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UNIVERSITY OF MYSORE
NATURE AND SCOPE OF SARVA SHIKSHA ABHIYAN (SSA) SCHEME IN INDIA:
A CRITICAL ANALYSIS
SUBMITTED BY
SHYLAJA JADAV
Reg. No: EC1800 68 UNDER THE GUIDANCE OF Mr. Mahesh Assistant Professor DoS in Economics Pooja Bhagavat Memorial Mahajana Education Centre Mysore- 570016 Project Report submitted to University of Mysore in partial fulfilment of the requirements of IV Semester MA in Economics Degree Examinations – June 2020 DEPARTMENT OF STUDIES IN ECONOMICS POOJA BHAGAVAT MEMORIAL MAHAJANA EDUCATION CENTER K.R.S. ROAD, METAGALLI, MYSORE
DEPARTMENT OF STUDIES IN ECONOMICS
This is to certify that SHYLAJA JADAV, Reg. No. EC18005 6 , our student of 4th^ semester MA in Economics has carried out the project titled “NATURE AND SCOPE OF SARVA SHIKSHA ABHIYAN (SSA) SCHEME IN INDIA: A CRITICAL ANALYSIS” as part of his curriculum activity as per the norms for obtaining a Post-Graduation degree in Master of Arts in Economics from UNIVERSITY OF MYSORE during the year 2018-2020. Mr. MAHESH, Assistant Professor, DOS in Economics Pooja Bhagavat Memorial Mahajana Education Center Mysuru
DECLARATION I, hereby declare that the report titled “NATURE AND SCOPE OF SARVA SHIKSHA ABHIYAN (SSA) SCHEME IN INDIA: A CRITICAL ANALYSIS” is a record of independent research carried out by me under the guidance of M r. MAHESH, Asst. Prof, DoS in Economics, Pooja Bhagavat Memorial Mahajana Education Centre, Mysore, and I further declare that the findings in the project report are independent study done by me.
Place: Mysore SHYLAJA JADAV
Date: EC1800 68
ACKNOWLEDGEMENT
I place my sincere thanks to Director Dr. C K Renukarya, honorable Director P.B.M.M.P.G. Centre, Dr Ramesh H.C., HOD & Assistant Professor of Department of Studies in Economics, Pooja Bhagavat Memorial Mahajana Education center Centre for having provided necessary facilities to undergo my project work.
Place: Mysore SHYLAJA JADAV
Date: EC1800 68
List of Tables & Figures
S.I. No. Content Page Number Table 1 : Access and enrolment 2005- 06 Table 2 : Cumulative progress of civil works Table 3 : Status of additional classrooms Table 4 : Status of primary schools Table 5 : Status of upper primary schools Table 6 : Student classroom ratio
Chapter 1
Introduction
1.1. History of Education in India
India is one of the largest democratic country in the world. For the development of every nation the quality basic education is sin qua non. So, the human being without education becomes an animal. Education is a constant process of development and innate powers of man which are natural, harmonious and progressive. In the 21st century a nation’s ability to convert knowledge into wealth and social good through the process of innovation is going to determine its future. The future of the nation is in the hands of young generation. That’s why the quality and overall education at primary level is very essential. It is the foundation of the education and more focus on primary education is needed. India having one of the largest education systems in the world. But in another side the highest illiteracy was found in India it shows the inability of our government to utilize programme like Sarva Shiksha Abhiyan and National Literacy Mission. On other hand the countries like Sri Lanka, Myanmar, Vietnam, Thailand these countries achieved the better literacy in very short period. After India getting independence the government attempted to extend the primary education to masses in the rural areas. The universalization of the elementary education accepted as a national project. The root of education in India probably traced from Veda, Purana, Ramayana and Mahabharata era and then after kings, Moguls and British administration. But in these administrations, education was limited only to privileged classes of the society. The Vedic education was fully capable of character building, development of the various branches of knowledge and which lead to economic prosperity. Post-Vedic period extends between 1400 and 600 B.C. from the end of Rig Vedic period to the beginning of Buddhism and Jainism. The practical and useful subjects in post-Vedic period increased the importance of Brahmanic education. The Post-Vedic education was only for the sake of life. During the time of Woods dispatch the position of the primary education was very bad because the company’s attention was diverted towards the university education. Again, the Indian education commission 1882 was established to assess the position of primary education and to give the suggestions for its reforms and to evaluate the work of all the missionaries in the field of education. The Hunter Commission appointed for the purpose of primary education. This had changed the shape of primary education. During that period the Maharaja of Baroda made primary education free and compulsory. In 1918 the
Behaviourism emerged as a theory of learning from the work of Thorndike (1911), Pavlov (1927) and Skinner (1957), becoming dominant in the 1960s and 1970s; these the scientifically proved laws of stimulus-response and classical and operant conditioning were used to explain the learning process through the use of rewards and sanctions or trial and error. This was seen as biologically driven, a form of adaptation to the environment. The learner is rewarded for small steps of learning and achievement with consistent positive reinforcement. The behaviourist model was later challenged by social learning theory, where children were seen to learn via observation (Bandura, 1977) or imitation side by side with adults in an apprenticeship model. Broadly speaking, behaviourism supports teacher-controlled or - centred approaches where the teacher is the sole authority figure. Knowledge is parcelled out from different parts of a separated curriculum that children experience as distinct subjects, and directed from the teacher to the students in set sequences, with little student choice or interaction. Assessment is often exam- oriented and high stake, without teacher’s direct involvement. Drawing on Bernstein, such performance pedagogies would be highly visible to the learner, strongly framed and paced by the teacher, with subjects strongly classified. Pedagogic approaches that can broadly be described as behaviouristic in origin may result in practices such as lecturing, demonstration, rote learning, memorisation, choral repetition, imitation/copying or master-classes (e.g. learning music or dance). Structured or direct/explicit instruction as a practice differs in being teacher-led rather than teacher centred, and indicates that teachers follow a particular sequence, often scripted and even prescriptive, as in the teaching of early reading, but this may develop into more student-centred activities at a later stage of the lesson (Barratt, Sajid et al., 2007). Behaviourism could be held to be universal as a theory, applicable within a variety of contexts, both cost- and time-efficient and require fewer resources, including demanding less-qualified and - skilled teachers.
1.4. Rationale of Study
Teachers are the pillars of education system. Qualitative training input leading to value addition amongst teachers is a way to enhance quality teaching learning process. Teacher training is a continuous process under SSA. Teachers have a broader role and crucial responsibility in achieving UEE. It is quite important to target the teachers. Unless the teachers prepare themselves to adopt the new teaching pedagogies, no improvement in the existing standard of education being imparted in our schools can be achieved. It is necessary that all the teachers teaching elementary classes be fully oriented under SSA. Teacher training programmes for in service / freshly recruited / un-trained teachers should be regularly organized at district level.
The main objective of the teacher training should be to improve the knowledge of teachers regarding curricular and co- curricular activities and to make teaching learning process more effective, joyful and interesting. The basic rationale of the study comes from the importance of teachers in education system as they are one of the most important components of our society who help in overall development of their students. For this it is necessary that the teacher themselves should be aware about various government plans and schemes related to education especially elementary education. Additionally, it will look at the overall performance of the programme implementation and indicate whether the scheme is being implemented in various states, along with suggesting corrective measures.
1.5. Objectives of the study
- To provide an overview of the implementation of the Sarva Shiksha Abhiyan in India.
- To suggest the suitable solution to improve the facilities through SSA in India.
1.6. Methodology and Data Source
The perfect methodology should be employed in order to answer the objective of the research paper. In order to answer the objectives of the current study, secondary data has been utilized. The secondary data has been collected from various government records and database accessible online, wherever necessary diagrams, charts and tables are used to strengthen the study.
1.7. Chapter Design
- The first chapter introduces the topic, research gap, objectives, methodology, scope and importance of the study. It provides a framework and foundation for the proposed study.
- The second chapter provides a long list of literatures that were reviewed during the course of the study period. The literatures considered consist of both national as well as international studies done on the topic of Sarva Shiksha Abhiyan.
- The third chapter discusses about the achievements of the SSA in India. It uses data and figures from the DSIE to throw light on the progress of the SSA in India. The Chapter is essentially the main focus of the study as it highlights how SSA can become a great policy in building human capital for the future.
Chapter 2
Review of literature
- Acharya(2004):- pointed out that that by the end of November 2003, the progress on civil works had been very slow especially due to late release of funds, inadequate monitoring and lack of district level convergence of SSA with other allied development schemes. But remarkable progress was made by Orissa Primary Education Programme Authority (OPEPA) in organizing teachers training programmes both at state and district level. Nearly 70% EGS (Education Guarantee Scheme) centres had been made operational by OPEPA which was a remarkable achievement. But progress in the opening of Alternate and Innovative Education Centres (AIE) was very unsatisfactory.
- Tejaswini (2001):- identified the gaps in the existing services and needs of students and teachers in the context of quality education. The survey included five schools, under Navi Mumbai Municipal Corporation (NMMC). The study revealed that the infrastructure of schools was in a very poor state. The number of classrooms, teachers, tables and chairs were inadequate. For 420 students there were only 3 classrooms and only two teachers looked after the entire school. Due to their good accessible location and low cost education, most of the schools had a large number of children in their classrooms.
- Aggrawal (2003) :- in “Learning achievement of slum children in Delhi. New Delhi:” highlighted that basic education is a fundamental right and recently 86th Constitutional Amendment was enacted so that all children can receive good quality basic education.
- Rukmini (2000) :- conducted field studies in Mumbai and Delhi to focus Poverty and primary schooling: The study, analyzed the hurdles which have to be crossed in order to achieve universal primary education. The study revealed that the reason for so many children not being in school had less to do with their families economic circumstances than with the school system's short comings. The inadequacy of the school system to attract and keep children is more crucial than households' economic conditions.
- Choudhury (2006), narrated innovations under the Sarva Shiksha Abhiyan. The Sarva Shiksha Abhiyan (SSA) is the flagship elementary education programme of the Government of India and has been in operation since 2002. The innovative Interventions were identified in 13 states of the Nation. These innovations played an important role in reducing the number of out-of-school children. It was also observed that in 2006, about 3 million children with disability have been identified and 1.83 million were enrolled. The
linking of civil works to an educational purpose like teaching rainwater harvesting was also another innovation to be encouraged.
- Devaraj (2005). undertook the study related to Quality education in Chamarajanagar district .According to study: Chamarajanagar district of South Karnataka has low literacy levels and a large population of Scheduled Castes (SC) and Scheduled Tribes (ST). An intervention was undertaken to improve the quality of elementary education in Government schools and Ashramshalas (Govt. aided schools) by building the capacities of all stakeholders involved.
- Jayachandran, Usha. (2001), opinioned that Most child labour of Thane and Nashik disricts work in the brick kiln industry. During the slump period, these children would stay at home and were unable to pick up their education. Keeping this in view, mobile schools, run by Vidhayak Sansad (constructive parliament) in association with Shramjeevi Sangathana, were set up at the site of brick kilns near bhongas (temporary huts built by migrant labourers).
- Nabanita. (2000). highlighted educational profile of the city of Indore. The problem of street children is the inevitable consequence of Education for All/ Sarva Shiksha Abhiyan. According to authors identifying the role of educational authorities at the city level is the first step towards the setting up of mechanisms for periodic diagnosis of the situation. The present „shot in the dark‟ strategies cannot hold much hope for purposeful change for the future.
- Kar Jyotirmayee (2002). undertook the study to assess the extent to which enrolment in Primary and secondary schools in the state of Orissa is determined by access to schools and quality of schooling. The study is based on secondary data compiled from various economic Survey, records and statistical abstracts of the state of Orissa. The data incorporates a cross- section of information on the socio-economic and demographic features of the 30 districts of the State.
- Khandelwal, (2007). Evaluated the theoretical and practical aspects of teachers training in India. The curriculum of elementary teacher education covers 3 components namely – Theory of education; practice of teaching; and practicum (project work, sessions work, Primary Education co-curricular activities, etc). Teachers education programme facilitates the trainees preparation for performing the role of an instructor, a facilitator of learning, and an evaluator.
- Arun (2006). presented the analytical report for 2004-05 of elementary Education in 581 districts across 29 States and Union Territories (UTs) of India The Major findings include
- Saroja, (1999). Analyzed the structure of school education and the factors influencing female school dropouts in schools in Ron Taluka of Gadag district, Karnataka. The author conducted a case study about “School related factors affecting the female school drop-out phenomenon in rural areas: ” It was suggested that there is a need to open separate girls' schools in villages, appoint more female teachers, make the school atmosphere attractive; and provide necessary educational and sports material. Policy makers and concerned officials should take steps to universalize elementary education and reduce the incidence of girl dropouts.
- Suresh. (2009). focused his study on Literacy and school attendance in India. According to them “Operation Blackboard” and Sarva Siksha Abhiyan‟ are state sponsored movements that aimed at universal enrolment and providing the basics.
- Garia, (2003) noted that Primary education provides the base on which an individual proceeds to acquire higher education. The study highlighted the social acceptability of Parishad Primary Schools of Uttar Pradesh (Faizabad and Agra) in terms of enrolment, quality of education and teachers, infrastructure of schools, parents‟ views, and compared Parishadiya Schools with private schools functioning in the same area.
- Thangaraj, (2002). Studied the Impact of noon meal scheme that is Mid day meal scheme on enrolment and retention. The schemes helped to improve the strength and enrolment in schools and remove malnutrition of children. The scheme also provided employment to many people specially widows and destitutes, as it created jobs of Aayas, cooks, Balsevikas and noon meal organizers, etc. The evaluation of the scheme clearly showed an upward trend in the health status as well as education status of children.
Chapter 3
Sarva Shishya Abhiyan- A Critical Analysis
Sarva Shiksha Abhiyan (SSA) is a comprehensive and integrated flagship programme of the Government of India (GoI), to attain Universal Elementary Education (UEE) in the country in a mission mode. Launched in partnership with the State Governments, SSA aims to provide useful and relevant education to all children in the age group of 6-14 years by 2010. The four SSA Goals are as follows:
- Enrolment of all children in school, Education Guarantee Centre, Alternate school, “Back-to- School” camp by 2005.
- Retention of all children till the upper primary stage by 2010.
- Bridging of gender and social category gaps in enrolment, retention and learning.
- Ensuring that there is significant enhancement in the learning achievement levels of children at the primary and upper primary stages. SSA has effectively enabled to system of elementary education to expand itself by the recruitment of a massive number of teachers across the country. It has also reinforced the culture of in-service training as a professional need. The Mission reviewed the progress made in the context of recruitment, deployment and training of teachers, and noted that PTR in most districts in the country has improved. The tendency to hire non-career-path teachers has declined, with the exception of Bihar which has had to replenish its teacher workforce at a great speed, and Madhya Pradesh which has decided to keep its older cadre of career-path teachers closed. In the context of pre-service training, SSA faces several systemic problems, including the limited capacity of DIETs and the poor quality of private providers whose number has multiplied over the recent years. Stage-specific training which might address eight years of elementary education also remains an unaddressed issue, there being just one programme, namely the B. El. Ed., in this category. SSA components being undertaken by SCERT and DIETS need to be reinforced with academic support from universities and reputed NGOs.
3.1. Progress towards the achievement of SSA goals
3.1.1. All children in school Table 1 shows impressive, steady progress in this regard over the last four years, at both primary and upper primary levels. This section reviews information provided through DISE
reported in the recently completed Dropout Study and class wise enrolment data reported in DISE 2008-09, suggest that 2.7 million children drop out of school each year, which would indicate a much higher number of out of school children overall, once the never- enrolled children are included. GOI informed the Mission that the annual average drop-out rates derived from DISE consider only schools common to the last two years, whereas the drop-out study has tracked all school leavers during the year (recorded on the school register) and identified from the household whether the children are currently enrolled elsewhere or not and, if relevant, the reasons for dropping out. It also informed the Mission that since DISE does not cover un-recognized schools, EGS or AIE centres by and large and the data is for a different period, technically the two sources are not equivalent. New schools may also need to be considered. While very significant progress continues to be made at the upper primary level, much remains to be done. In just four years, from 2005-06 to 2008 - 09, GER and NER have gone up by more than 10 percentage points, a truly remarkable achievement for a country the size of India. There is, of course, huge variation at the State level, with some States (e.g. Tamil Nadu and Himachal Pradesh) reporting upper primary GERs above 100 and others (e.g. Bihar and Uttar Pradesh) reporting upper primary GERs of around 50. The ratio of primary to upper primary schools/sections has steadily improved (i.e. declined), from 2.45 to 1 in 2006-07 to 2.32 to 1 in 2007 - 0 8, thus approaching the target of 2 to 1, but some States such as West Bengal, Arunachal Pradesh, Bihar and Sikkim still have ratios above 3 to 1, and 11 States still have ratios over 2. to 1. Furthermore, even taking into account the large numbers of over-age children in primary school (reflected by the primary GER of 113), both the GER and NER for upper primary indicate very large numbers of children are dropping out of school before finishing Class 8. The Mission‟s own calculation of the Primary Completion Rate is 83.6 percent, while for Upper Primary it is just 47 percent for 2007-08. Of the 20 States where the terminal grade of upper primary schooling was Class VII, 9 of them are yet to decide on the policy to integrate Class VIII into the elementary level. In many respects, the upper primary level remains the unfinished access agenda for SSA and should continue to receive the highest attention. As the system moves towards universal transition from primary to upper primary, there needs to be proportionate numbers of upper primary classrooms per grade as in primary. According to MHRD‟s latest report on the number of out of school children (2.8 million), slightly less than 50 percent of these children were never enrolled in school and slightly more than 50 percent are dropouts. Boys and girls are equally represented among this group of
OOSC. 25 percent of these OOSC are Scheduled Caste children (although they make up 20 percent of the overall child population 6-14), and this represents 1.7 percent of all SC children aged 6-14. 20 percent are Scheduled Tribe children (although they make up 10 percent of the child population); they account for 2.6 percent of ST children aged 6-14. 23 percent are Muslim (although they make up 13 percent of the population aged 6-14), which represents 2.4 percent of all Muslim children aged 6-14. It is clear that these social groups continue to need special focus to reduce their disproportionately high representation among OOSC. Indeed, the Mission notes that in 2008-09 there has been targeted provisioning of school infrastructure, teachers and overall financial outlays in those districts with high concentrations of SC, ST and Muslim children, which is encouraging. In terms of geographical focus, MHRD reports that the number of districts with more than 50,000 OOSC has declined from 48 in 2005 to just 1 in 2009, and the number of districts with more than 20,000 OOSC has decreased from 55 in 2005 to 24 in 2009, with most of those in Bihar, Uttar Pradesh, West Bengal and Orissa. The Mission notes that the 2009-2010 AWP & B (Annual work plan & Budget) for these States include continued focus on these remaining districts with relatively high numbers of OOSC. Adequate school infrastructure is a pre-requisite for access and quality. As per the data available from the MHRD, the cumulative progress of civil works since programme inception till 31st^ is noteworthy. This is summarized as follows: Table 2: Cumulative progress of civil works Civil works Activity head Primary school Upper primary school Additional classrooms Drinking water facility Toilets Absolute numbers targeted 156,159^ 92,305^978 ,738^ 189,729^ 263, Absolute numbers completed 120,421^ 72,589^ 799,574^ 177,982^ 242, Absolute numbers in progress and to be made, with respect to targets 35,738 19,716 179,164 11,747 21, Percent complete 77 percent 79 percent 82 percent 94 percent 92 percent Percent complete and in progress 94 percent 95 percent 98 percent 96 percent 97 percent Source: DISE 2008-09, Flash Statistics
