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Zeitschriftenartikel zum Thema „Sarva Shiksha Abhiyan“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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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) & 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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11

Ward, Michael. „Aid to education: the case of Sarva Shiksha Abhiyan in India and the role of development partners“. Journal of Education Policy 26, Nr. 4 (Juli 2011): 543–56. http://dx.doi.org/10.1080/02680939.2011.555001.

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12

Khandar, Jaya Vijayrao. „Assess the Effectiveness of Self-Instructional Module on Knowledge Regarding Sarva Shiksha Abhiyan among Parent in Slum Area“. Bioscience Biotechnology Research Communications 14, Nr. 9 (25.09.2021): 364–69. http://dx.doi.org/10.21786/bbrc/14.9.67.

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Deepak, Dey Kumar. „Socio-demographic Characteristics of School Dropouts in Mahbubnagar District of Telangana State, India“. Artha - Journal of Social Sciences 15, Nr. 2 (01.04.2016): 88. http://dx.doi.org/10.12724/ajss.37.6.

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Free and compulsory education to all children up to the age of fourteen years is the commitment of the Constitution of India. The governments of India and state governments have initiated a number of programmes to achieve the goal of universalization of elementary education. Among them Sarva Shiksha Abhiyan (SSA) is the recent addition. According to the handbook of education statistics (2013-14), 38.2 per cent of children in the state who had enrolled in Class I did not reach Class X and were thus, deprived of basic education. To improve retention in government schools, understanding the socio-demographic characteristics of the parents of school dropout children would be advantageous. For the purposes of the study, a field survey was conducted in 18 villages of six rural Mandals of Mahbubnagar district with a sample of 401 respondents. Study finding revealed that both boys and girls in the age group of six to 18 years were equally vulnerable to dropouts. About 90 per cent of the school dropout children were from the government schools and three in five children in the age group of 15 to 18 years were dropped out from the school

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Ullah, Athar. „Education Voucher Scheme in India: Would Lead to School Choice and Universal Education?“ Journal of International Education and Practice 6, Nr. 1 (20.04.2023): 27. http://dx.doi.org/10.30564/jiep.v6i1.5449.

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To remove obstacles in the path of ‘Education for All’, the government of India launched several programs, Sarva Shiksha Abhiyan (SSA) being one of them. Despite several attempts, the government has failed to be successful in providing education to all students and the impact of such schemes has not been very good at the ground level. In India, children are not absent from school owing to a lack of demand; rather, low quality of government education delivery is a major cause for their absence. There is a need to redefine the Indian education system or policy to a new level as government schools are unable to fulfil the growing demand for high-quality education. Direct government funding to children or parents rather than schools can provide parents or children with the ability to select the school of their choice, whether it is a government or private school. This may be accomplished through the education voucher scheme. Governments do not need to spend any additional public funds on vouchers to implement this approach. The education voucher scheme deserves an effort among the several approaches that are being pursued to improve school education.

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Dey, Naru Gopal, und Shankar Lal Bika. „The Journey towards Inclusive and Equitable Education for Students with Disabilities in India“. RESEARCH REVIEW International Journal of Multidisciplinary 8, Nr. 3 (14.03.2023): 65–71. http://dx.doi.org/10.31305/rrijm.2023.v08.n03.009.

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This article is a descriptive review of several policy documents initiated by the government of India regarding inclusive and equitable education for students with disabilities to bring them into the mainstream education system. India has one of the most progressive disability policy frameworks for educating students with disabilities among developing countries. Over the last three decades, the government of India is taking various initiatives and policy programme to promote inclusive and equitable education for students with disabilities. The most recent policy in India, the National Education Policy 2020, focuses on inclusive and equitable education for students with disabilities. Some other major initiatives focused on inclusive education for students with disabilities at different levels of education like Sarva Shiksha Abhiyan (SSA), Inclusive Education of Children and Youth with Disabilities (IECYD), Rastriya Bal Swaasthya Karyakaram (RBSK), Inclusive Education of the Disabled at Secondary Stage (IEDSS) and Teacher Preparation in Special Education (TEPSE), Higher Education for Persons with Special Needs (HEPSN), etc. Despite all these policies, students with disabilities are facing various challenges in regular school. Therefore, India has to go a long way to achieve the goal of inclusive and equitable education for all, including students with disabilities.

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Kumar, Sandeep, und Jatinder Grover. „Sarva Shiksha Abhiyan Interventions: Study of Scholastic Achievement of Students of High and Low Literacy Rate Districts of Punjab“. Educational Quest- An International Journal of Education and Applied Social Sciences 8, Nr. 1 (2017): 55. http://dx.doi.org/10.5958/2230-7311.2017.00010.1.

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Nandi, Arindam, Nicole Haberland und Thoai D. Ngo. „The impact of primary schooling expansion on adult educational attainment, literacy, and health: Evidence from India’s Sarva Shiksha Abhiyan“. International Journal of Educational Development 102 (Oktober 2023): 102871. http://dx.doi.org/10.1016/j.ijedudev.2023.102871.

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Md. Wahidur Rahman, Parbin Sultana, Rupa Sarmah,. „Causes and Consequences of Child Labour after Covid-19 Situation in Morigaon Town, Assam: A Study“. Tuijin Jishu/Journal of Propulsion Technology 44, Nr. 4 (16.10.2023): 3117–25. http://dx.doi.org/10.52783/tjjpt.v44.i4.1404.

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‘Child Labour’ being a risk factor all over the worldnow a day is considered an urgent matter of discussion. It needs to sort out various causes and consequencesof child exploitation in any form and find immediate solutions to conduce a serene environment so that budding children can move freely, enjoy their childhood in fearless environment and grow mentally strong to become good human beings of the society. It is seen that child labour is increasing day by day at present due to the post effect of covid-19 and other causes like poverty, lack of education, societal negligence, addiction, illness, and so on. Thus, this paper aimsto find out various causes and factors responsible for child labour in Morigaon Town, Assam, at present. For this, the data will be collected with the help of questionnaire from theIn-Charge ofDistrict Child Protection Unit (DCPU),Morigaon, Assam, the Sarva Shiksha Abhiyan, Morigaon, Assam, the Secondary Schools of Morigaon Town, Assam,and by using observation and interaction method with the child-labourers and their parents belong to thiscentral area,connected from different villages and mini towns. Moreover, many case reports of child-labour after covid-19 will be collected from the Advocates of Morigaon court,will be analysed.

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Furuta, Hiroko, und Robinson Thamburaj. „Promoting Inclusive Education in India: Roles played by NGOs under the Sarva Shiksha Abhiyan scheme in the State of Tamil Nadu“. Journal of Special Education Research 3, Nr. 1 (2014): 15–22. http://dx.doi.org/10.6033/specialeducation.3.15.

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20

B K, Athira, und Poornima Rajendran. „The The Social Principle of Inclusive Education and Addressing Diversity in Indian Schools: An Appraisal of Post-Salamanca Initiatives in India“. Shanlax International Journal of Education 11, Nr. 2 (01.03.2023): 92–99. http://dx.doi.org/10.34293/education.v11i2.4940.

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There are steps formally initiated by the Government of India to maintain its adherence to the norms of Inclusive Education. Such schemes, acts and policy drafts are brought into discussion in this paper along with an appraisal of their draft and scope. This include the Sarva Shiksha Abhiyan which became operational from the year 2001, The Right to Education Act, which is implemented from the year 2009 and the Action Plan for Inclusion in Education of Children and Youth with Disabilities of 2005, which was revised in the year 2009. The discussion is anchored around, though not limited to the aspect of ‘Diversity’ which is very pertinent to the Indian scenario and the philosophy of Inclusion. Cultural and geographical diversity of the Indian sub-continent provoke challenges in ‘Doing Diversity’ in classrooms and at the same time it is contributing for the teacher and the taught. Considering the scope of the concept of social inclusion and inclusive education, the paper argues that at an implementation level, inclusive education should be one that is responsive to diversities in a classroom and cultural space. Rather than reproducing social structures pertaining to the above mentioned social categories of class, gender, language etc., policy drafting and implementation of inclusive education should make certain attempts which are pro-inclusive. They need to be less privileging towards certain ways of learning and certain ways of evaluation, considering the physical and cultural diversities of the learners. In our discussion on these schemes and their scope in ensuring diversity in classrooms, questions pertaining to certain disadvantaged sections are covered including Scheduled Castes, Scheduled Tribes, Gender non-binaries, migrants etc.

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Singh, Dr Nahar. „STUDY OF THE INSTITUTIONAL ENVIRONMENT: A CASE OF ACADEMIC ACHIEVEMENT AT ELEMENTARY LEVEL IN THE SCHOOLS OF NCT OF DELHI“. International Journal of Advanced Research 9, Nr. 07 (31.07.2021): 183–88. http://dx.doi.org/10.21474/ijar01/13115.

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Over the past two decade since the beginning of the Sarva Shiksha Abhiyan (SSA) programme in india, there has been a significant increase in the number of schools and in the enrolment of children in Government schools, most notably a large proportion of children from amongst Scheduled Castes, Scheduled Tribes, Muslims and Girls have joined the schooling system. Most of these children are also first-generation learners. In this regard SCERT Delhi conducted an achievement survey for classes II, V and VIII and gathered the information about the academic environment pertaining to school, teachers and students. This study reflected the background of the students such as locality, parents education, community and the same was followed of the teachers and schools. Majority of the sampled schools (71%) were managed by Municipal Corporation. More than 80% schools were located in urban areas and about half of the schools were Co-Educational, while 22% and 28% schools were Boys and Girls schools respectively. About 96% of schools responded that they have the provision to monitor classroom teaching regularly and 92% of the schools were monitored by the Head of the school. Fathers of 2% students and 0.6% mothers were in the academic field. In the surveyed schools, 28% were male and 72% were female teachers. Majority of teachers (54%) had attended in-service training programmes. In more than ninety percent of the sampled schools Maps, Charts, Globe, Mathematics kit and Library were available. About 90% and 98% of the schools annual medical check-up facility and first aid facilities were available Nearly 70% students reported that their homework was checked regularly. This document has helped education planners as a reference research document to improve the education administration and planning systems in the state.

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Prakasam, Geetha Rani. „Does financing universal elementary education reduce interstate disparity?“ International Journal of Development Issues 14, Nr. 1 (07.04.2015): 73–96. http://dx.doi.org/10.1108/ijdi-07-2014-0054.

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Purpose – The purpose of this paper is to examine resource allocation under the centrally sponsored scheme Sarva Shiksha Abhiyan (SSA) and its impact on development of elementary education in India. First, the author describes the current educational disparity across states in terms of state funding. Second, the author shows that interstate disparities in education resources have more to do with capacity of states to finance elementary education. For this, the author examines funding mechanism under SSA, focusing on principles of adequacy and absorptive rates. Third, the author analyzes the impact of additional funding on the progress of elementary education across states. Fourth, the author demonstrates how funding under SSA reinforces rather than reduces interstate disparity in school funding. Finally, the author concludes with certain policy implications for reforming federal transfers in Right to Education (RTE)-SSA, which can easily be extended to Rashtria Madhya Shiksha Abhiyan (RMSA) to be more responsive to educational inadequacy, effort and capacity across states. Design/methodology/approach – The author uses box plots for illustrating interstate disparity across various indicators on financing and growth of elementary education. Box plots are good at portraying extreme values and illustrate differences between distributions. Because the thrust of the paper is examining difference in distribution across and within states, box plots appropriately portray the distribution of both. Further, coefficient of variation is estimated in education funding and its impact variables. Findings – Interstate disparity in additional to the funding of SSA through discretionary transfers is examined by looking at two principles of inter-governmental transfers, viz., adequacy and absorptive rates. In a way, it appears that the educationally backward states getting the highest shares and also as per the requirement of the child population, but not necessarily so in terms of their relative proportions of enrolment, schools and teachers. Yet another revelation is that actual absorptive rates are much less than apparent absorptive rates. Unambiguously, additional resources coming from the Center for Development of Education can have a positive influence only after states have achieved a certain threshold level of absorptive capacities. As evidenced, fiscal disability is not compensated by transfers via SSA, as matching shares are uniform across states. Research limitations/implications – One significant limitations of the study is its use of administrative data. Often, administrative data from developing countries especially on social sector like education report inflated figures. The study uses primarily such but published secondary data sources. Practical implications – Finally, the author suggests certain policy implications for reforming federal role in the current RTE-SSA, which can easily be extended to RMSA, a CSS in secondary education, to be more responsive to state effort and capacity. Social implications – Though SSA attempts to address regional imbalance, the accumulated initial advantage of better-off states with uniform norms under SSA funding widens the interstate disparity rather than reduce it. It is, hence, mandated to look at building capacities and enable states for a level-playing field. Originality/value – It adds value to existing studies in two ways: rarely studies examine SSA expenditures and its impact on development and financing of elementary education, and examine a question on horizontal equalization mechanism whether additional allocation under SSA induce or reduce interstate disparity.

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Yadav, NK Sharma, und Rajesh Kumar. „IMPROVEMENT AND CHALLENGES IN QUALITY OF EDUCATION OF PRIMARY AND SECONDARY SCHOOLS IN LALITPUR DISTRICT“. International Journal of Research -GRANTHAALAYAH 8, Nr. 12 (02.01.2021): 167–71. http://dx.doi.org/10.29121/granthaalayah.v8.i12.2020.2700.

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English: The research study area presented under the title "Improvement and quality of education in primary and secondary school in Lalitpur district". The global economy of the 21st century can thrive in an environment that is based on creativity and imagination, critical thinking and problem-solving skills. There is a strong positive relationship between empirical analysis, economic progress and education. According to the 2011 census in India, school-aged children between the ages of 6-14 years have a huge population of 30.5 million, which is about 25 percent of the total population. The goal of development is to focus on the quality of primary and secondary education by 2030. The Prime Minister of India, Shri Narendra Modi has said in one of his speeches (Mann Ki Baat) about the importance of quality. "Till now the focus of the government was the spread of education across the country but now the time has come to focus on the quality of education Should be given and now attention should be given to schooling knowledge.” In this regard, Human Resources Minister Prakash Javadekar has said that" Top priority to improve the quality of education in the country, primary and secondary education facing challenges, 16 percent of 19.67 crore children in 14.5 lakh primary schools under the Sarva Shiksha Abhiyan and 16 percent of the schooling at the secondary level. Has decreased. Thus, to improve the quality of education, skill technical, innovation training technology, information technology employment, education development mission and vocational employment education are urgently needed. Hindi: प्रस्तुत शोध अध्ययन क्षेत्र ‘‘ललितपुर जनपद में प्राथमिक एवं माध्यमिक विद्यालय में शिक्षा की गुणवत्ता में सुधार एवं चुनौतियाँ ‘‘ शीर्षक के अन्तर्गत अध्ययन किया है। 21 वीं शताब्दी की वैश्विक अर्थव्यवस्था ऐसे वातावरण की उन्नति कर जो रचनात्मकता एवं काल्पनिकता , विवेचनात्मक सोच और समस्या के समाधान से सम्बन्धित कौशल पर आधारित है। अनुभवमूलक विश्लेषण , आर्थिक उन्नति एवं शिक्षा के मध्य सुदृढ़ सकारात्मक सम्बन्ध होते है। भारत में 2011 की जनगणना के अनुसार स्कूल जाने वाले बच्चों की आयु 6-14 वर्ष के मध्य 30.5 करोड़ विशाल जनसंख्या है जो कुल जनसंख्या का लगभग 25 प्रतिशत है। विकास का लक्ष्य 2030 तक प्राथमिक एवं माध्यमिक शिक्षा की गुणवत्ता पर ध्यान देने की आवश्यकता है। भारत के प्रधानमंत्री श्री नरेन्द्र मोदी जी ने अपने एक एक उद्बोधन (मन की बात) में गुणवत्ता के महत्व में कहा है ‘‘ अब तक सरकार का ध्यान देश भर में शिक्षा का प्रसार था किन्तु अब वक्त आ गया है कि ध्यान शिक्षा की गुणवत्ता पर दिया जाय और अब स्कूलिंग ज्ञान पर ध्यान देना चाहिएं।‘‘ इस सम्बन्ध में मानव संसाधन मंत्री प्रकाश जावडे़कर ने कहा है कि ‘‘ देश में शिक्षा की गुणवत्ता में सुधार की सर्वोच्च प्राथमिकता, चुनौतियों का सामना करके प्राथमिक एवं माध्यमिक शिक्षा, सर्वशिक्षा अभियान के अन्तर्गत 14.5 लाख प्राथमिक विद्यालय में 19.67 करोड़ बच्चों की प्राथमिक स्तर पर 16 प्रतिशत तथा माध्यमिक स्तर पर 32 प्रतिशत बच्चों की स्कूली शिक्षा में कमी हुई है। इस प्रकार शिक्षा की गुणवत्ता को बेहतर बनाने के लिए कौशल तकनीकी, नवाचार प्रशिक्षण तकनीकी, सूचना तकनीकी रोजगार , शिक्षा विकास मिशन तथा व्यावसायिक रोजगार परक शिक्षा की अति आवश्यकता है।

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Ramachandran, Vimala, und Prerna Goel Chatterjee. „Evaluation of Gender and Equity Issues Under Sarva Shiksha Abhiyaan“. Indian Journal of Gender Studies 21, Nr. 2 (Juni 2014): 157–78. http://dx.doi.org/10.1177/0971521514525081.

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Mallik, Lakshmi, und Ravikanth B. Lamani. „School based Educational Program - An Effective Approach to Health Care Among Female Adolescents“. Shanlax International Journal of Arts, Science and Humanities 8, S1-Feb (06.02.2021): 294–300. http://dx.doi.org/10.34293/sijash.v8is1-feb.3970.

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Health is a natural facet of liveliness - both by definition and realization. The Indian rishis (sages and scientists of yore) had attributed the secret of “jivem shardah shatam” - hundred years of vigorous, healthy, happy and creative life - to the total harmony of the mode of living with the Nature and the spiritual inheritance of life. The lifestyle plays an important role in remaining healthy as we recognize the important elements of all health maintenance when it comes to our diet; consuming fresh, whole food and dedication to eliminating high fat and oil food products. In particular, for adolescents who are the future generation, need to be examine their significant aspects of health and healthy lifestyles. Hence, the present study aimed to assess the knowledge and awareness level of the female adolescents studying in Govt Schools of Dharwad city Karnataka who have under gone Kishori Awareness Program training an initiative of Sarva Shikshan Abhiyan implemented from 2005 to 2013, and also including non-participant to measure the effectiveness of programme. Findings have revealed that an average of 88.71 per cent is aware of the importance and sources of nutrients as compared to the untrained respondents (an average of 28.82%). Besides, both the groups of respondents are well aware of the contents of food timings and good healthy eating practices. The overall awareness of the health and nutrition issues in both the groups of respondents is equally high. However, when classified in to High, Average and Low levels of awareness, high percentage of both respondents have figured in the High level awareness level. As health and nutrition are part of their life from birth till death, even the untrained respondents seem to have acquired information from the family and the school curriculum.

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Kapur, Avani. „Sarva Shiksha Abhiyan“. SSRN Electronic Journal, 2013. http://dx.doi.org/10.2139/ssrn.2228040.

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„Sarva Shiksha Abhiyan“. Contemporary Education Dialogue 1, Nr. 2 (Januar 2004): 297–99. http://dx.doi.org/10.1177/097318490400100212.

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Pandya, Nirav. „FINANCIAL REPORTING SYSTEM OF ELEMENTARY EDUCATION IN GUJARAT WITH RESPECT TO SARVA SHIKSHA ABHIYAN“. Towards Excellence, 30.12.2017, 78–87. http://dx.doi.org/10.37867/te090309.

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Elementary education is basic and important phase of education. Sarva Shiksha Abhiyan project is a mission program sponsored by Ministry of Human Resource Development, Government of India to be implemented by the respective state government under their elementary education system. In Gujarat SSA is functioning from the year 2000-2001 onwards. This paper is designed to review financial and accounting aspect of the Sarva Shiksha Abhiyan mission functioning in the Gujarat by studying accounting methods and compliances by the SSA. The paper describes significant accounting and financial reporting methodologies adopted by the SSA Project in Gujarat and review of the same.

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Kapur, Avani, und Anirvan Chowdhury. „Sarva Shiksha Abhiyan Goi Budget Briefs 2011-12“. SSRN Electronic Journal, 2011. http://dx.doi.org/10.2139/ssrn.1790948.

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Kaul, Shashi. „Assessment of Sarva Shiksha Abhiyan in Jammu City“. INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 04, Nr. 01 (08.04.2012). http://dx.doi.org/10.31901/24566322.2012/04.01.09.

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Sahu, Priyanka. „The Performance of Sarva Shiksha Abhiyan in Pondicherry District“. SSRN Electronic Journal, 2014. http://dx.doi.org/10.2139/ssrn.2397193.

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Nagaraju, MTV. „Analysis of Infrastructure Facilities, Academic Facilities, Community Participation, and Co-Curricular Activities in Primary Schools in Three Districts of Telangana State“. Journal of Education, 29.09.2022, 002205742211309. http://dx.doi.org/10.1177/00220574221130957.

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The main goals of Sarva Shiksha Abhiyan (SSA) are to achieve primary education for all school children aged 6–14; reduce gender, regional and social spaces, and complete 100% retention of school children. Although, some obstacles and lacunas are pointed out here and there. Therefore, this paper attempted to analyze infrastructure facilities, academic facilities, community participation, and co-curricular activities from the stakeholders in the primary schools of Mahaboobnagar, Nalgonda, and Ranga Reddy under the Jurisdiction of Telangana state. The survey found that 70% of Heads of Institutions agree with SSA plans.

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Dr. Harikrishna Patel. „A Study of Utility of Teaching Learning Material at Special Training Centers in Gujarat“. International Journal of Indian Psychology 3, Nr. 3 (25.06.2016). http://dx.doi.org/10.25215/0303.111.

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Special Training Programme (STP), under the National Mission of Sarva Shiksha Abhiyan, is under the provision of RTE Act-2009 to provide age appropriate special training with the help of special training material approved by state education authorities and teaching by regular school teacher or trained Bal Mitras in the school premises or as per the convenience of children. The study is a need based third party survey which focuses on finding the ground reality of the alternative schooling system in Gujarat. The study was conducted by Faculty of Education, Kadi Sarva Vishwavidyalaya, Gandhinagar. STP being an alternative schooling programme lacks some of the essential schooling infrastructural facilities and so in such case the use of TLM becomes very essential for proper study. The present paper presents the study of the utility of the Teaching Learning Material (TLM) at Special Training Centres (STCs) in Gujarat.

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Das, Premendra, und Prasenjit Deb. „Differences in Perception among Teachers about Rashtriya Madhyamik Shiksha Abhiyan in West Bengal“. International Research Journal of Management, IT & Social Sciences 3, Nr. 3 (15.05.2016). http://dx.doi.org/10.21744/irjmis.v3i3.97.

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Teachers are most significant factor in education system. Teachers are playing very important role for the success of education system. That system of education may be for primary level or for secondary level, or it may be for level of higher education. Teachers are dynamic and conscious factor of education, they are very cognizant about every phenomena of education due to their professional competence. They are well acquainted with national literacy mission, post literacy mission, district primary education programmer and Sarva Shiksha Mission. Recently launched new programmer of secondary education as Rashtriya Madhyamik Shiksha Abhiyan, this study had concentrated to identify the differences of the level of perception about Rashtriya Madhyamik Shiksha Abhiyan (RMSA) among the school teachers, in term of 17 variables viz. Age of respondent (X1), Educational qualification of respondent (X2), Number of family members (X3), Number of children going to school (X4), Number of Children studying in class IX and X (X5), Need of private tuition (X6), Reasons behind the private tuition (X7), Additional boost up given by RMSA (X8), Shortfall of present secondary education system (X9), Remediable steps of secondary education (X10), Awareness of social facts (X11) Involvement in social activities (X12), Influence of SSA (X13), Achievement of SSA (X14), Functions of Mid-day Meal(X15), Initiation of Mid-day Meal for Secondary level (X16), and Better options of implementation of Mid-day Meal(X17) were found to bear mentionable impact on the high and low level of perception (Y) of the school teachers of West Bengal.

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Valvi, Dr Nisha, Priti Jadhav und Prof Sanjeev Sonawane. „Study of Impact of Right to Education Act 2009 on Tribal Girls Education in Urban Schools of Nandurbar Tahsil“. Global Journal of Human-Social Science, 05.04.2021, 47–50. http://dx.doi.org/10.34257/gjhssgvol21is5pg47.

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India celebrated with bliss and joy as it had becomeone of the countries with free and compulsory education in April 2010 when the right of children to free and compulsory education act (2009) became effective through the 86th Amendment in 2002. Even before the enactment of the right to education Act 2009,the dream of universalization of elementary education has been achieved in India with the implementation of Sarva Shiksha Abhiyan (SSA), mid-day meal scheme, and many other schemes in different point of time. The right to education act 2009 is also revolutionary and will bring a revolutionary change in the field of primary education. While Implementing it, all concerns should work hand in hand, correlating the objectives and practice. It has been the responsibility of the government to provide funds, infrastructure, recruit teachers and facilitate everything that is required for the universalization of elementary education.

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„A Study on Flow of Funds under ‘Sarva Shiksha Abhiyan’ Scheme to SMK Municipal Corporation (Maharashtra)“. Strad Research 8, Nr. 5 (13.05.2021). http://dx.doi.org/10.37896/sr8.5/033.

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„An Insightful Foray into Odisha’s Education Sector“. International Journal of Recent Technology and Engineering 8, Nr. 3 (30.09.2019): 2094–99. http://dx.doi.org/10.35940/ijrte.c4552.098319.

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Gross Enrollment Ratio (GER) has witnessed a significant improvement in primary education in Odisha; thanks to the Right to Education (RTE) Act and Sarva Shiksha Abhiyan (SSA) initiative. While Odisha lags behind the better performing states like Kerala, Tamil Nadu& Maharashtra in terms of infrastructure and enrolment, the overall quality remains dismal as per the independent survey of Annual Status of Education Reports (ASER). The paper brings out how an extremely alienated section of the society receives the tender care of inclusive education and empowerment in a centre called Kalinga Institute of Social Sciences (KISS) in Odisha, which can form a templates for emulate, all over the country. The paper laments the tendency to outsource, basic education, which is a merit good, to the private sector, which can at best cater to the needy of the affluent few. There is a need to significantly bolster public allocation to primary education, invest it with the highest priority for capability development in future to improve India’s HDI. The quest for high growth rates, must give way to inclusive growth, which puts a premium on public investment quality teaching through suitable training, pedagogical training, IT familiarity of the teachers

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Dr. Harikrishna A. Patel. „A Study of Effectiveness of Transportation/Escorts Facility on Academic Achievement of the Students“. International Journal of Indian Psychology 4, Nr. 1 (25.12.2016). http://dx.doi.org/10.25215/0401.130.

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The RTE Act requires barrier free access to schools. Barrier free access could mean, at one level, access without any natural/physical barriers. The State will have to make appropriate provisions to ensure access to schooling to such children either by opening a school in the habitation or providing escort and safe transportation facilities to the school, or by any other means. Sarva Shiksha Abhiyan (SSA) aimed to provide Free and Compulsory Education to all the children of 6 to 14 years age group. But many children stay in quite remote and interior areas where schools are not available and/or can’t be opened too. Hence, in order to bring these children to schools, SSA has started to provide transportation/ escort facility. Approximately 50,000 children have been benefited with this facility. The present study is a need based research project sponsored by SSA to study the Transportation and Escort Facility (T & EF) operated by SSA in Gujarat, in the context of the beneficiary students’ academic achievement, with the help of the 30 Field Investigators, using self prepared research tools and the Survey method of research the required data was collected from teachers and principals.

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Verma, Rajeev. „Evaluating Social Marketing Programme Implementation Using Service Dominant Logic Framework: A Study of Service Innovation in Sarva Shiksha Abhiyan“. SSRN Electronic Journal, 2011. http://dx.doi.org/10.2139/ssrn.1752884.

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„COMMUNITY PARTICIPATION IN RURAL PRIMARY EDUCATION: AN UNDERESTIMATED AND UNDERSTUDIED COMPONENT OF INDIA’S SARVA SHIKSHA ABHIYAN (EDUCATION FOR ALL) INITIATIVE“. Psychosociological Issues in Human Resource Management 4, Nr. 1 (2016): 96. http://dx.doi.org/10.22381/pihrm4120165.

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Behera, Chiranjibi, und Amulya Kumar Acharya. „Early Childhood Care and Education: A Systematic Literature Review in Indian Context“. International Journal of Innovative Science and Research Technology (IJISRT), 13.05.2024, 2493–500. http://dx.doi.org/10.38124/ijisrt/ijisrt24apr2504.

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Early Childhood Care and Education (ECCE) is often regarded as A key element of universal education. This study delves into the landscape of Early Childhood Care and Education (ECCE) in India through a systematic review of literature. After extensive attempts, several nations throughout the world are making strides toward securing ECCE. Despite this, the majority of them were unable to reach or compromise on this aim owing to insufficient resources, bad planning, and weak strategies for implementation, particularly in a large and populated nation such as India. The development of quality standards and curriculum frameworks, plans, acts, constitutional amendments, schemes, and flagship programmes like, District Primary Education Programme (DPEP), Integrated Child Development Services (ICDS) and Sarva Shiksha Abhiyan are just a few of the initiatives the Indian government has launched to improve quality. It has resulted in both anticipated and unexpected concerns and obstacles due to India's compromise on the non- negotiable ECCE quality requirements. Consequently, the government's objective of guaranteeing quality in ECCE was not fully achieved. However, recent research indicates significant advancements in quality improvements. Of course, there are unsatisfactory results in certain areas and components, but there has also been progress in other areas, suggesting that maintaining quality is a realistic objective. This research aims to present an overview of the Government of India's operations, assess the situation on the ground, pinpoint the primary hurdles to ECCE quality development and offer workable solutions to overcome those hurdles.

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Gandhi, Renu. „Review on the Key Features of the National Education Policy 2020 in the Context to Pre-school Education and its Expected Impact“. International Journal of Management, Technology, and Social Sciences, 21.06.2021, 241–52. http://dx.doi.org/10.47992/ijmts.2581.6012.0143.

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Purpose: The New Education Policy (NEP-2020) aimed to revitalize the early childhood care and education (ECCE) program as ≈ 85 % of child’s cumulative brain proliferation occurs prior to 6 years. This initiative is made with special emphasis for socio-economically disadvantaged background communities to ensure better paradigm development of each preschooler. It will allow each child to flourish in life and enhance its skills to give better output in the future and be a useful citizen for the nation. Current digital India and Atma Nirbhar Bharat make it imperative to revitalize each member of the community with mandatory basic skills. For instance, basic financial transactions, online job application forms, electricity bills, fee payments, home shopping, and many more. The pandemic situation has amended the turmoil among the community, which again necessitates basic learning among people. India had made a remarkable stride through initiatives like “Right to Education Act” and “Sarva Shiksha Abhiyan” to ensure the maximum spread of literacy across the nation. With the current unprecedented scenario, a spurring behavior needs to be established to identify key features of NEP-2020, its role, implication, future impact and role of various stakeholders associated. The Present review aims to understand an imperative approach of NEP-2020 towards preschooler’s development and its significance for disadvantaged groups and non-literate members of the community. Design: Identifying the significance of preschool education programs and implementation strategies proposed by NEP 2020. Originality/ Value: The positive impact of NEP-2020 in the development of foundation skills of preschoolers and spread of ECCE program to each section of community to ensure well development of preschooler’s stage. Paper type: Review article.

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Ramchandani, Raji Ajwani, Ashima Sharma, Nachiket Anekar und Vikash Kumar Mishra. „Prayatna: A Student Led Initiative to Empower Underpriviledged Children through Education“. Drishtikon: A Management Journal 7, Nr. 2 (2016). http://dx.doi.org/10.21863/drishtikon/2016.7.2.015.

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A robust education system is the cornerstone for building a strong nation. Government of India led initiatives such as the Sarva Shiksha Abhiyaan, Right to Education Act are some efforts made to provide universal education to children in the age group of 6 to 14 years. However these efforts appear to have received a mixed response. Quality education still remains an elusive goal. A recent study (ASER, 2015) states that in rural India, half of the children enrolled in Grade V cannot read matter pertaining to Grade 2. Reading ability even among children enrolled in private schools in rural India is poor. Close to half of all the children lack basic skills in Math and English. Amenities such as usable toilets, availability of drinking water are lacking in rural Indian schools. The situation in the urban slums pertaining to education, is a relatively unresearched area and hence not much data is available regarding the quality and the impact. Against this backdrop, the paper describes the case of Prayatna which is a student led initiative to provide quality education to poor children living in the slum areas of Hinjewadi, Pune (Maharashtra). Since its inception in 2008, this NGO has helped 30 children. The dilemma for the NGO is to generate sustainable funding sources and motivate the beneficiaries, parents and volunteers which are accompanied by the challenges of managing varied aspirations.

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Trisha Banerjee und Dr. Manish Kumar Gautam. „INCLUSIVE MATHEMATICS CLASSROOM PRACTICES FOR CHILDREN WITH DIVERSE LEARNING NEEDS FROM THE PERSPECTIVE OF COGNITIVE LOAD THEORY“. EPRA International Journal of Multidisciplinary Research (IJMR), 03.04.2024, 548–55. http://dx.doi.org/10.36713/epra16279.

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Inclusion is a right, not a special privilege. The Indian Constitutions Article 21A recognizes education as a right, for all children. The concept of inclusive education rests on the belief that every child has the ability to learn and reach their potential when given a chance to participate in school provided with necessary resources and taught in a way that suits their individual needs (Handbook of Inclusive Education, p.13). Various educational policies, programs, acts and laws. From the Kothari Commission to the National Policy on Education 1968 Integrated Education for children (IEDC) in 1974 National Policy on Education 1986 Programme of Action 1992 Salamanca Statement in 1994 persons with disability act 1995 Sarva Shiksha Abhijan 2001 National Curriculum Framework 2005 United Nations Convention on Rights of Person with Disabilities (2006) Right to Education Act 2009, RPWD Act 2016 have discussed inclusion in varying manners (Handbook of Inclusive Education p. 45-47). Recently the National Education Policy (NEP) 2020 has underscored the significance of Inclusive Education and inclusive classroom practices for fostering development of every student irrespective of their backgrounds or abilities (NEP, 2020, p. 24). This research paper aims to contribute to the conversation about enhancing mathematics education in classrooms by incorporating insights, from cognitive load theory. This study delves into the idea of load theory (CLT). How it can be utilized in teaching mathematics to students, in inclusive classrooms, particularly those, with varying learning requirements. Inclusive mathematics classrooms can be enriched with meaningful learning experiences for all learners by teachers who tailor their instructional strategies depending on different and unique cognitive profiles of students. The initial part of the paper gives an introduction to the theory of cognitive loads. It also outlines why teachers must have knowledge about cognitive load theory since it is essential in inclusive classrooms for better teaching practices. The second section focuses on the obstacles and opportunities to implementing cognitive load theory into inclusive math classrooms, such as differences in thinking skills, prior knowledge, et cetera. Inclusionary techniques suggested by Cognitive Load Theory are vital towards facilitating a positive environment in which students with varying abilities can learn together in maths classrooms. If teachers emphasize effective instructional design, they would make their educational experience more comprehensive for each others consideration so that everybody succeeds at school and has a positive educational experience. KEY WORDS: Inclusive Mathematics Education, Inclusive Classroom Practices, Children with diverse learning needs, Cognitive Load Theory, Instructional Design,

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