Objective  ||  Strategies

SSA is an attempt to provide human capabilities to all children through provision of community owned quality education in as MISSION MODE. Therefore SSA focuses on the following:
A programme with a Clear time frame for UEE.
A response to the demand for Quality Basic Education all over the country.
An opportunity for Promoting Social Justice through basic education.
An effort at Effectively Involving the PRIís SMCís Village and urban slum level education Committees, PTAís, MTAís TACís and other grass root level structures in the management of elementary schools.
An expression of Political will for UEE across the country.
A Partnership between the central, state and the local government.
An opportunity for States to develop their own vison of elementary education.

Objective of SSA

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All children in school, Education Guarantee Centre, Alternate School, ďBack to SchoolĒ 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.

Basic Features of SSA

Institutional reforms.
Sustainable finance.
Improvement in quality
Community based monitoring.
Community based approach to planning.
Community based approach to planning.
Mainstreaming Gender.
Educational participation of SC/ ST, Religious, Linguistic minorities etc.
Thrust on quality.
Human resource development needs of teachers.
Preparation of District Specific Plans for elementary education.

Major areas of interventions:

Quality improvement of elementary education.
Special focus groups.
Community mobilization.
Provision of teaching learning material.
Appointment of teachers.
Teacher training.
Establishment of BRCís / CRCís for academic support.
Monitoring and MIS
Construction of classrooms and school buildings Civil Works.
Establishment of education guarantees centers.
Integrated education of the disabled and distance education


Top  ||  Objective

Institutional Reforms:

As a part of the SSA, institutional reforms in the states were carried out. The states 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.

Sustainable Financing:

The SSA is based on the premise that financing of elementary education interventions has to be sustainable. This calls for a long-term perspective on financial partnership between the central and the state governments.
Community Ownership:
The programme calls for community ownership of the school-based interventions through effective decentralization. This will be augmented by involvement of womenís groups, VEC members and members of the Panchayati Raj institutions.
Institutional Capacity Building:
The SSA conceives a major capacity building role for national and state level institutions like NIEPA/NCERT/SCERT/SIEMAT/SIEís. Improvement in quality requires a sustainable support system of resource persons.
Improving Mainstream Educational Administration:
It calls for improvement of mainstream educational administration by institutional development, infusion of new approaches and by adoption of cost effective and efficient methods.
Community Based Monitoring with Full Transparency:
The programme will have a community based monitoring system. The educational management information system (EMIS) 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 are the basis for formulating district plans.
Accountability to Community:
SSA envisages cooperation between teachers, parents and PRIís, as well as accountability with transparency.
Education of Girls:
Education of girls, especially those belonging to the scheduled castes and scheduled tribes, is one of the principal concerns in SSA.
Focus on Special Group:
There is a focus on the educational participation of children from SC/ST, religious and linguistic minorities, disadvantaged groups and the disabled children.
Pre-Project Phase:
SSA commenced through 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 Equality:
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 BRCís/ CRCís, recruitment of qualified teachers, opportunities for teacher development through participation in curriculum related material developments, focus on classroom process and exposure visits for teachers are all designed to develop the human resource among teachers

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