Ayush Burnwal, Zaheen Qureshi, Sanjula D, Pankhudi Jha
Introduction
Education has been recognized as a human right across the world under numerous conventions, declarations and laws. The universal declaration of human rights guarantees everyone the right to education under article 26. In the Indian context, the Right to Free and Compulsory Education Act highlights the importance of education for children between the age of 6 to 14 years in India. This right is guaranteed to every citizen under article 21A of the Indian Constitution. Government intervention helps ensure that all children, regardless of their socioeconomic background, have access to education. This is crucial for reducing societal inequities.
Education can be considered as an investment in the future of a nation. Well educated citizens will be productive members of a nation and will contribute to its stability and growth. Besides, the government of India is actively working towards ensuring that every citizen receives education to support their own needs and wants. To achieve the goal of full literacy, the government has been introducing a number of policies and programmes every year.
One such programme which has been successful throughout the years is Sarva Shiksha Abhiyaan (SSA) which is the Government of India’s flagship programme for achievement of Universalization of Elementary Education in a time bound manner, as mandated by the 86th amendment to the indian constitution making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right. It aims to address the problems faced during the initial phase of a child’s education, which is, elementary schooling, where children begin to develop their cognitive and social skills. SSA focuses on providing quality elementary education while bridging regional gaps in literacy by partnering with state governments throughout the country.
To address the nutritional needs of children, the government of Tamil Nadu introduced the mid-day meal scheme, which was soon implemented across the nation. By providing meals, this scheme increased the enrollment rates as hunger no longer served as a barrier to education. Furthermore, the Indian government introduced Kasturba Gandhi Balika Vidyalaya or KGBV which reduced gender disparities in education. Setting up residential schools with boarding facilities has been of assistance in encouraging girls from disadvantaged sections to get educated. All the above-mentioned policies are a few among many policies being introduced by the Indian government to make education accessible to every child in the country.
Research Methodology
1. Research Design
This study employs a descriptive and evaluative research design to assess the effectiveness of the Education system and Sarva Shiksha Abhiyan (SSA) based on public perception. The study does not focus on quantitative indicators such as enrollment rates or dropout rates but rather evaluates stakeholders’ opinions regarding SSA’s implementation and impact.
A mixed-method approach was used, integrating quantitative survey responses with qualitative insights from personal interviews and discussions. The data was refined using a double-random selection process to enhance accuracy and reliability.
2. Data Collection
The research relies on primary data collection, gathered through random selection of participants across various states using both online and personal investigations.
2.1. Primary Data Collection:
(a) Online Surveys: A structured questionnaire was designed to collect responses from students, teachers, school administrators, and parents about their opinions on SSA’s effectiveness. The survey included questions on:
- Accessibility and inclusivity of education under SSA
- Perceived improvements in school infrastructure and facilities
- Quality of teaching and teacher training programs
- Challenges faced in policy implementation
- Overall satisfaction and suggestions for improvement
(b) Personal Interviews & Field Surveys: In-person discussions and interviews were conducted to gain deeper qualitative insights into the challenges and successes of SSA and the education system. Respondents were encouraged to share their personal experiences with the policy’s impact.
2.2 Data Selection Process
After the initial data collection, a random selection technique was applied at two levels:
First Selection: An initial 100 responses were collected from various states.
Final Selection: To eliminate potential biases and data inconsistencies, a computer-based random selection process was used to filter and refine the dataset. A final 30 responses were selected for analysis to ensure a more accurate and representative understanding of public opinion.
2.3 Secondary Data Collection
Although the study primarily focuses on primary data, secondary sources such as government policy documents and past research reports were reviewed to understand the context of SSA’s implementation.
3. Data Analysis
The collected data were subjected to general analysis to assess stakeholders’ opinions about SSA’s effectiveness.
4. Study Limitations
Limited Sample Size: The final selection of 30 responses may not fully capture national trends.
Subjectivity of Opinions: The study relies on personal perceptions, which may not always align with actual policy outcomes.
Regional Variations: Since responses were collected from different states, regional disparities in SSA’s effectiveness may not be fully accounted for.
5. Policy Implications and Future Scope
The findings provide a people-centric assessment of SSA’s impact, offering valuable feedback for policymakers. The study highlights key strengths and challenges in policy implementation, which can inform future education reforms.
By employing random selection at multiple stages, this methodology ensures objectivity and reliability in evaluating public opinion on SSA.
Findings and Insights
The study analyses the real-world impact of the government policies aimed at the education sector, specifically focusing on Sarva Shiksha Abhiyan. The dataset encompasses educational qualifications, general awareness, and personal experiences with the education system. The objective is to analyse the effectiveness of policy implementations and assess the level of awareness of the education policies across different demographic groups.
There were 100 responses, and a sample of 31 was randomly selected, taken in an online and physical interview format, of individuals from diverse backgrounds. Mainly, the data comes from Tamil Nadu, Madhya Pradesh, and West Bengal. By gender distribution, 74% were female and 26% were male. The majority were graduates (48%), while others had completed higher secondary. 1/2 of the individuals were between the 20-40 age group.
Among state-specific schemes, Kanyashree Prakalpa, Sabooj Saathi, Prakalpa, Mid-Day Meal Scheme were most well known in West Bengal and Gaon ki Beti yojana was widely recognised in participants from Madhya Pradesh.
(The pie chart shows the gender identity distribution)
A key observation is the high level of awareness in government policy initiatives, with over 60% of the respondents familiar with the schemes. Sarva Shiksha Abhiyan was recognized by 68% of the sample. State government initiatives had mixed responses, with half of the people knowing about them.
Interestingly, there was no considerable correlation between education level and the awareness of government policies in the given sample. Any change in awareness across education level groups is not due to a meaningful connection but rather a random chance. However, many young adults were aware of the schemes.
The majority of the participants were aware of Sarva Shiksha Abhiyan, however, no improvement was perceived by them as a result of the policy. About 74 percent of the participants have witnessed child labour involving children under 14 years old, which is in contrast to the main objectives of the policy. People who were familiar with SSA were more critical of the education system, rating it an average of 5.0 out of 10 as a feedback, whereas those unaware of the policy marked the education system higher. This displays the knowledge of policy shortcomings and existing gaps prevalent in the system.
(The bar chart shows the amount of participants who responded Yes(Y) and No(N) on witnessing children below the age of 14 working, 23 and 8 respectively )
The education system has been perceived with an average rating of 5.0 by all the participants.. The minimum rating received is 1.0 while the maximum is 10.0. Notably, about 60% have rated it below 4.0. One in three rated the system poorly, i.e., between 1.0-4.0, this is a marker of general dissatisfaction with the education system over the years.
(The graph shows the education rating given by four different age groups)
But there is a difference in perception of the education sector by various age groups. The age group above 40 has given a higher score to the system while the younger population has marked it lower, reflecting first-hand experience as a contributing factor in these different perceptions.
Among states, Tamil Nadu has been rated the highest of 7.0, while Madhya Pradesh lags with a moderate rating of 5.55, and lastly Jharkhand has been marked the worst out of all the states with a rating of 3.0.
Higher education qualification is correlated with more dissatisfaction with the system, suggesting the more autonomy of freedom of expression and critical engagement in policy discourse. While due to lack of accessibility and economic struggle, a lower education level may translate to fewer expectations. Notable observation is the instances of participants engaging in critical discourse with limited formal education but more on-the-ground experience with the system.
The regional ratings vary, displaying different policy execution. There are numerous factors affecting this variation such as state budget allocation, level of corruption and development of the state. Despite Policy awareness being dominant, it does not translate to quality improvement in the education system.
Conclusion
Assessing the impact of government policies on the Indian education system is a complex task in itself, given the vast population with its inherent diversity and socio-economic inequalities.
In the Indian context, policy interventions deserve praise, but their translation into tangible and equitable outcomes is where the real challenge lies, as we are assessing an ever-evolving, dynamic, vast, and complex aspect, that can be seen from the data findings as well. Therefore, this demands a very localized approach rather than a uniform approach. Policies made at the national level should be studied through the lens of their grassroot level implementations since education is not merely a numbers game, both quantitative and qualitative aspects need to be emphasized and analyzed. The policies have led to an improvement in the literacy rates and the gross enrollment ratios, especially at the primary and secondary levels, but disparities persist both in the urban and rural areas and also across different socio-economic groups. Relying just on the enrollment rates and dropout rates would be overlooking a well-rounded approach, which is the need of the time.
What needs to be done is focusing on institutional capacity strengthening, promoting transparency, and fostering accountability since the issue of implementation gaps persist. We not only need to count the number of students studying, but what they are studying, how it leads to their holistic development, and how prepared they are for the future. A continuous reassessment of the educational priorities is a necessity based on the evolving needs of the workforce and society at large.
Points stated in the National Education Policy (NEP) 2020, such as skill development and vocational training, need a rigorous evaluation for both its relevance and effectiveness. Programs like DIKSHA, SWAYAM and PM-eVidya have expanded the access to digital learning resources, especially during the Covid-19 pandemic, but bridging the digital divide and ensuring equal access to technology is still a challenge. The evaluation process must prioritize the interests of those who are directly affected by these policies, students, teachers, parents, vulnerable and marginalized communities, etc.
The essence lies in the deep understanding of the complex interplay of factors that shape educational outcomes. Continuous monitoring and evaluation will help in assessing the long-term impacts of the policies implemented. A more data-driven and people-centered approach is the only way towards building a more equitable, efficient and transformative education system in India.
References
- Mehta, A. C. (2023, August 15). Key findings of the enrolment ratio at all India level 2021-22. Education for All in India. https://educationforallinindia.com/key-findings-of-enrolment-ratio-at-all-india-level-2021-22/
- Ministry of Finance. (2025, January 31). India’s school education system serves 24.8 crore students across 14.72 lakh schools with 98 lakh teachers: Economic Survey 2024-25. Press Information Bureau. https://pib.gov.in/PressReleasePage.aspx?PRID=2097864pib.gov.in
- Education Policy and Data Center. (2006). India: Primary and secondary school attendance by region and wealth quintile. https://www.epdc.org/sites/default/files/documents/India_coreusaid.pdf
- Ministry of Education, Government of India. (2011). Sarva Shiksha Abhiyan: Framework for implementation. https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/SSA-Frame-work.pdf
- Department of Administrative Reforms & Public Grievances. (n.d.). Mid-Day Meal Scheme. Government of India. https://darpg.gov.in/sites/default/files/Mid%20Day%20Meal%20Scheme.pdf
