Presentation by:UNMANA DUTTA

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

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.

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

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.

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.

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

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

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

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

Quality of Education

• Infrastructural Facilities• Teaching Material and Incentives• School Indicators• Teacher indicators• Learning Achievement

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.

• Centre-State Shares

• Release of Funds

• Utilization of Funds

• Disbursement of Funds to the Districts

• Expenditure on Interventions

• School Level Grants and Expenditure

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

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

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

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