138 Indian Res. J. Ext. Edu.

, January 2017 (Special issue on Veterinary Research & Extension)

Challenges in Universalisation of Elementary Education in India:

An Analysis of SSA (Sarva Shiksha Abhiyan)

Barkha Agrawal1 and Hitaishi Singh2

[Link]. Prof. Department of Economics, B.S.A. College, Mathura, UP
[Link]. Prof., Department of Home Science, A.N.D.N.N. Mahila Mahavidyalaya, Kanpur, U.P.,
Corresponding author e-mail: singhhitaishi@[Link]
Paper Received on November 09, 2016, Accepted on January 12, 2017 and Published Online on January 28, 2017

ABSTRACT
Education has an inherent value for the development of the society and it helps in the realisation of a better social
order. Higher literacy and good quality elementary education enables an individual to make better use of available
economic and other opportunities. Therefore, getting good quality education is the basic right of every child born
in the country as its citizen. To fulfil this requirement several steps have been taken in India since its independence.
Most importantly, such provision provides an opportunity to access equitable, quality based universal elementary
education on principles of equity and non- discrimination for all children. In this series the affirmative justiciable
legal framework that entitles all children between the age of 06 to 14 years with free and compulsory admission,
attendance and completion of elementary education across country i.e., the RTE (Right to Education) Act, 2009
and introduction of SSA (Sarva Shiksha Abhiyan) programme in 2001-02 are considered as landmark steps in this
direction. Further, the initiative has led to significant spatial and numerical growth of elementary schools in the
country. However, it is also important to understand that to what extent these initiatives by the government for the
cause of Universalization of Elementary Education with special reference to SSA, has been able to make a dent in
the core of the problem. This paper has tried to the develop an understanding of the concept of programme on
Universalization of Elementary Education and analyse the challenges faced by SSA (Sarva Shiksha Abhiyan) with
the help of information and data available through the secondary sources and review of previous researches.
Finally, the paper provides some workable suggestions and recommendations for the better performance of the
programme.
Key words: Sarva shiksha abhiyan (SSA); Right to education; Universalization of education; Elementary education.

Education is a critical indicator to assess the multiple problems that the country is facing today such
as poverty, over population, unemployment, hunger, gross
development of a country. It plays a remarkable role in
the overall upliftment of the life of its citizens. morbidity and mortality rates, etc.
Elementary education is core that defines and determines Sarva shiksha abhiyan: To meet the objective of
the quality of education at higher levels and further the providing elementary education to each and every child
worth of its products. Better elementary education lays between 06 to 14 years in the country the government
foundation for future innovations, scientific discoveries, of India launched its massive flagship programme entitled
research, entrepreneurship and at a large, development “Sarva Shiksha Abhiyan (SSA)” in the mission mode
of a knowledgeable society. This helps in boosting not in year 2001-2002 in partnership with the State
only the growth but also prosperity of individuals and governments and Local Self Governments (Panchayati
the nation. Under such circumstances “Universalization Raj Institutions).7 Though providing free and compulsory
of Education” can help in increasing the coverage. elementary education and literacy was committed in the
Greater coverage of elementary education keeping its basic draft of our constitution but it was off late through
quality intact is the crux and this provides answers to its 86th constitutional amendment of 2002 that led to
Indian Res. J. Ext. Edu., January 2017 (Special issue on Veterinary Research & Extension) 139

inclusion of a new Article 21-A in part III of Constitution were-

of India, stating that the government of India could · All children to be in schools, Education Guarantee
complete the promise of making free and compulsory Scheme Centres, alternate schools, back- to-schools
elementary education for all the children in the age group of camps by 2003;
06 to 14 years. The programme is aimed at attaining · All children to complete five years of primary
“Universal Elementary Education (UEE)” covering the entire schooling by 2007;
country with a legal mandate of Right to Education Act, · All children to complete eight years of schooling by
2009 (RTE Act, 2009) enacted as fundamental right on April 2010;
2010. It advocates access and retention of education as a
· Focus on elementary education of satisfactory
birth right of every child of the country. 7, 8, 10
quality with emphasis on education for life:
SSA, thus has now become the primary Vehicle to
· Bridge all gender and social disparities at the primary
deliver the Right to Education.
stage by 2007 and at the upper primary level by
Objectives of Sarva Shiksha Abhiyan 2010;
The objectives set in the initial programme document · Universal retention by 2010.10

Aims of Sarva Shiksha Abhiyan

Source: Sarva Shiksha Abhiyan -A programme for Universal Elementary Education, April, 200410
140 Indian Res. J. Ext. Edu., January 2017 (Special issue on Veterinary Research & Extension)

Need of the study : Government of India, since then, METHODOLOGY

has spent crores of rupees and resources for making This paper tries to analyse the challenges faced by
the programme a success. The Budget brief based on Sarva Shiksha Abhiyan with the help of information and
Government data presented by Avni Kapur and data available through the secondary sources, review
Chowdhury (2012) found variations in the performance of previous researches. At the end an effort has been
in different states and not so satisfactory performance made to provide certain constructive solutions for getting
in many States of the country”. 13 better results under the programme in near future.
Therefore, it was felt necessary to identify major
gaps and constraints that remained unaddressed or under RESULTS AND DISCUSSION
addressed under this ambitious programme. The study Educational development cannot be seen as a single
is structured around following objectives- object. It incorporates several elements and their
1. To understand the concept and programme on corresponding indicators. Raju, K. B. M. and A. Singh,
Universalization of Elementary Education i.e., SSA (2010) argued that, educational development cannot be
(Sarva Shiksha Abhiyan). measured with a single indicator as it is a
2. To identify the challenges faced in the multidimensional indicator and highlights the need for a
implementation of Sarva Shiksha Abhiyan. composite index combining development in different
3. To provide suggestions and recommendations for dimensions”. 15
the better performance of the SSA programme. The real status and Gaps : Problems found in various
study on the implementation and achievement status of
the programme-
Banerjee (2007) found “Local conditions that
included teaching-learning environment in the classroom
and allocation and use of resources as key factors need
immediate addressal. He felt that these two factors need
to be fixed for the fulfilment of universalization of
elementary education”. 3
A wide gap was identified between existing
services and need of the teachers and students affecting
the quality of education in a study by Tejaswini Adhikari,
(2001). The researcher pointed “Inadequate
infrastructure of schools including number of
classrooms, availability of tables and chairs for teachers
as major lacuna”. 2
Manjula Raman, (2004) gave stress on the,
“Greater involvement of teachers in decision making,
setting accountability of teachers for results and
providing more flexibility to the teachers for organising
teaching learning in the school as need of the hour”. 16
“A study by Indian Institute of Education, Pune,
(2006) on the continuously troubling problem of dropouts
not only in India but also in other developing countries
pointed many valid questions and gave very constructive
suggestions. Provision of local person as teacher for
the school, incentives to encourage women to become
teacher as well as bridging cultural gap between
teachers and parents by increased participation of
Major characteristics of Sarva Shiksha Abhiyan parents in school management were few of them”.11
Indian Res. J. Ext. Edu., January 2017 (Special issue on Veterinary Research & Extension) 141

A study on EGS (Education Guarantee Scheme) in Assam found that Shiksha Mitras used local language
Centres revealed, poor state of these centres which i.e., Assamese in the centres as medium of instruction
were run in the morning 6:00 am to 9:00 am keeping the making language as a barrier in learning” (Sand
need of the working children in mind. However, most Changkakati and A. Singha, 2009).6
EGS centres lacked basic facilities like toilets, drinking The other side of the coin : It is not that nothing has
water, sufficient sitting space, blackboards, etc. Children been done and no achievement has been made. Several
were not provided any learning material and enrolment studies give a very encouraging picture of the impactthe
was found low. Majority teachers were female but not programme has made. They revealed another side of
trained though some of them were graduate (S. the story-
Lyngdoh, N. Paritan, W. Nikhla and B. Dkhar, 2006).15 Some of the areas in the country did pretty well as
T. Chakraborty and R. Khanna (2008) in their study shown in the findings of the study by Sand Changkakati
listed “Inadequate use of facilities provided, migratory and A. Singha (2009) conducted in Assam. “Not much
groups, disparity between male and female literacy as difference between enrolment of girls and boys in most
few of many reasons for the children dropout from of the centres was seen rather the achievement of girls
elementary school and teachers’ absenteeism in rural was found higher than the boys in some of the centres
and interior areas”.5 narrowing gender gap”.6
In his study done in Sahebganj district of Jharkhand Another aspect focussed in the study was seeking
N. Roy (2009) advocated that, “Adequate infrastructure community participation for making teaching -learning
and carrying out evaluation of education system is a process effective. Sand Changkakati and A. Singha,
pre-requisite for ensuring quality education to all the (2009) stated that, “In few centres community took
children”.20 interest in generating resources from other sources to
Late release of funds, in adequate monitoring and construct the school building”. This shows active
lack of district level convergence of SSA with other involvement of the community and suggests that it could
allied scheme were identified as main reasons for poor be replicated in many other centres in different parts of
and slow progress of civil works affecting the delivery the country”.6
of services (Prashant Kumar Acharya, Manoranjan “It was seen that overtime involvement in supply
Behra, 2004).1 of school, school infrastructure and facilities have been
V.S. Rao (2009) recommended that providing mid- observed in India and near universal enrolment at
day meal on daily basis and making drinking water elementary levels has also been achieved in many parts
available in the school premises, efficient use of teaching- of India” Govinda and Bandopadhyaya (2008).8
learning material by the teacher and better infrastructure Jain, S. and M. Mittal, (2011) determined that
in the school may act as positive factors”.18 “Reduction in dropout rates and out of school children
Mehta, Arun C., in in his study (2010) suggested in the age group of 6 -14 years of age, and drastic
effective monitoring and efficient information system increase in enrolment ratio at the elementary level shows
as two essential ingredients for the success of any considerable success of the programme”.12
educational programme 14 “It is reported in several studies that despite being
Besides above factors related to the programme projected as a huge success of the flagship Programme
components, execution and management along with of universalisation of primary education, the SSA leaves
provision of basic amenities, several other factors such much to be done at ground level.
as poverty, gender gap, language etc., were also found Major Challenges :
to be crucial- · Quality is the prime concern and the biggest
A study by Sujata Reddy in a study report for challenge for SSA.
Azeem Premji Foundation (2004) observed that, · Lack of any motivation to increase the commitment
“Poverty hinders enrolment and continuation of education level of teachers.
in rural India” and concluded that, “Economic factors · Economic constraints were observed as a major
play an important role”.19 obstruction coming in the way for achieving objectives
Language also plays an important role in rendering of the programme.
teaching-learning to the students. In a study carried out · Unfavourable local conditions such as teaching-
142 Indian Res. J. Ext. Edu., January 2017 (Special issue on Veterinary Research & Extension)

learning environment in the classroom and allocation · Another important gap that needs to filled is making
and use of resources were found as a big challenge. infrastructure facilities and basic amenities favourable.
· Insensitive and casual attitude of administration and These has to be made attractive, safe, and student
authorities towards providing basic amenities to the friendly with proper basic amenities for the students
staff that are decent and hygienic. to increase retention. This will certainly help in
· Lack of other infrastructural and smooth transportation decreasing the girls’ dropout rates.
facilities especially in remote area. · Insensitive and casual attitude of administration and
· Engaging teachers meant for teaching into other non- authorities towards providing basic amenities that are
teaching activities was found one of the major issues. decent and hygienic for the staff needs to be addressed
Involving teachers in other duties like election duty, immediately. This is especially crucial for the lady
assigning works like various government campaigns teachers such as clean and hygienic toilets with running
(like pulse polio drive) and other such activities (e.g., water and working flush system, safe disposal of
census survey) is a big obstacle in performing their sanitary napkins and potable drinking water that are
main duty as a teacher. It not only hampers regular few utmost essential facilities. Shear negligence
class and teaching- learning process but also demean towards providing these facilities for maintaining the
their respect as a teacher in the society and affects dignity as well as preventing morbidity of all levels
their self-esteem. these needs to addressed urgently by the higher
· Capacity building at all levels is essential for making authorities. Frequent visits to the schools and keeping
the programme successful, however, quality of training a close check on the conditions of these facilities along
of the teaching staff was found a big issue. with stringent action in case of finding them inadequate
or dilapidated would certainly improve the situation.
· Effective monitoring and evaluation were observed
as weak. · Strictly there should be no engagement of teachers
teaching in elementary education in any other non-
· Efficient information system was also found
teaching activities as it was found as one of the major
inadequate.
impediments.
· Language of instruction could be one of the major
Thus, taking care of factors such as providing basic
barriers, especially in school where multi lingual
amenities, not engaging teachers in any activity other than
students are available.
teaching and related works along with appointment of local
Suggestions : Now the question arises that what can
teachers are some of the suggestions that are expected to
be done under such situation to increase the penetration,
improve the punctuality and reduce the problem of
reach and access as well as improve retention and
absenteeism of teachers, especially female teachers.
decrease drop out levels.
b. Effective monitoring and evaluation to be made a
a. Since teachers are the backbone of any education
continuous but non- hindering exercise.
system and a good and committed teacher can bring
c. Information system needs to be strengthened.
remarkable change in the system thus, first and
foremost focus should be given on their need. If teacher d. Efforts to be made to remove all possible economic
is comfortable and happy at the work place, she will constraints.
be willing to stay happily and willingly at the school e. Proper and judicious utilization of available funds and
and this will certainly have a positive impact on the other resources is imperative.
retention of the students in the school. f. Community support in some aspects of infrastructure
· Good quality training of teachers must include some building and making them a part of some of the
content focussing on enhancing teacher’s moral activities and management related decisions of the
responsibility and commitment levels to deliver the school may help in improving the student turnout and
services. This should mandatorily have elements of attendance rate.
skill and content up-gradation. Such trainings should g. Special efforts are required to avoid language to
be made a regular feature. become a barrier in teaching- learning process.
· Favourable local conditions (such as teaching-learning CONCLUSION
environment in the classroom and allocation and use
of resources) need to be strengthened. Today access and enrolment at the primary stage of
Indian Res. J. Ext. Edu., January 2017 (Special issue on Veterinary Research & Extension) 143

education has reached very close to universal levels. The be done on the front of access of elementary education in
number of out of school children has reduced significantly. India (Beteille,2002)4. But still there is a apparent gap
The gender gap in elementary education has narrowed between what government statistics claims and what the
and the percentage of enrolled children belonging to reports of other non- government agencies says. We are
scheduled caste and tribes has increased successively. still very far from reaching the real goal of 100 percent
Although progress in recent years has been seen in context coverage, ensuring the quality and producing really
of access to elementary education but still a lot remains to educated not merely literate citizens for the country.

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