Evaluation on the implementation of Sarva Siksha Abhiyaan Scheme

Asmita Singh , Antony Rithick and Sanga Putatunda

INTRODUCTION:
Education is a fundamental right and a key driver of social and economic progress . In India achieving Universal Elementary Education (UEE) has been a major goal of educational policies. To fulfill this objective the Sarva Shiksha Abhiyan (SSA) was launched in 2001 – 2002 as a flagship program of the Government of India. SSA aims to provide free and quality education to all children aged 6 to 14 years by improving school infrastructure, increasing enrollment, reducing dropout rates and addressing gender and social disparities in education.

OBJECTIVES OF SSA:
The main goal of SSA is to ensure that all children receive elementary education of good quality, focusing on education for life. This includes Universal Enrollment in schools, education guarantee centers ,alternate schools or back to school camps with the completion of 5 years of primary and 8 years of Elementary schooling. It also aims to bridge gender and social category gaps in education. A key commitment of SSA is promoting community ownership of school-based initiatives through a decentralized planning process at the habitation , block and district levels via District Elementary Education Plan.

KEY ACHIEVEMENTS OF SSA:

1. SSA has focused on making education more inclusive, especially for girls, children with disabilities, and children from marginalized communities. It has helped more girls attend school in Tamil Nadu. [Manoharan and Vezhaventhan ,2024 ]
2. The Sarva Shiksha Abhiyan (SSA) program uses Activity -Based Learning (ABL) and Alternative Learning Methodology (ALM) to improve education in Tamil Nadu. These methods are widely recognized and help make learning better by reducing the education gap, making lessons more engaging, effective, and motivating for students. [Rani and Kannappan,2008]
3. From 2009-10 to 2015-16, the total number of children in elementary schools increased, with enrolment growing from 18.79 crore to 19.67 crore. The Gross Enrollment Ratio (GER) for primary schools is 99.21%, and for upper primary schools, it is 92.81%
4. The Pupil -Teacher Ratio (PTR) improved from 32:1 in 2009-10 to 25:1 in 2015-16. The number of out-of-school children dropped from 134.6 lakh in 2005 to 60.64 lakh in 2015, and the dropout rate decreased from 6.76% in 2009-10 to 4.13% in 2014-15.
5. SSA also helped increase the enrolment of Scheduled Caste (SC) and Scheduled Tribe (ST) children and Muslim children. The Gender Parity Index (GPI) also improved, showing a reduction in the gender gap in education. [pib.gov.in]
6. Additionally, the Education Guarantee Scheme (EGS) and Alternative and Innovative Education (AIE) programs support children in remote areas and those who have dropped out, offering flexible learning options like bridge courses and summer camps. These initiatives helped 85.67 lakh children access education in 2004-05 [Kainth, 2006]

GAPS IN THE IMPLEMENTATION OF SSA:

1. High Dropout Rates: A report by the Union Ministry of Education, published in January 2025, highlights the alarming dropout rate in West Bengal’s secondary schools, with an 18.75% dropout rate for the 2023-24 academic year-the highest in the country. The dropout rate for boys is 21.5%, while for girls, it stands at 14.2%. [Mukherjee, 2025 ]
2. Lack of Infrastructure: The study also reveals serious infrastructure problems in schools, such as the Adarsh Hindi Primary School in Kolkata, which is extremely small and lacks basic amenities like functional fans and adequate airflow in classrooms, contributing to a poor learning environment. [Deb Roy ,2022]
3. Lack of Counsellors in Schools: Counsellors play a crucial role in supporting students and their families, ensuring that children continue their education. However, there is a shortage of counsellors in many schools, and the recruitment of quality teachers remains a concern. Despite the effective implementation of SSA in Jalpaiguri District, teacher training programs have not yet reached their full potential, especially for girls who need additional support. [Gupta,2024]
4. Gender and Social Disparities: Even though SSA has helped to bridge some gaps in education, gender and social disparities continue to persist, particularly in rural areas. The dropout rate for girls is still significantly higher in many regions, often due to factors such as distance from schools, social stigma, and economic challenges.
5. Challenges in Urban Areas: The government’s focus on providing free education for children under 14 has not fully addressed the needs of urban children, particularly those from disadvantaged backgrounds. Despite the presence of many schools in cities, issues such as overcrowding, poverty, and inadequate educational support continue to affect urban poor children. [Ramachandran , 2006 ]]
   For instance, the SSA program in Delhi had to adapt its approach to meet the unique needs of the city, acknowledging that urban children face different challenges compared to rural children. The program introduced measures such as easier school admissions, direct transfers from Municipal Corporation of Delhi (MCD) schools to Delhi government schools, mobile schools for unenrolled children, and community involvement through Vidyalaya Kalyan Samitis (VKS).
   However, the program faced many criticisms. The Appraisal Note (2008-09) from the 111th Project Appraisal Board Meeting pointed out serious problems, saying planning and management were the weakest parts of SSA Delhi. There were no proper district or sub-district structures, and only a few officials were handling everything at the state level.
   Teachers were also confused about SSA. When asked if they attended training, saw construction work in their schools, or if students received free textbooks and uniforms, they confirmed these things were happening. However, they thought these activities were being managed by the Department of Education (DOE) Delhi, not SSA. [Banerjee, 2014]
6. Challenges in Education Quality in Rural Tamil Nadu: Although more children are enrolling in schools, many schools, especially in rural areas, still provide poor-quality education. Problems like not having enough teaching materials, overcrowded classrooms, and old-fashioned teaching methods prevent students from developing important skills like critical thinking, problem-solving, and creativity. Even students with limited opportunities to explore subjects like science and technology or study abroad face more challenges due to the lack of proper preparation. [Bajaj, 2014]
7. Teacher Shortages and Training Issues: There is also a shortage of qualified teachers in rural areas. Despite efforts to improve teacher training, some teachers still use outdated methods that don’t help engage students or improve their learning. Teacher absenteeism and the use of untrained substitute teachers also contribute to the low quality of education in these areas. [Bajaj ,2014]

SUGGESTIONS:

1. Tailoring Education through Strategic Collaboration: Education is often treated like a short-term government project, leading to inefficiencies and delays. Decisions made for the convenience of officials rather than addressing real educational needs weaken the SSA’s impact. For SSA to succeed, the government needs to collaborate closely with implementing agencies, ensuring that the program brings about genuine improvements in education and is not just a plan on paper.
   States like Tamil Nadu and Kerala, which perform well in education, should serve as examples for others. Programs like “Learn While You Earn” can help keep students in school, but education policies must also be practical and meaningful for students and their families. [Kainth , 2006 ]
2. Resource Allocation and Teacher Support: To enhance education quality, it is crucial to ensure adequate teaching materials in schools, including textbooks, educational resources, and technology. Schools should utilize digital platforms, educational software, and online resources alongside traditional teaching methods to support effective learning. Additionally, teachers must receive regular in-service training to stay updated on changes in teaching pedagogy, which will help improve the quality of education across states.
3. Enhancement of CSR and Counsellors: Corporate Social Responsibility (CSR) initiatives like Vidyanjali encourage volunteers from diverse backgrounds to contribute to schools. This scheme, currently available in 19 states and 2 Union Territories, should be expanded to involve more communities. [Vidyanjali Scheme]
4. Recruitment of Counsellors: Recruitment of trained counsellors in schools is essential. Counselling is often stigmatized, and many counsellors lack the expertise to address the specific needs of rural children. A governing body should ensure that counsellors adhere to professional standards. [Gupta , 2022]
5. Digital Literacy and Infrastructure: There is a need for more “in-hand” digital literacy schemes, such as the Swami Vivekananda Youth Empowerment Scheme, where students receive tablets for better access to digital education. While schemes like PMGDISHA exist, they do not mandate digital learning, limiting their effectiveness. Expanding and improving these initiatives is crucial for bridging the digital divide in education. [Vidyanjali Scheme]

CONCLUSION:

Sarva Shiksha Abhiyan has helped more children join schools and has reduced the number of students leaving early. But there are still some problems, like not having enough school buildings, teachers not being trained well, and many students not knowing how to use digital technology. Solving these problems is important to give good education to children in villages.

REFERENCES:

Banerjee, M. (2014), “Elementary Education of the Urban Poor-Policy Context, Text and Practice in Delhi”, Economic and Political Weekly, Vol 49(37), 32-35, Print. At: https://www.jstor.org/stable/24480673

Bajaj, Divya(2014) Quality before Quantity : The Challenges and Shortcomings of Primary Education in India At: https://hdl.handle.net/1794/18540

Deb Roy, Sayandita. June 2022. “A Report on the Implementation and Impact of Sarva Shiksha Abhiyan on a School in Kolkata”, ResearchGate. At : https://www.researchgate.net/publication/361255071_A_Report_on_the_Implementation_and_Impact_of_Sarva_Shiksha_Abhiyan_on_a_School_in_Kolkata

Gupta, Sneha. April 2024. “Current Status of Counselling in India”, IJIP (Vol. 12, Issue. 2) At: https://ijip.in/wp-content/uploads/2024/06/18.01.344.20241202.pdf

Kainth, G. (2006), “A Mission Approach to Sarva Shiksha Abhiyan”, Economic and Political Weekly, Vol 41 (30), 3288-3291, Print. At:  https://www.jstor.org/stable/4418492

RISHIBALA MANOHARAN and DRD VEZHA VENTHAN (2024). IMPLEMENTATION OF SARVA SHIKSHA ABHIYAN IN CHENNAI. At: https://iledu.in

Mukherjee, Baishali. January, 2025. “Secondary schools of West Bengal record highest dropout rates”. Education World. At:https://www.educationworld.in/secondary-schools-of-west-bengal-record-highest-dropout rates

P Geetha Rani and S Kannappan (2008). Dr. Harman Kullar, Provision of Quality Elementary Education for All under Sarva Shiksha Abhiyan At: https://hdl.Handle.net/11343/56547

Ramachandran, Vimala (2006). “Urban Schooling: Mired in Apathy and Prejudice,” Economic & Political Weekly, 4 February. At: https://www.researchgate.net/publication/262125513_Urban_Schooling_Mired_in_Apathy_and_Prejudice

Shaikh, Sadar. Dr. Sardar, Srikrishna. 2012. “Impact Of Sarva Shiksha Abhiyan On The Educational Landscape In Jalpaiguri District, West Bengal: An Analysis Of Progress And Challenges”, IJFANS. At: https://ijfans.org/uploads/paper/82c64678d0af61eac14db96eb9cfb43e.pdf

April, 2004. “SARVA SHIKSHA ABHIYA”N A PROGRAMME FOR UNIVERSAL ELEMENTARY EDUCATION MANUAL FOR PLANNING AND APPRAISAL”, MINISTRY OF HUMAN RESOURCE DEVELOPMENT.At:  https://dsel.education.gov.in/sites/default/files/2019-05/Manual_Planning_and_Apprisal.pdf

Vidyanjali Scheme: About Us”, Department of School education and Literacy. At: https://vidyanjali.education.gov.in/about-vidyanjali

“Vidyanjali”, Wikepedia. At: https://en.wikipedia.org/wiki/Vidyanjali

February, 2024. “Empowering youths the tech way with ₹4K cr for tablets, smart phones in UP Budget”, Hindustan Times. At: https://www.hindustantimes.com/cities/lucknow-news/empowering-youths-the-tech-way-with-4k-cr-for-tablets-smart-phones-in-up-budget-101707143365696.html

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