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Journal articles on the topic 'Sarva Shiksha Abhiyan (Programme)'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

K, VIJAYARANI, and SENTHILNATHAN S. "Computer aided learning (cal) centers under sarva shiksha abhiyan: establishment and functioning." Journal of Management and Science 1, no. 3 (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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Deepak, Dey Kumar. "Socio-demographic Characteristics of School Dropouts in Mahbubnagar District of Telangana State, India." Artha - Journal of Social Sciences 15, no. 2 (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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3

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, no. 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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4

Kaul, Shashi, and Shradha Sahni. "Assessment of Sarva Shiksha Abhiyan in Jammu City." International Journal of Educational Sciences 4, no. 1 (2012): 57–66. http://dx.doi.org/10.1080/09751122.2012.11890028.

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5

Mallik, Lakshmi, and 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 (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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6

Mokta, Mamta, and Manjula Sharma. "Sarva Shiksha Abhiyan in Himachal Pradesh—A Case Study." Indian Journal of Public Administration 56, no. 3 (2010): 695–709. http://dx.doi.org/10.1177/0019556120100325.

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7

Mir, Murtaza Hussain. "Administrative Structures envisaged under ‘Sarva Shiksha Abhiyan (SSA)’-Roles, Challenges and Achievements." Research Journal of Humanities and Social Sciences 9, no. 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, no. 6 (2013): 12. http://dx.doi.org/10.17010/aijer/2013/v2i6/54535.

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9

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, no. 3 (2018): 567. http://dx.doi.org/10.5958/2321-5828.2018.00095.5.

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10

Ward, Michael. "Aid to education: the case of Sarva Shiksha Abhiyan in India and the role of development partners." Journal of Education Policy 26, no. 4 (2011): 543–56. http://dx.doi.org/10.1080/02680939.2011.555001.

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11

Kumar, Manik, Nicky Naincy, and 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, no. 2 (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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12

Kumar, Sandeep, and 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, no. 1 (2017): 55. http://dx.doi.org/10.5958/2230-7311.2017.00010.1.

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13

Furuta, Hiroko, and 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, no. 1 (2014): 15–22. http://dx.doi.org/10.6033/specialeducation.3.15.

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14

Basak, Sanghamitra, and Prasenjit Deb. "Isolation of Factors Differentiating High and Low Levels of Performance of Students in Sarva Shiksha Mission of Hooghly District of West Bengal." IRA International Journal of Education and Multidisciplinary Studies 9, no. 1 (2017): 1. http://dx.doi.org/10.21013/jems.v9.n1.p1.

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After flourishing execution of District Primary Education Programme (1997-2002) at the primary level, a demand had been generated at the elementary level throughout the country. To meet the demand, Sarva Shiksha Mission had been launched in 2002 throughout the country as a flagship programme where both the Union Government and the Provincial Government joined in hand at the operational level. The present study has been conducted in the eastern and western part of Hooghly district of the state of West Bengal where eastern part of the district is taken as high level of performance of students and western part of the district is taken as low level of performance of students. To illustrate the performance level of elementary students in Sarva Shiksha Mission in term of 25 variables, viz., Age (X<sub>1</sub>), Calorie intake value (X<sub>2</sub>), Food intake value (X<sub>3</sub>), Body Mass Index (X<sub>4</sub>), Mother’s Education (X<sub>5</sub>), Use of teaching learning material at school (X<sub>6</sub>), Communication to School (X<sub>7</sub>), Mode of communication (X8), attitude of teachers towards students (X<sub>9</sub>), Adequate Dress during school time (X<sub>10</sub>), Role of School teachers in understanding text books (X<sub>11</sub> ), Role of parents in understanding text books (X<sub>12</sub>), Access to text (X<sub>13</sub>), Availability of text books (X<sub>14</sub>), Home environment (X<sub>15</sub>), Financial Condition (X<sub>16</sub>), Encouragement by the social leaders toward education (X<sub>17</sub>), Encouragement by mother toward Education (X<sub>18</sub>), Encouragement by the siblings towards Education (X<sub>19</sub>), Contribution of mother towards study (X<sub>20</sub>), Contribution of mother towards study (X<sub>21</sub>), mother’s level of income(X<sub>22</sub>), encouragement of mother in continuing education (X<sub>23</sub>), Attitude of mother towards children(X<sub>24</sub>), Whether engagement in essential household activities(X<sub>25</sub>), were found to bear substantial impact on the high and low level of performance (Y) of students.

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15

Prakasam, Geetha Rani. "Does financing universal elementary education reduce interstate disparity?" International Journal of Development Issues 14, no. 1 (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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16

Yadav, NK Sharma, and Rajesh Kumar. "IMPROVEMENT AND CHALLENGES IN QUALITY OF EDUCATION OF PRIMARY AND SECONDARY SCHOOLS IN LALITPUR DISTRICT." International Journal of Research -GRANTHAALAYAH 8, no. 12 (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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17

Dr. Harikrishna Patel. "A Study of Utility of Teaching Learning Material at Special Training Centers in Gujarat." International Journal of Indian Psychology 3, no. 3 (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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18

Das, Premendra, and Prasenjit Deb. "Differences in Perception among Teachers about Rashtriya Madhyamik Shiksha Abhiyan in West Bengal." International Research Journal of Management, IT & Social Sciences 3, no. 3 (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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19

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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20

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

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21

"Sarva Shiksha Abhiyan." Contemporary Education Dialogue 1, no. 2 (2004): 297–99. http://dx.doi.org/10.1177/097318490400100212.

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22

Pandya, Nirav. "FINANCIAL REPORTING SYSTEM OF ELEMENTARY EDUCATION IN GUJARAT WITH RESPECT TO SARVA SHIKSHA ABHIYAN." Towards Excellence, December 30, 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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23

Kaul, Shashi. "Assessment of Sarva Shiksha Abhiyan in Jammu City." INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 04, no. 01 (2012). http://dx.doi.org/10.31901/24566322.2012/04.01.09.

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24

Kapur, Avani, and 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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25

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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26

"A Study on Flow of Funds under ‘Sarva Shiksha Abhiyan’ Scheme to SMK Municipal Corporation (Maharashtra)." Strad Research 8, no. 5 (2021). http://dx.doi.org/10.37896/sr8.5/033.

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27

Valvi, Dr Nisha, Priti Jadhav, and 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, April 5, 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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Chamyal, Devendra Singh. "A Comparative Study of the Knowledge of Rashtriya Madhyamik Shiksha Abhiyan among Secondary and Senior Secondary School Teachers of Almora District." International Journal of Indian Psychology 5, no. 1 (2017). http://dx.doi.org/10.25215/0501.004.

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The present investigation compares the knowledge of Rashtriya Madhyamik shiksha Abhiyan (RMSA) among secondary and senior secondary school teachers in Almora district. The main properties of RMSA programme are access, quality, equity, institutional reform and strengthening of resource institutions. 70 teachers were selected randomly from secondary and senior secondary school of Almora district. Survey method was used to the present research. The logo of RMSA is ‘pade chlo, bade chlo’. For the purpose of research work “Rashtriya Madhyamik shiksha Abhiyan knowledge test” which was made and standardized by G. S. Nayal and G. C. Pandey was used. This test was distributed to 70 secondary and senior secondary school teachers. Descriptive statistics were used. Mean, standard deviation, t-values were calculated. t-test was used to find out the significance of difference of RMSA knowledge among secondary and senior secondary school teachers at p<0.01 and p<0.05. For the purpose of discussion and comparison participants (teachers) were selected from ten different categories such as rural (54.28%), urban (45.71%), male (50 %), female (50%), government (54.28%), private (45.71 %), upper caste (50.00%), lower caste (50.00%), senior secondary teacher (48.57%) and secondary teacher (51.42%).

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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, no. 1 (2016): 96. http://dx.doi.org/10.22381/pihrm4120165.

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"An Insightful Foray into Odisha’s Education Sector." International Journal of Recent Technology and Engineering 8, no. 3 (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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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, June 21, 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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