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.

1. Presentation by:
UNMANA DUTTA

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. 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. 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. 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. 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. 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. 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. 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. 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. Quality of Education
• Infrastructural Facilities
• Teaching Material and Incentives
• School Indicators
• Teacher indicators
• Learning Achievement

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. • Centre-State Shares
• Release of Funds
• Utilization of Funds
• Disbursement of Funds to the Districts
• Expenditure on Interventions
• School Level Grants and Expenditure

15. 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

16. 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

19. 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

20. 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