to-

School’ camp.
2. All children complete eight years of elementary schooling by 2010.
3. All children complete five years of primary schooling by 2007.
4. Universal retention by 2010.
5. Bridge all gender and social category gaps at primary stage by 2007 and at elementary
education level by 2010.
6. Focus on elementary education of satisfactory quality with emphasis on education for
life 2

Study significance

Primary education represents a very critical stage in the whole educational system. The entire
edition of our national innovations is focused on primary education availability and
efficiency.

Quality education is the most important thing for better child development and growth. Each
child should be given the opportunity to make themselves a better life. Unfortunately, today,
so many children in the world grow up without this chance, as they are robbed of their basic
right to even attend primary schools. On several aspects of SSA initiatives, including both
qualitative and quantitative dimensions, various studies have been undertaken independently
by external agencies as well as by SSA.

The aspects indicators used for assessment in most of these studies are more quantitative,
such as access to schools, number of teachers in schools, availability of classrooms, toilets,
presence of learning maternal teaching, etc. But measurable aspects that are more subjective

2
Available at:http://www.shareyouressays.com/essays/1442-words-essay-on-sarva-shiksha-abhiyan-ssa/2918
(last visited on April 17 2020).

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in nature, such as consistency of teaching experiences in the classroom, teacher behaviour,

etc. In most studies, particularly from the end user perspective, they are not adequately
discussed. There is therefore a compelling need to conduct a systematic analysis that
discusses both the qualitative and quantity dimensions of the programs from an end-user
perspective in order to better understand their effectiveness.

Sarva Shiksha Abhiyan (SSA) is implemented as India’s main programme for universalizing
elementary education. Its overall goals include universal access and retention, bridging of
gender and social category gaps in education and enhancement of the learning level of
children. SSA provides for a variety of interventions, including inter alia opening of new
schools and alternation classrooms, toilets and drinking water, providing for teachers,
periodic teacher training and academic resource support, textbooks and support for tearing
achievement. These provisions need to be aligned with the legally mandated norms and
standards and free entitlements mandated by the new law that provides a justifiable legal
framework entitling all children between the ages of 6 to 14 years free and compulsory
admission, attendance and completion of elementary education. It provides for children’s
right to an education of equitable quality based on principles of equity and non-
discrimination. Most importantly, it provides for children’s right to an education that is free
from fear, stress and anxiety.

Sarva Shiksha Abhiyan (SSA) is a comprehensive and integrated flagship programme of the
Indian government to attain universal Elementary Education (UEE), covering the entire
country in a mission mode. SSA was launched in 2001 and 2002 in partnership with the state
governments and local self-government. The programme aims to provide useful and relevant
elementary education to all children between the ages of 6 to 14 by 2010. It is an initiative to
universalize the quality of education through deteritralized and context specific planning and
a process based time bound implementation strategy. The programme lays emphasis on
bridging all gender and social category gaps at elementary education level with time bound
objectives.

Sarva Shiksha Abhiyan is an effort to universalize elementary education by community –

ownership of the school system. It is in response to the demand for quality basic education all
over the country. The SSA programme is also an attempt to provide an opportunity for
improving human capabilities to all children through provision of community – owned

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quality education in a mission mode. SSA is the primary vehicle for delivering the right to
education.

Since independence various efforts have been made by the government to provide free and
compulsory education to the children between the ages of 6 to 14 for this purpose, large
numbers of schools were opened by the government. Intensive drives have been made to
enroll the children in schools, but very little attention has been paid to the retention of those
children who are already enrolled in those schools.

Objectives of the study:

1. To analyse the growth and development of primary education under Sarva Shiksha
Abiyan programme.
2. To analyse the Financial allocation for primary education under Sarva Shiksha
Abiyan programme.
3. To analyse the problems of after implementation of SSA programme
4. To give the solution for the problem of Sarva Shiksha Abiyan programme3.

Coverage of Special Focus Groups

Education for Girls, Scheduled Caste and Tribal Children

Recent assessments show that girls' participation in schooling has improved significantly
during the last 10-15 years. Education of girls, especially those belonging to the scheduled
castes and scheduled tribes, becomes the primary focus in Sarva Shiksha Abiyan. Efforts are
made to mainstream gender concerns in all the activities under the Sarva Shiksha Abhiyan
programme. The Sarva Shiksha Abhiyan recognizes the need for special efforts to bring the
out of schoolgirls, especially from disadvantaged sections, to school. This requires a proper
identification of girls who are out of school in the course of micro planning. It also calls for
involving women through participatory processes in the effective management of schools.
The Sarva Shiksha Abhiyan is committed to making these interventions possible. States have
been sensitized on the use of available data for local level planning for girls' education with
community involvement. Field based trainings have been conducted in Assam, Kerala,
Orissa, Uttar Pradesh and West Bengal. States have been building on these skills and are

3
Prof. G. Rita Goretti Lourdes and Dr. K.A. Sheela, Sarva Shiksha Abhiyan (SSA) (Neelkamal; First edition,
2016).

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concentrating in certain very deprived pockets. Andhra Pradesh, Gujarat, Maharashtra, and
Tamil Nadu have also initiated focused interventions along similar lines.

The educational development of children belonging to the Scheduled Castes and Scheduled
Tribes is a special focus in the Sarva Shiksha Abhiyan. Every activity under the project has to
identify the benefit that ensures to children from these communities. Many of the incentive
schemes have a sharper focus on children from these communities. The participation of dalits
and tribals in the affairs of the school is especially encouraged to ensure ownership of the
Abhiyan by all social groups, especially the most disadvantaged.

The interventions for children belonging to SC/ST communities are based on the intensive
micro planning addressing the needs of every child. The Sarva Shiksha Abhiyan provides
flexibility to local units to develop a context specific intervention. Some interventions like
engagement of community organizers from SC/ST communities with a focus on schooling
needs of children from specific households, special teaching support as per need, ensuring
sense of ownership of school committees by SC/ST communities, training programmes for
motivation for schooling, setting up alternative schooling facilities in un served habitations
and for other out of school children, using community teachers, monitoring attendance and
retention of children from weaker sections regularly, and involving community leaders in
school management.

Education for Children with Special Needs

SSA ensures that every child with special needs, irrespective of the kind, category and degree
of disability, is provided education in an appropriate environment. SSA adopts zero
projection policy so that no child is left out of the education system. The thrust of SSA is on
providing integrated and inclusive education to all children with special needs in general
schools. It supports a wide range of approaches, options and strategies for education of
children with special needs. This includes education through open learning system and open
schools, non-formal and alternative schooling, distance education and learning and special
schools, wherever necessary.

Strategies for Out-Of-School Children

The Education Guarantee Scheme (EGS) and Alternative and Innovative Education (AIE)
scheme is a part of the Sarva Shiksha Abhiyan framework. The management structure for
implementation of EGS and AIE are incorporated in the management structure of the Sarva

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Shiksha Abhiyan. The new scheme makes provision for diversified strategies and has flexible
financial parameters. It has provided a range of options, such as EGS, Back to School Camps,
Balika Shibiras, etc. There are four broad focus areas in Sarva Shiksha Abhiyan like, 1) full
time community schools for small un served habitations, 2) mainstreaming of children
through bridge courses of different duration,3) specific strategies for special groups like
child labour, street children, adolescent girls, girls belonging to certain backward
communities, children of migrating families, etc. and 4) innovative programmes - the
innovations can be in the areas of pedagogic practices, curriculum, programme management,
textbooks and Teaching Learning Materials (TLMs), etc.

All habitations not having a primary school within one kilometer and having a minimum of
school age children are entitled to have an EGS type school. Children who have dropped out
of school have an opportunity to avail of bridge courses, aimed at their mainstreaming. The
objective is to see the EGS and AIE as integral to the quest of UEE.

Quality Issues in Elementary Education: The National Policy Resolve

Sarva Shiksha Abhiyan makes efforts to take a holistic and comprehensive approach to the
issue of quality. Efforts to decentralize the whole process of curriculum development down
(grass root level) to the district level are made. Reducing the load of non-comprehension by
facilitating child centered and activity based learning is attempted. Learning by doing,
learning by observation, work experience, art, music, sports and value education is made
fully integral to the learning process. Appropriate changes made in the evaluation system to
make it more continuous and less threatening. Performance of children is constantly
monitored in consultation with parents. Teacher's role in preparation of textbooks and
secondary learning materials are enhanced. School timings are made contextual.

Teacher Recruitment, Rationalization and Management

States have their own norms for recruitment of teachers and a lot of diversity exists in
payments being made to new recruits. In many cases the appointing authority is the local
Panchayats. The states are free to follow their own norms as long as these are consistent with
the norms established by National Council of Teacher Education (NCTE). There is no
compromise on standards even though payments of less than the state pay scale as an interim
measure may be adopted in states with large scale vacancies. The programme provides for
primary and upper primary school teachers to ensure that there are no single teacher schools.

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Overall, the effort is to provide at least 1: 40 teacher pupil ratio. Qualifications of upper
primary teachers are as per state specific norms and the number of upper primary schools is
broadly as per the national policy norm. The practice of at least 50 percent of women teachers
is strictly followed. Sarva Shiksha Abhiyan encourages decentralized management of teacher
cadres. The local government recruits and the community have a say in the selection process.
Sarva Shiksha Abhiyan improved the accountability of the teacher vis-a-vis local
community without diluting the standards for selection of teachers, as laid down from time to
time by the NCTE.

Useful and Relevant Education and Education for Life

The Sarva Shiksha Abhiyan encourages states to focus on total development of children,
giving encouragement to sports, cultural activities, project work involving interaction with
social and natural surroundings, activity based learning, exposure to life skills with regard to
health, nutrition, professions, etc. Such a focus is looking upon a school as a social institution
that is the hub of community activities.

Improvement of School Facilities and other Civil Works

Community participation is the only means of undertaking any civil works in the
improvement of school facilities. Experiments in community participation under Lok
Jumbish and under DPEP in many states had been very encouraging and such experiments
are further carried out. The Sarva Shiksha Abhiyan is first of all tried to mobilize resources
under Rural Employment Programme (REP) and other developmental schemes for
constructing school buildings. The community is to come forward to maintain school
facilities if any investment is proposed in a village. An annual support to the community for
repair and maintenance is envisaged under the SSA.

With the elementary education becoming an obligation of the state (including the local
government), the panchayats are directed to prioritize construction of school facilities where
it does not exist. The participation of the community in all civil work activities is mandatory
in order to ensure a sense of ownership and a departure from contractor driven approaches.
School Management Committees/ Village Education Committees/ Gram Panchayat
Committee on Education have to carry out the civil works activities through a transparent
system of account keeping. The DPEP and Lok Jumbish Project had developed effective

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community based approaches for civil works. As per the policy framework these are
mandatory in all Sarva Shiksha Abhiyan districts.

The principle of social audit could be accepted for minor repairs. The School Management
Committee/ Village Education Committee could certify the maintenance and repair work
undertaken in a school. For larger repair and maintenance as well as new construction,
technical provisions are followed. New building designs developed in Lok Jumbish and
DPEP are adapted to promote child centered learning. Use of local materials and cost
effective technologies is encouraged. A civil works innovation fund is set up in each state/UT
to encourage experimentation with design. Repair and maintenance of buildings is given the
top most priority in the policy framework.

It is seen from the above discussion that one of the thrust areas of Sarva Shiksha Abhiyan is
the empowerment of community and enhancing the community participation in school related
activities to achieve Universalisation of Elementary Education in all the social groups
including Scheduled Tribes in India. Sarva Shiksha Abhiyan completed the first phase of its
implementation by 2007. With this background, the researcher made an attempt to find out its
impact on community participation in primary education in the rural areas in the East
Godavari District of Andhra Pradesh. The responses of community participation in school
related activities are presented in the paper4.

Limitation of the study:

The limitation of the study is a necessary point of research. Because it saves to wastage of
time, money, labour and over sources research. Therefore, adopted limitation process of the
study is given below.

The study will be concentrate only on education through SSA programme. The sample
selection had only 30 students. The study will be completed from only students of 10 primary
school in Avathi and Vastare Hobli. The study will be conducted related to only social
secator economy.

4
Available at: http://ignited.in/a/58347 (last visited on April 17 2020).

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CONCLUSION:

The Present study reveals that the Sarva Shiksha Abhiyan programme aims to ensure
elementary education for all including five years of primary education and eight years of
schooling for all children. The Sarva Shiksha Abhiyan focuses on community ownership and
the village education plans proposed in construction with Panchayati Raj Institutions (PRIs).
The central focus in the implementation of the programme is community ownership and their
participation in school related activities to bring more relevance in the field of primary
education.

Therefore, the policy framework strongly suggested for greater involvement of community in
all the areas of programme implementation. Under the Sarva Shiksha Abhiyan community
participation is an important component at village level that the community has to be
involved in education planning and mobilization process at the school level. To achieve its
objective of UEE, the programme calls for public -private partnership. The programme has
given importance to the involvement of NGOs in the area of community mobilization. This
programme has also allocated huge funds for constructing school buildings and improvement
of school facilities.

It is also observed that the Sarva Shiksha Abhiyan framework ensured that the community
has the prime responsibility in the finance related decision-making at the school level. On the
whole, the discussion in this chapter reveals that community ownership and their
participation is an important aspect to achieve universalization of primary education. The
next chapters deal with the profile of the study area, implementation of the programme in the
study area, the socio-economic background of the respondents and their awareness and
perception as to Sarva Shiksha Abhiyan programme details to analyze the ground realities in
the implementation of the programme.

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BIBLIOGRAPHY

1. Available at: https://shodhganga.inflibnet.ac.in/bitstream/10603/115320/10/10_chapter%201.pdf (last

visited on April, 17 2020).
2. Available at:http://www.shareyouressays.com/essays/1442-words-essay-on-sarva-shiksha-abhiyan-
ssa/2918 (last visited on April 17 2020).
3. Prof. G. Rita Goretti Lourdes and Dr. K.A. Sheela, Sarva Shiksha Abhiyan (SSA) (Neelkamal; First
edition, 2016).
4. Available at: http://ignited.in/a/58347 (last visited on April 17 2020).

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