JAMIA MILLIA ISLAMIA

FACULTY OF LAW

PROJECT
(ECONOMICS)

Sarva Shiksha Abhiyan

Submitted to –

Mr. Bilal Khan

Submitted by –

Md.Modassir
B.A.LL.B. (Regular) (First Year)
Roll No. : 32
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 federally funded integrated flagship scheme initiated in the
years 2001-2002 by India's central government. SSA's key focus is on universalizing
elementary education, community engagement, democratic planning, and improved
educational quality. This covers the entire country in a project mode and offers effective,
appropriate basic education. This covers the country as a whole in a project mode and
provides all children in the age group of 6 to 14 years and life skills with valuable and
appropriate basic education. The goal of the scheme is to enroll all children in school and to
maintain all children until the upper primary level by 2010. Bridging gender and social
disparities in enrolment, retention and learning, and ensuring that children's academic
performance rates in primary and upper primary stages are substantially increased. The paper
analyzes objectively the existence and reach of the SSA scheme in India in light of the targets
and based on available data.
 BACKGROUND

It started in 2002 as an intervention programme, and since 2000-2001 SSA has been
operational. Nevertheless, its origins date back to 1993-1994 when the District Primary
Education Program (DPEP) was initiated with the goal of achieving the universal primary
education goal. DPEP affected 272 districts in 18 nation states over many phases. The Central
Government (85 per cent) and the State Governments (15 per cent) shared the spending on
the plan. A number of international organizations have funded the main portion, including the
World Bank, Department for International Development (DFID) and UNICEF. By 2001, the
initiative had spent more than $1500 million and had 50 million children in its scope. The
authors concluded in an impact assessment of DPEP Phase I that its net effect on minority
children was significant, although there was little evidence of any effects on girl enrolment.
Nevertheless, they concluded that the investment in DPEP was not a waste, as it brought a
new approach to primary school interventions in India.

On 1 April 2010 the Right to Education Act (RTE) entered into effect. Many educators and
policy makers agree that SSA has gained the legal power required for its operation with the
passage of this act.
 WHAT IS SARVA SHIKSHA ABHIYAN

Sarva Shiksha Abhiyan is an attempt by the school system's community-owner ship to

universalize elementary education. It is a response to demand from across the country for
quality basic education. The SSA initiative is also an effort to provide the poorest children
with an opportunity to develop human potential by delivering quality education in a project
style that is controlled by the government. The prime features of the SSA programme are:

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

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

 An expression of universal elementary education at the highest level.

 An opportunity for promoting social justice through basic education.

 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

By 2010 the Sarva Shiksha Abhiyan is to provide all children in the 6-14 age group with
valuable and appropriate elementary education. There is also another aim of bridging
financial, geographic and gender differences, with the community's active participation in
school management.

Useful and meaningful education requires a search for a non-alienating education system
that relies on community solidarity. The goal is to encourage children to learn about and
master their natural environment in a way that allows for the fullest spiritual and material
harnessing of their human potential. This quest must also be a cycle of value-based
learning, which encourages children to work for each other's well-being rather than
allowing for solely selfish pursuits

Sarva Shiksha Abhiyan recognizes the value of early childhood care and education, and
looks at a continuum at the age of 0-14. The Department of Women and Child
Development will make every effort to promote pre-school learning in ICDS centers or
special pre-school centers in non-ICDS areas to supplement the efforts being made.
 OBJECTIVES

The central aim of SSA is to achieve UEE in the State. The overall goals include equal
access and retention, bridging gender and social disparities in education and increasing
children's learning rates. Relevant measures that comply with the legally required
requirements and expectations and free entitlements provided by the Right to Education
Act, 2009 and the Model Rules that are released from time to time fulfill such objectives.

 All 6-14 age children are in School/EGS centre/bridge course by 2003.

 All children will complete eight year of schooling by 2010.
 All children will complete five year primary education by 2007.
 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.

 An opportunity for promoting social justice through basic.

 A response to the demand for quality basic education all over the country.
 An expression of political will for universal elementary education across the country.
 An opportunity for states to develop their own vision of elementary education.
 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 State Governments must implement reforms to boost the delivery
system's performance. States would need to make an accurate evaluation of their
prevalent education system including education policy, school achievement rates,
financial problems, Decentralization and community control, review of the State
Education Act, streamlining teacher deployment and teacher training, tracking and
assessment, girls' education status, SC/ST and vulnerable communities, private schools
policy and early childhood care and education policy.

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 plan calls for community participation through successful decentralisation of school-
based programs. This will be strengthened by including women's organisations, leaders of
the VEC and representatives 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 systemic growth, the introduction of innovative ideas and cost-effective and
productive methods to enhance the traditional educational administration.

7. Community Based Monitoring with Full Transparency:

The software will have a tracking mechanism focused on the culture. The Educational
Management Information System (EMIS) will integrate school-level data with
microplanning and survey based community-based information. Every school will be
encouraged to share all the information, including grants earned, with the community! To
this end, a notice board will be built in every classroom.

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 collaboration between teachers, parents and institutions of Panchayat Raj, as
well as accountability and openness towards the society.

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:

The emphasis should be on the inclusion and involvement in the education cycle of children
from SC / ST, ethnic communities, urban poor children, vulnerable groups and children with
special needs.

12. Pre-project Phase:

SSA will begin a well-planned pre-project process throughout the country which provides for
a large number of capacity development interventions to improve the delivery and monitoring
system.

Which include provision for household surveys, community-based micro-planning & school
mapping, community training, leadership, school-level events, information system setup
support, 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 acknowledges the important and central role of teachers, and supports the establishment
of Block Resource Centers / Cluster Resource Centers for their learning needs, 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 process, each district must prepare a District Elementary Education plan with
a comprehensive and convergent approach that represents all the changes being made and
needed in the basic education system. There will also be an Annual Work Plan and Budget to
list the priority tasks to be undertaken in that year.
ORGANIZATIONAL STRUCTURE OF SSA
 FUNDING FOR SSA

The Centre-State allocation ratio in IXth Budget 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). Financing trend in XIth Strategy is:

65:35 in the first two years of the Program, 60:40 in the third year, 55:45 in the fourth year
and 50:50 in the following. With regard to eight North East States, the funding trend is 90:10
under the National Share Capital Plan from the 10% allocated to NE States in the National
Budget of the SSA.'

♦ 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 provided SSA funding against and approved Annual Work Plan & Budget
drawn up separately by each district / state assessed in detail at the level of Government of
India and authorized by Government of India at a meeting of the SSA's Project Approval
Board. 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

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

aims-and-objectives/45190

 https://brainly.in/question/4704109

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

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

education

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