INTRODUCTION

Children are very important part of our society. Any lacunae in early
education of a child can have long – term consequences, Not to be educated not
to be educated. Not to acquire basic literally and numeracy is a serious
disability both for the child and for coming generations. Education is the basic
requirement for success of democracy and progress of a country.
Education is considered as the best equalizer among all emerging
inequalities and is universally acknowledged as one of the key inputs
contributing to the process of individual and national development. In India 3.6
percent of the GDP was invested in education 2006-07 and the expenditure on
elementary education alone accounted for 53.5 percent of the total education
budget in the country. In India spending on schooling is 1.28 percent of GDP.
Primary Education is seen as the first step in laying the foundations for
future educational opportunities and life long skills. Through the skills and
knowledge imbued, primary education enables people to participate in the
social, economic and political activities of their communities to their fullest
potential. The education for all movement better known as SSA aims to bridge
social gender and region facets of education in the country.
Sarva shiksha Abhiyan is a comprehensive plan to proved free
education to all children in the age group 16-14 years. It was launched in 2001,
with an autlay of Rs. 7,000 crore, SSA is government’s flag ship programme to
provide universal access to elementary education for children 6-14 years old.
The scheme aims to improve enrolment, retention and the quality of education
to enable children to achieve grade appropriate levels of learning . It also aims
to eliminate gender differences and gas between different social categories.
Sarva Shiksha Abhiyan ensures that every child with special needs,
irrespective of the kind category and degree of disability is provided
meaningful and quality education. Hence SSA has adopted a zero rejection
policy, so that no child is left out of the education system. The major thrust of
SSA is on inclusion or main streaming CWSN into the fabric of normal
elementary schooling. Experiences of programmes like DPEP and various
research findings have shown that inclusion is best determined by the
individual needs of the child.
Most children with special needs can be enrolled and retained in
regular school if adequate resource support is provided to them, where as
there are others who might have to be provided some kind of pre-integration
programmes before they can be main streamed in a classroom. There might
also be some children with sever disabilities who need educational programme
and intensive specialized support scope of formal school in the current
situation.
Thus, SSA has adopted a more expansive and a broad – based
understanding of the concept of inclusion, wherein a multipoint model of
educating CWSN is being implemented. The dual objective of embracing this
model is to bring more CWSN under the umbrella of SSA and to provide to
CWSN appropriate need based skills, be it vocational functional literally or
simply activities to daily living.
SSA is a centrally sponsored scheme (CSS) designed to operate in a
federal system in which the states ate responsible for providing elementary
education. Planning is intended to be a bottom – Up exercise commencing at
the grass – root village ward level which is then aggregated at the district and
finally at the state level.
The project is implemented by the states through state implementing
societies (SIS) that are funded jointly by central and state government in a cost
sharing ratio of 75:25. Expenditures include building new classrooms / other
amenities, provision of free textbooks, salary to additional teachers and
bringing about quality education through training provisions and aids for
teachers, between 65 and 85 percent of the expenditure is incured at the sub-
district level. Access and enrolment at the primary stage of education have
reached near universal levels. The number of out – of school children has
reduced significantly. The gender gap in elementary education has narrower
and the percentage of children belonging to scheduled castes and tribes
enrolled is proportionate to their population.

Importance of the study:

Primary education constitutes a very important stage of the entire
structure of education. The entire edifice of our national developments is based
on the availability and quality of primary education.
For better development and growth of child, quality education is most
important aspect. Every child should have the opportunity to make a better life
for himself. Unfortunately, too many children in the world today grow up
without this chance, because they are deprived of their basic right to even
attend primary schools.
There have various studies undertaken independently by external
agencies as well as by SSA on several aspects SSA initiatives, including both
qualitative and quantitative dimensions.
The aspects / indicators used for assessment in most of these studies
are more objective like access to schools, number of teacher in schools
availability of classrooms, toilets, presence of learning teaching maternal etc…
But tangible aspects which are more subjective in nature like quality of
teaching classroom interactions, behaviour of teachers etc. are not adequately
addressed in most of there studies, especially from the perspective of the ‘end –
user’. There is thus a compelling need to undertake a comprehensive study
which covers both the qualitative and quantities aspects of the initiatives from
an end – user perspective to understand their success in a better way.
 Sarva Shiksha Abhiyan (SSA) is implemented as India’s main
programme for universalizing elementary education. Its overall goals include
universal access and retention, bridging of gender and social category gaps in
education and enhancement of the learning level of children. SSA provides for a
variety of interventions, including inter alia opening of new schools and
alternation classrooms, toilets and drinking water, providing for teachers,
periodic teacher training and academic resource support, textbooks and
support for tearing achievement. These provisions need to be aligned with the
legally mandated norms and standards and free entitlements mandated by the
new law that provides a justifiable legal framework entitling all children
between the ages of 6 to 14 years free and compulsory admission, attendance
and completion of elementary education. It provides for children’s right to an
education of equitable quality based on principles of equity and non-
discrimination. Most importantly, it provides for children’s right to an
education that is free from fear, stress and anxiety.
Sarva Shiksha Abhiyan (SSA) is a comprehensive and integrated
flagship programme of the Indian government to attain universal Elementary
Education (UEE), covering the entire country in a mission mode. SSA was
launched in 2001 and 2002 in partnership with the state governments and
local self government. The programme aims to provide useful and relevant
elementary education to all children between the ages of 6 to 14 by 2010. It is
an initiative to universalize the quality of education through deteritralized and
context specific planning and a process based time bound implementation
strategy. The programme lays emphasis on bridging all gender and social
category gaps at elementary education level with time bound objectives.
Sarva Shiksha Abhiyan is an effort to universalize elementary education
by community – ownership of the school system. It is in response to the
demand for quality basic education all over the country. The SSA 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. SSA is the primary vehicle for delivering the right to education.
Since independence various efforts have been made by the government
to provide free and compulsory education to the children between the ages of 6
to 14 for this purpose, large numbers of schools were opened by the
government. Intensive drives have been made to enrol the children in these
school, but very little attention has been paid to the retention of those children
who are already enrolled in those schools.
Keeping these factors in view SSA, a centrally sponsored scheme was
stated to uplift the programme of universalization of elementary education
throughout the country. In this scheme, states are being provided every sort of
help to improve the literacy rate in the country. Large numbers of schools are
being opened under the scheme. New teachers are being appointed to fulfil the
deficiency of staff in these school. Mid-day meals schemes were also
implemented and new buildings were being constructed under this scheme
keeping in view the aforementioned discussions, there is a need for the present
study to investigate and see how far the government has succeeded in
implementing SSA in Avathi Hobli and vastare Hobli.

Methodology:
The study was conducted to assess the level of achievement of schools
under the Sarva Shiksha Abhiyan programme. A Survey was conducted to find
out the schools where Sarva Shiksha Sbhiyan programme has been introduced.
The study was conducted in chikmagalur Taluk. Chikmagalur Taluk has been
divided into 8 hoblies, in that hoblies I have taken only two hoblies. They are
Avathi hobli and vasthare hobli. In this hobli I have taken the sample of 5
lower primary school and 5 hupper primary school , in each school I take 3
respondents from each school totally I have taken only 30 students for this
study.
The study was based on primary and secondary data. Both primary and
secondary data was collected through instruments structured at different level
schedules. The secondary data was collected from the district education officer,
Reports, journals etc.. and the primary information available from teachers,
parents, children, carrying out interviews, Based on documentation filed
observation and data analyses. This study identifies positive initiatives taken
up by the Sarva Shiksha Abhiyan and suggest further measures that need to be
taken to achieve the goal of SSA in schools.

Objectives of the study:

1) To analyse the growth and development of primary education under Sarva
Shiksha Abiyan programme.
2) To analyse the Financial allocation for primary education under sarva
shiksha abhiyan programme.
3) To analyse the problems of after implementation of SSA programme
4) To give the solution for the problem of Sarva Shiksha Abhiyan programme.

Limitation of the study:

The limitation of the study is a necessary point of research. Because it
saves to wastage of time, money, labour and over sources research.
Therefore, adopted limitation process of the study is given below.
The study will be concentrate only on education through SSA
programme. The sample selection had only 30 students. The study will be
completed from only students of 10 primary school in Avathi and Vastare
Hobli. The study will be conducted related to only social secator economy.
Chapter Schemes:
The study has been divided in five chapters.
 The first chapter covers introduction, objectives of the study ,
importance of the study, review of literature. Methodology, limitations
of the study and chapter schemes.
 The second chaper gives a Sarva Shikha Abhiyan programme in India:
An overview
Introduction, progress of Sarva Shiksha Abhiyan program in India,
problems of sarva shiksha abhiyan programme in India, Solutions,
conclusion.
 The third chapter is an Sarva Shiksha Abhiyan programme in
Karnataka: An – Overview.
Introduction, progress of sarva shiksha abhiyan programme in
Karnataka, problems of Sarva Shiksha Abhiyan programme in
karanataka , Solutions, conclusion.
 The fourth chapter is devote for analysis of data and interpretation
about schedules provided by the Sarva Shiksha Abhiyan programme.
 Finally chapter fifth gives the findings, conclusion, suggestions about
the study.

Review of literature:
A review would indicate the from and level of research conductor in a
subject till state, it would also give information instruments of measurement
used the nature of analysis of the benefits and management
recommendations formulate, Therefore the review would provide useful in
lights into economic benefits of the scheme is chosen for the research study.
 1. Shashi kaul and Sharadha Sahni (2012)
They have analysed in their article entitled on “ Assessment of
SSA in Jammu City”. They explain that education is one of the most power full
instruments in shaping the human race, education is the answer to all our
socio- economic problems, more than 75 percent of people live in rural areas.
There is an imperative need to change the education pattern to achive.
Universal primary education in India. Even after 60 years of independence
India is facing obstacles in providing education for all, Thus SSA is premier in
2001, to achieve the cherished goal of UEE, a fundamental right.
In this article they have been identified that reason for not attending
the school by the children. The main reasons like, lack of motivation, engaging
in agricultural activities, not interested in studies, migration, that way they
have suggested that government should educate the parents particularly the
women and increased infrastructure facility in school. These are all the
suggestions by them.
2. Dr. Kotreshwaraswamy A surapuramath (2012),
They have analysed in their article entitled on “ A study of Attitude of
preachers towards In – services paining programmes of Sarva Shiksha
Abhiyan”. They founded that most of the training programmes were
confronted with the critical issues of little innovation, poor coordination,
absence of objectives, unskilled resourced skills and knowledge as well as
absence of follow – up work of training programmes.
3. Subhrangshu Sekhar Sarkar and papori Barvah( 2013)
They have analysed in their article entitled on “ Inclusion of the
excluded: A study on Education Guarantee Scheme (EGS) in India”. They
explain that most of the EGS centres are functioning well and the learner’s
educational achievement level is also found to be satisfactory. The
contribution of EGS centres for the locality cannot be denied.
 The learners who study in the EGS centres, most of them might not have
seen the face of education had there been no EGS centre in the locality.
However there are certain deficiencies which need to be looked into for
strengthening these centres and bringing excellence.
4. Vijay Joshi and Dr.Kishor Moharir(2012).
They have analysed in their article entitled on “ An empirical study of
import of SSA on the subject performance in rural and urban schools in nag
pur distrait”. They explain that 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. This study deals with the comparison of
various parameters of BAS and MAS. This includes comparison of
achievements of class III and class VI students performance.
5. Dr. Monas Ranjan Panigrahi(2012).
He has analysed in his article entitled on “ Effectiveness of Sarva
Shiksha Abhiyan on Achievement of learners at Elementary Level”. In this
article he founded that some findings like, Achievement pf learners of class V
of SSA is significantly greater in language than their Non- SSA counterparts,
and Achievement of learners of class V of SSA boys is significantly greater in
language than their Non-SSA Boys counterparts, and The average
performance of learners of class V of SSA Girls schools is highest. However,
there is significant difference in learners performance in EVS of SSA Girls
and Non – SSA Girls schools.
6. Jasmeen Jot Arora (2012).
She has analysed in his article entitled on “ Impact of Sarva Shiksha
Abhiyan on girls education in Punjab”. In this article ahs has explained some
impact factors of SSA on girls education in Punjab.
 SSA is an effort to improve the performance of the school system and
provide community- owned quality elementary education in the mission
mode. It has a special focus on the educational needs of girls, SCs, STs and
other children in difficult circumstances. Girls play a very important role in
the progress of primary education but one of the major obstacles in achieving
the goal of universalisation of elementary education in India is the poor
enrolment ratio of girl children. The problem is further aggravated due to
non- participation of rural girls. The social acceptance of the need of
education of girls is greater in urban areas. It is pertinent to note that nine
out of ten urban girls appear to be on rolls as for as the primary education is
concerned, but rural girls are way behind both at the primary and upper
primary stage.
7. S.K.PANT (2012).
His article entitled on “Sarva Shiksha Abhiyan: A novel model for
inducing inclusive growth. In this article He has been founded performance of
Sarva Shiksha Abhiyan. This study analysis the performance of the
programme and sees the extent to which it has succeeded in ensuring social
inclusion of the deprived section of the society, the analysis shows that SSA,
as a programme, has succeeded to a large extent in promoting the concept of
inclusive growth in quite a few number of states but has not met with similar
success in many other states particularly the BMARU states, largely because
of the failure body. It may and equally important segment viz the private
body. It may be recalled that the SSA model has been tried out on public
private partnership “ mode in which both segments viz, the public and private
have to play proactive role, unfortunately, this has not happened in the
BIMARU states as a result of which the performance of the programme has
not picked up.
8. Pratibha Pandey and A.K.Singh(2012).
 They have analysed in their article entitled on “ Impact of SSA on
elementary education in sagar District.” They explain that the SSA has indeed
strengthened universalisation of elementary education with all additional
inputs. There has been an overall development not only in the physical
facilities of schools but also in the learner achievement. This programme is a
boom to students which curtail a lot the problem of dropouts. In the long run
SSA will be remembered as one of the best programmes both for enrolment
and retention of students in schools.
9. Dr. M.Indira professor (2012).
He has analysed in his article entitled on “ An analysis of regional disparities
in the performance of SSA in India.” In ties article he has explained the
regional disparities in the performance of SSA and the correlation between
public expenditure on elementary education and educational outcomes. In
terms of utilization of education fund, the decreasing coefficient of variation
suggested that the regional imbalance among the states. Uts has been coming
down over a period of time. At the same time it was found that still some
states like Bihar, M.P, Rajasthan and other educationally backward states
have been lagging behind, their performance is lesser than the educationally
developed states, on the one hand the correlation results proved that the
utilization of education found is positively associated with the education
outcomes.
10. H.Ibomcha Sharama (2013).
He has analysed in his article entitled on “universalisation of
elementary education under Sarva Shiksha Abhiyan In Manipu.”
In this article he has explained status of universalisation of elementary
education under SSA in the state of Manipur, universalisation of elementary
education is the provision of education because of the make education for all
children to complete elementary education. That’s way control government
introduce SSA programme in 2001. SSA is an eff art to universalize
elementary education by community ownership which is a comprehensive
and integral flagship programme of government of India to achieve UEE by
2010. In Manipur SSA has seen introduced since 2004, because of variorum
reasons and constraints it could not achieve the target in the during period.
So he has suggested that there is a need of to take the serious attention and
action to achieve the scheme of SSA with in the short period.
11. Dr. V.VMalagi Dean and Chairman (2013).
They have analysed in their article entitled on “ Intervention of SSA is
charging Academic performance of primary school students’. In this article
they stated that SSA is government of India’s flagship programme for
achievement of UEE in a time bound manner, SSA seeks to provide quality
elementary education including life skill. SSA has a special focus on academic
performance of children. The success of the programme of providing tree and
compulsory education of high standard to all the children in the 6-14 age
group the number of teachers and teachers student ratio are responsible for
achievement during 2007-08. The number of residential schools and teachers
– student ratio are related with achievement of students during 2008-09. The
three variables such as number of teachers, number of residential school and
teacher- student ratio influence on achievement in the year 2009-10 and
2010-11.
12. Shalini Yadava (2013).
She has analysed in her article entitled on “NGO participation in SSA
with Respect to enrolment, Retention and Achievement at Elementary stage
in the NCT of Deldi”.
In this article She has explained participation of NGO3 in
universalisation of elementary education under SSA, NGO3 cannot be a
panacea for all problem that beset primary education and limitation of their
work should be clearly understood. The study was conceived to understand
how partnership with NGO3 can provide us full insights in the field of
pedagogy of teaching incentives for enrolment and retention of pupils, etc.
This study argued for partnership between the govt and non-govt sectors to
close the gap in access. Equity and quality in elementary education. The
universalizing elementary education cannot be achieved in short term by
efforts from the government alone and that sustainable and enduring links
with the NGO3 Shall contribute in achieving these goals.
13. Binay puttanayak (2013).
He has analysed in his article entitled on “ Initiatives under the SSA for
Improvement in Basic numeracy skills among children in the early grades”. In
this cortical he has explained.
At present the SSA is encouraging all states and Uts to design organized
tearing enhancement programmes to improve the classroom processes in
different subject areas of both primary and upper primary level. More
thinking and preparations to achieve the SSA goals aiming for universal
quality education in the 6 to 14 age group. Mathematical resource canters,
universities and mathematicians need to think about it mare and should
explore strategies to improve the quality of mathematics education in the
country.
14. Ms. Eritriyan Roy (2013).
He has analysed in his article entitled on “child welfare schemes in uperwara.
A hit or a flop show”. In this article he said that the district outlay pattern of
both the schemes shows that the funds allocated for the schemes were not
fully utilised. The achievement level under different heads varied from 35%
to 48%. This reflects the improper functioning of the schemes. But a partial
success can also be credited to the increase in the number of schools in raipur
district. An increase in enrolment rate in the schools shows the success of SSA
and MDM in the village. A grey shade picture can be drawn for the out come
of both the schemes running in village upewara. In certain aspects, the
schemes presents a good image while in other the schemes fails to achieve the
target of universalisation of education.
15. Syed Noor –Ul – Amin and Younis Basit (2013).
Their article entitle “An evaluative study of Sarva Shiksha Abhiyan in
Block keller of District Pulwama”. In this article they have been founded
performance of SSA in Block keller of District pulwama, elementary education
is the foundation for both order and progress of society, which not only
provides basic education but is also expected to promote political, economic
social development and change. The study reveals that SSA opened 94
primary schools in block keller district pulwama from 2003 to 2011. The
study also reveals that SSA have upgraded 52 schools in block keller district
pulwama form 2003 to 2011. The study also reveals that SSA have upgraded
52 schools in black keller district pulwama from 2003 to 2011. The study also
revealed fluctuations in enrolment of SSA schools from 2003-2011 in black
keller of district pulwama. Enrolment of female students also showed
fluctuations in enrolment of SSA schools of black keller of district pulwama
from 2003 to 2011.
16.Md. Delowar Hussain (2013)
His article entitled on “ Management and structure of SSA programme in
Assam”. In this article. He has been explain mention that the proper
implementation of SSA programmes in state level depends on the proper
management of SSA programme from top to bottom level. Since SSA is a
comprehend ship and integrated flagship programmed of govt of India to
attain universal elementary education covering the entire cantry in a mission
mode, So unlike other states of India, Assam shard also maintain national
standards to implement SSA programme properly.
17.S .Balasubramanian (2013). He has analysed in his article entitled on “
Activity based learning (ABL) – A paradigm shift under Sarva Shiksha
Abhiyan.” In this article he has explained ABL is being discussed in the past
few decades. Its scientific and systematic proactive has been possible only by
now. Its significance it to be realized by every teacher. When teacher
practices this approach in the class-room, every child would attain the
competency. ABL has got so many favourable aspects to make the
disadvantaged children to learn. It may be implemented as a national project
in all AIE centres.
18. Smt.J.M.Patil and Dr. V.V. Malagi(2013) They have analysed in their article
entitled on “Intervention of SSA in changing Academic performance of
primary school students”. They founded that the factors like number of
teachers and teacher student ratio are responsible for achievement during
2007-08. The number of residential schools and teacher – student ratio are
related with achievement of students during 2008-09. The three variables
such as number of teachers, number of residential schools and teacher –
student ratio influence on achievement in the year 2009-10 and 2010-11.
19. Minu Lota Newar (2013). He has analysed in his article entitled on “The
role of siksha Mitras in realizing the objectives of Universalization of
Elementary Education (UEE) – The para Teachers Recruited by SSA mission”.
In this article he has explained para teachers are generally satisfied with their
job but many expressed dissatisfaction about the honorarium they get
demand for better salary and equality of status with regular teachers is
almost universal. The desire to serve the community and high social status of
the teachings profession in society is considered as important motivational
factors in joining this teaching, expectation of continuity in the service,
absence of alternative job opportunities, financial need and financial
independence. In fact, most of these reasons are interrelated.
20. Dr. Ritu Bakshi (2013). He has analysed in his article entitled on “ Sarva
Shiksha Abhiyan in karngra district: A critical analysis”. In this article he said
that the government has launched the programme of SSA in 2000, the main
objective being, to accelerated the achievement of UEE. It is a holistic and
convergent programme targeting both primary and upper primary classes in
all districts of the country. The present study sheds better understanding of
the quality dimensions of elementary education which will help the field level
functionaries of SSA to devise ways and means for recognizing classroom
interaction, using suitable evaluations techniques and developing
harmonious relationships with parents and community there by leading to
improvement in the quality of education at elementary stage.
21. Deepa Sankar (2007). She has analysed in his article entitled on
“Financing Elementary education in India through Sarva Shiksha Abhiyan:
Chainages in recent times”. In this article She has explained that the SSA has
been contributing additional amounts to overall and ‘per child’ education
expenditures in all states, especially for new investments to expand provision
and improve infrastructure and manpower in the first stage and now to
increasingly focus on quality issues. The obligation of providing for these new
investments was more on centre than on states so far, but changing the
funding pattern seems to affect the funding of programme,
Any decision on funding centrally sponsored scheme instead of adopting
a uniform norms for financial and take into account the differences in states
current level of provision and outcomes, differential financial requirements to
fill the provision gaps and the fiscal situation in states and their ability to
contribute to the program. The planning commission in the case of SSA,
should either go back to 756:25 sharing pattern, or should devise a
differentiated funding formula applicable to states based on their outcomes,
gap and fiscal capacity. Thus the incidence of financing SSA should fall
differently on states that have already met certain milestones and for those
states that are lagging behind others in provision as well as in out comes.

22. Lakshmi Narayanan (2006). He has analysed in the article entitled on

“Decentralised educational planning in India. A critique on the Sarva
Shiksha Abhiyana”. In this article he has been explained the shifts from the
traditional linear approaches to ‘Step Planning’ models towards a more
qualitative view of a total process-planning model give birth to the current
discourse like community participation. The community in India turn out
that instead of being the perfect solution the community is part of the
problem many well-informed and knowledgeable person who are fully
aware of the deep divisions and inequalities of class of caste and of gender
in India society as a whole somehow manage to persuade themselves that
the Indian community is free from those divisions and inequalities. For
these reasons it is important to understand that the process of
decentralisation transfers some of the powers from the central to the lower
level authorities through not all.
AN EVALUATION OF SSA AND PRIMARY EVALUATION A STUDY OF CHIKMAGALUR TALUK

23.Dr. Arvind Sharma (2010) His article entitled on a study of impact and
effectiveness of innovative programmes under SSA for children with special
needs. In this article he has been founded that the impact and effectiveness
of innovative programmes under SSA for children with special needs.

The interventions under SSA for education of CWSN (children with special
needs) are identification, functional and formal assessment , appropriate
educational placement , preparation of individualized educational plan,
provision of aids and appliances, teacher training, resource support,
removal of architectural barriers, research, monitoring and evaluation and
a special focus on girls with special needs. There is a need to develop a
long-term strategy in which every step taken address to the sound base in
order to achieve meaningful results. The school system must change to
enable it to respond to the educational needs of the disabled children. For
this reason a changed curriculum that all children can follow should be
developed.
24. B.K Pattanaik and Madan Mohan Singh (2010), Their article entitled on
“Sarva Shiksha Abhiyana and inclusive education” In this article they have
been identified India has the distinction of having one of the largest
elementary education systems in the world with more than 15 crore
children enrolled and having more than 30 lakhs teachers, the elementary
education is expanding in the country on a significant scale .

The government of India has launched several programmes after

independence to uplift the literacy in the country, in order to achieve
inclusive education it has provided incentives to the children belonging to
the scheduled caste and scheduled tribes and also to the girls more recently
the government of India has launched in 2001 Sarva Shiksha Abhiyana a
flag slip programme in partnership with the state government to cover the
entire country and address the needs of 192 Million children in 1.1 million
habitations.

One of the essential features of inclusive education is to attain gender

equality in terms of educational attainment and educational opportunities.
The study shows the scheduled castes children constitute more than sixty
percent of the total children in first three classes from class-1 to class-III
and in class IV and V they are nearer to sixty percent.

25. By N.S Shetkar and S.S Narwade (2010). They article entitled “Role of
Aurangabad Zilla Parishad” in development of primary education they have
been founded that performance of Aurangabad Zilla Parishad in
development of primary education, the Aurangabad Zilla Parishad has
emphasized more on mid-day meal program to increase the attendance of
the primary school children than attendance allowance . it is also seen that
Aurangabad Zilla Parishad gives negligible educational assistance to society
and economically deprived primary school children. The performance of
primary schools on the ground of availability of physical facilities was
found to be unsatisfactory in Aurangabad district. The study showed that
the government schemes to increase the attendance of children has
succeeded in their objective.

26. Gupta Manoj Kumar, Prasad Jagdish, and Verma J.P(2010). They have
analysed in their article entitled on “Statistical Analysis of Socio-economic
Variables Responsible for wastage in Elementary Education in Rajasthan”
India. In this article have been founded engagement of children in grazing
cattle, poor economic condition of parents and marriage of children in early
age have influence over enrolment and dropout rates in Rajasthan. It
includes that child labour Act, right to education Act, and child marriage
Act, are not being effectively implemented in Rajasthan state. If three Act
are implemented effectively than school dropout and never enrolment due
to engagement of children in agriculture work engagement of children in
grazing cattle, poor economic condition of parents and marriage of children
in early age will certainly decreased to a great extent in Rajasthan. By
controlling only these four variables, cent percent enrolment rate and Zero
dropout rate cannot be achieved because there are some educational
variables which are also responsible for enrolment and dropout in
elementary education in Rajasthan.

27. Ward. M(2011). His article entitled on “Aid to Education the case of
Sarva Shiksha Abhiyana in India and The Role of Development Partners”. In
this article he has founded that SSA in India the largest basic education
programme in the world. It reviews the practical experience of India and its
development partners in jointly developing and implementing a national
education programme and how greater alignment of external assistance
with the government of India’s national policy for achieving universal
elementary education was brought about thus promoting country
leadership and harmonising donor practices for effective aid delivery in
line with the principles of aid effectiveness set out in the Paris declaration
Assistance committee. The case shows that the development partners are
playing on important role and that external support for elementary
education in India is organised in a unique and effective way and
contributed to increased access to basic education, particularly in the
populous north of the country.

28. Sakshi Jain and Meenakshi Mital(2011). Their article entitled on

“assessment of Sarva Shiksha Abhiyana’ in sarvodaya schools of Delhi”. In
this article they have been explain the effectiveness of SSA and focuses on
assessing the awareness and satisfaction level of different stakeholders
regarding selected programme components. The study revealed that
despite some 100 pholes that were found in the programme, the
programme had been very effective in mainstreaming act of school children
and reducing dropouts. Some areas that need to be looked into to improve
the efficacy of the programme were awareness level about the programme,
allocation of funds for teaching- learning material and providing Ngo’s who
are partners in the programme with better funding and timely dispersal of
the funds for their smooth functioning.

29. Manoj Kumar Dash (2010). He has analysed in his article entitled on “
Education of Disadvantaged under SSA: Role of open distance education
programme”. In this article he has explained inspire of various efforts,
policies programmes and interventions. More than crore of rural children
are out of school and still many children are on the list of dropout i,e out of
the system of elementary education at different levels most of the out-of
the school children are from village schools which are mostly socially and
economically marginalized. Initiatives like education guarantee schemes
(EGS) and alternative and innovative education (AIE) centres have been
taken to bring them back to schools. But what is challenging is effective
implementation. There is lack of sincerity and dedication in implementing
the programme for wider benefit on one hand and lack of co-ordination for
execution of programme from top to grass root level on the other hand.

30. S. Venkatesn (2012) He has analysed in his article entitled on

“Evaluation of sensitivity paining program on Academic problems in
Elementary school children for inclusive education resource Teachers
under SSA Karnataka”. In this article he has founded that An immediately
apparent enhancement of ‘Knowledge Secures’ of the IERT3 as part of the
program being rated on the positive side from above average to exceptional
across several defined fools/ techniques and evaluation practices
/procedures being standardized and made operational as baseline bench
marks for comparisons across several similar such sensitivity training
programs that may be undertaken in the future.