Thematische Bibliographien / Sarva Shiksha Abhiyan

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Sarva Shiksha Abhiyan“

Autor: Grafiati
Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "Sarva Shiksha Abhiyan"

1

Kumar, Shitesh. „STUDY OF AIMS and MAIN FEATURES OF SARVA SHIKSHA ABHIYAN (SSA) and ITS IMPORTANCE IN EDUCATION“. SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, Nr. 46 (25.03.2021): 11314–18. http://dx.doi.org/10.21922/srjhsel.v9i46.1540.

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Present conceptual paper focused on a Study of Aims and main features of Sarva Shiksha Abhiyan (SSA) and also the importance in education. Sarva Shiksha Abhiyan (SSA) is a programme for Universal Elementary Education. This programme is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode. It is a response to the demand for quality basic education all over the country. Now the present conceptual paper is focused on with prime aims (i) To understand the aims and objectives of Sarva Shiksha Abhiyan (SSA). (ii) To discuss the main features of Sarva Shiksha Abhiyan (SSA). (iii) To analyze the importance of Sarva Shiksha Abhiyan (SSA). Also the present conceptual paper studies the benefits of Sarva Shiksha Abhiyan (SSA) to educational enrichment and society enhancement.
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2

Khanna, Pallavi. „Financing Education under Samagra Shiksha Abhiyan: An Initial Analysis in Selected States of India“. Journal of Business Thought 12 (15.12.2021): 63. http://dx.doi.org/10.18311/jbt/2021/28884.

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<p>Funding policies in the education sector have undergone significant change over the years in India. In recent years, one such big change is the integration of three major flagship programmes for education, namely: Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) &amp; Teacher Education (TE) under one umbrella scheme known as Samagra Shiksha Abhiyan (SMSA). As financial year 2018-19 is the initial year for implementation of the scheme, hence, this paper explores the planning and budgeting aspects of the Samagra Shiksha Abhiyan in selected states of India. The study has been carried out for the eight states, viz., Andhra Pradesh, Bihar, West Bengal, Uttarakhand, Uttar Pradesh, Himachal Pradesh, and Delhi, for the period of 2018-19 to 2019-20. The paper studies the financing of education under SMSA. The paper also analyses the distribution of support from the union government under the scheme. Drawing on the lessons from such analysis, the historical background and past experiences of implementation of previous education schemes, viz., Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and Teacher Education, the paper examines the design and ground level challenges of the Samagra Shiksha Abhiyan in selected states of India.</p>
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Kaul, Shashi, und Shradha Sahni. „Assessment of Sarva Shiksha Abhiyan in Jammu City“. International Journal of Educational Sciences 4, Nr. 1 (April 2012): 57–66. http://dx.doi.org/10.1080/09751122.2012.11890028.

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4

Mokta, Mamta, und Manjula Sharma. „Sarva Shiksha Abhiyan in Himachal Pradesh—A Case Study“. Indian Journal of Public Administration 56, Nr. 3 (Juli 2010): 695–709. http://dx.doi.org/10.1177/0019556120100325.

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5

Reja, Md Humayun. „The Implementation Of Elementary Education Through Sarva Shiksha Abhiyan (SSA)“. International Journal of Arts Humanities & Social Sciences 1, Nr. 1 (10.06.2022): 15–19. http://dx.doi.org/10.56815/ijahss.v1.n1.15-19.

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6

K, VIJAYARANI, und SENTHILNATHAN S. „Computer aided learning (cal) centers under sarva shiksha abhiyan: establishment and functioning“. Journal of Management and Science 1, Nr. 3 (30.12.2012): 243–45. http://dx.doi.org/10.26524/jms.2012.31.

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Education is the process of modification of behaviors. In order to enhance the effectiveness of this process, several techniques, methods and approaches have been evolved, tried out and tested from time immemorial. Both Central and State Governments and NGOs have tried many innovations at all levels of education through several schemes. One such scheme is the Sarva Shiksha Abhiyan (SSA) which is Government of India‘s flagship programme for achievement of Universalization ofElementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the constitution of India making free and compulsory education to the children of 6 – 14 years age group as a fundamental right.
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Mir, Murtaza Hussain. „Administrative Structures envisaged under ‘Sarva Shiksha Abhiyan (SSA)’-Roles, Challenges and Achievements“. Research Journal of Humanities and Social Sciences 9, Nr. 4 (2018): 810. http://dx.doi.org/10.5958/2321-5828.2018.00136.5.

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8

Geetha Rani, P. „Fund Flow Pattern and Financial Efficiency of Resource Utilization under Sarva Shiksha Abhiyan in Gujarat“. Arthshastra : Indian Journal of Economics & Research 2, Nr. 6 (01.12.2013): 12. http://dx.doi.org/10.17010/aijer/2013/v2i6/54535.

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9

Kumar, Manik, Nicky Naincy und Rahul Ranjan. „Elementary Education in India in the Era of Universalization of Education: Instrument of Access or the Perpetuation of Inequality“. Emerging Economy Studies 4, Nr. 2 (13.09.2018): 218–31. http://dx.doi.org/10.1177/2394901518795073.

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Sixty years of policymaking in the arena of elementary educational reforms in India and global focus through the Millennium Development Goals (MDGs) have seen progress along with persisting inequality in access to education especially for socioeconomic and marginalized sections across the regions. This article focuses on analysis of two goals of MDGs which is related to universalization of education and reducing gender inequality in access to elementary education after introduction of policy interventions such as Sarva Shiksha Abhiyan (SSA) and Right to Education (RTE) Act in India through Gender Equity Index (GEI) and Disparity Index (DI) in Gross Enrollment Ratio (GER). Results are still consistent with the fact that even after incentives such as SSA and RTE, the scenario of elementary education has not changed much for the deprived sections, even it has shown a declining trend after 2009 for Scheduled Tribes (ST) children. The social reproduction of inequality is being manifested now in the quality of elementary education in India.
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Mir, Murtaza Hussain. „Sarva Shiksha Abhiyan (SSA)– Implementation in Jammu and Kashmir- Challenges and suggestions to achieve quality education“. Research Journal of Humanities and Social Sciences 9, Nr. 3 (2018): 567. http://dx.doi.org/10.5958/2321-5828.2018.00095.5.

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Dissertationen zum Thema "Sarva Shiksha Abhiyan"

1

Dharmaraj, Savicks Angeline. „Democratic participation in education reform : the case of Sarva Shiksha Abhiyan (Campaign for Universal Education) in rural India“. Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/408017/.

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Since its inception in 2002, Sarva Shiksha Abhiyan (SSA) has achieved only limited success in implementing its goals, especially in rural sections of India. There appears little basic awareness of the policy, not only among the members of the community but those involved in local administration and the teachers employed under SSA. With SSA's mandate for community involvement in policy implementation, the purpose of this research is to seek to understand if and how community involvement is effective in the local-level educational leadership and, if so, how it helps in the process of implementing SSA to ensure greater success in access and quality of education. The research utilises a qualitative case study methodology to gather in-depth data from local-level educational leaders within SSA's management structure in two rural villages in Odisha. Documents were analysed and used as supportive evidence to the data. The analysis of both case studies generated three major themes: management structure that does not foster effective community participation; dominance, both institutional and social, that leaves little scope for inclusion of the marginalised in the implementation process; and how support from the government and policy-makers that is made available to the community is insufficient in terms of resources and accountability procedures. The study makes recommendations to: policy-makers to make changes in the way policies should be contextualised in their time frames and promoted; policy evaluators, government planners and those issuing checks and controls at the local level to strengthen the implementation process and work out better ways of involving communities to be part of the local-level leadership within the implementation process; and community members, especially the marginalised, so they have the chance to reflect and express their honest opinions. The process enables them to understand the legalities of their position and the responsibilities that were being ignored because of their tokenistic position. The thesis makes suggestions to empower both people and systems.
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Metia, Arindam. „Role of sarva shiksha abhiyan in achieving education for all (EFA): study of rural and urban areas of Jalpaiguri district“. Thesis, University of North Bengal, 2018. http://ir.nbu.ac.in/handle/123456789/2811.

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Bücher zum Thema "Sarva Shiksha Abhiyan"

1

Chand, Vijaya Sherry, und Geeta Amin-Choudhury. Shiksha sangam: Innovations under the Sarva Shiksha Abhiyan. Ahmedabad: Ravi J. Matthai Centre for Educational Innovation, 2006.

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2

C, Lal A. A., Dhar T. N. Prof, Sarva Shiksha Abhiyan (Programme) und National Council of Educational Research and Training (India), Hrsg. Modules on quality dimensions of elementary education under SSA. New Delhi: National Council of Educational Research and Training, 2004.

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3

Mukherjee, Diganta. An enquiry into Sarva Shiksha Abhiyan: The universial elementary education programme of india. Hauppauge, N.Y: Nova Science Publisher's Inc., 2011.

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4

Patro, L. R. Emerging trends of primary education. New Delhi: Sonali Publications, 2010.

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5

(Program), Sarva Shiksha Abhiyan. Getting all the children into school: Case studies of the impact of India's Sarva Shiksha Abhiyan, 2003-2007. New Delhi: Sarva Shiksha Abhiyan, 2008.

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(Program), Sarva Shiksha Abhiyan, und Great Britain. Dept. for International Development., Hrsg. Getting all the children into school: Case studies of the impact of India's Sarva Shiksha Abhiyan, 2003-2007. New Delhi: Sarva Shiksha Abhiyan, 2008.

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7

National Council of Educational Research and Training (India), Hrsg. Learning achievement of class III children: A mid term study under SSA. New Delhi: National Council of Educational Research and Training, 2009.

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National Council of Educational Research and Training (India). Department of Educational Measurement and Evaluation, Hrsg. Learning achievement of class III children: A baseline study under SSA. New Delhi: National Council of Educational Research and Training, Department of Educational Measurement and Evaluation, 2008.

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9

Getting all the children into school: Case studies of the impact of India's Sarva Shiksha Abhiyan 2003-2007. New Delhi: Department of International Development, 2008.

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10

Jha, Praveen, und P. Geetha Rani. Right to Education in India: Resources, Institutions and Public Policy. Taylor & Francis Group, 2015.

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Buchteile zum Thema "Sarva Shiksha Abhiyan"

1

Yadav, S. K., Radhey Shyam Sharma und Marshal Birua. „Sarva Shiksha Abhiyan: Achievements, Problems and Future Prospects: A Comparative Analysis of Some Indian States“. In Reflecting on India’s Development, 175–201. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1414-8_9.

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2

„Sarva Shiksha Abhiyan in Punjab: overall allocations, composition and utilization of funds“. In Right to Education in India, 103–27. Routledge India, 2015. http://dx.doi.org/10.4324/9781315666440-10.

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„Analysing fund flows and expenditure under Sarva Shiksha Abhiyan in Himachal Pradesh“. In Right to Education in India, 128–52. Routledge India, 2015. http://dx.doi.org/10.4324/9781315666440-11.

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„Fund flows and expenditure in Sarva Shiksha Abhiyan: a case study of Nalanda district, Bihar“. In Right to Education in India, 267–96. Routledge India, 2015. http://dx.doi.org/10.4324/9781315666440-17.

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„Fund-flow pattern under Sarva Shiksha Abhiyan in West Bengal: a case study of Bankura district“. In Right to Education in India, 246–66. Routledge India, 2015. http://dx.doi.org/10.4324/9781315666440-16.

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6

„Bottlenecks in provisioning for elementary education under Sarva Shiksha Abhiyan: the case of Lalitpur and Rajnandgaon“. In Right to Education in India, 175–202. Routledge India, 2015. http://dx.doi.org/10.4324/9781315666440-13.

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7

Ghosh, Soumya Sankar. „Transforming the Indian Education Landscape“. In Embracing Technological Advancements for Lifelong Learning, 278–99. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1410-4.ch013.

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The current chapter discusses the evolution of continuing education in India, emphasizing its historical, cultural, and economic underpinnings. It traces the progression from the post-independence focus on primary and secondary education to the contemporary necessity for continuous skill development beyond traditional academic boundaries. Despite initiatives like the Sarva Shiksha Abhiyan (SSA) enhancing educational access, challenges persist due to population growth and industry evolution. The National Education Policy (NEP) of 2020 aims to address these challenges by promoting a holistic, flexible education system emphasizing multidisciplinary learning and technology integration. In response to global changes and the Fourth Industrial Revolution, there's a need to depart from traditional paradigms towards personalized learning and adaptive technologies. These approaches cater to diverse learners and align education with industry demands. The research outlined here aims to explore the transformative potential of personalized learning and adaptive technologies in India's continuing education landscape. It focuses on three objectives: assessing technological feasibility and accessibility, evaluating their impact on learning outcomes and engagement, and identifying barriers to adoption with evidence-based recommendations. By addressing issues such as infrastructure readiness, effectiveness, and societal perceptions, the research aims to bridge theoretical discourse with actionable strategies, contributing to ongoing discussions on educational transformation and shaping India's educational future.
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„Financing elementary education in Andhra Pradesh under Sarva Shiksha Abhiyan: a study on fund flow pattern and utilization of resources“. In Right to Education in India, 79–102. Routledge India, 2015. http://dx.doi.org/10.4324/9781315666440-9.

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Konferenzberichte zum Thema "Sarva Shiksha Abhiyan"

1

„Inclusive Education –A Lesson from Sarva Shiksha Abhiyan (SSA)“. In International Conference on Humanities, Literature and Management. International Centre of Economics, Humanities and Management, 2015. http://dx.doi.org/10.15242/icehm.ed0115095.

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