Essay On Sarva Shiksha Abhiyan Assam

Sarva Shiksha Abhiyan

Sarva Shiksha Abhiyan (Hindi: सर्व शिक्षा अभियान, Sarva Shiksha Abhiyān, English: Education for All Movement), or SSA, is an Indian Government programme aimed at the universalisation of elementary education "in a time bound manner", as mandated by the 86th Amendment to the Constitution of India making free and compulsory education to children between the ages of 6 to 14 (estimated to be 205 million children in 2001) a fundamental right. The programme was pioneered by former Indian Prime MinisterAtal Bihari Vajpayee.


As an intervention programme, it started on 2001 and SSA has been operational since 2000-2001.[1] However, its roots go back to 1993-1994, when the District Primary Education Programme (DPEP) was launched, with an aim of achieving the objective of universal primary education.[2] DPEP, over several phases, covered 272 districts in 18 states of the country.[3] The expenditure on the programme was shared by the Central Government (85%) and the State Governments. The Central share was funded by a number of external agencies, including the World Bank, DFID and UNICEF.[4] By 2001, more than US$1500 million had been committed to the programme, and 50 million children covered in its ambit. In an impact assessment of Phase I of DPEP, the authors concluded that its net impact on minority children was impressive, while there was little evidence of any impact on the enrolment of girls. Nevertheless, they concluded that the investment in DPEP was not a waste, because it introduced a new approach to primary school interventions in India.[4]

The Right to Education Act (RTE) came into force on 1 April 2010. Some educationists and policy makers believe that, with the passing of this act, SSA has acquired the necessary legal force for its implementation.[5]


In 2011-12, the Government of India allocated ₹21,000 crore for this project.[6]bharat


Sarva Shiksha Abhiyan (SSA) is a programme for Universal Elementary Education. This programme is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode. It is a response to the demand for quality basic education all over the country.[citation needed]

Main features of this programme[edit]

  1. Programme with a clear time frame for universal elementary education.
  2. A response to the demand for quality basic education all over the country.
  3. An opportunity for promoting social justice through basic education.
  4. An expression of political will for universal elementary education across the country.
  5. A partnership between the central, state and the local government.
  6. An opportunity for states to develop their own vision of elementary education.
  7. 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.[citation needed]


  1. To provide useful and elementary education for all children in the 6-14 age group.
  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 that allows children an opportunity to work for each other’s 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.[citation needed]


  1. All children in school. Education Guarantee Centre, Alternate School, ‘Back-to-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.[citation needed]
  7. Good education is very important for every one


  1. It provides a wide convergent frame work for implementation of Elementary Education schemes.
  2. It is also a programme with budget provision for strengthening vital areas to achieve universalisation of elementary education.[citation needed]

Padhe Bharat Badhe Bharat[edit]

Padhe Bharat Badhe Bharat is a nationwide sub-programme of Sarva Shiksha Abhiyan.[7][8] Children who fail to read in early education lag behind in other subjects.The programme is designed to improve comprehensive early reading, writing and early mathematics programme for children in Classes I and II. Under this programme, ₹762 crore (US$120 million) was approved to States. The programme will not only provide print rich environment, timely distribution of books but will also include new teacher mentoring and appraisal system.[9][better source needed] SSA has been operational since 2000-2001 to provide for a variety of interventions for universal access and retention, bridging of gender and social category gaps in elementary education and improving the quality of learning. SSA interventions include inter alia, opening of new schools and alternate schooling facilities, construction of schools and additional classrooms, toilets and drinking water, provisioning for teachers, regular teacher in service training and academic resource support, free textbooks& uniforms and support for improving learning achievement levels / outcome. With the passage of the RTE Act, changes have been incorporated into the SSA approach, strategies and norms. The changes encompass the vision and approach to elementary education, guided by the following principles : Holistic view of education, as interpreted in the National Curriculum Framework 2005, with implications for a systemic revamp of the entire content and process of education with significant implications for curriculum, teacher education, educational planning and management. Equity, to mean not only equal opportunity, but also creation of conditions in which the disadvantaged sections of the society – children of SC, ST, Muslim minority, landless agricultural workers and children with special needs, etc. – can avail of the opportunity. Access, not to be confined to ensuring that a school becomes accessible to all children within specified distance but implies an understanding of the educational needs and predicament of the traditionally excluded categories – the SC, ST and others sections of the most disadvantaged groups, the Muslim minority, girls in general, and children with special needs. Gender concern, implying not only an effort to enable girls to keep pace with boys but to view education in the perspective spelt out in the National Policy on Education 1986 /92; i.e. a decisive intervention to bring about a basic change in the status of women. Centrality of teacher, to motivate them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalised backgrounds. Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes. Convergent and integrated system of educational management is pre-requisite for implementation of the RTE law. All states must move in that direction as speedily as feasible[citation needed]

Present goals[edit]

Its goals of 2015 are to:[citation needed]

  • 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.
  • Provide quality elementary education including life skills with a special focus on the education of girls and children with special needs as well as computer education.[10]

Other similar initiatives by NGOs[edit]

There are several Non-Government Organizations (NGOs), which are also progressively working in the direction of the upliftment of children, especially in the field of health and education. To name a few of these organizations, Center for Unfolding Learning Potentials-CULP, Smile Foundation, Pratham, Project Nanhi Kali, Relief India Trust, Aashray Society and Reforms India, Plan India , Childhood Enhancement Through Training and Action (CHETNA) and the Qualiterate Movement, they are all taking active measures on a regular basis to motivate the underprivileged and deprived children of the society towards education.[citation needed]


External links[edit]

  1. ^"Sarva Shiksha Abhiyan". Department of School Education and Literacy, MHRD, Government of India. Retrieved 26 October 2013. 
  2. ^"District Primary Education Programme, DPEP". Archived from the original on 29 October 2013. Retrieved 26 October 2013. 
  3. ^"District Primary Education Programmes (DPEP)". Retrieved 28 October 2013. 
  4. ^ abJalan, Jyotsna; Glinskaya, Elena. "Improving Primary School Education in India: An Impact Assessment of DPEP I"(PDF). World Bank. Retrieved 29 November 2013. 
  5. ^"Will RTE fulfil the SSA dream?". The Times of India. 5 April 2010. Retrieved 26 October 2013. 
  6. ^Rasheeda Bhagat A poor country, rich in corruption 
  7. ^"Padhe Bharat Badhe Bharat"(PDF). Retrieved 4 December 2014. 
  8. ^Pandey, Navadha (26 August 2014). "Smriti Irani launches Padhe Bharat Badhe Bharat programme". Business Line. Retrieved 4 December 2014. 
  9. ^"New Government Schemes 2014-As a follow up to the foundational programme, in 2015-16 a programme called the National Reading Initiative was launched to develop and promote the habit of reading among students in elementary schools, thereby extending the programme up to class 8. States were provided token funds to plan and implement innovative activities to promote reading. States have designed specific interventions targeting children in classes 1 and 2 to improve learning outcomes. There are a variety of focussed programmes being currently implemented across the country.15". Retrieved 15 March 2015. 
  10. ^"Sarva Shiksha Abhiyan". Ministry of Human Resource Development. Retrieved 9 October 2011. 


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 :

  • To permit State/UT Governments to use State Schedule of Rates(SSOR) or CPWD Rate, (whichever is lower) for construction of civil works permissible under the RMSA.
  • To increase the Management, Monitoring Evaluation and Research (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.
  • To subsume the other Centrally Sponsored Schemes of Secondary Education– Information and Communication Technology (ICT)@ School, Girls’ Hostel, Inclusive Education for Disabled at Secondary Stage(IEDSS) and Vocational Education(VE) in their existing form under the Umbrella of RMSA.
  • To extend the benefits of RMSA to aided Secondary Schools (excluding infrastructure support/core areas, i.e. Teacher’s salary and Staff salary) for quality interventions as per RMSA umbrella schemes components for aided schools.
  • To continue existing fund sharing pattern of 72:25 for the remaining of the 12th Plan the period for non-NER States and 90:10 for NER States (including Sikkim).
  • To authorize the RMSA Project Approval Board (PAB) of the Ministry of Human Resource Development to consider for approval Integrated Plan of the umbrella scheme of RMSA, including the four subsumed Centrally Sponsored Schemes of Secondary Education.
  • To authorize the release of funds to the RMSA State Implementation Society directly for all components of the RMSA umbrella scheme.

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