Sarva Siksha Abhiyan Research Articles

Development of Madrasa Education in India: A Historical Overview

In India, madrasas have an ancient history. Madrasas have always contributed welfare to the society. From the very beginning it is meant to serve the educational and religious needs of the people. Through various periods, it always reveals how madrasas and its system shaped the religious and educational platform of India. UNESCO reports that from Medina mosque (7th century) to 10th century (Ghazni period) and till 17th century, the role of madrasa education in imparting education was firstly in teachings of the Qur’an, theology, law, history, the Arabic language and literature and later became centers for religious and secular learning. According to the recent data madrasa education system educate over 1.5 million students per year and it has been significantly contributing to universalization of education after SSA (Sarva Siksha Abhiyan) and plays an important role in socio-cultural and economic advancement of the Muslim community to prepare an increasing number of students for higher education. To know the concept and history of madrasa education in India and its contribution of providing quality education, this paper unveils the madrasas from the age of Ghazni to independent India and the formation of madrasa boards. This study also clearly focuses on the traditional growth and timely changes of madrasa education system.

Access, Quality and Outcome under the Sarva Siksha Abhiyan (SSA) Subject to Primary Education in India

The Sarva Siksha Abhiyan (SSA) is a significant flagship initiative for elementary education that paves the way for a skilled labour force as well as for rapid economic and social advancement. The importance of elementary education for both human development and economic prosperity has frequently been underlined by a variety of economists and policymakers. As a result, it is crucial to assess the current state of primary education in India in order to assess how well SSA is working there after reaching nearly universal enrolment rates. The current study examines the effectiveness of SSA in relation to two key factors: Access and Quality. Only those access and quality indicators that are pertinent to elementary education in public schools are included. Due to the lack of pertinent data for upper primary education, only issues pertaining to basic education are examined in the current study.

Empowering Minds and Empowering Nation: India’s New Educational Policy Impact on Global Employment

As an author of this article myself found there is a path in our Indian constitution regarding Article forty five (45) in Directive precept of kingdom coverage (DPSP), which states that every one ought to be equally reachable for education. Since the training is in Concurrent list, the nation has to comply with the middle's training, but it is not mandatory. Now the primary education for kids under the age of 6 to fourteen years has turn out to be the fundamental right underneath Article 21A. The country wide training coverage has made many new educational interventions consisting of the Mid-day meal scheme, Sarva Siksha Abhiyan, NavodayaVidyalas, KendriyaVidyalayas, and so forth. This national training policy specializes in bringing adjustments in the traditional training sample in college and better schooling. The countrywide training policy 2020 has been authorized by way of the union cabinet headed by way of PM Shri. Narendra Modi. Therefore replacing the old country wide schooling coverage, that's 34 years old, to benefit globally aggressive. The policy is nicely framed with five important key areas together with accessibility, equality, exceptional, affordability, and accountability. The United Nations Sustainable improvement 2030 schedule has set a benchmark for the country wide schooling coverage. The countrywide schooling policy is converting the Indian instructional system right into a globally aggressive education machine with the desired flexibility. The multi-disciplinary issue of the countrywide instructional coverage turns into a stepping stone for boosting college students' competencies. Aim of this article is how India's expands their employment globally based on implemented Indian's new educational policy.

PROBLEMS AND PROSPECTS OF GIRL CHILD EDUCATION THROUGH SARVA SIKSHA ABHIYAN -A STUDY

This study analyzed the Problems and Prospects of Girl Child Education Through Sarva Siksha Abhiyan. A descriptive research design was used, with a sample size of 184 girl students. A stratified random sampling technique was used, and data was collected through an interview schedule method with a structured questionnaire. The study found a significant difference in girl childrens opinions towards Deterring Factors, infrastructural facilities in schools under the Sarva Siksha Abhiyan. KEY WORDS: Girl child education, Problems and Prospects, Krishna district.

Descriptive Analytics of MOOCs With ICT in Respect of Developed Countries and Indian Context

The advances in technology and changing demand from students and business as well as the possibility for reducing costs and generating income has led to a MOOC explosion. Over the last years, massive open online courses (MOOCs) have received a great deal of attention from the academic community, the business and the media. The boost of MOOC initiatives in India is connected with several crucial issues – Promoting Digital India, SarvaSiksha Abhiyan, population and infrastructure and the business model specific educational needs, gaps, and necessities. The present article gives a brief idea of the MOOCs, needs of MOOCs in Indian context, challenges of MOOCs, and comparative analysis of ICT and MOOCs conditions in different countries.

Issues of Access to Primary Education under Sarva Siksha Abhiyan (SSA) in India: An Inter-State Analysis

Effective access to elementary education is considered as one of the central components especially for those who are excluded in the process of socio-economic development. The paper attempts to explore the issue of access to primary education under Sarva Siksha Abhiyan (SSA)in India since the provision of equal access to education is a huge quantitative challenge. The study is based on a panel dataset for the period of 2006–07 to 2015–16, at the state level. The present study uses Gini-coefficient to measure inequalities in educational opportunities. It has been found that the access to educational opportunities is still not free from inequalities, despite improvement in the infrastructural facilities and enrolment ratios under SSA. There is evidence of wide variations in access to primary education across states. States with low income and low literacy rates lagged behind in the process of universal access to primary education at large. Thus, there is a need to adopt more inclusive and multi-sectoral policies for addressing the issue of inequality in access to primary education.

ENGLISH IN PRIMARY SCHOOL EDUCATION IN INDIA: A FEW OBSERVANCES

India is striving towards achieving universal elementary education. Sarva Siksha Abhiyan and National Council of Educational Research and Training have started many initiatives. These initiatives have yielded positive results. But, in heavily populated urban areas there arise many problems since the number of migratory students is very high. Children of unemployed migratory people are frequently relocated and dwell on pavements. Where hunger and housing are major concerns, education takes a backseat and the school becomes a place for sustenance. Language also becomes a barrier. Migratory children have to learn the local language and also the language of the school in a very short span of time. This paper highlights these problems and recommends solutions.

The Need of Time, To Overhaul the Basic Structure of Education in India

Education is the backbone of modern and civil societies. This is not only a gaze of development of societies but a means of development and modernity. Every stage of education is important, but primary and higher education is that standard of any country which indicates the ways of prosperity and dignity of societies. But, after attainment of the freedom, India could not achieve the important goal of complete schooling of our children. As on attainment of freedom time, the total literacy in India was merely 14% and today it is 74%, it means only 1% in one valuable year we aided into educational growth. Easily we can say that this growth in education in 65 years was less than 1% in 1 year. It is a snail-pace growth in education in a developing country like India. A lot of NGOs, with an aim at educating children, also clubbed with the educational programmes launched by the Government of India, but the result is not inspirational. The Government of India launched a Flagship programme, education for all as Sarva Siksha Abhiyan. It also failed in the sense of aimed goal. I think on the front of the education, the problems lie in the approach adopted to determine education policy by the Government of India. This is a basic reason that is responsible for the poor level and differentiation in education. Higher education system in our country is also based on inequality. The teacher of the central universities gets more salary than that of state universities, but the work done by both is the same. The concept of two-type policy for education is harming the society broadly, but the responsible persons for the policy-making bodies never think to equalise the education system for all. This paper tries to throw light on the grey areas of the education system and recommends some points to delete inequalities in our educational system.

Perspectives of university teachers’ Regarding Inclusion of Students with Special needs at university level

Several initiatives have been taken to provide inclusive education at elementary level and secondary level but no significant step has been taken to create inclusive education at higher level. After successful implementation of Sarva Siksha Abhiyan and Inclusive Education of the Disabled at Secondary Stage (IEDSS) it is high time to ensure inclusive education at higher level of education. Being positioned at the top of the educational pyramid, universities role is crucial to make inclusive education successful. One of the most significant factors regarding inclusion of students with special needs is teachers'perspectives regarding inclusive education of at university level. This paper has used the descriptive method to study the perspectives of thirty six university teachers regarding the inclusion at university level. The findings of the study indicate that teachers have positive perspectives regarding inclusive education of students with special needs at university level.

Is Dropout exists at Lower Elementary Level of Government Schools? A Study in Assam

The problem of dropout in the Elementary Education in India is a quite out dated issue as the Right to education (RTE) Act has already in action since 2010. The access of elementary education has highly been available for the all children of the age group 6–14 years in the country. But the elementary section for our country has not been freed from the problem of dropout in elementary level. As per the report of UNESCO 2015 we have achieved the goal of universal enrolment at elementary level. But are we able to sustain this enrollment? Do our all children able to pursue their education after being enrolled or do they dropout on the way itself? India had launched the most ambitions education project since independence, Sarva Siksha Abhiyan (SSA) in 2001 under which primary education was to be provided to all children by 2007. The present study is highly significant to prove the effective implementation of RTE in the schools of rural areas and more specially in the tea garden schools. The investigator had selected 10 primary schools by purposive sampling and survey method was used for the study. The study found there was a significant percentage of Dropout rates prevailed in the sampled primary schools which is really a great concern for the society. The study has made few recommendations on the basis its findings.

Quality education for all: a critique of draft education policy

The draft education policy aims to bring in inclusive quality education as against the earlier orientation towards Gross Enrolment Ratio (GER) and equity. The Economic Liberalization of the nineties has witnessed mushrooming of colleges/universities by the private sector. The RTE Act 2009 has ensured near universal access to primary education through Sarva Siksha Abhiyan (SSA) and a high modicum of equity. But the quality dimension remains suspect, both at the primary and higher levels. This paper brings out the policy initiatives in the last decades and the broad contours of the new draft policy which puts a premium on research, improved Foreign Direct Investment (FDI) inflow and collaboration with foreign universities. However, it does not address the concerns of regulatory bodies like excessive centralization by University Grants Commission (UGC), and the tendency to encourage commercialization of education that help only the neo-rich. The paper makes a strong recommendation to improve the grass root Panchayat structure as the fiscal point to ensure quality primary education as a bridge for higher education and ensure allocation of atleast 6% of Gross Domestic Product (GDP) to education. Just like Goods and Services Tax (GST), is expected to bolster One Tax, One Nation, a credible education policy should Improve “Quality Education For All”.

Spectacle compliance amongst rural secondary school children in Pune district, India

Background:Refractive errors (RE) are the most common cause of avoidable visual impairment in children. But benefits of visual aids, which are means for correcting RE, depend on the compliance of visual aids by end users.Aim:To study the compliance of spectacle wear among rural school children in Pune district as part of the sarva siksha abhiyan (education for all scheme) after 6 - 12 months of providing free spectacles.Settings and Design:Cross-sectional follow-up study of rural secondary school children in western India.Materials and Methods:The students were examined by a team of optometrists who collected the demographic details, observed if the child was wearing the spectacles, and performed an ocular examination. The students were asked to give reasons for non-wear in a closed-ended questionnaire.Statistical Analysis:Chi-square test and multiple logistic regression used for data analysis.Results:Of the 2312 students who were dispensed spectacles in 2009, 1018 were re-examined in 2010. 523 students (51.4%) were female, the mean age was 12.1 years 300 (29.5%) were wearing their spectacles, 492 (68.5%) students claimed to have them at home while 211 (29.4%) reported not having them at all. Compliance of spectacle wear was positively associated to the magnitude of refractive error (P < 0.001), father's education (P = 0.016), female sex (P = 0.029) and negatively associated to the visual acuity of the better eye (P < 0.001) and area of residence (P < 0.0001). Of those that were examined and found to be myopic (N = 499), 220 (44%) wore their spectacles to examination. Factors associated with compliance to spectacle usage in the myopic population included increasing refractive error (P < 0.001), worsening visual acuity (P < 0.001), and higher academic performance (P < 0.001). The causes for not wearing spectacles were ‘lost spectacles’ 67(9.3%), ‘broken spectacles’ 125 (17.4%), ‘forgot spectacles at home’ 117 (16.3%), ‘uses spectacles sometimes’ 109 (15.2%), ‘teased about spectacles’ 142 (19.8%) and ‘do not like the spectacles’ 86 (12%).Conclusion:Spectacle compliance was poor amongst school children in rural Pune; many having significant vision loss as a result.

A Tryst with Reality: Child Labor in the Heart of India, New Delhi

“Why do we have to pay the price of poverty? We didn’t create poverty, adults did.” This might be the sentiment of every child who is forced to work at an age when he or she deserves to go to school unlike the fellow kids who are born in a family that can afford to give them a decent childhood. Child Labor is the single most damaging impediment on the road to achieving the goal of development and the purpose of this paper is to show the obstacles that this social evil poses in the path to development. The study used Exploratory, rather unstructured research design and instruments such as case studies and life histories. The study indicates that the government of India has taken some strict measures to eradicate this evil such as the passing of the Right to Education Bill, illegalization of employment of children under the age of 14 years, schemes like “Sarva Siksha Abhiyan” (Education for all campaign), free afternoon meal and so on. But on the ground level their implementation is shoddy due to (as bureaucrats would put it) practical problems. The problem is of course, in the system but it has more to do with the mindsets of the people too. There are people who speak against child labor in India and back at their own house or office, many of them will have at least one child working for them. People need to realize that what a waste of talent and a major obstacle to a country’s development, Child Labor is. Keywords - Children. Child labor India. Social evil. Illegal employment.

Barriers to Development: Terrorism, Corruption and Social Violence

BARRIERS TO DEVELOPMENT has made significant in-roads on its path to development. A country reeling at the literacy rate of 18.35% in 1951 has achieved a significant literacy rate of 65.38% by 2001. plays a vital role in the software industry in the modern world. At the times of recession, while the rest of the world had its back on the grounds, was among the few countries that managed to continue with a positive growth rate. Apart from all the significant changes that have happened in 64 years of Independence, still have a lot of issues to worry about? India's population base is enlarging every moment, standing as the 2 nd most populous nation; it is set to topple china in sometime. With 26% population under the poverty line, 35% of the population lives on less than 1$ a day and 80% less than 2$. Initiatives have been taken like the National Literacy Mission and the Sarva Siksha Abhiyan for achieving 100% literacy, Yet has faltered to do so till 2011. 15% of population still does not get potable water to drink and ranks No. 1 in maternal Mortality rate and Road accidents. What makes so unsafe, undeveloped for its citizens, while we wrap her in non-existing banner of India Shining? While the issues in development are numerous, we talk about three main issues:  Terrorism Any evaluation of development potentials needs to take into account the influence of internal and external social stability on social progress. A country that is targeted on a everyday basis by not just external forces as well as the internal terrorism, cannot strive for social development. is surrounded by hostile countries from both sides, be it China or Pakistan. If everyday infiltration wasn't an issue to worry about, now faces new homegrown threats, which are a more serious area of concern then across border intrusion. In this paper, we look to find out what exactly faces, how it plans to deal with terrorism and what more is required?