Efforts made by government of India for elementary education / initiatives for the improvement of elementary education Government initiatives for elementary education

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Assignment on
“Efforts made by government of India for
elementary education”
Paper-MEM-4001
(Issues of Education in Historical, Political and Economic Context)
Assignment-2nd
Submitted to:
Dr. Shazia Mansoori
(Assistant Professor)
Department of Education
AMU, Aligarh
Submitted by:
MD GULAM HUSAIN
Roll No.18MED-01
Class: M.Ed. 4th
Sem.
En.No. GJ1269
DEPARTMENT OF EDUCATION AMU, ALIGARH

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Table of Contents
EFFORTS MADE BY GOVT. OF INDIA FOR ELEMENTARY EDUCATION
Introduction ..................................................................................................................................3
Effort made by Govt. of India ......................................................................................................3
1. Operation Blackboard (1987)................................................................................................3
Salient features of OBB............................................................................................................3
2. District Primary Education Programme (DPEP)-1994 .........................................................4
Objectives of DPEP..................................................................................................................4
3. Eklavya Model Residential Schools (EMRSs)......................................................................4
4. Mid-Day Meal Scheme .........................................................................................................5
Aims of MDM..........................................................................................................................5
5. Sarva Shiksha Abhiyan (SSA) ..............................................................................................6
Objectives SSA.........................................................................................................................6
Provisions under SSA...............................................................................................................6
Main feature of SSA.................................................................................................................6
6. Education as Fundamental Right...........................................................................................7
7. National Programme for Education of Girls at Elementary Level (NPEGEL).....................7
8. Kasturba Gandhi Balika Vidyalaya (KGBV)........................................................................7
Objectives of KGVB ................................................................................................................8
Facilities at KGVBs..................................................................................................................8
9. Right to Education Act-2009.................................................................................................8
Silent features of RTE ..............................................................................................................9
10. Quality Improvement in Schools amid the tenth Five Year Plan ....................................10
11. Scheme for Providing Education to Madrasas / Minorities (SPEMM)...........................10
12. Scheme for Providing Quality Education in Madrasas (SPQEM)...................................10
The salient features of SPQEM scheme.................................................................................10
13. Infrastructure Development of Minority Institutes (IDMI).............................................11
The salient features of IDMI scheme .....................................................................................11
14. Beti Bachao Beti Padhao (BBBP) ...................................................................................11
Objectives of BBBP ...............................................................................................................12
15. VidyaDaan 2.0 .................................................................................................................12
Conclusion .....................................................................................................................................12

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EFFORTS MADE BY GOVT. OF INDIA FOR ELEMENTARY
EDUCATION
“Children have to be educated, but they have also to be left to educate themselves.”
-Ernest Dimnet
Introduction
lementary education is the foundation of education system in India. Education
from class 1st
to 8th
is called elementary education in India. Elementary education
includes primary education from class 1st
to 5th
and upper primary from class 6th
to
8th
. After 74 years of independence still the quality of Indian education is not
changed. The condition and progress of elementary education in India is not up to the marks.
Government of India made many efforts for the qualitative as well as quantitative improvement
of elementary education.
Effort made by Govt. of India
Government of India made many efforts for the improvement of elementary education & to
achieve the universalization of elementary education. Here, I list the major efforts or schemes for
the qualitative as well as quantitative improvement of elementary education made by government
of India.
1. Operation Blackboard (1987)
The scheme of Operation Blackboard was launched in 1987 in pursuance of NPE-1986 to provide
minimum essential facilities to all primary schools in the country. This scheme was for the
qualitative as well as quantitative improvement of primary schools.
Salient features of OBB
 Provision of minimum important facilities to all the primary schools in the country.
 Provision of salary for an additional teacher if enrolment is more than 100 students.
 All the teachers will be trained under exclusively designed teacher preparation program.
 The replacement facility for broken and non-functioning materials.
 Leverage in purchasing teaching aids and additional items as requisite for local needs.

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 50% of teachers should be female to encourage girl child admissions.
 The school building will be designed as per the local needs.
 The central and state government should provide funds for the school equipment and
building.
2. District Primary Education Programme (DPEP)-1994
District primary education programme (DPEP) is a centrally sponsored scheme launched by
government of India in 1994.
It is a national initiative to achieve the universalization of elementary education through district
level intervention. DPEP adopts a holistic approach to universalize access, retention and improve
learning achievement and to reduce disparities among social groups.
Objectives of DPEP
 To provide all children access to primary education through either the formal or non-
formal stream.
 To reduce differences in enrolment, drop-out rates and learning achievement among
gender and weaker section groups to less than five percent.
 To reduce overall primary dropout rates for all children to less than 10 percent
 To raise the average achievement rate by 25 percent by measured baseline level and
 To ensuring achievement of basic literacy and numeracy competencies and minimum of
40 percent achievement in other competencies by all primary education children.
3. Eklavya Model Residential Schools (EMRSs)
 EMRS started in the year 1997-98 to impart quality education to ST children in remote areas
in order to enable them to avail of opportunities in high and professional educational courses
and get employment in various sectors.
 The schools focus not only on academic education but on the all-round development of the
students. Each school has a capacity of 480 students, catering to students from Class 6th
to
12th
.

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4. Mid-Day Meal Scheme
Government of India was launched the National Program of nourishment Support for Primary
Education (NP-NSPE) on 15th August, 1995.
The main objective of the scheme is to help get better the effectiveness of elementary education
by improving the dietary status of children of primary school.
On 28 November 2001, the Supreme Court of India passed a mandate stating, "We direct
the State Governments/Union Territories to implement the Mid-Day Meal Scheme by
providing every child in every Government and Government assisted Primary School with a
prepared midday meal."
MDM Scheme was revised in September 2004, July 2006, October 2007 & 2009
Aims of MDM
 To avoid classroom hunger
 To increase school enrolment
 To increase school attendance
 To improve socialisation among castes
 To address malnutrition
 To empower women through employment
Mid-Day Meal in schools has had a long history in India. In 1925, a Mid-Day Meal
Programme was introduced for disadvantaged children in Madras Municipal Corporation.
By the mid-1980s three States Gujarat, Kerala and Tamil Nadu and the UT of Pondicherry
had universalized a cooked Mid-Day Meal Programme with their own resources for children
studying at the primary stage by 1990-91 the number of States implementing the mid-day
meal programme with their own resources on a universal or a large scale had increased to
twelve states.
Historical Background

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5. Sarva Shiksha Abhiyan (SSA)
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of
Universalization of Elementary Education (UEE) in a time bound manner. The SSA has been
operational since 2000-2001.
Objectives SSA
 All children in school. Education Guarantee Centre, Alternate School, ‘Back-to-School’
camp by 2003.
 All children complete five years of primary schooling by 2007.
 All children complete of elementary schooling by 2010.
 Focus on elementary education of satisfactory quality with emphasis on education for life.
 Bridge all gender and social category gaps at primary stage by 2007 and at elementary
education level by 2010
 Universal retention by 2010
Provisions under SSA
 Opening of new schools in habitations which do not have schooling facilities
 Strengthen existing school infrastructure through provision of additional class rooms,
toilets, drinking water
 Provision of additional teachers
 Strengthening capacity of existing teachers by training, developing teaching-learning
materials strengthening of the academic support structure at a cluster, block and district
level.
 Provision of quality elementary education including life skills
 Special focus on girl's education and children with special needs
 Provide computer education to bridge the digital divide
Main feature of SSA
Programme with a clear time frame for universalization elementary education.
A response to the demand for quality basic education all over the country.
An opportunity for promoting social justice through basic.

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An expression of political will for universal elementary education across the country.
A partnership between the central, state and the local government.
An opportunity for states to develop their own vision of elementary education.
An effort at effective involving the Panchyati Raj Institutions, school management
Committees, village and urban slum level Education Committees, parent’s Teachers’
Associations, Mother-Teacher Associations, Tribal Autonomous councils and other
grassroots level structures in the management of elementary schools.
6. Education as Fundamental Right
 Free and compulsory education was made a ‘fundamental right’ under article 21A of
the constitution in December 2002 through the 86th Amendment.
 Article 21A- Right to free and compulsory Elementary education to all from the age group 6
to 14 years.
7. National Programme for Education of Girls at Elementary Level
(NPEGEL)
 The Government has approved a new programme called ‘National Programme for Education
of Girls at Elementary Level (NPEGEL)’ as an amendment to the scheme of Sarva Shiksha
Abhiyan (SSA) in 2003.
 This scheme is implemented in educationally backward Block to address the need of girls
who are “in” as well as “out” of school.
The scheme would be applicable in the following areas;
 Educationally Backward Blocks (EBBs)-EBB means a block where the level of rural
female literacy is less than the national average and the gender gap is above the national
average.
 Blocks of districts which have at least 5% SC/ ST population and SC/ ST female literacy
rate below 10% shall also be taken up under this programme
 Selected urban slums
8. Kasturba Gandhi Balika Vidyalaya (KGBV)
 KGBV Kasturba Gandhi Balika Vidyalaya Scheme for Girls Education, Kasturba Gandhi
Balika Vidyalaya (KGBV) is a scheme launched in July 2004, for setting up residential

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schools at upper primary level for girls belonging predominantly to the SC, ST, OBC and
minority communities.
 The scheme is being implemented in educationally backward blocks of the country where the
female rural literacy is below the national average and gender gap in literacy is above the
national average.
 The scheme provides for a minimum reservation of 75% of the seats for girls belonging to
SC, ST, OBC or minority communities and priority for the remaining 25%, is accorded to
girls from families below poverty line.
Objectives of KGVB
 Facilitate retention of girls
 Ensure greater participation of girls in education
 Develop and promote facilities to provide access to girls belonging to disadvantaged
groups like SC and ST
 Improve quality of education
 Stress upon the relevance and quality of girls’ education for their empowerment
Facilities at KGVBs
 Free Textbooks & Uniforms
 Residential Schooling
 Individual Attention
 Support to the Educationally Backward Children
 Medical Facility
 Continuous Evaluation
 Vocational Training & guidance
9. Right to Education Act-2009
 RTE Act passed by the Indian Parliament on August 4, 2009 and came into force on April 1,
2010.
 The right to education Act is a fundamental right which allows every child between the age
group 6-14 to have access to free and compulsory education.

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Right of Children
 Free and Compulsory admission, attendance, completion of Elementary Education
 Removal of Financial barrier, No school fees, capitation fees, charges or expenses are to
be paid by a child to get elementary education
 Special provision for out of school children
 Special provision for children with disabilities
 Prohibition of corporal punishment mental harassment
 No Exclusion
 No Detention ( now revised students can be detained in class 5 & 8 after failure )
Silent features of RTE
o No capitation fees
o No screening for admission
o No school without recognition
o Private school also included
o Free education to at least 25% children of weaker section/disadvantaged group in private
schools
o Pupil Teacher Ratio 1:30 (primary) & Pupil Teacher Ratio 1:35 (U Primary)
o Subject teachers in Upper primary
o Part-time instructors
o 200 working days (Primary) & 220 working days (U Primary)
o 45 working hrs./week
o Provision of TLM
o No public examination till completion of elementary education
o Each child is also entitled to free text books, writing material and uniform.
o The appropriate govt. which means central or state government and its affiliates have to
provide a school within 1 km walking distance for children in classes I to V and within 3
km for those in classes 6th
to 8th
. These schools are termed as ‘neighbourhood schools’

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10. Quality Improvement in Schools amid the tenth Five Year Plan
 Quality Improvement in Schools was presented as a composite halfway supported plan
having the accompanying parts:
National Population Education Project
Natural Orientation to School Education
Change of Science Education in Schools
Presentation of Yoga in Schools
11. Scheme for Providing Education to Madrasas / Minorities (SPEMM)
Department of School Education & Literacy is implementing an Umbrella Scheme for Providing
Quality Education to Madrasas/Minorities (SPEMM) which comprises of two schemes namely
a) Scheme for Providing Quality Education in Madrasas (SPQEM) and
b) Infrastructure Development of Minority Institutes (IDMI)
The scheme is being implemented at the national level. Both the schemes are voluntary in nature.
12. Scheme for Providing Quality Education in Madrasas (SPQEM)
 Scheme for Providing Quality Education in Madrasas (SPQEM) seeks to bring about
qualitative improvement in Madrasas to enable Muslim children attains standards of the
National education system in formal education subjects.
The salient features of SPQEM scheme
 To encourage traditional institutions like Madrasas and Maktaba by giving financial
assistance to introduce Science, Mathematics, Social Studies, Hindi and English in their
 Abolition of “No detention” policy- If the students do not pass the exam, the state
government detains them in class 5 & 8.
 Provision of regular examination in class 5 & 8, if child fails then 2 months remedial
teaching will be provided to the child & there will be re-examination of such child after 2
months remedial teaching.
RTE amendment ACT-2019

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curriculum so that academic proficiency for classes I-XII is attainable for children
studying in these institutions.
 To provide opportunities to students of these institutions to acquire education comparable
to the National Education System especially for secondary and senior secondary levels
 To strengthen State Madrasa Boards opting for assistance by enabling them to monitor the
Madrasa modernization programme and enhance awareness about education among the
Muslim community.
 To provide quality components in Madrasas such as remedial teaching, assessment and
enhancement of learning outcomes, Rashtriya Avishkar Abhiyan etc.
 To provide in-service training of teachers appointed under the scheme for teaching
modern subjects of Science, Mathematics, Social Studies, Hindi and English to improve
their pedagogical skills and quality of teaching.
13. Infrastructure Development of Minority Institutes (IDMI)
 Infrastructure Development of Minority Institutes (IDMI) has been operationalized to
augment Infrastructure in Private Aided/Unaided Minority Schools/Institutions in order to
enhance the quality of education to minority children.
The salient features of IDMI scheme
 To facilitate education of minorities by augmenting and strengthening school
infrastructure in Minority Institutions (elementary/ secondary/senior secondary schools)
in order to expand the facilities for formal education to children of minority communities.
 To encourage educational facilities for girls, children with special needs and those who
are most deprived educationally amongst the minorities.
14. Beti Bachao Beti Padhao (BBBP)
Beti Bachao Beti Padhao (BBBP) was launched on 22nd January 2015 by the Prime Minister of
India at Panipat in Haryana. BBBP as a combination of three ministries- Women and Child
Development, Health & Family Welfare and Human Resource Development.

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Objectives of BBBP
 Prevention of gender biased sex selective elimination
 Ensuring survival & protection of the girl child
 Ensuring education and participation of the girl child
15. VidyaDaan 2.0
 Due to the spread of Covid-19, education of students across schools is impacted everywhere.
Traditional ways of teaching and learning are being rapidly augmented with online methods.
 On April 22, 2020 The Union Human Resource Development Minister, Ramesh Pokhriyal
launched VidyaDaan 2.0 program on DIKSHA platform to invite e-learning content
contributions.
 The programme brings together academicians and organisations to develop and contribute fun
and engaging e-learning content aligned to the curriculum.
 Contributors can contribute a variety of e-learning content in the form of explanatory videos,
animations, teaching videos, lesson plans, assessments and question banks in the prescribed
format.
 The content will be monitored by a panel of academic experts and released for use on the
DIKSHA app to help millions of children across the country continue learning anytime and
anywhere
 The contribution can be made by individuals, teachers, educationists, subject experts, schools,
government and non-government organisations etc. after registering & nominating
themselves.
Conclusion
India has made significant progress on access to schooling and enrolment rates in elementary
education but dropout rates and low levels of learning remain challenges for the state and central
governments. Government of India made many quantitative as well as qualitative efforts such as
OBB, DPEP, SSA, MDM, BBBP, VidyaDaan2.0 etc. for the universalization of elementary
education and qualitative improvement of elementary education. The date line for the
achievement of UEE by 2010 but still we didn’t achieve. Government of India made many efforts
for the girls’ education but we did not achieve as much that it should be. Efforts made by GoI are

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good but now we should focus on true and effective implementation plan. Implementation model
of plan should be grassroots level.