This document summarizes a quality impact analysis of the Sarva Shiksha Abhiyaan (SSA) educational program in Sri Ganganagar District, Rajasthan, India. The analysis assessed the impact of SSA components on education quality, examined factors preventing proper implementation of policies, and proposed changes to increase policy efficiency. Key findings included declining enrollment and transition rates despite increased spending, lack of subject-specific teacher allocation, and insufficient use of program components like libraries and computer-aided learning. The analysis proposed incentives for teachers, developing reading habits, converting schools to community centers, and restructuring to have one school per 10 villages to improve quality under SSA.

1. By: Deepant Kandoi (09HS2024)
Guide: Mr. Vasudev Malawat
(CEO: Sri Ganganagar)
Quality Impact Analysis of Sarva
Shiksha Abhiyaan in Sri Ganganagar
District

2. CONTENTS
OBJECTIVE METHODOLOGY
LITERATURE
REVIEW SARVA
SHIKSHA
ABHIYAAN
SRI
GANGAPUR
OBSEVATIONS
&
RESULTS
COMPONENT
OF SSA
CHANGES
PROPOSED

3. OBJECTIVE
Assessment of
impact of the
components of
SSA
To find
whether
children
are getting
Quality
education
To find the
factors
preventing
proper
implement
ation of
educationa
l policies
How to
increase the
efficiency of
educational
policies
Impact of
RTE ‘09 on
education
sector

4. METHODOLOGY
• Interaction with
various ranked
officers IAS/RAS and
also with people
working in the rural
areas
• Mathematical
instruments:
Correlation and
Student-T test
• In order to get
complete overview
of SSA and to get
acquainted with past
works in this field
• Conduction of
surveys in two
stages: Preliminary &
Final
Surveys
followed by
Feedback
collection
Literature
Review
Discussion of
the final result
and report
with the
stakeholders
Qualitative and
quantitative
methods used
to explain the
observations

5. LITERATURE REVIEW
REPORTS AND SURVEYS
• ASER: Annual Status of Education Report (2012)
– 70% can read letters.
– 40% incapable of doing subtraction.
– 70% can’t recognize letters.
• TECHNOPAK: Strategic and Consulting Firm (2012)
– India not keeping pace with time.
– Rote learning techniques used
– Ineffective assessment of students
• UNICEF-INDIA: United Nations Children's Fund (2011)
– Good Infrastructure & Maximum Budget for Salary.
QUALITY EDUCATION
• “The Elusive triangle in Indian education” by J.P.Naik
– Importance of quality education over literacy rate
• GMR: Global Monitoring Reports (2005)
– Indicators for Quality education
• PROBE (2011) and Oxfam India (2010)
– Increasing demand for good/ quality education.

6. • Sarva Shiksha Abhiyaan (SSA)- Started in 2004-05 at Sri
Ganganagar district
MAIN FEATURES:
• Flagship education Programme to attain Universal Elementary
Education (UEE)
• A partnership between the Central, State and local government
• Impart free and compulsory education up to class 8
• Bring students from all categories under the umbrella of SSA
• To bridge social, regional and gender gaps
• Free clothes and materials; Scholarships; Food (mid-day meal)
• Involvement of local people & stakeholders in planning through
active participation of the community in the management of
schools.
INTRODUCTION

7. SRI GANGANAGAR DISTRICT
• Location - north-western border of
Rajasthan
CHARACTERISTICS
• Low population density
• SC dominated area
• Primary Occupation
• Labour
• Agriculture
Famously known as:
Food basket of Rajasthan

8. Education Scenario in SGNR
• Educational awareness: Schools & Colleges back in 1920s
• Literacy rate: 64.74% in 2001 to 70.05% in 2011 (Higher than many other
districts of Rajasthan)
• Schools with good Infrastructural facilities (ASER and UNICEF-INDIA)
• Teachers: Handsome salaries and continuous training
• Healthy environment :
• Easy access to teaching material,
• Sanitation facilities
• Awareness among rural as well as urban people is increasing day
by day

9. INFRASTRUCTURE & FACILITIES
MID DAY MEAL CLASS ROOM
PLAY GROUND CLASS ROOM

10. ACTUAL EDUCATION SCENARIO
Enrollment Ratio continuously
going down (decreased by 4.5% in
2012-13)
Drop out-rate 2.5% (stagnant).
Transition Rate came down
from 95% in 2008-09 to 77%
in 2011-12
Source: DISE, SGNR Source: DISE, SGNR
3016.26
4635.331
6301.606
8211.541
8615.075
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
10000
Total money utilized (in lakhs)
Total money utilized
(in lakhs)
62.83
57.34
53
48.54
56.29
76.16 78 77
66 67
0
10
20
30
40
50
60
70
80
90
Passing percentage
Passing percentage

11. QUALITY EDUCATION
Quality Education speaks about:
• Stimulates interest & creative thinking:
• Focus on application of knowledge instead of rote learning
technique
Factors:
• Households
• Teachers
• Learning environment
• Other miscellaneous factors
Indicators: Student-teacher ratio and Enrolment ratio

12. RESULT I
• Impact of distance over Student-teacher ratio
Statistical instrument: Co-relation coefficient (r)
r = -0.1417
T calculated = -1.64
T table = -1.67 T calc> T table (hence significant)
SAMPLE
• Data of 130 villages were considered from different blocks
• Homogeneity: Villages with varying distance
BLOCK Condition Distance Range Example
Ganganagar Good 5-30 K.m Fatuhi and Kaalia
Padampur Average 35-90 K.m 36BB, 6MLD,, 9KD,
39RB
Gharsana Poor 120-180 K.m 7MLD, 9MLD ,2GMB

13. RESULT II
Indicator: Enrolment ratio
Conducted Student-T test
Hypothesis: Difference in Enrolment ratio in different blocks
Results: T calc<T table (hence, Insignificant)
t-Test: Paired Two Sample for Means
Variable 1 Variable 2
Mean 0.464037195
0.56064933
3
Variance 0.205142688
0.20827736
5
Observations 29 29
Pearson Correlation
-
0.179661924
Hypothesized Mean Difference 0
df 28
t Stat
-
0.745001403
P(T<=t) one-tail 0.23123943
t Critical one-tail 1.701130934
P(T<=t) two-tail 0.46247886
t Critical two-tail 2.048407142

14. OBSERVATION I
IMPACT OF RTE (since 2009)
• Points of continuous discussion
• Abolishment of Board exams
• No failing for students
• No violence in school
• Resentment amongst teachers
Source: DISE, SGNR Source: DISE, SGNR
79 78.73 79.36
67.22 66.36 67.12
68.71 67.89
55
60
65
70
75
80
85
Passing Percentage for Class 8
board Pass Percentage
62.83
57.34
53
48.54
56.29
76.16 78 77
66 67
0
10
20
30
40
50
60
70
80
90
Passing % for Class 10th board
Passing percentage

15. OBSERVATION II
• Lack of Required no. of teachers
• Allotment of teachers: No subject wise allotment
• Lack of motivation amongst teachers
• Principal-Agent problem
Possible Reason: a) Information Asymmetry
b) Conflict of Ideas
• Possible Solution
a) Reward system(spill over impact)
b) Monitoring & Vigilance
c) Better use of Training program

16. COMPONENTS OF SSA
Component Observation Conclusion/
Changes Proposed
LEHAR Self-directed learning; teacher
as facilitator; learning by doing
Soon to shut down
CALP Use of technology; e-content
for students
+ feedback from teachers
as well as students;
teaching of computers is
still to be added
CCE Track of all-round progress of
student.
Easy assessment for Parents
and teachers
Recently added; Positive
feedback
LIBRARY Mostly closed; books kept in
stack; used as store room
Effective use of library
period and books in there
Target: Impart Quality education within time constraint

17. SCHOOL VISITS
LEHAR CLASSESCALP CLASSES
EFFICIENT USE OF SCHOOL WALL

18. COMPONENTS OF SSA
Component Observation Conclusion/Changes
Proposed
MIGRATORY HOSTELS At Gharsana and Rawla
village
Presently not functional
NPEGEL Motivate parents; impetus
to students
Reward system effective
but presently not working
TOURS Activity based Very few tours; that too for
reserved category only
Aanganbadi Pre primary education &
Nutrition
Use the centers as
alternative for nursery, LKG
UKG
SMC- School Management
Committee
Increase Parents
participation also acts as
third party vigilance
Very effective
Target: Prevent Dropout

19. LONG TERM CHANGE
Currently:
• Outcomes are not proportional to the investment
• Expenditure Increased but results not getting better
• Lack of motivation amongst teachers
Alternative:
• INSPECTION & INCENTIVES
• READING HABITS: Makes students self-dependent
• Reading is at the heart of all learning
• Increase in attention span; develops life-long love for books;
thirst for knowledge;
• DEVELOP COMMUNITY CENTER:
Make efficient use of the existing resources i.e. merge resources:
Library + CALP + New required resource

20. PARADIGM SHIFT
PRESENT STRUCTURE NEW MODEL
Monitoring difficult Less time & resource required
Schools in close vicinity; No distance problem 1 school for 10 villages; need of bus facility
Uneven TSR Balanced TSR
No Hostel facility & less extra-curricular
activities
Hostel facility sustainable; Extra curricular
works on large scale
Internet facility may be unsustainable Sustainable; Video conferencing
Management: ten personals for 10 school
also problem of clerical staff exists
Less no. of personals required hence can
select efficient ones
Current: Schools in every village: around 1138 Primary schools &
1089 Upper Primary schools
Alternative: One School covering a radius of 10 K.m.

21. PARADIGM SHIFT
• One to one interaction still maintained because of balanced
Teacher-Student ratio
• Wish for private schools: New model satisfies
• Inter-community interaction increases
• Active parents: Efficient SMC & participation increased
• DATA ANALYSIS
5 groups: Each containing 10 schools
TSR earlier: unevenly distributed (Ex: 33,16,0,9,13,27)
TSR Final : Around 20 (this number is closer to the government
norms regarding teacher-student ratio)

22. Pictorial representation: Facilities given to parents
but education is a distant dream
ACTUAL SCENARIO
WHAT WE WANTED

23. OFFICIALS CONSULTED
• Mr. Prakash Raj Purohit (IAS,SDO; Sri Ganganagar)
• Mr. Poorna Chandra Kissan (IAS, Collector; Hanumangarh)
• Mr. Indiver Dubey (CPO, Sri Ganganagar)
• Mr. Sanmati Jain (DDC, Sri Ganganagar)
• Mr. Chanakya- Teacher at Alwar (President medalist)
• Mr. Yash Bhatiya- Branch Manager, OBC Bank (Sri Ganganagar)
• Officers at Sarva Shiksha Abhiyaan office at Sri Ganganagar
• Various households and teachers at and around Sri Ganganagar

24. THANK YOU