JAMIA MILLIA ISLAMIA

FACULTY OF LAW

PROJECT
(ECONOMICS)

Sarva Shiksha Abhiyan

Submitted to –

Mr. Bilal Khan

Submitted by –

Aftab Khan Nagra

B.A.LL.B. (Self Finance) (First Year)
Roll No. : 4
Batch (2019-2024)
 ACKNOWLEDGEMENT

In Indian culture a task is said to be incomplete without the blessings of

the Almighty and elders. Also acknowledging the work and help of all
those who have guided me for the completion of this project on time. I
take this opportunity to express my profound sense of gratitude to all
those who encouraged, assisted and co-operated in the successful
completion of this project.

The completion of the project is a milestone in a student’s life and its

execution is inevitable in hands of our guides. I extend my sincere
thanks to Dr. Bilal Khan, my project guide, for his support. Without his
help, this project would not have been successful.

I once again express my heartfelt indebtedness to all aforesaid. Any

omission or error in acknowledgement is inadvertent. For such
oversights and lapses, I tender unconditional apology. The amount of
value addition and learning that I have had will definitely stand in good
stern in my student life and in my future corporate endeavors.
 ABSTRACT

Sarva Shiksha Abhiyan (SSA) is a centrally sponsored integrated

flagship scheme launched by the Central government of India in the year
2001-2002. The main thrust of SSA is on universalization of elementary
education, community participation, decentralized planning and better
quality of education. It covers the entire country in a mission mode and
provides useful and relevant, elementary education to all children in the
age group of 6 to 14 years including life skills. The objectives of the
scheme are to enrol of all children in school, and retention of all children
till the upper primary stage by 2010, bridging of gender and social
category gaps in enrolment, retention and learning and ensuring that
there is significant enhancement in the learning achievement levels of
children at the primary and upper primary stages. The paper critically
analyses the nature and scope of SSA scheme in India in the light of
objectives and on the basis of data available.
 BACKGROUND

As an intervention programme, it started on 2002 and SSA has been

operational since 2000-2001. 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. DPEP, over several phases, covered 272 districts in 18
states of the country. The expenditure on the programme was shared by
the Central Government (85%) and the State Governments (15%). The
Central share was funded by a number of external agencies, including
the World Bank, Department for International Development (DFID)
and UNICEF. By 2001, more than $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.

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.
 WHAT IS SARVA SHIKSHA ABHIYAN

Sarva Shiksha Abhiyan is an effort to universalize elementary education

by community-owner ship of the school system. It is a response to the
demand for quality basic education all over the country. The SSA
programme is also an attempt to provide an opportunity for improving
human capabilities to the poorest children, through provision of
community-owned quality education in a mission mode. The prime
features of the SSA programme are:

 A programme with a clear time-frame for universal elementary

education.

 A response to the demand for quality basic education all over the
country.

 An opportunity for promoting social justice through basic

education.

 An expression of universal elementary education at the highest

level.

 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 effectively involving the Panchayati Raj institutions, the

School Management Committees, the Village Education
Committees, the Parents’ Teachers’ Associations the Mother
Teacher Associations, the Tribal Autonomous Councils in the
management of elementary schools
 AIMS

The Sarva Shiksha Abhiyan is to provide useful and relevant elementary

education for all children in the 6 to 14 age group by 2010. There is also
another goal to bridge social, regional and gender gaps, with the active
participation of the community in the management of schools.

Useful and relevant education signifies a quest for an education system

that is not alienating and that draws on community solidarity. Its aim is to
allow children to learn about and master their natural environment in a
manner that allows the fullest harnessing of their human potential both
spiritually and materially. This quest must also be a process of value
based learning that allows children an opportunity to work for each
other's well being rather than to permit mere selfish pursuits

Sarva Shiksha Abhiyan realizes the importance of Early Childhood Care

and Education and looks at the 0-14 age as a continuum. All efforts to
support pre-school learning in ICDS centres or special pre-school
centres in non ICDS areas will be made to supplement the efforts being
made by the Department of Women and Child Development.
 OBJECTIVES
SSA’s core objective is to attain UEE in the Country. Its overall goals
include universal access and retention, bridging of gender and social
category gaps in education and enhancement of learning levels of
Children. These objectives are met with specific interventions, that are
aligned to the legally mandated norms and standards and free
entitlements mandated by the Right to Education Act, 2009 and the
Model Rules issued from time to time.

 All 6-14 age children are in School/EGS centre/bridge course by

2003.
 All children will complete five year primary education by 2007.
 All children will complete eight year of schooling by 2010.
 It will focus on the right of every child to elementary education.
 It should promote education for all.
 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.

FEATURES OF SSA

There are numerous features of Sarva Shiksha Abhiyan (SSA); some of

its main feature is as follows:
  Programme with a clear time frame for universal elementary
education.

 A response to the demand for quality basic education all over the
country.
 An opportunity for promoting social justice through basic.
 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.

STRATEGIES

Some of the major strategies which are very vital to Sarva Shiksha Abhiyan
(SSA) in India are as follows:

1. Institutional Reforms:
The Central and the State governments will undertake reforms in order to
improve efficiency of the delivery system. The States will have to make an
objective assessment of their prevalent education system including educational
administration, achievement levels in schools, financial issues, decentralisation
and community ownership, review of State Education Act, rationalization of
teacher deployment and recruitment of teachers, monitoring and evaluation,
status of education of girls, SC/ST and disadvantaged groups, policy regarding
private schools and Early childhood Care and Education.

2. Sustainable financing:
The SSA is based on the premise that financing of elementary education
interventions has to be sustainable. This calls for a long-term perspective on
financial partnership between the Central and the State Government.

3. Community Ownership:

The programme calls for community ownership of school-based interventions

through effective decentralisation. This will be augmented by involvement of
women’s groups, VEC members and members of Panchayat Raj institutions.

4. Institutional Capacity Building:

The SSA conceives a major capacity building role for national, state and district
level institutions like NIEPA, NCERT, NCTE, SCERT, SIEMAT and DIET.

5. Improvement in Quality:
Improvement in quality requires a sustainable support system of resource
persons and institutions.

6. Improving Mainstream Educational Administration:

It calls for improvement of mainstream educational administration by
institutional development, infusion of new approaches and by cost- effective
and efficient methods.

7. Community Based Monitoring with Full Transparency:

The Programme will have a community based monitoring system. The
Educational Management Information System (EMIS) will correlate school
level data with Community -based information from micro planning and
surveys. Every school will be encouraged to share all information with the
community, including grants received! A notice board would be put up in every
school for this purpose.

8. Habitation as a Unit planning:

The SSA works on a community based approach to planning with habitation as
a unit of planning. Habitation plans will be the basis for formulating district
plans.

9. Accountability to Community:
SSA envisages cooperation between teachers, parents and Panchayat Raj
institutions as well as accountability and transparency to the community.

10. Priority to Education of Girls:

The principal concerns in Sarva Shiksha Abhiyan are education of girls
especially those belonging to the SCs and STs and Minorities.

11. Focus on special Groups:

There will be a focus on the inclusion and participation of children from SC/ST,
minority groups, urban deprived children, disadvantaged groups and the
children with special needs in the educational process.

12. Pre-project Phase:

SSA will commence throughout the country with a well-planned pre-project
phase that provides for a large number of interventions for capacity
development to improve the delivery and monitoring system.
These include provision for house-hold surveys, community-based micro-
planning & school mapping, training of community, leaders, school level
activities, support for setting up information system, office equipment,
diagnostic studies, etc.

13. Thrust on Quality:

SSA lays a special thrust on making education at the elementary level useful
and relevant for children and effective teaching learning strategies.

14. Role of teachers:

SSA recognises the critical and central role of teachers and advocates a focus on
their development needs setting up of Block Resource Centres/Cluster Resource
Centres, recruitment of qualified teachers, opportunities for teacher
development through participation in curriculum-related material development,
focus on classroom process and exposer visits for teachers are all designed to
develop the human resource among teachers.

15. District Elementary Education Plans:

As per the SSA framework, each district will prepare a District Elementary
Education plan reflecting all the investments being made and required in the
elementary education system with a holistic and convergent approach. There
will also be an Annual work Plan and Budget that will list the prioritized
activities to be carried out in that year.
ORGANIZATIONAL STRUCTURE OF SSA
 FUNDING FOR SSA

In IXth Plan the Centre-State funding pattern was 85:15. In Xth Plan it
was 75:25 (in respect of NE States during 2005-06 and 2006-07, 15%
State share was borne by the Ministry of DoNER). In XIth Plan funding
pattern is:
♦ “65:35 for the first two years of Plan, 60:40 for the third year, 55:45 for
the fourth year and 50:50 thereafter. In respect of 8 North East States
the funding pattern is 90:10 under the programme with the Central share
resource from the 10% earmarked funds for the NE States in the SSA’s
Central Budget”.
♦ SSA was partially funded to the tune of Rs.4700 crores from 2003-04
to 2006-07 by the World Bank, European Commission and DFID of UK.
♦In 2007-08, Central budget of Rs.10671 crore has been provided for
SSA programme.
♦The indicated outlay for SSA for the 11th Plan period is Rs. 71000
crores.
♦ State/UTs received SSA funds against and approved Annual Work
Plan & Budget drawn up by each district/state separately which is
appraised at Government of India level in details and Government of
India receiving approval in a meeting of the Project Approval Board of
the SSA. Department of School Education & Literacy, other allied
Ministries of Government of India as well as the State government
officials participate in this meeting.
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

REFERENCES
 https://www.scribd.com/document/106813971/Sarva-Shiksha-Abhiyan

 https://www.slideshare.net/Unmana123/sarva-shiksha-abhiyan-indias-intervention-for-

education

 https://en.wikipedia.org/wiki/Sarva_Shiksha_Abhiyan

 https://www.educationforallinindia.com/SSA1.htm

 https://brainly.in/question/4704109

 http://www.yourarticlelibrary.com/education/sarva-shiksha-abhiyan-ssa-in-india-features-

aims-and-objectives/45190

 https://www.slideshare.net/Unmana123/sarva-shiksha-abhiyan-indias-intervention-for-

education

 https://www.educationforallinindia.com/SSA1.htm