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The revitalization of secondary education in India

June 8th, 2010 by admin

“The revitalization of

secondary education / P>

Sadaket Malik

; with the central government launched the ball to the state governments to implement several programs to revitalize the system of secondary education in the country, systems of access, equity, Mahila Samakhya and Quality the field of secondary education has lost its essence. The basics of quality, equity and access to secondary education in India still unresolved, in addition to legislation by the central Ministry of Human Resource Development of India Govt. Expert committees have been formulated by the Govt. to evaluate the system and to propose measures to universalize the system as a whole. the central government’s own figures indicate that up to two thirds of those eligible for secondary education outside the school system today. A Central Advisory Board on Education (CABE) Committee estimates that 88,562 additional classrooms in 2007-08 and will require more than one. 3 lakh additional teachers. CABE is the highest advisory body on policy development in education in India. The figures given by the Department of Human Resources Development Department of School Education and Literacy indicate that up to two thirds of those eligible for secondary education and higher education outside the school system is tod hui. While noting that a sufficient number of primary schools within a reasonable distance from home, the Department acknowledges in its website that it is not the case in respect of secondary schools and universities. The gross enrollment ratio in primary education in 2003-04 was 85 percent, but for secondary education, enrollment was 39 percent.

appropriate, the report should also be noted that the benefits of reservation policy of India in higher education is unlikely to reach those it is the absence of a strong system of secondary education. A large majority of children and youth in the community ST, SC, and have no access to secondary education and less than 10 percent of girls between the SC and ST have access to more than two stages. No secondary or higher education, the benefits of reservation of SC / ST will remain difficult, “says the report. These are questions that the report attempts to answer CABE. School systems, the report said, must fight for equality and social justice, past discrimination that may occur because of their gender, economic disparities, social norms in the race and the community, location ( urban or rural), the differences in disability (mental and physical), and linguistic or cultural. However, these inequalities seem destined to remain in the current circumstances, where government involvement in secondary education is much lower than what is expected of him. The Committee report indicates that nearly 25 percent of secondary schools today are private, unaided schools whose clientele comes only from privileged sections of society. Experts believe that private education has always played an important role to have different types of private schools, including private unrecognized recognized private, but unaided schools and private schools recognized and supported. In Kerala and West Bengal, is common to see private schools, which are schools run by private addresses that receive government subsidies. Judging by all the data from the Sixth Survey of India, the report notes that private schools help CABE over 46 percent of all high school students. The massive participation of the private sector in secondary education, however, in no way absolves the government of its many responsibilities. To improve access to secondary education, experts agree that the government should invest more money. Unfortunately, the Centre has prevented the participation of himself, even in primary education, especially when it has to be in a collision. Of course, with private schools.
Similarly, although the report of the CABE Committee recommends a common school system, the government seems to have already shown their disinterest. The CABE report was accepted in principle, but shortly afterwards the recommendation of the Planning Commission to dilute our typical high school should be like a Kendriya Vidyalaya. The Commission began to say instead of Kendriya Vidyalaya rules rules of sub-Saharan Africa could be extended to secondary schools. Such a measure would result in parallel streams of education of poor quality to be accepted as part of secondary education. The CABE committee, moreover, had produced the expenses they incur if all secondary schools are managed as Kendriya Vidyalayas. The total costs in a scenario of more than six percent of GDP but this does not seem enough to convince the government. The report does not mention the number of schools will be needed to meet future demand. However, there are two estimates, a projection based on the success rate of 100 per cent of the SSA and the other, the success of 75 percent of the program. In the first case, the report estimates that 88,562 classrooms other than that required in 2007-08 and over.

disturbing trend in public schools, no doubt a factor contributing to low performance, is the fact that nearly 95 per cent of grants the state will pay staff salaries. No money for the purchase of teaching and learning materials for cleaning or blackboards, “he said. The relationship must be at least 80:20, with 20 percent the use of the grant for the improvement or development of infrastructure, he added. To ensure that public schools are managed more effectively, a committee composed of members of the district may be called upon to make decisions about school, offers a number of experts CABE Committee. Experts believe there are several examples of public-private partnerships. “There have been initiatives such as Delhi Public School DPS was responsible for the execution of two to three public schools in Gurgaon in Haryana In this way, private schools can manage the schools for a while and use their skills to train teachers. “; / p>

educators have a consensus that children are really coming out because there is no quality education. Children poor can not afford to spend their time in classes that are taken incorrectly or schools that do not have the infrastructure or teachers. Rather than looking for reasons behind the problem, the government may be trying to involve parent and child abandonment “rates. The CABE Committee report and the complete rules established secondary schools should follow from having a class for 30 students, ensuring the safety of drinking water facilities and toilets Separate girls and boys in the computer labs. Experts also suggest granting free ships and scholarships to those from disadvantaged backgrounds to encourage enrollment in middle and high schools. The report indicates that the expansion CABE secondary education can be achieved by building new schools, improving the existing primary schools by providing more infrastructure and adding to existing facilities in secondary schools to accommodate more students.
In this perspective, the central and state / UT must start planning together to implement the agenda of free universal secondary education in the first phase 2015, then extended to the upper secondary schools in the second phase in 2020. Expectations conventional secondary / higher secondary education in its role in creating the basis for production Electrical technical person, increasing the potential for a company to help increase knowledge and skills and thus improve the country’s ability to meet the challenge of global competitiveness.
;

not secondary schools increased to 50,273, with 1,000,112 teachers, and the figure of 101,777 secondary school in 1082 with 878 teachers. Official statistics show that enrollment in secondary and higher education Secondary education is 3 70. crore and the gross enrollment rate is 39.. 91 The dropout rate is the total matrix 61., 92 September 2004. The population of children in this age group been estimated at 88 5. million based on Census 2001. suggest that the figures registered only 31 million of these children attending school in 2001-02
However

Paragraph 5. 13 -5 15. National Policy on Education (NPE), 1986 (amended 1992) compared to secondary education. 13 .. paragraph 5 of the NEP, in particular, that access secondary education will be expanded with emphasis on the education of girls, SC and ST, especially in science, commerce and vocational streams. The disparity between boys ‘and girls’ education is particularly pronounced in secondary school. According to the latest data available on total enrollment, 21. 2000000 n 1991 -92 (30 9 .. 91) in the secondary (classes IX to leave), women represent only 7 million dollars Only 33 percent of the total, while the enrollment of children at this stage of education is 67 percent of total enrollment. <, br

> / However, significant progress is also provided in all areas of secondary education. More than 84 percent in 1993-94, households had a secondary school / section for a distance of 8 km, compared to 70 percent less 5 km. The number of unserved households rose from 21 per cent in 1986-87 to 15 per cent in 1993-94. During 1950-1951 to 1999-2000, the number of secondary and higher secondary schools increased from 7.000 to 117,000. The increase (16 times) is much faster than the corresponding increase in primary education (three times) and upper primary (14 times) schools. last decade (1990-99), more 37 000 secondary schools and upper secondary school open. The proportion of primary classes in secondary schools has also improved from 1. 83 in 1950-51 to 1. 69 in 1999-2000. < br />

Given the dismal statistics of secondary education in the country, the Department of Human Resources Development has launched several plans, ways of strengthening of Boarding and Hostel for Girls secondary and higher secondary schools. The system is implemented by NGOs and state governments. One-time grant of Grant R. @ 1500 / – per girl border to buy furniture (including funds ) and basic utensils and providing aid to recreation, including equipment for sports and games, reading books, room and equipment. callers YR. 5000 / – per child per year for the food and the edge salary range. Finally, the CABE Committee in June 2005 recommended that “there is no acceptable alternative to regular schooling of good quality for all girls.” The Committee also considered that “the incentives to promote girls’ education should be reviewed and measures taken must be nature and extent of force that are able to overcome the obstacles posed by factors such as Poverty, domestic responsibilities brother or sister, working girls, preferably low girls’ education, preference to marriage over the education of girls, etc. “The main issues relating to secondary education is being highlighted in the Tenth Plan are: greater attention to improving access, reducing disparities, which focus on the system of common schools, the renewal of programs focusing on professional and job-oriented courses, expansion and diversification of the open learning system, a reorganization of teacher training and greater use of ICT. After the merger of various schemes such as AND and the class system, a new procedure called ICT Centre has been created for the annual plan expenditure for 2006-07 was Rs 67. crore. The central government intervention in secondary education has been mainly in two areas: (i) by the apex bodies and (ii) through various schemes of the central government. Central Government supports autonomous organizations like NCERT, CBSE, KVS and NVS and CTSA, the first body which is to provide research and policy support of central and local governments, because they belong CBSE school and three of their system school. Kendriya Vidyalayas There 929 (KVS) and Navodaya Vidyalayas 507 Suppression (NVS), and 69 schools of the Central Tibetan (CSEC). Vocationalistion Scheme for secondary education in secondary education to improve employability. Madhyamika Rashtriya Shiksha Abhiyan (ESMR) launched in 2007 is a year in mission mode to universalize secondary education in which the center is positioned to provide secondary education by 2020.

The irony is that the arguments by the Department of Resources Development community participation rights in the implementation of these systems are not encouraging. Government should establish mechanisms for evaluation and the central committee to evaluate the progress of systems and policies to support the education sector by mobilizing the community revitalization plans and implementation of policies.

The author can be contacted at sadaketmalik @ rediffmail. com

Posted in Childhood Education Tags: , , , 1 Comment »
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Revitalizing secondary education systems in India

May 24th, 2010 by admin

“The revitalization of

secondary education / P>

Sadaket Malik

; with the central government launched the ball to the state governments to implement several programs to revitalize the system of secondary education in the country, systems of access, equity, Mahila Samakhya and Quality the field of secondary education has lost its essence. The basics of quality, equity and access to secondary education in India still unresolved, in addition to legislation by the Central Department of Human Resources Development, India Govt. Expert committees have been formulated by the Govt. to evaluate the system and to propose measures to universalize the system as a whole. the central government’s own figures indicate that up to two thirds of those eligible for secondary education outside the school system today. A Central Advisory Board of Education (CABE) Committee estimates that 88,562 additional classrooms in 2007-08 and it will take more than one. 3 lakh additional teachers. CABE is the highest advisory body on policy development in education in India. The figures given by the Department of Human Resources Development Department of School Education and Literacy indicate that up to two thirds of those eligible for secondary education and higher education outside the school system is tod hui. While noting that a sufficient number of primary schools within a reasonable distance from home, the Department acknowledges in its website that it is not the case in respect of secondary schools and universities. The gross enrollment ratio in primary education in 2003-04 was 85 percent, but for secondary education, enrollment was 39 percent.

appropriate, the report should also be noted that the benefits of reservation policy of India in higher education is unlikely to reach those it is the absence of a strong system of secondary education. A large majority of children and youth in the community ST, SC, and have no access to secondary education and less than 10 percent of girls between the SC and ST have access to more than two stages. No secondary or higher education, the benefits of reservation of SC / ST will remain difficult, “says the report. These are questions that the report attempts to answer CABE. School systems, the report said, must fight for equality and social justice, past discrimination that may occur because of their gender, economic disparities, social norms of caste and community, location (urban or rural), disability (physical and mental) and cultural or linguistic differences. However, these inequalities seem destined to remain in the current circumstances, where government involvement in secondary education is much lower than what is expected of him. The Committee’s report indicates that nearly 25 percent of secondary schools today are private, unaided schools whose clientele comes only from privileged sections of society. Experts believe that private education has always played an important role to have different types of private schools, including private unrecognized recognized private, but unaided schools and private schools recognized and supported. In Kerala and West Bengal, is common to see private schools, which are schools run by private addresses that receive government subsidies. Judging by all the data from the Sixth Survey of India, the report says CABE support private schools represent over 46 percent of all high school students. The massive participation of the private sector in secondary education, however, free absolute government of their many responsibilities. To improve access to secondary education, experts agree that the government should invest more money. Unfortunately, the Centre has prevented the participation of himself, even in primary education, especially when to be in a collision. Of course, with private schools.
Similarly, although the report of the CABE Committee recommends a common school system, the government seems has already shown his disinterest. The CABE report was accepted in principle, but shortly after the recommendation of the Planning Commission to dilute our typical high school should be like a Kendriya Vidyalaya. The Commission has started to say that instead of Kendriya Vidyalaya standards, rules, SSA could be extended to secondary schools. Such a measure would result in parallel streams of education of poor quality to be accepted as part of secondary education. The CABE committee, moreover, had produced the expenses incurred if all secondary schools are managed as Kendriya Vidyalayas. The total costs in a scenario of more than six per cent of GDP, but this does not seem enough to convince the government. The report does not mention the number of schools will be needed to meet future demand. However, there are two estimates, a projection based on the success rate of 100 per cent of the SSA and the other, the success of 75 percent of the program. In the first case, the report estimates that 88,562 additional classrooms in 2007-08 and it will take more than one.

disturbing trend in public schools without a doubt a factor in its poor performance is the fact that nearly 95 percent of state funding will pay staff salaries. No money for the purchase of teaching and learning materials for cleaning or blackboards, “he said. The relationship must be at least 80:20, with 20 percent the use of the grant for the improvement or development of infrastructure, he added. To ensure that public schools are managed more effectively, a committee composed of members of the district may be called upon to make decisions about school, offers a number of experts CABE Committee. Experts believe there are several examples of public-private partnerships. “There have been initiatives such as Delhi Public School DPS was responsible for the execution of two to three public schools in Gurgaon in Haryana In this way, private schools can manage the schools for a while and to use their skills to train teachers. “; / p>

educators have a consensus that children are really coming out because there is no quality education. Children poor can afford to spend time in classes that are taken incorrectly or schools that do not have the infrastructure or teachers. Rather than looking for reasons behind the problem, the government may be trying to involve parents or child abandonment “rates. The CABE Committee report and the complete rules established secondary schools should follow from having a class for 30 students, ensuring the safety of drinking water facilities and toilets for girls and boys in the computer labs. Experts also suggest granting free ships and scholarships to those from disadvantaged backgrounds to encourage enrollment in middle and high schools. The report indicates that the expansion of CABE secondary education can be achieved by building new schools, improving existing primary schools by providing more infrastructure and adding to existing facilities in secondary schools to accommodate more students. ” ; / p>
In this perspective, the central and state / UT must start planning together to implement the agenda of free universal secondary education in the first phase by 2015, then extended to the upper secondary schools in the second phase in 2020. Expectations conventional secondary / higher secondary education in its role in creating the basis for the production of Electricity technical person, increasing the potential for a company to help increase knowledge and skills and thus improve the country’s ability to meet the challenge of global competitiveness.

not secondary schools increased to 50,273, with 1,000,112 teachers, and the number of secondary schools was 101,777 in 1082 with 878 teachers. Official statistics show that enrollment in secondary and higher education, the secondary education is 3 70. crore and the gross enrollment rate is 39.. 91 The dropout rate is the total matrix 61., 92 September 2004. The population of children in this age group was estimated 88 5. million, according to the census of 2001. Figures show that recording only 31 million of these children attending school in 2001-02,

However, the paragraph. 5 13 -5 15. National Policy on Education (NPE), 1986 (amended 1992) compared to secondary education. 13 .. paragraph 5 of the NEP, in particular, that access to secondary education will be expanded with emphasis on the education of girls, SC and ST, especially in science, commerce and vocational streams. The disparity between boys ‘and girls’ education is particularly pronounced in the cycle secondary. According to the latest data available on total enrollment, 21. n 1991 -92 2 million (30 9 .. 91) in the secondary (classes IX to leave), women represent only 7 million, only 33 per cent of the total, while the enrollment of children at this stage of education is 67 percent of total enrollment. <, br

> / However , significant progress is also provided in all areas of secondary education. Over 84 per cent in 1993-94, households had a secondary school / section for a distance of 8 km, compared to 70 percent less than 5 km. The number of households without service was reduced by 21 per cent in 1986-87 to 15 per cent in 1993-94. During 1950-1951 to 1999-2000, the number of secondary and higher secondary schools increased from 7.000 to 117,000. The increase (16 times) is much faster than the corresponding increase in primary education (3 times) and upper primary (14 times) schools. last decade (1990-99), more 37,000 secondary schools and upper secondary schools have been opened. The proportion of primary classes in secondary schools has also improved from 1. 83 in 1950-51 to 1. 69 in 1999-2000. < , br />

Given the dismal statistics of secondary education in the country, the Department of Human Resources Development has launched several plans, ways of strengthening of Boarding and Hostel for girls in secondary and higher secondary schools. The system is implemented by NGOs and state governments. One-time grant of Grant R. @ 1500 / – per girl the border to buy furniture (including funds) and basic utensils and providing recreational aids, including equipment for sports and games, reading books, room and equipment. callers YR. 5000 / – per child per year for the border food and wages the stove. Finally, the CABE Committee in June 2005 recommended that “there is no acceptable alternative to regular schooling of good quality for all girls.” The Committee also considered that “the incentives to promote girls’ education should be reviewed and measures taken must be nature and extent of force that are able to overcome the obstacles posed by factors such as Poverty, domestic responsibilities brother or sister, working girls, preferably low girls’ education, preference to marriage over the education of girls, etc. “The main issues relating to secondary education is being identified in the tenth plan include: greater attention to improving access, reducing disparities, which focus on the system of common schools, renewal programs focusing on professional and job-oriented courses, expansion and diversification of the open learning system, a reorganization of teacher training and greater use of ICT. After the merger of various schemes such as AND and the class system, a new procedure called ICT Centre has been created for the annual plan expenditure for 2006-07 was Rs 67. crore. The central government intervention in secondary education has been mainly in two areas: (i) by the apex bodies and (ii) through various schemes of the central government. Central Government supports autonomous organizations like NCERT, CBSE, KVS and NVS and CTSA, the first body which is to provide research and policy support of central and local governments, because they belong CBSE school and three of their system school. Kendriya Vidyalayas There 929 (KVS) and Navodaya Vidyalayas 507 (NVS), and 69 schools of the Central Tibetan (CSEC). Vocationalistion Scheme for secondary education in secondary education to improve employability. Madhyamika Rashtriya Shiksha Abhiyan (ESMR) launched in 2007 is a year in mission mode to universalize secondary education in which the center is positioned to provide secondary education by 2020.

The irony is that the arguments by the Department of Resources Development community participation rights in the implementation of these systems are not encouraging. Government should establish mechanisms for evaluation and the central committee to evaluate the progress of systems and policies to support the education sector by mobilizing the community revitalization plans and implementation of policies.

The author can be contacted at sadaketmalik @ rediffmail. com

Posted in Childhood Education Tags: , , , , No Comments »
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Education for All: Trend and Out Reach Tamil Nadu, India

May 9th, 2010 by admin

Education for All: Trend and out of reach of Tamil Nadu, India />
The comprehensive agreement to address the basic requirements of learning has been adopted by the World Conference on Education for All held in Jomtien, Thailand in March 1990. The meeting reviewed the design of comprehensive policies on basic education. Education for All (EFA) 2000 Assessment is a global effort that aims to enable participating countries to
(I) Building a clear picture of their progress toward their own education for all since the Jomtien Conference in 1990,
(Ii) identify priorities and promising strategies for overcoming obstacles and accelerating progress, and
(Iii) review national plans of action accordingly.
EFA indicators that are grouped according to the following for six Magnitude:
-
1. Expansion of early childhood development;
2. Universal access and completion of primary education;
3. Improved school performance;
4. Reduction of adult illiteracy rate;
5. Expanding services for basic education and training in essential skills required
/> Young and old, and 6. Increased acquisition by individuals and families with the knowledge, skills and values
organized for better living.
For a national assessment has been established within the Ministry of Education, Department of Human Resources Development composed of senior officials of the Ministry on Education and representatives of specialized national institutions such as NCERT, NCTE and NIEPA . During its deliberations, the Committee believes that the exercise of India should take place in a broader perspective that takes into account the following important events:
 The wide range of programs designed to achieve universal primary education after the formulation of national education policy, 1986
;
 The enormous efforts made in the form of literacy campaigns to achieve education for the masses, and
 enormous amount of activity in the field of primary education in the country has experienced an unprecedented scale in the 1990s through projects and programs specifically focused on EFA.
The exercise of EFA in 2000 is therefore seen not only as a balancing act, but also as an effort to revise and refine strategies and programs of basic education.
In this perspective, given what has been planned / br> <
(1) to make the exercise very broad, covering all aspects of basic education;
(2) For the component in the various areas examined by independent experts from across the country, and
(3) develop an action plan for the next phase, probably the last stage of the national effort to achieve the EFA goal.
EFA Assessment 2000 India Country Report is based on the following three documents:
i. Report on progress on the EFA indicators 18 identified in general and technical guidelines issued by the EFA Forum Secretariat;
ii. The State of Art Magazine (synthesis) of learning outcomes, and
iii. The State of the Art Journal of learning conditions.
The Ministry of Education, Ministry of Human Resource Development has taken the initiative of the committee of twenty-four sub-sector studies on various aspects of EFA in India, seeking to capture the different experiences that have emerged from projects , programs and activities carried out during the last decade. The results of these studies suggests a wide distribution in India and abroad to improve the performance of the EFA Assessment 2000 and provide useful inputs for policy makers, planners and administrators who work to achieve the EFA goals.

Education for All – Marco />
Work
The goal of EFA in India, to be considered in connection with the stage of development of education in 1990 was the year of declaration ¾ global EFA. By then, the significant expansion in all regions of the country. Other sectors of education as adult education non – formal education is also well developed. Therefore, the main challenges of education in 1990 related to EFA were as follows: access to basic education for marginalized segments and have found a home


Qualitative improvement in terms of content and process of education, make them more receptive to the learning needs of individuals, children, youth, adults, families, community development and in different sectors of social and economic life. The most recent codification and advice whenever necessary in the various fields of education through innovative programs and changed the role of teachers. Community participation in education, making education a popular movement. Changes in management structures effective and efficient education.

All the goals and objectives of reaching EFA in 1990 should be judged by the nature of programs, the degree of which led to the achievement of EFA goals and the promise they hold for to support processes and sustainable structure. Thus, when the programs of Education for All held in 1990, a new framework for the development of basic education in the country was emerging that have the following general characteristics.

Holistic Approach
The holistic approach to planning and implementation of EFA programs are characterized by:
- A holistic vision of basic education with linkages and integration between rasp pre – school, primary education, non – formal education and adult education;
- Educational programs relating to national concerns such as nutrition and health, environment, small family norm and education for everyday life.
- The collaboration of different departments and sectors of development of primary education.

Education

Grantee system
The centers of environmental goods and services in Tamil Nadu deserves special mention as an important new initiative in the 1990s. the remarkable success of EGS to the attention of planners and policy makers. The centers of environmental goods and services covered ages 6-11 school uninsured. The main factors affecting the demand for environmental goods and services are the community and government guarantee. When projecting the demand of the community as a starting point, EGS addresses the issue of enrollment and retention. The BSA is considered a means to successfully excluded or ‘hard to reach. “

Beneficiary Education Programme in Tamil Nadu (2004-2005)

ACTIVITIES
According to the Administration: The DFP.
Capacity building for all staff and teachers have completed the planning of the workshop on the strategy.
Alternative strategy that requires a special effort to enroll children dropout.
The short program lasts 60-75 days.
Class schedules two to three hours
Number of children per class is 25-40 up and down is 10-20
Teacher qualifications, training and costs under the government standard / br> <
tutoring and supervision, independent observers for every eight or ten schools
Teaching – Learning Materials The materials prepared />
Collaboration with centers BSA Many NGOs run by NGOs />
PROGRAM for universal primary education in India
In accordance with the constitutional commitment to ensure free and compulsory education for all children up to age 14 years, universal primary education has been an important feature of national politics since independence. This determination was written into force in national politics since independence (NPE 1986) and Programme of Action (POA) 1992. A series of plans and programs have been launched under the stress contained in the NPE and the POA. These include the business plan Blackboard (OB), Non-Formal Education (NFE) training of teachers (TE), Mahila Samakhya (MS) specific projects of the state basic education, as Andhra Pradesh Primary Education Project (APPEP) Bihar Education Project (BEP), Lok Jumbish (LJP) in Rajasthan, the National Programme for Nutritional Support to Primary Education (MDM), School District Primary (DPEP).

Why />
Social justice and equity are by themselves a strong argument in favor of basic education for all. It is an established fact that basic education improves the level of human well - particularly in regard to life expectancy, infant mortality, child nutrition, education, etc. have shown that education base contributes significantly to economic growth.
Statements constitutional, legal and national / YSU br> <
constitutional politics and national laws and statements and again confirmed the cause of universal primary education.
constitutional mandate of 1950 – “The State shall endeavor to ensure, within ten years from the entry into force of this Constitution, free and compulsory education for all children until that they reach the age of 14 years. “
National Education Policy 1986 – “It will ensure that free and compulsory education of satisfactory quality is provided to all children up to 14 years before entering the twenty-first century.”
Unnikrishnan Judgement of 1993 – “Every child / citizen of this country has the right />
education until the end of the age of fourteen.
The Ministers of Education “address in 1998 -” The universal primary education should take place in the mission mode. He stressed the need to pursue a />
approach towards UEE. "

National Committee Report on UEE in mission mode 1999 – ESU must be done in a mission mode, with a holistic and convergent with the emphasis on preparing plans for the District Primary Education YSU. Supports the fundamental right to education and early action towards the desired operation mode of mission towards UEE.

The script />
Following several efforts, India has made tremendous progress in terms of increasing the institution, teachers and students in primary education. Number of schools in the country increased by four times - 2, 31, 000 in 1950-51 to 9, from 30,000 in 1988-99, while enrollment in primary education increased by about six times 19. 2 to 110 million. In the upper primary enrollment growth during the period was 13 times, while the enrollment of girls recorded a huge increase of 32 times. The gross enrollment ratio (GER) in the primary phase has exceeded 100 percent. Access to schools is no longer a major problem. In primary education, 94 percent of the rural population has facilities of the school a mile in the upper primary stage is 84 percent.
The country has made impressive progress in the field of primary education. But the downside is that 200 million children in the age group of 6-14 years, children not attending school 59million. Of this amount, 35 million are girls and 24 million are children. There are problems of relationships in the fall – the drop-out rates, low levels of performance and low participation of girls, tribals and other disadvantaged groups. He is still at least one lakh houses in the country without schooling facility within one kilometer. With its various systemic problems such as inadequate school infrastructure, poorly functioning schools, high teacher absenteeism, a large number of vacancies of teachers, poor education and inadequate funding .
In short, the country has yet to achieve the elusive goal of universal primary education (UPE), which means the inclusion of 100 percent and retention of children with educational institutions in all houses. To fill this gap, the government launched the Sarva Shiksha Abhiyan.

Sarva Shiksha Abhiyan (SSA)
The Sarva Shiksha Abhiyan is a historic step towards long / br> for universal primary education (UPE) through an integrated approach within a specified period, in collaboration with the States. SSA, which promises to change the face of the primary education sector in the country, aims to provide />
Education for all children in groups of 6-14 years in 2010.
The SSA is an effort to recognize the need to improve the performance of the school system and community to provide quality education to elementary goods in the mission mode. It also plans to overcome the gender and social gaps.

OBJECTIVES Sarva Shiksha Abhiyan
 The children in schools, education guarantee, the alternative school, “Back to school camp in 2003;
 All children complete five years of primary education by 2007;
 All children complete eight years of schooling in 2010;
 Focus on primary education of satisfactory quality with emphasis on education for life;
 /> Bridge all gender and social gaps in the primary stage of the category in 2007 and primary level by 2010;
 Universal retention by 2010.

Structure for implementation
The central and local governments and the implementation of the SA in collaboration with local governments and the community. To identify the national priority for primary education, a national of Sarva Shiksha Abhiyan Mission is being established with the Prime Minister and the President and the Minister of Human Resources Development and Vice President. States have sought to establish the status of implementation at the company for the IPU, under the chairmanship of the Minister of Education, the Chief Minister. This has already been done in many states.
The Sarva Shiksha Abhiyan will not disturb existing structures in States and districts, but that’s just on the convergence of all these efforts. Efforts will be made to ensure that there is functional decentralization at the school level to improve community participation. In addition to recognizing PRI / Tribal Councils in the designated areas, including the Gram Sabha, the States should be encouraged to extend the accountability framework by involving NGOs, teachers, activists, women’s organizations, etc.
Coverage Period /> and The SSA will cover the entire length of the country before March 2002 and the duration of the program in each district depends on the level of primary education in districts (DPEP) prepared for her and for their specific needs. However, the upper limit for the duration of the program has been set at ten years, i. e. , Until 2010.

Strategies central />
 Institutional Reforms - As part of the SSA, institutional reforms, states will take place. The State should make an objective assessment of the current system, including educational administration of education, achievement levels in schools, financial issues, decentralization and community ownership, review of the Act Public Instruction, the rationalization of teacher deployment and recruitment of teachers, monitoring and evaluation, education of girls, SC / ST and disadvantaged groups, policy regarding private schools and ECCE. Many states have already affected the institutional reforms to improve the delivery system of primary education.
 Sustainable Financing – The Sarva Shiksha Abhiyan is based on the premise that funding for primary education interventions must be sustainable. It takes time – long-term perspective on financial cooperation between central government and governments.
 Community ownership – The program focuses on community ownership of school-based interventions through effective decentralization. This will be complemented by the participation of women’s groups, VEC members and members of Panchayati Raj institutions.
 Institutional Capacity Building – The SSA conceives a major role in strengthening national capacity and institution to the state and NIEPA / NCERT / NCTE / SCERTs / Siemat. Improving quality requires a sustainable support system of resource persons.
 Improve the administration of general education – The program will include a community based surveillance system. The computer system of management education (EMSI) to correlate the data with information from the school community level micro-planning and surveys. In addition, each school will have a billboard showing all grants received by schools and other details.
 Housing and Planning – The SSA works on a community approach to housing planning as a planning unit. housing plans will form the basis for formulating district plans.
 responsibility of the Community – SSA provides for cooperation between teachers, parents and the PRI as well as accountability and transparency.
 girls’ education – The education of girls, particularly those belonging to scheduled castes and scheduled tribes, will be a major concern of Sarva Shiksha Abhiyan.
 Focusing on special groups – There will be an emphasis on participation in child rearing as SC / ST minority, religious and linguistic minorities, disadvantaged and disabled children.
 The pre project – SSA will begin across the country with a stage design well planned before it is expected a large number of capacity building interventions to improve delivery and monitoring.
 Support the activities of Quality – SSA provides a special thrust on making education at the elementary level useful and relevant for children by improving the curriculum, child-centered and effective teaching.
 The role of teachers – SSA recognizes the critical role of teachers and advocates focus on their development needs. Creation of BRC / CRC hardware development, recruitment of qualified teachers, opportunities for professional development through participation in related programs, emphasis on process classroom visits and exposure to teachers are all designed to develop human resources among teachers.
 Plans District Primary Education – by SSA framework, each district will develop a primary school district, reflecting all the investments in the education sector, with a holistic and convergent.

SSA Components
The Sarva Shiksha Abhiyan components include the appointment of teachers, teacher training, qualitative improvement of primary education, provision of teaching and learning materials, creating blocks and cluster resource centers for academic support, construction of classrooms and school buildings, the creation of centers of education, education for disabled and distance education.

Conclusion

NGOs
The non – governmental organizations, commonly known as voluntary organizations in India are also involved in the EFA agenda. For example, a large number of voluntary organizations do not apply – the formal education programs to meet the educational needs of children of school age. Many of them focus on social and economic areas of new building and marginal groups in society and the education of girls. The current decade has seen the emergence of a series of educational programs for all with the support of international agencies. These include support of multi – multilateral agencies, including UN agencies, the World Bank and ADB. Five UN agencies have supported the development of a joint initiative with the Government of India and state governments to the community based primary education. The assistance provided by UN agencies and bilateral dononars is in the form of grants, while the World Bank provides assistance in the form of concessional loans from IDA. Contributions of cash and in kind are provided by the state and central governments for such projects. The three last five years have seen the plans for a significant change in the expenditure of the Ministry of Education in the central government to primary education and adult education and away from higher education. That the central government attaches great attention to achieving the EFA goal is achieved by these government actions.

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World Development Report 2004: Through the lens of marketing services to education in India

February 27th, 2010 by admin

World Development Report 2004: through the lens of marketing services to education in India Dr. Amalesh Bhowal, Professor, Department of Commerce, University of Assam. E-mail: amalesh_b1 @ rediffmail. com 1. 1 Introduction: Article 10 contained in the Declaration on the Responsibilities of the current generation of future generations, says that “The present generations should ensure the conditions for equitable economic development, sustainable economic development and universal generations to come … Education is an important tool … “ There is a new future in the world of education with the goal of commercialization. The proof is in the General Agreement on Trade in Services (GATS). His goal was the deregulation of international markets in services, including education. Corollary: Education is an asset that can be exchanged too, in other words, there is “market of educational services. To operate in this market, we have principles and theories of marketing services to education. ] “The idea behind these principles is the creation of an open and global, where services such as education, can be negotiated … The GATS covers educational services in all countries where education systems are not exclusively provided by the public sector, education systems or for commercial purposes. “ For now, the World Bank published World Development Report 2004 – Services for the poor. “Provides a practical framework to run services that contribute to” work for human development for the poor. The report includes services that have the most direct link with human development – education, health, water, sanitation and electricity. 1. 2 Purpose of document: In the context of international requirements above, the paper tried to explore the rationality of the principles of marketing services and lessons learned from the 2004 World Development Report on Education Marketing Services. 1. 3 The rationale for the study: This type of study may lead to understanding the debate whether the “Marketing of Educational Services” is synonymous with the “commercialization of education services. 2. 1 Marketing Education Services [MA]: Education Marketing Services refers to the activities [ie, the profit motive or services] which manages the flow of educational goods and services from the producer, supplier and developer for the consumer goods and services to meet the needs of stakeholders [ i. e. makers, suppliers and customers] and psychological, and economic security, social esteem and must be updated. 2. 2 The current lack of a market economy: Current educational services for the poor are poor because: – [1] The diversion of much of the budget expenditure for education in non-poor [2] does not receive part of the budget, targeting the poor, the service providers of frontline [3] Lack of incentives for service providers, the prevalence of public corruption and political influence in the education side, [4] decreased demand for education due to cultural factors. Thus education, for maximum control of the finance function, and by virtue of the importance of the marketing function. 2. 3 rationality of adopting the principles of marketing services in the month: The report calls for “putting the poor in central services. This is similar to the thought of the Customer Marketing SRVICES downtown. Companies usually choose the long way, because there is evidence of market failure. Similarly, companies feel short drive traditional [I. e. consumers power over suppliers] is insufficient given the size of the equity. But there is evidence of “government failure” associated with the long road, and “may in some cases, the market solution may actually leave poor people better.” It is necessary to balance the problems related to circuit accountability along with the short trip. 2. 4 dimensions of MES: Classification in respect of the marketing of educational services are of two types: [A] marketing functions related to educational: – These functions include [1] Market Research and [2] targeting customers with the Market Mix I. e. In development, price, promotion and distribution of products for education or education of the product. [B] marketing functions related to educational services: – These functions include [1] Market Research and [2] targeting customers with the Market Mix I. e. [a] product development, [b] Price, [c] Foster, [d] distribution, [and] focus on the people’s house, [f] treatment, [g] Establishment of physical evidence, [H] and after the political [i] To ensure people’s participation in the service of education. Interestingly, the report seems to be in absolute silence with regard to “marketing functions for the real education.” 2. 5 Relations, triangle and types MONTH: The report calls for three key relationships in the market economy [has] the poor and suppliers [b] among the poor and the politicians, and [c] between the makers and providers. Therefore, there is Educational Marketing Service Triangle. Policy makers, service providers and clients / poor, indeed, must work together for months [the pattern]. But it takes three different types of marketing – [marketing] between domestic policy makers and providers, the service promise. [b] external marketing between policy makers and customers / poor – to make promises. [c] interactive marketing or marketing in real time between suppliers and customers – to keep their promises. There must be a perfect alignment in the three different types of marketing.

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Education in India

January 8th, 2010 by admin

EDUCATION IN INDIAIndia has an ancient tradition of education. The world’s first university was established inTashkila in 700 B. C. Indian mathematicians introduced the zero, the decimal system and themethod of multiplication. PRIMARY EDUCATION India has made huge progress in terms of increasing primary education attendance rate andexpanding literacy to approximately two thirds of the population. . The National Council ofEducational Research and Training (NCERT) is the apex body for school education in India. SECONDARY EDUCATIONThe National Policy on Education (NPE), 1986, has provided for environment awarenes,science and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system. Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. Tertiary educationIndia’s higher education system is the third largest in the world, after China and the United States. . Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education. Women’s EducationWomen have much lower literacy rate. The number of literate women among the female population of India was between 2-6% from the British Raj onwards to the formation of the Republic of India in 1947. the Indian government has tried to provide incentives for girls’ school attendance through programs for midday meals, free books, and uniforms. Private education Because of poor quality of public education, 27% of Indian children are privately educated. Private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and dramaMost teachers in private schools are female, graduates and reasonably experienced. . ONLINE DEGREESOnline degrees courses in business, education, information technology, real estate and even healthcare allow you to advance your career without disrupting your life. You can study at home, on your own time, at your own pace. A perfect choice for the working professional, online courses are practical, focused, and relevant to your career. Electroniclearningis a type of Technology supported education/learning (TSL) where the medium of instruction is through computer technology, particularly involving digital technologies. . E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used. Goals of e-learningE-Learning lessons are generally designed to guide students through information or to help students perform in specific tasks. Information based e-Learning content communicatesinformation to the student Communication technologies used in e-learning Communication technologies are generally categorized as asynchronous or synchronousAsynchronous activities use technologies such as blogs, wikis, and discussion boards. Synchronous activities involve the exchange of ideas and information with one or moreparticipants during the same period of time. Benefits of eLearning versus traditional classroom settingseLearning allows people to avoid travel, thus reducing the overall carbon output. eLearningis a more environmentally friendly solution. 2. Quality education, made affordable. . . 3. Convenience and flexibility to learners:ONLINE EDUCATION IN INDIAonline learning programs are gaining popularity day by day. In other words, online learning programs are premium education programs that are aimed to enhance the knowledge of students as well as individuals by using modern technologies and guidelines of skilled teachers. Added Benefits of Online Learning Program In IndiaOnline learning programs are different from traditional education systems and there is no need of a classroom and face-to-face interaction with teachers. 1    No need to actually live on campus or near the university2.     Great flexibility in the type of course you choose to study3.     A wide range of online programs to choose from. Types of Degrees Available1. Associate Degree   2. Bachelor’s Degree    3. Master’s Degree4. Doctorate Degree5. Degree ResourcesONLINE UNIVERSITYwe provide information on various career courses, important  educational institutes like IITs, IIMs, JNU, DU and other MBA colleges. we have details on online education and different distance-learning courses andspreading numerous opportunities available to the Indian students already pursuing education in India. . . here some top 10 online university1. Nalanda Open University (Patna     Bihar)2. All India Institute of Medical Sciences (Delhi     Delhi)3. Indira Gandhi National Open University (Delhi     Delhi)4. Guru Jambheshwar University (Hisar     Haryana)5. Maharshi Dayanand University (Rohtak     Haryana )6. Shri Mata Vaishno Devi University (Jammu Tawi Jammu & Kashmir)7. Manipal Academy Of Higher Education (Manipal     Karnataka)8. University Of Mumbai (Mumbai     Maharashtra )9. Birla Institute Of Technology & Scinece (Pilani     Rajasthan )10. University Of Lucknow (Lucknow     Uttar Pradesh).

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Education for All: Trend and Out Reach at Tamilnadu in India

December 9th, 2009 by admin

Education for All: Trend and out reach at Tamilnadu in India

The world convention on to Meet fundamental Learning requirements was adopted by the World Conference on Education for All at Jomtien, Thailand, in March 1990. The meeting design comprehensive review of policies concerning basic education. The Education for All (EFA) 2000 appraisal is a major global attempt that aims to enable the participating countries to

(i) Construct a comprehensive picture of their progress towards their own Education for All goals since the 1990 Jomtien Conference,

(ii) Identify priorities and promising strategies for overcoming obstacles and accelerating progress, and

(iii) Revise national plans of action accordingly.

EFA indicators which are grouped according to the following six ‘Intention Magnitude’:-

1. Expansion of early childhood care and development;

2. Universal access to and completion of primary education;

3. Improvement in learning achievement;

4. Reduction of adult illiteracy rate;

5. Expansion of provision of basic education and training in essential skills required by

Youth and adults; and

6. Increased acquisition by individuals and families of the knowledge, skills and values

organized for better living.

For this purpose a National Assessment Group was constituted in the Department of Education, Ministry of Human Resource Development consisting of senior officials of the Department concerned with EFA and representatives of specialized national institutions, like NCERT, NIEPA and NCTE. During its deliberations, the Group felt that the Indian exercise should be carried out in a larger perspective which takes into account the following important developments:

 The wide range of programmes initiated for achieving Universalisation of Elementary Education after formulation of National Policy of Education, 1986;

 The massive effort made in the form of literacy campaigns to reach education to the masses; and

 Enormous amount of activities in the field of primary education witnessed in the country on an unprecedented scale in the 1990s through projects and programmes specifically focused on EFA.

The EFA 2000 exercise is, therefore, seen not merely as a stock taking exercise but also as an effort to review and fine-tune strategies and programmes of basic education.

It is with this dual perspective in view that it has been planned

(1) to make the exercise quite comprehensive covering every dimension of basic education;

(2) to get the various component areas reviewed by independent experts from across the country; and

(3) to evolve a plan of action for the next phase, probably the final phase, of the national effort to reach the goal of EFA.

India’s EFA Assessment 2000 Country Report draws upon the following three documents:

i. Report of progress made with respect to the 18 EFA Indicators as identified in the General and Technical Guidelines given by the EFA Forum Secretariat;

ii. The State of the Art Review (Synthesis) on Learning Achievements; and

iii. The State of the Art Review on Learning Conditions.

The Department of Education in the Ministry of Human Resource Development has taken the initiative to commission twenty-four sub-sectoral studies on various aspects of EFA in India which seek to capture the varied experiences that have emerged from the projects, programmes and schemes undertaken during the last decade. The findings of these studies are proposed to be disseminated widely in India and abroad with a view to enrich the EFA 2000 Assessment exercise and provide useful inputs for policy makers, planners and administrators who are working towards achieving the goals of EFA.

Education for All – frame work

The goal of EFA in India are to be viewed in relation to the stage of education development that obtained on 1990 ¾ the year of world declaration on EFA. By then, fairly large expansion of in all parts of the country. Other sectors of education like adult education Non – formal education had also developed fairly well. Therefore, the main challenges in education in 1990s related to EFA have been the following: Access to basic education for the unreached segments and uncovered habitations

Qualitative improvement in content and processes of education; to make them more responsive to learning needs of individuals-children, youth and adults, families, community and development in different sectors of social and economic life. Consolidation and newer orientation wherever required in different areas of education through innovative programmes and changed role of educational personnel. Community participation in education; making education a people’s movement. Evolving effective and efficient management structures in education.

All goals and targets of EFA to be fulfilled in 1990’s have to be assessed in terms of the nature of the programmes, the degree to which they have led to achievement of the goals of EFA, and the promise they hold for making the processes and supportive structure sustainable. Thus, when EFA programmes were implemented in 1990’s,a new framework for development of basic education in the country was emerging which had the following broad features.

Holistic Approach

The holistic approach adopted for planning and implementation of EFA programmes is characterized by:

- A holistic view of basic education with grater linkages and integration between pre – school, primary education, non – formal education and adult education;

- Relating programmes of education with national concerns such as nutrition and health care, environment, small family norm and life skills education.

- Collaboration of different departments and sectors of development with primary education.

Education Grantee Scheme

The EGS centers in Tamil Nadu deserves special mention as an important new initiative in the 1990s. the remarkable success of EGS drawn the attention of planners and policy maker. The EGS centers covered 6-11 age groups who did not battened school. The key factors on which EGS hinges are community demand and government guarantee. By projecting community demand as a start-up point, EGS addresses the issue of enrollment and retention. The EGS is seen as successful mode of reaching the unreached or ‘Hard to reach’.

Education Grantee Scheme in Tamil Nadu (2004-2005)

ACTIVITIES

Administration arrangement: The coordinator have appointed.

Capacity building All the staff/ teachers have completed the strategy planning work shop.

Equivalence strategy The special effort is being taken to enroll the school drop out children.

Duration The short duration of the programme is 60-75 days.

School hours Two to three hours

Number of children per class 25 – 40 is high and low is 10-20

Teacher qualifications, Training and honorarium As per the government norm

Academic support and supervision The separate supervisors for every eight to ten schools

Teaching – Learning Materials The material prepared separately

Collaboration with NGOs Many EGS centers running by NGOs

A PROGRAMME FOR UNIVERSAL ELEMENTARY EDUCATION IN INDIA

In accordance with the constitutional commitment to ensure free and compulsory education for all children up to the age of 14 years, provision of universal elementary education has been a salient feature of national policy since independence. This resolve has been spelt out emphatically in the National Policy since independence (NPE), 1986 and the Programme of Action (POA) 1992. A number of schemes and programmes were launched in pursuance of the emphasis embodied in the NPE and the POA. These included the scheme of Operation Blackboard (OB); Non Formal Education (NFE); Teacher Education (TE); Mahila Samakhya (MS); State specific Basic Education Projects like the Andhra Pradesh Primary Education Project (APPEP); Bihar Education Project (BEP), Lok Jumbish (LJP) in Rajasthan; National Programme of Nutritional Support to Primary Education (MDM); District Primary Education Programme (DPEP).

Why Elementary Education

Social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well – being especially with regard to life expectancy, infant mortality, nutritional status of children, etc. Studies have shown that universal basic education significantly contributes to economic growth.

Constitutional, Legal and National Statements for UEE

The Constitutional, legal, and national policies and statements have time and again upheld the cause of universal elementary education.

Constitutional mandate 1950 – “The state shall Endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education to all children until they complete the age of 14 years. ”

National Policy of Education 1986 – “It shall be ensured that free and compulsory education of satisfactory quality is provided to all children up to 14 years of age before we enter the twenty first century. ”

Unnikrishnan judgment 1993 – “Every child/citizen of this country has a right to free

education till he completes the age of fourteen years. ”

Education Ministers” resolve 1998 – “Universal elementary education should be pursued in the mission mode. It emphasized the need to pursue a holistic and convergent

approach towards UEE. ”

National Committee’s Report on UEE in the mission mode 1999 – UEE should be pursued in a mission mode with a holistic and convergent approach with emphasis on preparation of District Elementary Education Plans for UEE. It supported the fundamental right to education and desired quick action towards operationalization of the mission mode towards UEE.

The Scenario so Far

Consequent to several efforts, India has made enormous progress in terms of increase in institution, teachers, and students in elementary education. The number of schools in the country increased four fold – from 2, 31, 000 in 1950-51 to 9, 30,000 in 1988-99, while enrolment in the primary cycle jumped by about six times from 19. 2 million to 110 million. At the upper Primary stage, the increase of enrolment during the period was 13 times, while enrolment of girls recorded a huge rise of 32 times. The Gross Enrolment Ratio (GER) at the Primary stage has exceeded 100 percent. Access to schools is no longer a major problem. At the primary stage, 94 percent of the country’s rural population has schooling facilities within one kilometer and at the upper primary stage it is 84 percent.

The country has made impressive achievement in the elementary education sector. But the flip side is that out of the 200 million children in the age group of 6 -14 years, 59million children are not attending school. Of this, 35 million are girls and 24 million are boys. There are problems relations to drop – out rate, low levels of learning achievement and low participation of girls, tribal and other disadvantaged groups. There are still at least one lakh habitations in the country without schooling facility within a kilometer. Coupled with it are various systemic issues like inadequate school infrastructure, poorly functioning schools, high teacher absenteeism, large number of teacher vacancies, poor quality of education and inadequate funds.

In short, the country is yet to achieve the elusive goal of Universalisation of Elementary education (UEE), which means 100 percent enrolment and retention of children with schooling facilities in all habitations. It is to fill this gap that the government has launched the Sarva Shiksha Abhiyan.

Sarva Shiksha Abhiyan (SSA)

The Sarva Shiksha Abhiyan is a historic stride towards achieving the long cherished goal

of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with States. SSA, which promises to change the face of the elementary education sector of the country, aims to provide useful and quality elementary

Education to all children in the 6-14 age groups by 2010.

The SSA is an effort to recognize the need for improving the performance of the school system and to provide community owned quality elementary education in the mission mode. It also envisages bridging of gender and social gaps.

OBJECTIVES OF SARVA SHIKSHA ABHIYAN

 All children in school, Education Guarantee Centre, Alternative School, ‘Back to School’ camp by 2003;

 All children complete five years of primary schooling by 2007;

 All children complete eight years of schooling by 2010;

 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.

Structure for Implementation

The Central and State governments will together implement the SA in partnership with the local governments and the community. To signify the national priority for elementary education, a National Sarva Shiksha Abhiyan Mission is being established with the Prime Minister as the Chairperson and the Union Minister of Human Resource Development as the Vice Chairperson. States have been requested to establish State level Implementation Society for UEE under the Chairmanship of Chief Minister Education Minister. This has already been done in many States.

The Sarva Shiksha Abhiyan will not disturb existing structures in States and districts but would only try to bring convergence in all these efforts. Efforts will be made to ensure that there is functional decentralization down to the school level in order to improve community participation. Besides recognizing PRIs / Tribal Councils in Scheduled Areas, including the Gram Sabha, the States would be encouraged to enlarge the accountability framework by involving NGOs, teacher, activists, women’s organizations etc.

Coverage and Period

The SSA will cover the entire expanse of the country before March 2002 and the duration of the Programme in every district will depend upon the District Elementary Education Plan (DPEP) Prepared by it as per its specific needs. However, the upper limit for the programme period has been fixed as ten years, i. e. , up to 2010.

Strategies central to SSA programme

 Institutional reforms – As part of the SSA, institutional reforms in the States will be carried out. The state will have to make an objective assessment of their prevalent education system including educational administration, achievement levels in schools, financial issues, decentralization and community ownership, review of state Education Act, rationalization of teacher deployment and recruitment of teachers, monitoring and evaluation, education of girls, SC/ST and disadvantaged groups, policy regarding private schools and ECCE. Many States have already affected institutional reforms to improve the delivery system for elementary education.

 Sustainable Financing – The Sarva Shiksha Abhiyan is based on the premise that financing of elementary education interventions has to sustainable. This calls for a long – term perspective on financial partnership between the Central and the State governments.

 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 Panchayati Raj institutions.

 Institutional capacity building – The SSA conceives a major capacity building role for national and state level institution like NIEPA/NCERT/NCTE/SCERT/SIEMAT. Improvement in quality requires a sustainable support system of resource persons.

 Improving mainstream educational administration – The Programme will have a community based monitoring system. The Educational Management Information System (EMSI) will correlate school level data with community based information from micro planning and surveys. Besides this, every school will have a notice board showing all the grants received by the school and other details.

 Habitation as a unit of 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.

 Accountability to community – SSA envisages cooperation between teachers, parents and PRIs, as well as accountability and transparency.

 Education of girls – Education of girls, especially those belonging to the scheduled castes and scheduled tribes, will be one of the principal concerns in Sarva Shiksha Abhiyan.

 Focus on special groups – There will be a focus on the education participation of children form SC/ST, religious and linguistic minorities, disadvantaged groups and the disabled children.

 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.

 Thrust on quality – SSA lays a special thrust on making education at elementary level useful and relevant for children by improving the curriculum, child centered activities and effective teaching methods.

 Role of teachers – SSA recognizes the critical role of teachers and advocates a focus on their development needs. Setting up of BRC/CRC, recruitment of qualified teachers, opportunities for teacher development through participation in curriculum related material development, focus on classroom process and exposure visits for teachers are all designed to develop the human resource among teachers.

 District Elementary Education Plans – As per the SSA framework, each district will prepare a District Elementary Education Plan reflection all the investments being made in the education sector, with a holistic and convergent approach.

Components of SSA

The components of Sarva Shiksha Abhiyan includes appointment of teachers, teacher training, qualitative improvement of elementary education, provision of teaching learning materials, establishment of Block and Cluster Resource Centers for academic support, construction of Classrooms and school buildings, establishment of education guarantee centers, integrated education of the disabled and distance education.

Conclusion

Non-government Organization

Non – government organizations, commonly referred to as voluntary agencies in India, also participate in EFA programmes. For instance, a large number of voluntary agencies are implementing non – formal education programmes to meet the educational needs of out of school children. Many of them focus on socially and economically back ward areas and marginalized sections of the society and on education of girls. The current decade has seen the emergence of a number of EFA programmes supported by international agencies. These include support multi – lateral agencies including UN bodies, the World Bank and the ADB. Five UN agencies have supported the development of a joint initiative with the government of India and state governments on community based primary education. Assistance from UN agencies and bilateral dononars is in the form of grants, while the World Bank provides concessional loan assistance through IDA. Matching contributions in cash and kind are provided by central and state governments for such projects. The last three five year plans have witnessed significant shift in the expenditure of the department of education in the central government towards primary and adult education and away from tertiary education. That the central government is paying serious attention towards achievement of the goal of EFA is brought out by these actions of government.

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