Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan
DPEP has so far opened more than 1,60,000 new schools, including
almost 84,000 alternative schooling (AS) centres. The AS centres cover
nearly 3.5 million children, while another two lakh children are covered
by Bridge Courses of different types;
ii.
iii.
The Gross Enrolment Ratio (GER) for Phase-I states was around 93 to
95 per cent for the last three years. After the adjustment for the
v.
The total number of differently bled children enrolled is now more than
4,20,203 which represents almost 76 per cent of the nearly 5,53,844
differently-abled children identified in the DPEP States;
vi.
vii.
viii.
Convergent and integrated system of educational management is prerequisite for implementation of the RTE law. All states must move in
that direction as speedily as feasible.
The programme seeks to open new schools in those habitations which do not
have schooling facilities and strengthen existing school infrastructure through
provision of additional class rooms, toilets, drinking water, maintenance grant
and school improvement grants.
Existing schools with inadequate teacher strength are provided with
additional teachers, while the capacity of existing teachers is being
strengthened by extensive training, grants for developing teaching-learning
materials and strengthening of the academic support structure at a cluster,
block and district level.
SSA seeks to provide quality elementary education including life skills. SSA
has a special focus on girl's education and children with special needs. SSA
also seeks to provide computer education to bridge the digital divide.
Bridging all gender and social category gaps in primary stage by 2007
and at elementary education level by 2010.
Aims of SSA:
1. To provide useful and elementary education for all children in the 6-14 age
group by 2010.
2. To bridge social, regional and gender gaps with the active participation of
community in the management of schools.
3. To allow children to learn about and master their natural environment in
order to develop their potential both spiritually and materially.
4. To inculcate value-based learning this allows children an opportunity to
work for each others well being rather than to permit mere selfish pursuits.
5. To realize the importance of Early Childhood Care and education and looks
at the 0-14 age as a continuum.
Objectives of SSA:
1. All children in school. Education Guarantee Centre, Alternate School, Backto-School camp by 2003.
2. All children complete five years of primary schooling by 2007.
3. All children complete of elementary schooling by 2010.
4. Focus on elementary education of satisfactory quality with emphasis on
education for life.
5. Bridge all gender and social category gaps at primary stage by 2007 and at
elementary education level by 2010.
6. Universal retention by 2010.
as follows:
1.
To improve quality of education imparted at secondary level through
making all secondary schools conform to prescribed norms.
2.
3.
Universal access to secondary level education by 2017, i.e., by the
end of the XII Five Year Plan.
4.
Action plans
RMSA is planned to promote secondary education by establishing in every
target school the following infrastructure:
1.
2.
Laboratories
3.
Libraries
4.
5.
Toilet blocks
6.
7.
Since the initiation of the National Policy on Education (NPE), 1986, there
has been no major major changes in the structure and organization of the
secondary and higher secondary school systems under the Ninth Plan
period.
The focus in this plan was on minimising the various disparities, to renew
the curricula giving importance to vocationalisation and employmentoriented courses. It also give importance to expanding and diversifying
the open learning system, teacher training and ICT. Free education and
hostel facilities for girls and integrated education for the disabled children
was also brought into highlight, etc.
Participation of private sector
There was an increased participation of the private sector including nongovernmental organisations (NGOs). Currently, these private sectors
manage around 51% of the secondary schools and 58% of the higher
secondary schools.
Opportunities were provided for those children who were not able to enroll
themselves in formal education systems through national and state open
schools by utilising contact-centres and multi-media packages.
It highly emphasized on the content, process and the quality of education
especially the environment education, science, mathematics and computer
literacy with the financial help from the central government.
After the revised NPE policy, 1992, new intiatives like revision of
curriculum, resource centres for value education and National Centre for
Computer-aided Education etc. have been taken up.
The appeal lacks in the vocationalisation of education due to the lack of
manpower demand and academic restraints etc. Hence, by 2000, only 10%
of the students opt for the vocational streams against 25%.
Planning for children with special needs (CWSN)
With the enactment of the Persons with Disabilities Act, 1995, the
education for the CWSN received am impetus. This act entrusts certain
governments and authorities for the provision of free access for these
children towards education, allotted lands for certain purposes, nondiscrimination in transports, financial incentive for them to undertake
research etc.
This scheme has also taken up programmes for the attitudinal changes
and capacity building among teachers for the sake of these children.
Four major heads
Quality improvement:
ICT comprises the centrally sponsored schemes like computer education and
literacy in schools (CLASS) and educational technology (ET) which familiarizes
the student with Information technology (IT). Due to the rise in IT demand in
today's world, a major importance is given on it. Components of a merged
scheme ICT in school include a) funding support towards computer education
plans; b) strengthening and reorientation of the staffs of SIETS - state
institutes of education and training; c) there is digitalisation of SIETs audio
and video cassettes with the partnership of NGOs; and d) management of
internet-based education by SIETs.
RMSA not only emphasizes on providing secondary education for the special
focus groups that include scheduled tribe and scheduled caste groups,
minority girls and CWSN children, but it also give importance on removing the
existing disparities in socio-economic and gender background in the
secondary level of education. They are termed as the vulnerable/
disadvantaged group. Certain strategies were implemented to provide free
excess towards secondary education and they are given as following steps:
1.
Identification of the disadvantaged groups: For this purpose,
educational indicators like gross enrollment ratio (GER), net enrollment ratio
(NER), drop-out rate, retention rate, gender parity index (GPI), gender gap,
etc. were analysed.
2.
Need assessment: This is the critical step to prepare for the equity
plan where the factors affecting the education of this group of children were
evaluated with the involvement of the community members, teachers, civil
society, etc.
3.
Strategising for the addressing gaps: Since there are multiple
interwoven factors that cause the un-equitable condition in this scenario, the
strategy was called to have a set of multi-dimensional activities.
4.
Project-based proposal: Development of a project-based strategy
enables the RMSA to call for an evidence-based and outcome-oriented
strategy.
Overview
This scheme was launched in March, 2009 with the objective to enhance
access to secondary education and to improve its quality. The implementation
of the scheme started from 2009-10. It is envisaged to achieve an enrolment
rate of 75% from 52.26% in 2005-06 at secondary stage of implementation of
the scheme by providing a secondary school within a reasonable distance of
any habitation. The other objectives include improving quality of education
imparted at secondary level through making all secondary schools conform to
prescribed norms, removing gender, socio-economic and disability barriers,
providing universal access to secondary level education by 2017, i.e., by the
end of 12th Five Year Plan and achieving universal retention by 2020.
Important Physical Facilities Provided Under The Scheme Are:
(i) Additional class rooms, (ii) Laboratories, (iii) Libraries, (iv) Art and crafts
room, (v) Toilet blocks, (vi) Drinking water provisions and (vii) Residential
Hostels for Teachers in remote areas.
Important Quality Interventions Provided Under The Scheme Are:
(i) appointment of additional teachers to reduce PTR to 30:1, (ii) focus on
Science, Math and English education, (iii) In-service training of teachers, (iv)
science laboratories, (v) ICT enabled education, (vi) curriculum reforms; and
(vii) teaching learning reforms.
Important Equity Interventions Provided In The Scheme Are:
(i) special focus in micro planning (ii) preference to Ashram schools for
upgradation (iii) preference to areas with concentration of SC/ST/Minority for
opening of schools (iv) special enrolment drive for the weaker section (v)
more female teachers in schools; and (vi) separate toilet blocks for girls.
Implementation Mechanism Of The Scheme
The scheme is being implemented by the State government societies
established for implementation of the scheme. The central share is released
to the implementing agency directly. The applicable State share is also
released to the implementing agency by the respective State Governments.
Revision Of Certain Norms Of The Scheme
The Government of India has approved the following revised norms of RMSA,
with effect from 01.04.2013 :
(MMER) from 2.2 percent to 4 percent of the total outlay under the
programme, with 0.5 percent of the 4 percent earmarked for national
level and the rest of the 3.5 percent as part of the State allocation. In
cases of States where even with this enhanced allocation of 3.5 percent
MMER would not be adequate and would hamper the activities under
the head, within the 3.5 percent of the overall State MMER component;
variations across State/UTs can be approved by the PAB, subject to a
maximum of 5 percent of the outlay in any particular State/UT.
About RMSA
Overview
Education provides the surest instrument for attaining sustainable
development of a high order in a country. In this regard, primary education
acts as the basic enabling factor for participation, freedom and overcoming of
basic deprivation; whereas secondary education facilitates economic
development and establishment of social justice. Over the years,
liberalisation and globalisation have led to rapid changes in scientific and
technological world and have prompted the general needs of improved
quality of life and reduced poverty. This undoubtedly necessitates the school
leavers to acquire higher levels of knowledge and skills than what they are
essentially imparted with throughout the eight years of elementary education.
Also, a crucial stage in the educational hierarchy, secondary education
empowers children to aggrandise nations by preparing them for higher
education and also the world of work.
Quality Interventions
Equity Interventions
Laboratories
Libraries
Toilet blocks
Quality Interventions
Equity Interventions
Science laboratories
Equity Interventions
Objectives
To ensure that all secondary schools have physical facilities, staffs and
supplies at least according to the prescribed standards through
financial support in case of Government /Local Body and Government
Aided Schools and appropriate regulatory mechanism in the case of
other schools
Components
RUSA would create new universities through upgradation of existing
autonomous colleges and conversion of colleges in a cluster. It would create
new model degree colleges, new professional colleges and provide
infrastructural support to universities and colleges Faculty recruitment
support, faculty improvements programmes and leadership development of
educational administrators are also an important part of the scheme. In order
to enhance skill development the existing central scheme of Polytechnics has
been subsumed within RUSA. A separate component to synergise vocational
education with higher education has also been included in RUSA. Besides
these, RUSA also supports reforming, restructuring and building capacity of
institutions in participating state.
innovative teaching. The scheme will also address the need to induct qualified
teachers, attracting talent into teaching profession and raising the quality of
teaching in schools and colleges.