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Presentation by:
UNMANA DUTTA
SARVA SHIKSHA ABHIYAN
• launched in 2001-2002
• attain Universal Elementary Education (UEE)
• aimed to provide useful and ...
Why SSA?
• Many efforts have been done in the field of
Education since last many years in India.
• However, much needed to...
MAJOR CHARACTERISTICS OF SSA
• Clear time frame for universal elementary education.
• Quality basic education all over the...
AIMS & OBJECTIVES
• Aimed to provide useful and relevant elementary education for all
children in the 6 to 14 age group by...
BASIC FEATURES OF SSA
• Institutional reforms in states.
• Sustainable financing in partnership with states.
• Community o...
Major Areas of Interventions in SSA
• Education of out-of-school children
• Quality Improvement
• Special Focus Groups
• R...
Major Components of the Policy
• Quality Improvement
• Girls’ Education
• Education of Children With Special
Needs (CWSN)
...
Financial Norms of SSA
• Teachers
• Alternative schooling facility
• Upper Primary schools / Sector
• Classroom
• Free tex...
Universal Access and Equity as reached
by the Policy
• Unserved habitations
• Underserved habitations
• Distance from Scho...
Quality of Education
• Infrastructural Facilities
• Teaching Material and Incentives
• School Indicators
• Teacher indicat...
FINANCIAL RESOURCES
• As SSA was launched towards the end of the Ninth Five Year Plan
(2001-02), the outlay and the expend...
• Centre-State Shares
• Release of Funds
• Utilization of Funds
• Disbursement of Funds to the Districts
• Expenditure on ...
COMMUNITY OWNERSHIP AND
ROLE OF DEVELOPMENT PARTNERS
• Community Participation
• Activities of Village Education Committee...
URBAN FINDINGS
• Selection Criteria
• Accessibility
• Underserved Slums
• Enrolment and Attendance
• Out of School Childre...
CONSTRAINTS IN IMPLEMENTATION
• Shortage of teachers/Absenteeism
• Inadequate Support Manpower
• Inadequate funds/untimely...
RECOMMENDATIONS/SUGGESTIONS
• To reduce dropouts/out of school children
• To improve teacher and student attendance
• To i...
Sarva Shiksha Abhiyan: India's Intervention for Education
Sarva Shiksha Abhiyan: India's Intervention for Education
Sarva Shiksha Abhiyan: India's Intervention for Education
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Sarva Shiksha Abhiyan: India's Intervention for Education

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Sarva Shiksha Abhiyan is one of the few policies adopted by India to promote education throughout the country, regardless of which child belongs to which socio-economic condition or gender.

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Sarva Shiksha Abhiyan: India's Intervention for Education

  1. 1. Presentation by: UNMANA DUTTA
  2. 2. SARVA SHIKSHA ABHIYAN • launched in 2001-2002 • attain Universal Elementary Education (UEE) • aimed to provide useful and relevant, elementary education to all children in the 6 to 14 age group by 2010. • lays emphasis on bridging all gender and social category gaps at elementary education level • had its own targets, norms and processes • umbrella programme covering other programmes
  3. 3. Why SSA? • Many efforts have been done in the field of Education since last many years in India. • However, much needed to be done for the special focus groups, and the upper primary sector. • Quality improvement still remained a major concern. • An attempt to fill the vacuum and covers all the districts. • Flexible to incorporate new interventions. • Adopts, “the bottom-up” process of planning.
  4. 4. MAJOR CHARACTERISTICS OF SSA • Clear time frame for universal elementary education. • Quality basic education all over the country. • Promotion of social justice through basic education. • Effective involvement of many Institutions • Expression of political will for universal elementary education across the country. • A partnership between the Central, State and local government • Opportunity for States to develop their own vision of elementary education
  5. 5. AIMS & OBJECTIVES • Aimed to provide useful and relevant elementary education for all children in the 6 to 14 age group by 2010. • To bridge social, regional and gender gaps. • All children complete five years of primary schooling by 2007. • All children complete eight years of elementary schooling by 2010. • Focus on elementary education of satisfactory quality. • Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010. • Universal retent -ion by 2010.
  6. 6. BASIC FEATURES OF SSA • Institutional reforms in states. • Sustainable financing in partnership with states. • Community ownership of school based interventions through effective decentralization. • Improvement in quality. • Community based monitoring. • Community based approach to planning with a habitation as a unit of planning. • Mainstreaming gender approach. • Participation of children from the SC/ST, religious and linguistic minorities, etc. • Thrust on quality and making education relevant. • Role of teacher and focus on the human resource development needs of teachers • District Elementary Education Plans reflecting all governmental and non- governmental investments.
  7. 7. Major Areas of Interventions in SSA • Education of out-of-school children • Quality Improvement • Special Focus Groups • Research and Evaluation • Management Structure and Institutional Capacity Building • Community Mobilization • Civil Works • Monitoring and MIS • Financial Management and Procurement
  8. 8. Major Components of the Policy • Quality Improvement • Girls’ Education • Education of Children With Special Needs (CWSN) • Scheduled Tribe (ST) and Scheduled Caste (SC) Children • Urban Deprived Children • Early Childhood Care and Education • Education of Out-of-School Children • Research and Evaluation • Management Structures • Community Mobilization • Civil Works • Management Information System (MIS) • Computer Education
  9. 9. Financial Norms of SSA • Teachers • Alternative schooling facility • Upper Primary schools / Sector • Classroom • Free textbooks • Civil Works • Maintenance and repair of school buildings • Schools grant • Teacher grant • Teacher training • Training of community leaders • Provision for disabled children • Research, Evaluation, supervision and monitoring • Innovative activity for girls’ education, early childhood care & education, interventions for Children belonging to SC/ST community, Computer Education specially for upper primary level • Interventions for out of school children
  10. 10. Universal Access and Equity as reached by the Policy • Unserved habitations • Underserved habitations • Distance from Schools • PRI Participation • Enrolment and Attendance • Out of School Children • Bridging Gaps
  11. 11. Quality of Education • Infrastructural Facilities • Teaching Material and Incentives • School Indicators • Teacher indicators • Learning Achievement
  12. 12. FINANCIAL RESOURCES • As SSA was launched towards the end of the Ninth Five Year Plan (2001-02), the outlay and the expenditure on the scheme was nominal. • During the Tenth Five Year Plan (2002-2007), the initial total outlay was Rs 17,000 crores with the centre-state sharing pattern in resources at 75:25. • During the Eleventh Five Year Plan (2007-2012), the outlay is Rs.71,000 crores. The centre state sharing pattern is variable during the Plan with 65:35 in the first phase (2007-2009), 60:40 in 2009- 2010, 55:45 in 2010-2011 and 50:50 in 2011-2012.
  13. 13. • Centre-State Shares • Release of Funds • Utilization of Funds • Disbursement of Funds to the Districts • Expenditure on Interventions • School Level Grants and Expenditure
  14. 14. COMMUNITY OWNERSHIP AND ROLE OF DEVELOPMENT PARTNERS • Community Participation • Activities of Village Education Committees • Parents Teachers Associations • Participation of the NGOs • Block and Cluster Resource Centers • Monitoring Systems
  15. 15. URBAN FINDINGS • Selection Criteria • Accessibility • Underserved Slums • Enrolment and Attendance • Out of School Children • Gender and Social Gaps • Infrastructural Facilities • Teaching Learning Materials and Incentives
  16. 16. CONSTRAINTS IN IMPLEMENTATION • Shortage of teachers/Absenteeism • Inadequate Support Manpower • Inadequate funds/untimely release of funds • Community ownership/participation weak • Weak linkages in Monitoring and Supervision
  17. 17. RECOMMENDATIONS/SUGGESTIONS • To reduce dropouts/out of school children • To improve teacher and student attendance • To improve the Quality of Education • To improve the school environment • To improve monitoring/supervision • The Right to Education Act to be implemented by all states

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