COMMONWEALTH ASSOCATION FOR
EDUCATION, ADMINISTRATION AND
MANAGEMENT
VOLUME 1 ISSUE 4
ISSN NO 2322-0147
DECEMBER
2013
Sarva- Shiksha Abhiyaan: Problems and Prospect
Excellence International Journal of Education and
Research (Multi- subject journal)
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
Sarva- Shiksha Abhiyaan: Problems and Prospect
By
Dr. Mohd Azam Khan*
Assitant Professor
Depatment of Economics
Aligarh Muslim University, Aligarh, 202002
Phone: + 919412596579
Email: azamknanamu@gmail.com
Nagma Shadab
Research Scholar
Department of Economics
Aligarh Muslim University, Aligarh ,202002
U.P India
Phone: + 919012047194
Email: shadab.nagma7@gmail.com
Abstract
The Millennium Development Goals (MDGs) made during the UN Millennium summit on 8 September
2000,stand for solidarity and determination of the world leaders to rid the world of poverty and improve
the lot of humanity .The goals inter alia called for reducing by half the Proportion of people living below
the poverty line; reducing by half the proportion of people who suffer the hunger between 1990 and
2015; ensuring that by 2015, children everywhere boys and girls alike ,will be able to complete a full
course of primary schooling , eliminating gender disparity in primary and secondary education,
preferably by 2015.
Based upon the 2003 UNDP guideline of (MDGs) India’s has also made 18 targets linked to 8 Goals with
53 indicators to measure the progress of MDGs in India. Out of 8 Goals one of the goal is to achieve the
universal Primary education, that means to ensure that by 2015 children everywhere; boys and girls
alike, will be able to complete a full course of primary education.
Sarva-Shiksha Abhiyan is a comprehensive plan in India to provide free education to all children in the
age group of 6-14 .It was launched in year 2001. Sarva-Shiksha Abhiyan (SSA) is the government’s
flagship programme to provide universal access to elementary education for children, 6-14 years old.
The scheme aims to improve enrolment, retention and the quality of education, to enable children to
achieve grade appropriate levels of learning. It also aims to eliminate gender difference and gap
between different social categories.
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 372
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
In this paper we will analyse the state of the universal primary education in India, as well as its impact
on gross enrolment ratio. We will also focus on the role of Sarva-Shiksha Abhiyaan in achieving the
MDGs.
To study the above aspect, we will use net enrolment ratio (NER) as a variable, which is an appropriate
indicator for enrolment and the period of study will be from 1990 to 2010. In our study we will measure
the growth of NER in the pre and post SSA period.
Introduction
The Millennium Development Goals (MDGs) made during the UN Millennium summit on 8 September
2000,stand for solidarity and determination of the world leaders to rid the world of poverty and improve
the lot of humanity .The goals inter alia called for reducing by half the Proportion of people living below
the poverty line; reducing by half the proportion of people who suffer the hunger between 1990 and
2015; ensuring that by 2015, children everywhere boys and girls alike ,will be able to complete a full
course of primary schooling, eliminating gender disparity in primary and secondary education,
preferably by 2005 and at all levels by 2015.
Based on the 2003 UNDP guidelines of (MDGs) India’s have also made 18 targets linked to 8 Goals with
53 indicators to measure the progress of MDGs in India. Out of 8 Goals one of the Goals is to achieve the
universal Primary education that means ensure that by 2015 children everywhere; boys and girls alike
will be able to complete a full course of primary education.( Millennium Development Goals states of
India, 2010)
The goal targets to achieve are (1) Higher net enrolment ratio,(2) low dropout rates and (3) increased
literacy rate among 15-24 years olds. To achieve these goals, several initiatives were initiated at national
level such as Sarva –Shiksh Ahhiyaan (SSA) National Programe for education of girls (NPEGEL) and
Kasturva Gandhi Balika Vidyala(KGBV).
India being a developing nation, struggles with challenges in its primary education and strives to reach
100% literacy. Universal compulsory primary education with its challenges of keeping poor children in
school and maintaining quality of education in rural areas has been difficult to achieve. All levels of
education in India, from primary to higher education, are over seen by the ministry of human Resource
Development and heavily subsidized by the Government of India, though there is move to make-higher
education partially self-financing (Mohapatra and Suthika 2011).
During the eighth five-year plan, the target of “Universalizing” elementary education was divided into
three broad parameters, Universal Access ,Universal Retention and Universal Achievement i.e., making
education accessible to children, making sure that they continue education and finally, achieving goals.
As a result of education programs, by the end of 2000, 94% of India’s rural population had primary
schools within one km and 84% had upper primary schools within 3Km. special efforts were made to
enroll SC/ST and girls. The enrolment in primary and upper-primary schools had gone up considerably
since the first –five year plan. In 2002/2003, an estimated 82% of children in the age group of 6-14 were
enrolled in school (MIS report from OPEPA, available with the department). The government of India
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 373
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
aims to increase this to 100 by the end of decade. To achieve this target government launched SarvaShiKsha Abhiyan.
Sarva-Shiksha is a comprehensive plan in India to provide free education to all children in the age group
6-14. It was launched in 2001. Sarva-Shiksha Abhiyan (SSA) is the government’s flagship programme to
provide universal access to elementary education for children, 6-14 years old. It is a programme of
government of India, to attain universal Elementary Education (UEE) in the country in a mission mode.
Lunched in partnership with the state governments and local self governments. The scheme aims to
improve enrolment, retention, and the quality of education to enable children to achieve grade
appropriate levels of learning. It also aims to eliminate gender differences and gap between different
social categories (Binary, 2006).
Objective of Sarva-Shiksha Abhiyan (SSA):(a) All children in school, Education Guarantee Centre, Alternate school, Back-to –school camp by
2003;
(b) All children complete five years of primary schooling by 2007;
(c) All children complete eight years of elementary schooling by 2010;
(d) Focus on elementary education of satisfactory quality with emphasis on education for life ;
(e) Bridge all gender and social category gaps at primary stage by 2007; and at elementary
education level by 2010
(f) Universal retention by 2010.
The components of SSA include:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
Preparatory activities for micro-planning, household surveys, studies community mobilization
school-based activities, office equipment training and orientation at all level.
Appointment of teachers
Opening new primary and alternative schooling facility like EGS/AIE centre,
Opening of upper primary schools
Constructing additional class rooms, schools and other facilities.
Free text book to all girls/SC/ST children,
Maintenance and repair of school buildings
Teaching learning Equipment for primary schools on up-gradation of EGS to regular schools or
setting up of a new primary school
TLE for upper primary schools
School grant
Teacher grant
Teacher training
Opening of SIEMAT
Training of community leaders
Provision for disabled children
Research ,Evaluation, Supervision and Monitoring
Management cost
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 374
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
18) Innovation activity for girl’s education, early childhood care & education intervention for
children belonging to SC/ST community, computer education specially for upper primary level
19) Setting up BRCs/CRCs and
20) Intervention for out of school children.
The SSA program covers a wide gamut of activities in all the states and union Territories and a need
has been felt to bring into focus at one place appropriate financial management systems and
procurement procedures for the proper implementation and management of the program.
The responsibility for implementation of the programme is vested at the national level in the
Department of Elementary Education and literacy (DEE&L) Ministry of Human Resource Development
Government of India, at the state level, the programme is implemented in a Mission mode by a state
Implementation Society registered under the societies Registration Act 1860 (21 of 1860) with a General
Council and Executive Committee. At the district level the District Project office as the case may
implement the programme. It interacts with the Panchayati Raj institutions in the district, namely the
Zilla Parishad the Block Development Committee and the village Panchayats. At the village level, the
critical unit is the Village Education Committee, which assists the basic education system in securing the
cooperation and participation of the local community and at the same time oversees the implementation of
SSA in the village. VECs are assisted by other grass root level structures like School Development and
Management Committee (SDMC), Mother Teacher Association (MTA), Parent Teacher Association
(PTA), women’s group etc (Ministry of Human Resources Development, 2004).
This paper focuses on MDGs to achieve the universal primary education in India, and we will discuss the
impact of Sarva-Shiksha Abhiyaan on this Goal. This paper is divided into five parts. Second part of the
paper deals with methodology adopted to analyze the variables elementary education. In the third part
we have analyzed the impact of Sarva-Shiksha Abhiyaan on the performances of elementary education
in the selected States as well as India as a whole. Fourth sections of the paper try to highlights major
issues and challenges regarding SSA to achieve its objectives. In the final section of the paper we have
concluding the findings and made some recommendations and suggestions.
2. Methodology
The Sarva-Shiksha Abhiyaan, Started with much fanfare in 2001. To show its impact on Primary
education, we have chosen the Gross Enrolment ratio (GER) as an indicator for our study; we have
selected five states i.e., Gujarat, Kerala Madhya Pradesh, Orissa and West Bengal. We have calculated
CAGR (Compound Annual Growth rate) of GER for these states as well as for India as a whole. We have
made both interstate and intrastate comparison of the CAGR of GER for these five states and also
compare the CAGR of GER in to these states. The following methods have been used to analyze the data
to show the impact of Sarva-Shiksha Abhiyaan on the state of literacy in India.
Gross Enrolment Ratio (GER):- The Gross Enrolment Ratio (GER) or Gross Enrollment index (GEI) is a
statistical measure used in the education sector and by the UN in its education index to determine the
number of student enrolled in school at different grade levels (like elementary, middle school and high
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 375
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
school). It examines the ratio of the number of students who live in that country to those who qualify for
the particular grade level. Total enrolment in a specific level of education, regarding of age, expressed as
a percentage of the official school –age population corresponding to the same level education in given
school-year (Bandyopadhyay, 2008).
Use of Gross Enrolment Ratio: - Gross Enrolment Ratio is widely used to show the general level of
participation in a given level of education. It indicates the capacity of the education system to enrolment
of student of Particular age group, it is used as a substitute indicator to net enrolment ratio (NER) when
data on enrolment by single years of age are not available .Furthermore, it can also be a complementary
indicator to NER by indicating the extent of over-aged and under –aged enrolment. It is also helpful in
construction of Human Development Index number. A combined gross enrolment ratio incorporating all
levels of education is used to calculate the Human Development Index an annual gauge of well-being for
UN member states. The United Nation Educational, Scientific and Cultural organization (UNESCO),
describes ‘Gross Enrolment Ratio ‘as the total enrolment within a country “in a specific level of
education regardless of age, expressed as a percentage of the populations in the official age group
corresponding to this level of education.”
Calculation of Gross Enrolment Ratio (GER):- Divide the number of Pupils (or students) enrolled in a
given level of education regardless of age by the population of the age –group which officially
corresponds to the given level of education and multiply the result by 100.
Gross Enrolment Ratio (GER) = Total enrolment in Grades I-V X 100
Population of age 6-11years
The gross number ratio can be greater than 100% as grade repetition and entry at ages younger or
older than the typical age at the grade level (Mehta, 2007-08)
Compound Annual Growth Rate (CAGR):- CAGR is an average growth rate over a period of several
years; it is a geometric average of annual growth rate. It is year over-year growth rate.
The compound annual growth rate is calculated by taking the nth root of the total percentage growth
rate, where n is the number of years in the period being considered.
This can be written as follows:
Compound Annual Growth Rate (CAGR) = (Ending value/Beginning value) 1/no of years -1
3. Impact of Sarva-Shiksha Abhiyaan on primary Education:-
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 376
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
Sarva-Shiksha Abhiyan is a time bound programme which arranges free and compulsory education to all
children between age groups 6-14 years. It strengthens not only the qualitative level of middle
education but also tries to improve quantitative side. Sarva-Shiksha Abhiyan proves significant step
towards achieving the long cherished goal of universalization of elementary education through a timebound integrated approach, in partnership with states. The Sarva- Shiksha Abhiyan is an effort to
improve the performance of the school system to provide community owned quality elementary
education in the mission mode. It also envisages bridging of gender and social disparities of elementary
level of education (Kaur and Bamba, 2012).
Since, 2006, the SSA has systematically promoted the appropriation of 2% of programe funds towards
strengthening learning enhancement in primary and upper primary schools. Learning Enhancement
programme (LEPs) have addressed the early grades as well as upper primary grades and in 2008-09,
expanded in coverage significantly, 28 states have under taken LEP activities in the states from the initial
phase of pilot activities. Currently, more than half of the country’s 1.2 million schools are implementing
LEPs at primary level. The most prominent stands of LEPs so far have been the reading improvement
programme in the early grades (22 states) and basic numeracy improvement (15 states) and activities
based learning (13 states).
The SSA has promoted convergence of many kinds to improve the quality of interventions and facilities
at the school level: mid day meals, drinking water and construction of toilets. It would be important to
make these investments link with children’s health and sanitary condition in schools (for which the
present maintance grants may require review) as they are necessary condition for quality in education.
With the improved converge, the number of school/section imparting elementary education covered
under DIES increased many fold. From 8,53601 schools in 2002-03, their number has increased to
11,96,663 schools in 2006-07 and further to 1285576 schools in 2008-09. Of the total schools, about
87.30% schools are located in the rural areas. During the same period, the number of primary schools
increased from 6, 01,866 to 8, 09,108.
The increase in the number of schools is also reflected in the ratio of primary to upper primary
schools/sections which clearly shows the impact of Sarve- Shiksha Abiyaan under which a large number
of school have been opened in the recent past. In the era of SSA the enrolment both at the primary level
of education has also increased significantly. The enrolment increased from 101.16 million in 2002-03 to
131.85 million in 2006-07 and further to 135.31 million in 2010-11. The GER at primary level based on
the DIES data estimated to be 115.31% corresponding to 98.59% NER. A few States are near achieving
the goal of universal primary enrolment. Over a period of time, enrolment in upper primary classes has
also shown consistent increase. From 47.89 million in 2006-07, it has increased to 53.35 million in 200809 (GER 73.74%).
The improvement in girls’ enrolment is also reflected in girls share to total enrolment. In primary classes,
the share of girls’ enrolment in 2008-09 was 48.38 % compared to 48.22 % in the previous year. Girls
share in total enrolment at upper primary level was 47.58%. It was 46.99% in 2007-08 and 45.80 in
2005-06. The percentage of girls’ enrolment in government managed schools was found to be higher
than in private managed schools for both primary and upper primary enrolment. With improvement in
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 377
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
the number of schools and enrolment, the dropout rate for cohort 2007-08 indicates an average rate of
8.02% in primary grades. A few states have almost achieved the goal of universal retention at primary
level. The cohort survival rate (to Grade V) is estimated to 76% indicates that a good number of children
dropping out in primary classes (Mehta, 2010).
To analyze the impact of Sarva- Shiksha Abiyaan on primary education, we have selected the period of
this study from 1996-97 to 2010-11. The selected period has been divided into two parts i.e., pre-SSA
period (from 1996-97 to 2001-02) and post-SSA period (from 2002-03 to 2010-11). For this study we
have selected five states namely West Bengal, Orissa, Kerala, Gujarat and Madhya Pradesh. For the
analysis of data we have calculated CAGR of GER of boys and girls of the selected states in particular and
India as a whole in general.
Table 1: Gross Enrolment Ratio of Primary Level in India from 1996-97 to 2010-11 (Percent)
Name of
states
West Bengal
Year
Boys
Girls
Total
Boys
Girls
Total
Boys
Girls
Total
Boys
Girls
1996-97
106
101
104
103
75.1
89
92
90
91
112
1997-98
103
94
99
106
77.5
92
90
88
89
1998-99
100
87
94
110
79.8
95
89
87
199-00
105
95
100
126
91.5
109
86
2000-01
103
101
107
130
94.7
113
2001-02
113
107
110
134
97.3
2002-03
103
103
103
106
2003-04
107
107
107
2004-05
113
111
2005-06
102
2006-07
0rissa
Madhya Pradesh
India
Total
Boys
Girls
Total
Boys
Girls
Total
118
115
109
84
97
99
82
91
118
110
114
114
90.2
103
100
82
91
88
123
101
112
120
96.5
108
101
83
92
85
85
125
101
113
127
103
115
104
85
95
88
87
87
138
114
126
121
102
110
105
86
96
116
86
86
86
133
111
122
120
103
111
105
87
96
99.8
103
98
98
98
114
109
112
98.6
91.2
95
98
93
95
114
107
111
97
97
97
118
109
113
112
101
107
101
96
98
112
132
127
130
94
94
94
126
110
119
146
141
144
111
105
109
103
103
116
112
114
93
94
93
128
111
120
154
147
150
114
108
111
108
108
108
117
114
116
92
93
93
129
113
122
154
150
152
115
110
113
2007-08
113
113
117
92
93
92
130
115
123
155
115
113
114
119.5
118
117.9
92.5
93.4
92.98
125
118
121.5
152
152
115
114
115
2009-10
125
126.4
119
118.9
93.4
93.9
93.65
120
121
120.4
149
150
116
115
115
2010-11
93.9
91.5
92.7
119
119.4
91.5
91.4
91.4
121
119
120.3
140
152
151.
17
150.
03
131.
2
153
119
117
117.
66
118.
42
120.
1
117
2008-09
113
119.2
5
125.8
9
135
117
115
116
Source:
Kerala
Gujarat
STATISTICS OF SCHOOL EDUCATION 1996-97 to 2010-11, Ministry of Human Resource Development, Government of
India.
Table 1 shows the GER at Primary -level (I-V) of five selected states. From the above table we
observe that out of five selected States three states namely; Kerala, Madhya Pradesh & Orissa have
experienced significant increase in the gross enrolment ratio in the post-SSA period as compared
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 378
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
to pre SSA period. On the other hand two states namely West Bengal and Gujarat have constant
gross enrolment ratio in both pre & post SSA period. Enrollments of the girls at primary level have
almost picked up the level of boy’s enrollment ratio during the period of the study. Over all there is
an improvement in the GER at primary level in the country as a whole.
Table 2: Compound Growth Rate of GER at Primary level of different states and India, pre and Post
SSA Period
Name of
States
West Bengal
Orissa
Kerala
Madhya
Pradesh
Gujarat
India
Boys
Pre – Post - Pre – Post - Pre CAGR CAGR CAGR CAGR CAGR
1.05
0.508 6
.0634 1.264
Girls
0.872
-.694
-0.57
1.46
4.25
4.822
1.32
2.74
-1.13
0.684
1.84
0.928
2.79
4.34
1.38
2.36
Total
1.65
1.75
0.386
5.98
0.4593 5.98
1.52
1.06
Post – Pre – Post - Pre – Post – Pre - Post CAGR CAGR CAGR CAGR CAGR CAGR CAGR
0.751 3.858 0.509 1.97
3.96
1.47
2.01
Fig 1: Compound growth rate of GER of Primary level Boys of different states and of India pre and
Post SSA Period
7
6
5
4
3
CAGR in Pre-SSA Period
2
CAGR in Post-VAT period
p
r
e
C
1
0
-1
West
Bengal
Orissa
Kerala
Gujrat
Madhya
pradesh
India
8
6
-2
4
2
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 379
0
-2
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
Fig 2: Compound growth rate of GER of Primary level Girls of different states and of India pre and
Post SSA Period
7
6
5
4
3
CAGR in Pre-SSA Period
2
CAGR in Post-VAT period
1
0
-1
West Orissa Kerala Gujrat Madhya India
Bengal
pradesh
-2
Fig 3: Compound growth rate of GER of Total Primary-Education of different states and India pre
and Post SSA Period
7
6
5
4
3
CAGR in Pre-SSA Period
2
CAGR in Post-VAT period
1
0
-1
West
Bengal
Orissa
Kerala
Gujrat Madhya
pradesh
India
-2
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 380
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
Table2 shows that the CAGR of GER of these states and India at primary level (I-V) in the pre and post
SSA period. From table2 it is evident that out of the five selected states two states Kerala and Madhya
Pradesh have greater average CAGR of GER in the post-SSA period as compared to pre-SSA Period. This
indicates that only two states Kerala and Madhya Pradesh have increased the CAGR of GER in Primary
Education during post-SSA Period. On the other hand West Bengal, Orissa and Gujarat have decreased
the average CAGR of GER in Primary Education during post-SSA Period. The major reason for decline in
CAGR is shift from government to private schools and decline in overall students or dropouts. We
further observe that average CAGR of GER at primary education level for all India level is greater in the
Post- SSA period as Compared to Pre –SSA Period.
Thus, we can say that out of five selected States three States, West Bengal, Orissa and Gujarat have
negative impacts of SSA. On the other hand two states namely Kerala and Madhya Pradesh have positive
impact of SSA. Therefore, overall impact of SSA on primary education in India is relatively positive.
4. Issues and Challenges
From the experiences of the last ten year of SSA there are various issues that need to be looked into; the
two important issues are regarding the financing of the programme; 1) financial coordination between
centre and the states. This issues is very curious to SSA, it faces two problems first Resource allocation
among states and resource allocation within states, the second issue concerns whether allocation and
expenditure with in a state-as well as with in a district and block level .and 2) targeting of SSA
programme to educationally backward areas .
There are other issues also but SSA is a noble thought. The much talked about mid-day meal scheme an
essential part of it seems to be worsening day to day, certain self-help groups are making food for
children.
Recently, the government started a radio education programme but this schemes faces problem
because “there are 400 students and just one radio for a school, at times it becomes difficult for us to
even listen to what is being broad cast”. The government had sanctioned only one radio per school, but
the fact remains that a radio hardly cost Rs 500.
Children who attend schools under the SSA scheme are poor and generally from labour class. They often
stay at far-flung areas as rents on the city outskirts & are less as compared to children coming from the
heart of the town. These children cannot afford to hire a rickshaw or any other conveyance, so the result
is they quit school after a few months. Children under the SSA scheme have uneducated parent who do
not understand the meaning of education, leave alone teaching a child.
From the above various issues the SSA face various challenges, these are given below:
(A) Access and Enrolment:-
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 381
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
(i) Regular enrolment drives: - conducted in most states (ii) Conducting special camps and bridge
course for girls to mainstream them. (iii) Setting up special models of Alternate schools exclusive for
girls- angana vidyalayas, bal vidyalaya, bal shalas, sahaj shiksha kendras, AS cum ECE centre (iv)
Balika shiksha shivirs (camps for adolescent girls) (V) providing formal schooling facilities in centre of
religious instruction viz Makatabes and Madaras. (vi) Working in close collaboration with the
community in identified pockets. (vii) Using women’s groups (both formed under the programme
and those already existing).
(B) Retention: - (i) Monitoring attendance has been high on the agenda in all states where micro
initiative for girls’ education have been taken up. Community involvement is high in this process,
particularly in mobilizing parents for regular attendance of their children. (ii) follow up of drop
out of girls to bring them back to school either through camps or bridge course .(iii) organizing
retention drives to put regular pressure on parents and the school system to ensure retention of
girls. These are not one time drives but are organizes at regular intervals to sustain the pressure
and take up corrective measures as be necessary. (iv) In pockets identified for intensive activities
attendances of each child is monitored to prevent dropouts.
(C) Residential Hostel for children in remade and sparsely populated blocks of tribal, Desert and
hilly Districts.
(D) Education of children belonging to minority Muslim Community.
(E) Education for children with special needs: - SSA will ensure that child with special needs
irrespective of the kind, category and degree of disability is provided education in an appropriate
environment. SSA will adopt ‘Zero rejection’ policy so that no child is left out of the education
system.
(F) Quality issues in elementary education:- (i) providing for reasonably good school building and
equipment to all schools; (ii) Ensuring a minimum 4 to 5 hours per day of meaningful stay of each
child in school.(iii) Providing trained and committed teacher in all schools and really interested
and oriented instruction for all EGS/AIE centre.(iv) improving the quality of existing pre-service
teacher education.(v) Organizing quality in –service teacher education to all teacher on a
periodical basis and with a follow up mechanism.(vi) Re-organization of curriculum to imbibe
local needs and incorporating the concerns of the nation curriculum frame work 2005 (vii)
Improving teaching –learning processes to make the child centered, activity based mastery
learning oriented (Sanker, 2007).
5. Conclusion:Sarva –Shiksha Abiyann is a time bound programme and is committed to an improvement in elementary
education sector with clear mandate to achieve specific goals. As the SSA framework clearly states that
all children complete eight years of elementary education. It is essential to gather information about all
the children up to the age 14 years (Sarva-Shiksha Abiyann, 2009-10)
SSA also ensures that every child with special needs irrespective of the kind, category and degree of
disability is provided meaningful and quality education. SSA has adopted a ‘Zero rejection policy’. This
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 382
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
means that no child should be deprived of the right to education and though in an environment, which
is best suited to his/her learning needs.
At present the Sarva-Shikha Abiyan is encouraging all states and UTs to design & organize learning
enhancement programmes to improve the class room processes in different subject areas for both
primary and upper primary level (www.indg.in/primary-education/.../right-to-education-bill).
But, the centrally-sponsored scheme suffered from high drop-out rate, disproportionate deployment of
teachers, low transition of students from primary to upper primary level and Training (DIET) - said the
Comptroller and Auditor General (CAG) in its report for the year ended 2006.
From the above analyses it can be concluded that out of five selected states namely West Bengal, Orissa,
Kerala, Gujarat, and Madhya Pradesh only two states Madhya Pradesh and Kerala have average CAGR of
GER in the Post-SSA period greater than Pre-SSA period. On the other hand the CAGR of GER for the
remaining three States has declined in the post SSA period. However, the CAGR of GER at all India level
is greater in the post SSA period than in the pre SSA period.
Due to various constraints and problems, the progress of SSA programme has not been achieving its
own aim/goal till date. Therefore some suggestions to improve the same are given below:1) Involvement of NGOs and CRCs to be sought for promoting awareness amongst parents of
dropouts/out of school children.
2) Transport facilities to be provided to bring children from remote habitations to school.
3) No detention policy to be followed by all states at primary levels.
4) District officials to devise academic calendar in which migratory reasons for improving retention
rates amongst migratory students.
5) Mid-day meals to be provided in all schools at different levels and different agencies can
energies the community to accept more responsibility towards their schools. NGO to be utilized
for improving stakeholder participation.
6) The Right to Education Act to be implemented by all states.
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 383
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 4
ISSN 2322-0147
References
Bandyopadhyay, M.G.R. (2008). Access to Elementary Education in India Country Analytical Review.
National University of Education Planning and Administration NUEPA, New Delhi (India), Pp
Binary, P., (2006). Initiative under the Sarva-Skiksha Abhiyan for improvement in basic numeracy
skills among children in the early Grades, Sarva Shiksha Abiyan. MHRD, New Delhi (India), Pp
Mohapatra, S. & A, Juthika. (2011). Public Private Partnership-Participatory intervention to improve
primary education in OPEPA. Journal of case Research Volume II, issue 2, India, p I49
Mukherjee, A. N. & T. K.Sen. (2007). Universaling Elementary Education: An Assessment of the role
of the Sarve-Shiksha Abhiyan. Financing Human Development Policy Brief, NIPFP, No.2. New Delhi
(India), Pp 1to4
Kaur,M.& Bamba, V., (2012). Importance of Sarva-Shiksha Abhiyan. International Journal of Research
in Economics & Social Sciences, 2(12), p 88.
Report: Sarva-Shiksha Abhiyan A programme for universal elementary Education (2004) Manual on
financial management and procurement, Department of Elementary Education and literacy, Ministry of
Human Resources Development, Government of India.
Report: (2007-08). Mehta, A.C. Elementary Education in India Progress towards UEE, Analytical
Report, National University of Education Planning and Administration (NUEPA), New Delhi (India), Pp
Report: (2009-10). Sarva- Shiksha Abhiyaan (SSA) Scheme Brief Centre for Development finance,
XIFMR Research, Chennai (India), p1
Report: (2010). Evaluation Report on Sarva Shiksha. Programe Evaluation organization, Planning
Committee, Government of India, New Delhi. p4
Report: Millennium Development Goals states of India (2010), Central Statistics office Ministry of
statistics and programe Implementation Government of India (Special Edition)
Report: GCC Education Sector. 2012. Alpen Investing Banking Capital, UAE
Sanker, D. (2007). Financing Elementary Education in India through
Abhiyan:Challenges in recent times. South Asia Human Development, The World Bank.
Sarva-Shiksha
Sarva-Shiksha Abhiyan ,www.indg.in/primary-education/.../right-to-education-bill
Statistics of School Education ,1996-97 to 2010-11, Ministry of Human Resources Development ,
Government of India, New Delhi,(India).
Excellence International Journal Of Education And Research (Multi-subject journal)
Page 384