SARVA SHIKSHA ABHIYAN Meet Since independence Govt. of India has made long strides in the field of education by implementing various programmes/schemes for Universalisation of elementary education. National Policy on Education 1986 and Programme of Action 1992 are such initiatives which accorded top priority for achieving the goals of Universal Elementary Education. Due to these interventions, initiated by Government of India and the respective state Governments, there has been improving retention and the quality considerable progress in providing access, 15ott = ion st r. However, much needs to b improvement in primary education sector. nee on tea pus aS cima i aj especial a . monn a Abhiyan vis an attempt to fill this vacuum and covereg a districts in the country unlike the earlier programmes on pcmneniary educa The programme covers the whole gamut o| elementary ae Sector a flexible enough to incorporate new interventions like speci IC intervent; gitls, e.g., NPEGEL, Kasturba Gandhi Programme. It IS a comprehensive integrated flagship programme of Government of India to attain Univer Elementary Education (UEE), covering the entire country ina mission mode, S§y has been launched in 2001-2002 in partnership with the State Governments a Local Self Governments. The programme aims to provide useful and Televan, elementary education to all children in the 6 to 14 age group by 2010. It isa initiative to universalize and improve quality of education through decentralizey and context specific planning and a process based, time bound implementatio, strategy. The programme lays emphasis on bridging all gender and social categor gaps at elementary education level with time bound objectives. fy Sti «and js ions f, Aims and objectives * All children in school, Education Guarantee Centre, Alternate School, 'Back- to-School' camp by 2003. All children complete five years of primary schooling by 2007. All children complete eight years of elementary schooling by 2010. Focus on elementary education of satisfactory quality with emphasis o education for life. Bridge all gender and social category gaps at primary stage by 2007 and# elementary education level by 2010. * Universal retention by 2010. Features * A programme with a clear time frame for universal elementary education. * 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 Panchayati Raj Institutions, Sch? (anagement Commitices, Village and Urban Slum Level Bdvcti Committees, Parents’ Teachers’ Associations, Mother Teacher Associsio®™ Tribal Autonomous Councils and other grass roots level structures 1 management of elementary schools. An expression of politic il a 3 the ical will f ion across country. ‘or universal elementary education A partnership between the Central, State and local government. 76‘An opportunity for States to devel education. + An effort at effective involving the Panch ement Committees, village and . lop their own vision of elementary ati Raj Institutions, school manage mittees, vil urban slum evel Education Committees, parent’s Teachers’ Associations, Mother-Teacher Associations, Tribal Autonomous councils and other grassroots level structures in the management of elementary schools. Achievements SSA paved the way for universalization of elementary education and children up to 14 years of age are now cligible for free and compulsory education across the nation.The provision of legal backing for SSA occurred when the Indian Constitution under Article 21 A, made free and compulsory education for the children in the age group of 6-14 a fundamental right. Few achievements of SSA g implementation of Sarva Shiksha Abhiyan, the total enrolment in elementary schools has risen from 18.79 crore children in 2009-10 to 19.67 crore children in 2015-16. . As per UDISE 2015-16, Gross Enrolment Ratio (GER) is 99.21% for primary and 92.81% for upper primary level. The Pupil Teacher Ratio (PTR) has improved from 32 in 2009-10 to 25 in 2015-16. 62.65% of the government schools in India have PTR as per the RTE norm which is 30:1 in primary level and 35:1 in upper primary level on an average. 3. Number of Out of School children in 2005 was 134.6 lakh which has come down to 8] lakh in 2009 and 60.64 lakh in 2015. 4. Average Annual Dropout rate at primary level has come down from 6.76% in 2009-10 to 4.13% in 2014-15 as per UDISE, 2015-16 and average Annual Dropout rate at upper primary level is 4.03% in 2014-15 as per UDISE, 2015- 16. 5. The transition rate from primary to upper primary has gone up from 85.17% in 2009-10 to 90.14% in 2014-15 as per UDISE, 2015-16. 6. The Gender Parity Index (GPI) in 2014-15 has reached 0,93 for primary level and 0.95 at upper primary level. 7. Enrolment of SC children has gone up from 19.06 % in 2010-11 to 19.79% in 2015-16 at elementary level. Enrolment of ST children is 10.35% in 2015-16 at elementary level. 4 8. Enrolment of Muslim children has grown up from 12.50% in 2010-11 to 13.80% in 2015-16 at elementary level. As per UDISE 2015-16, a total no. of 10,76,994 government school are operational in India whereas 1,62,237 Primary schools and 78,903 upper primary schools have been opened during the period 2002-03 to 2015-16. 77Failures rents Ignorance by Pe fforts to offer free and compulsory education ite the government’s efforts | a com ale livin| gin remote areas still ignore sending their children to schoo}, Lack of. Coordination = There is a lack of coordination De institutions which leads to issues 1 The attitude of Indifference , 7 There is an air of indifferent attitude by the higher authorities which leads g, lack of effort in the universalization of elementary education. Lack of Funds : : There is an inadequacy of funds which leads to a lack of learning resources a materials. Poverty Even though education may be free, there are still some expenses parents havey incur and those belonging to a poor social class may therefore refrain fic sending their children to school. between the local community and the educ, i izii ation, ‘n universalizing elementary education, Rashtriya Madhyamik Shiksha Abhiyan (RMSA) The Rashtriya Madhyamik Shiksha Abhiyan was a flagship scheme ¢ Government of India, launched in March, 2009, to enhance access to seconds} education and improve its quality. Objectives © The scheme envisages to achieve a gross enrolment ratio of 75% fs 52.26% in 2005-06 for classes IX-X within 5 years of its implementation! providing a secondary school within reasonable distance of any habitat ¢ Improve the quality of education imparted at secondary level by making? secondary schools conform to prescribed norms. Remove gender, socio-economic and disability barriers. Provide universal access to secondary level education by 201 end of the 12th Five Year Plan Enhance and universalize retention by 2020 7, ie. bye Physical Facilities o Additional class rooms Laboratories Libraries Art and crafts room Toilet blocks Drinking water provisions Residential Hostels for Teachers in remote areas. e000 00 BQuality Interventions 9 Appointment of additional teachers to reduce PTR to 30:1 Focus on Science, Math and English education . In-service training of teachers Science laboratories ICT enabled education Curriculum reforms; and Teaching learning reforms. e000 000 Achievements The main achievements of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) are as follows: Equal Access to Education RMSA not only focuses on the provision of secondary education to the special focus groups but also stresses the removal of the existing disparities in the secondary level of education related to socio-economic and gender background. Special groups refer to scheduled tribes and scheduled caste groups, minority girls, and CWSN children. They are also referred to as the vulnerable/ disadvantaged group. Many other strategies were implemented to provide free access to secondary education. Improvement in Education Quality To improve the quality of education, there was an inclusion of environmental education and science laboratories in schools. RMSA also focuses on promoting the central sponsorship schemes facilitated by the population education project, international mathematics, and science Olympiads. in-service training for the teachers, infrastructure, and research inputs is also facilitated by the state governments. Implementation of Information Communication Technologies (ICT) Due to the growing demand in IT, much emphasis is laid upon ITC. Components of the ICT scheme in school include funding support towards computer education plans, digitization using audio and video cassettes by partnering with NGOs, improvement, and reorientation of the staff, and effective management of Internet-based education. Implementation of Integrated Education for Disabled Children (IEDC) It facilitates the inclusion of components that foster the convergence with integrated child development services so that early interventions like Sarva Shiksha Abhiyan (SSA) can be implemented at the elementary level, and special schools. Rashtriya Uchchatar Shiksha Abhiyan RUSA is a Centrally Sponsored Scheme launched in 2013 which aimed at providing strategic funding to eligible state Higher Educational Institutions. The 79ng (in the ratio of 65:35 for General Category States and can bare states) would be norm based and outcome depeng, rid, Ee Would flow from the Central Ministry through the State Gover Fun B rertores to the State Higher Education Councils before Teach dented Insitutions. The Funding to Stales would be made on the pitty critical appraisal of State Higher Education Plans, which would desc .. 7 State's strategy to address issues of equity, access and excellence in Hig ft Education. Vision “ ; To attain higher levels of access, equity and excellence in the State i education system with greater efficiency, transparency, accountability a responsiveness. Key Features . + Norm-based and performance-based funding. Commitment by States and institutions to certain academic, administrative ang governance reforms will be a precondition for receiving funding. Funds would flow from the Ministry of Human Resource Developmey (M.H.R.D.) to universities and colleges, through the State governments. Funding to the States would be made on the basis of critical appraisal of Stae Higher Education Plans (S.H.E.Ps). S.H.E.P. should address each State's strategy to address issues of equity, access and excellence. Each institution will have to prepare an Institutional Development Plt (LDP) for all the components listed under the Scheme. It will be aggrega! at the State level, after imposing a super layer of State relevant componetts into the SHEP... State higher education councils ($.H.E.C.) will have to undertake plasilt and evaluation, in addition to other monitoring and capacity builds functions. . i instituti i . SHC. will be the key institution at the state level to channelize resoure® the institutions from the State budget. wr cn ting coal schemes of Model Degree Colleges and submission 'ytechnics will be subsumed und: U.G.C. Schemes such beth ries af iversities colleges, as development grants for State univers! = sh “ges, one-time catch Up grants, etc. will be dove-tailed in RU i cain Oriented schemes would continue to be handled by U.G.C- states dee funding would be in the ratio of 90:10 for North-Easte™ 6) Sent and Kashmir, Himachal Pradesh and Uttarakhand 2” F ite! ae ior gov aided inerinitong: for Po activities, based on certain n government-aided institutions ns 0:50" jomms and parameters, and in a ratio of 50° 80_— + States would be free to mobilize private sector participation (including donations and philanthropic grants) through innovative means, limited to a ceiling of 50% of the State share (sce chapter 6 of RUSA document for more details). + State-wise allocations would be decided on the basis of a formulaic entitlement index which would factor in the population size of the relevant age group, G.E.R. and Gender Parity Index (G.P.I.) across categories, State expenditure on higher education, institutional density, teacher-student ratio, issues of access, equity and quality and excellence in higher education, etc. Further allocation of funds would be dependent upon performance of the state and its demonstrated commitment to the reforms agenda. Priorities and Strategies The priorities of the state are I. Quality assurance + N.A.A.C. assessment for all the institutions is mandatory. = Necessary grants is to be provided to help institutions within the state for undergoing assessment. Il. Access and Equity + Provide greater opportunities of access to Higher Education with equity to all the eligible persons and in particular to the vulnerable sections and tural population. * Expand access by supporting existing institutions, establishing new institutions, to remove imbalances that exist at present. HII. Infrastructure Development = Thrust on infrastructure development of institutions corresponding to their academic requirements * Necessary grants is to be provided on a need-based to the institutions within the state. IV. Capacity Building in Students é * Introduction of job oriented and industrially relevant courses / vocational courses (certificate, Diploma, Degree) to build capacities in students for self employments * Introducing Remedial classes/ Tutorials/ Career guidance * Necessary grants is to be provided to the institutions within the state having or willing to introduce such courses/ classes. IV. Faculty Recruitment it ing it * High Teacher-Student ratio adversely affect quality teaching in the institutions of higher education. To promote the quality of Hig! Student ratio. er Education by lowering the Teacher- 81Incorporating LCT. based teaching - learning, virtual classroom 10 big + Incorporating 1LC.T. ; of shortage of teachers. oo a Neos grants is to be provided to the institutions with high Tea Student ratio or institutions introducing new courses/ classes, bt nd Innovation i ; ¥ ee of opportunity for Research and Development/ limited Publicar «Enhancing Library resource materials and Laboratories. + To promote Institutions/ Faculty way of providing grants and facilities thy support research in different institutions ions, Shiksha Scheme caGeeeer of India in its Union Budget of 2018-19, proposed to treat schoy education holistically without segmentation from pre-nursery to Class 12. 4s, result, Samagra Shiksha — an encompassing program for the school educatio, sector spanning pre-school to class 12 — has been developed with the Overarching goal of enhancing school effectiveness as evaluated by equal access to education and equitable learning results. It incorporates the former Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education Scheme (TE). The Scheme’s main goals are to provide quality education and improve students’ learning outcomes; to close social and gender gaps in schoo education; to ensure equity and inclusion at all levels of school education; to ensure minimum standards in schooling provisions; to promote vocationalizatica of education; to assist states in implementing the Right of Children to Free and Compulsory Education (RTE) Act, 2009; and to strengthen and upgrade SCERTs. Objectives The following are the aims and objectives of Samagra Shiksha: * Assist states and UTs in implementing the National Education Policy 202 Proposals (NEP 2020). Support states in implementing the 2009 RTE i i eo gl Idren to and Compulsory Education): Se nae pe on Early Childhood Care and Education Emphasis on Foundation! acme ea Thrust on Holistic, Integrated, Inclusive, a Activity 'iculum and Pedagogy to instill 21st-century abilities Providing high-qualit i arco ‘quality education and School Education: Bridgine Soc; : Bridging S Atall stages of schoolii ec 9 Ng, ensuring equi: State Councils for Educational ‘Rewen istrict In: sin? improving students’ lea? nder Gaps; 'y and participation; le eh and Training (SCERTS)S° stitutes for Education and Tsai"! 82cee (DIET) as a nodal agency for teacher training should be strengthened and upgraded. «Providing a safe, secure, and pleasant learning environment, as well as min Features Features Holistic approach 1. to education Administrative reform Focus on Quality of Education Focus on Digital lucation 2. nv 1 B ep a “3 BY imum educational criteria; Promoting education that is more vocational Description Treat school education holistically as a continuum from Pre-school to Class 12. Inclusion of senior secondary levels and pre-school levels in support for School education for the first time. . Single and unified administrative structure leading to harmonised implementation. . Flexibility to States to prioritise their interventions under the Scheme. An integrated administration looking at ‘school’ as a continuum. Enhanced focus on improving quality of education by focus on the two T’s — Teachers and Technology Enhanced Capacity Building of Teachers and School Heads . Focus on strengthening Teacher Education Institutions like SCERTs and DIETs to improve the quality of prospective teachers in the system SCERT to be the nodal institution for in-service and pre- service teacher training — will make training dynamic and need-based. . Support for Rashtriya Avishkar Abhiyan to promote Science and Maths learning in schools. . Support Padhe Bharat Badhe Bharat Programme to develop foundational skills at primary level. . Provision of library grants for every school ranging from Rs. 5000 to Rs. 20000. Support ‘Operation Digital Board’ in all secondary schools over a period of 5 years, which will revolutionise education- easy to understand, technology based learning classrooms will become flipped classrooms. Enhanced use of digital technology in education through smart classrooms, digital boards and DTH channels Digital initiatives like UDISE+, Shagun, to be strengthened . Strengthening of ICT infrastructure in schools from upper primary to higher secondary level. 83Strengthening of Schools Focus on Girl Education Focus on Inclusion Focus on Skill Development Focus on Sports and Physical Education Focus on Regional Balance 1? 2. = = nv oe » nN Enhanced Transport f fa Ito VIII for universal access to school Composite school grant increased from Rs, 14,500.59, to Rs. 25,000- 1 Lakh and to be allocated on the 5% basis school enrolment, Specific provision for Swachhta activities _ Sp “Swachh Vidyalaya’ Improve the Quality of Infrastructure in Gover, Men Schools . Upgradation of Kasturba Gandhi Balika Vidyalaya (KGBYs) from Class 6-8 to Class 6-12. . Self-defence training for girls from upper Primary to Senior secondary stage Enhanced Commitment to ‘Beti Bachao Beti Padhao’ . Allocation for uniforms under RTE Act enhanced from Rs, 400 to Rs. 600 per child per annum. . Allocation for textbooks under the RTE Act, enhanced from Rs. 150/250 to Rs. 250/400 per child per annun, Energized textbooks to be introduced. . Allocation for Children with Special Needs (Cwsy) increased from Rs. 3000 to Rs. 3500 per child per annum, Stipend of Rs. 200 per month for Girls with Special Needs from Classes 1 to 12. - Exposure to Vocational Skills at Upper Primary Levi would be extended. - Vocational education for Class 9-12 as integrated with the curriculum and to be made more practical and industy oriented. . Reinforce emphasis on ‘Kaushal Vikas’ - Sports Education to be an integral part of curriculum Every school will receive sports equipments at the cost 7 Rs. 5000 for Primary Schools, Rs. 10,000 for uf Primary schools and up to Rs. 25,000 for secondary # Senior secondary schools to inculcate and emphasi Televance of Sports, Promote Balanced Educational Development Preference to Ed LWE affected dis Border areas and Niti Aayog lucationally Backward Blocks ces stricts, Special Focus Districts (S! cts Cb) the 117 aspirational districts identifeé 84Implementation Framework + The Department will execute the the State/UT level through a single Ste Faas oars Scheme a 4 7 tate Implementation Society (SIS). « A Governing Council led by the Minister of Human R a and a Project Approval Board (PAB) led by the Sect Soran amen 7 7 y retary of the Department of School Education and Literacy would be in place at th ‘ional level. «The Governing Council will have the authority to change financial and programmatic standards as well as establish precise recommendations for execution within the scheme’ 's general framework. Innovations and interventions to improve the quality of school education will be part of these changes. + By combining the TSGs of the SSA, RMSA, and TE Schemes, the Department will be helped by a Technical Support Group (TSG) at Educational Consultants of India Limited (EdCIL) to provide technical support in functional areas relevant to access, equity, and quality education. States are asked to present a unified plan for the entire school education sector. « The money distribution structure for the scheme between the Centre and States is now 90:10 for the eight North-Eastern States, namely Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim, and Tripura, and 60:40 for the other States and Union Territories with Legislature. + Itis entirely funded by the federal government for Union Territories without a legislature. This is in agreement with the Sub-Group of Chief Ministers on the Rationalization of Centrally Sponsored Schemes’ recommendations, which were received in October of 2015. * The Scheme’s main focus is on enhancing school education quality by focusing on the two T’s — teachers and technology. + All interventions under the Scheme would be designed to improve Learning Outcomes at all levels of education. * Within the scheme’s norms and the total resource envelope accessible to them, the scheme seeks to provide States ‘and UTs flexibility in planning and Prioritizing their actions. a * Students’ enrolment, committed obligations, learning outcomes, and various performance metrics are recommended as objective criteria for allocating funds. * The Scheme will contribute in improving (ra Schooling and encouraging universal access t sueeals, ining calendar, innovations in * , i ining cal > Trough pilereotiqn such as 2 single % ‘aa Fhe integration of Teacher Pedagogy, mentoring and monitoring, and So O's Hd at Education will promote successful convergence and links across diverse Support systems in school education. nsition rates between levels of 0 a complete education for all 85he SCERT will be able to become the nodal agency for the ¢, : aritring of all in-service training programs under one sin allowing it to be more need-focused and dynamic. a e it possible to gain the benefits of techno} . Id also. mak ° : expanding access to high-quality education across all states and U as across all socioeconomic groups. ONdugy ay Ble sche 7 Ogy While Ts, as Vel Interventions : The major interventions, across all levels of school education, Proposed undy the scheme are the following: Universal Access I : «New primary schools, as well as the upgrading of primary schools to Upper primary schools, upper primary schools to secondary schools, and seconday schools to higher secondary schools, would all be sanctioned. This would aly involve the approval of new composite schools, ranging from Grades I to XI, as well as the construction of buildings for schools without structures. * Residential Schools and Hostels for students in grades I through XII in inaccessible places. ¢ Existing residential schools and facilities for classes IXII should t strengthened. * Those in Classes J-VIM, as well as children with special needs, have accesst0 transportation and escort services (CWSN). 7 * Schools from grades I to XII will be strengthened and repaired, with maj and minor repairs. + Residential quarters for teachers in remote and challenging places, pavticua for female teachers, * Assistance to Out-of-school children Gender and Equity . Existing Kasturba Gandhi Balika Vidyalayas (KGBVs) at the upper pan level and Girls Hostels at the secondary level would be expanded to Le residential and schooling facilities for girls up to Class XI, ensuring for every educationally backward block has at Icast one residential sche” girls up to Class XII. Girls’ Physical/self-defense training. pull! ples initiatives at all levels in grades I-XII include an Environment pildee™ za em an Inspiration/ Motivation Camp for SC/ST © rolment/retention campaigns, and so on. Inclusive Education * Children with Special Need z ii at all eve from Kindergarten to XI, (CWSN) are supported in schoo 86Supporting CWSN who are unable to atten Fi Aen nd school at home th home- pased education. This will be for students i fae in grades I through XII. Quality Conduct national or state-level student assessments, Studies on the elements that influence access, equity, Maintenance grants, school grants, ; composite school grants. Proposals for quality improvement based on Projects Guidance and counseling services, as well as aptitude tests, are available. To attain Leaming Outcomes, Learning Enhancement Programs/remedial teaching programs are used. Out-of-School Children’s Bridge Courses Rashtriya Avishkar Abhiyan, for example, provides support for science, technology, engineering, and mathematics (STEM) education. Early reading efforts such as Padhe Bharat Badhe Bharat reccive support. : and quality. and library grants are examples of Financial support for Teacher Salary Support for teachers in upgraded schools. Support of special teachers in schools/clusters of schools. Innovation Innovation for promoting access, equity, quality and gender equality. Digital initiatives Approval of new ICT initiatives in schools, including hardware and software assistance. E-content and digital resources creation Shala Kosh, Diksha, and other central programs to promote the use of digital technology Digital learning material creation, new pedagogy, and capacity building, for example. RTE Entitlements Free Uniforms. Free Textbooks. Under Section 12(1)(c) of the RTE Act, 2009, reimbursement for expenses Incurred for 25% of admissions. ; Specialized training is required for out-of-school children to be admitted at the Proper age, Mobilization of the Community- Section 21 of the RTE Act of 2009 establishes a School Management Committee (SMC) in each school and Cnvisions the community playing a proactive role in successful school Monitoring. A single SMC in a composite school has been recommended to States and UTs. This intervention will help SDMC, SMC, and PRI members 87get the training they need to carry out the roles and obligations outlineg inthe RTE Act of 2009. _ ; Mobilization of the Community- In addition, efforts aimed at Taisin, knowledge of the RTE Act of 2009, strengthening the commy nity’, involvement, and monitoring schools at all levels would be promoted, Pre-primary Education Support to states for pre-primary training, Anganwadi co-location in prim: schools, and curriculum development in collaboration with Ministry/Department of Women and Child Development. States should be aided in their attempts to establish pre-primary schools, the Vocational Education Vocational education is an important aspect of general education at the secondary and post-secondary levels in order to improve youth employability. At the secondary level, vocational subjects such as tools, equipment, and labour costs should be introduced. At the upper primary level, students are exposed to occupational skills. Sports and Physical Education Increased convergence with the Department of Sports. Provision of sports and physical education facilities in all schools. National Component (1% of total budget) Support for national level Programs linked to education quality, assessments, data management, and digital education, such as NIEPA, NCERT, NCPCR, NIC, and others. Technical Support Group for Monitoring the National Institute of Teacher Education’s Establishment Scheme Infrastructure Development . Construction of schools, additional classrooms, strengthening of BRCs and CRCs, toilets and drinking water facilities, Science and Math labs, majo Tepairs to school buildings, etc, Strengthening of Teacher Education and Training . State Councils of Educational Research ang Training (SCERTs); Distt Institutes of Education and Training (DIETS); Block Institutes of Teach Education (BITEs); Colleges of Teacher Education (CTEs); and Institutes © Advanced Studies in Education (IASEs) (IASEs) i Salary Support for Teacher Educators and Academic Faculty in TEIs. Under the auspices of SCERTs and DIETs, teacher training and profession! development, including in-service, pre-service, induction, and_refrestet training, will be given, Principals/Head Teachers Le: ‘adership Training Infrastructure Development Support 88Teacher Education Institutions’ Pro; Special Cells Establishment « Incorporation of new DIETs in new Teacher Education is being established, + Formation of a National Teachers’ Platform « Technical assistance to TEIs grams and Activities (TEIs) districts The National Institute for (DIKSHA) Initiatives under Samagra Shiksha Support at Pre-School level (Early Childhood Care and Education) Samagra Shiksha envisions the school as a continuity from Pre-School to Senior Secondary School, often known as K-12. In India, pre-school programs are referred to as Anganwadis, Balwadis, nursery schools, pre-schools, preparatory courses, kindergartens, lower kindergarten (LKG), upper kindergarten (UKG), play centers, créches, and balvatikas, among other terms. Government anganwadi centres, pre-schools affiliated to government schools, private sector schools, and civil society organizations all offer pre-school programs. The National ECCE Policy, which lays out the vision for children under the age of six years, was adopted by the Indian government in 2013. Padhe Bharat Badhe Bharat Padhe Bharat Badhe Bharat is being implemented under the aegis of the Sarva Shiksha Abhiyan in 2014 to ensure quality at the foundational years of schooling ie., classes I & II. Library grant for promoting reading habits In line with the initiatives under Padhe Bharat Badhe Bharat, an annual library grant has been distributed in all Government schools to instill reading habits among children of all ages and enhance school libraries. By providing resources and situations that support intellectual, emotional, and social development, the library assists the student in making a successful transition from childhood to maturity, Reading is the most important way to gain knowledge. It provides access to historical and contemporary facts, aspirations, and events. Reading helps to shape one’s personality and broadens one’s horizons. Reading has become one of the Most significant components in success since intellectual development is only Possible through the formation of a regular reading habit. Sports and Physical Education . Both children and educational systems gain greatly from sports in schools. The advantages can be expressed in terms of a child’s growth across a variety of dimensions, including physical, lifestyle, emotional, social, and cognitive development. Sports have the ability to make significant contributions to the levelopment of fundamental movement abilities and physical competences in children, which are crucial prerequisites for later participation in lifestyle and Sporting Physical activities. They can also help with the development of social 89ss skills and social behaviors, as well as self-esteem and pro-schoo| Altitudes, + and, some cases, academic and cognitive growth. iy From pre-school to higher education, Samagra Shiksha tries to Ovid integrated/composite school system. This will make it easier for Youngste, move between different levels of schooling and will help them Complete 2 education. The Scheme’s vision is to provide inclusive and equitable att education from pre-school through senior secondary School, in line vine Education Sustainable Development Goal (SDG). te For the first time, an annual stipend for sporting equipment has been m; available under the Samagra Shiksha. Every government schoo! sports grant of Rs. 5000 for basic schools, Rs. 10,000 for Upper primary schoo and up to Rs. 25,000 for secondary and senior secondary schools to cover the cay of purchasing sports equipment for both indoor and outdoor games, Experiential Learning (Rangotsav) Various activities for both students and teachers are organized to promoe experiential learning and joyful learning. Kala Utsav, Role Play Competition Band Competition, Music Teacher Competition, and Folk Dance Competition ae some of the primary activities being held. Rangotsav is a national effort aimed at raising cultural awareness among the country’s young learners. The Program included a variety of cultunl activities/events, and schools from all across the country took part in it while eagerly planning it so that every child could experience the colorful beauty of diverse cultures, Inclusive Education for Children with Special Needs . Samagra Shiksha focuses on enhancing educational quality for all pupil including those at CWSN. As a result, this intervention is an important pat Samagra Shiksha. Tentification and assessment of CWSN. The compote! Provides: : ‘dentificatiot * Support for various student oriented activities which include identifica and assessment of CWSN Provision of aids, appliances, corrective surgeries, Braille books, large print books and uniforms, therapeutic services, development of teaching-learning material (TLM), assistive devices & quipments, environment building and 1 would et we © se a i tive attil and orientation programme to create positive ind awareness about nature and needs of CWSN, * _ Purchase/development of instructional materials, curticul®” in-service training of special educators and general teachers on adaptation, stipend for girls with Special needs etc, 20 -]| Kasturba Gandhi Balika Vidyalaya (KGBV) The Scheme non ae ree to and quality education to girls aged 10 to g years who wish to study in Classes VI to XII and who belong to SC, ST, OBC, Minority communitics, and BPL families, in order to ensure a smooth transition of girls from elementary to secondary school and up to class XI where possible. In every educationally backward block, KGBV operates at least one residential school for girls from Classes VI through XII (EBBs). Constitution of Youth Club and Eco Club Samagra Shiksha believes that education should be provided in schools in such a way that students can develop their skills to their maximum potential. Children and young people will acquire life skills that will help them know their rights, articulate their concerns, build self-esteem, develop self-confidence and resilience, and counter negative emotions of stress, shame, and fear if both scholastic and co-scholastic abilities are given equal weight. It would also improve their ability to take responsibility for themselves, form relationships with people in society, and contribute to the development of their country. An experiential approach, rather than a theoretical approach, can help to improve these talents. Self Defence Training (RAKSHA) Self-defense training is provided for three months at a cost of Rs. 3000 per month at Government schools with girls enrolled. The course is for female students in grades VI through XII. The girls are taught to use commonplace items such as key chains, duppatas, stoles, mufflers, bags, pens, pencils, and notebooks as weapons of opportunity/improvised self-defense. States and UTs may also seek convergence for self-defence training financing through the Nirbhaya Fund of the Ministry of Women and Child Development, Government of India, the Police Department, Home Guards, NCC, or other State government initiatives. Vocational Education Under the umbrella of ‘Samagra Shiksha — an integrated program for school education,’ a Centrally Sponsored Scheme, the Government is executing the Vocationalisation of School Education scheme. The system aims to combine Vocational and general academic education in order to produce educated, employable, and competitive human resources for a variety of industries and markets around the world. Government schools are included in the program. In those States/UTs where Government Schools have previously been covered by the Scheme, Government Aided Schools may be considered for financial help if they Meet the scheme’s criteria. oh The system includes a provision Be suds te Posed to vocatis ion with the goal of on ou Tequired for aaa ae a 2 sector and equipping them to ao come choices when choosing their courses in higher classes. The ee om ot lucational Research and Training CERT) has created draft guidelines for xpanding the system to the upper prima! 91 ents in Classes VI to VIII to be centing pupils to the skills ry level.