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Kurukshetra, Haryana) (D E E P ) (A Programme for Universalisation of Elementarj^ Education in District Kurukshetra, Haryana) SARVA SHIKSHA ABHIYAN SSA PERSPECTIVE PLAN (2003-04 to 2006-07) MARCH, 2003 LIST OF PLANNING TEAM The following officials and individuals acted as the member of District Core Planning Team for Perspective Plan of District Elementary Education Programme Linder Sarva Shiksha Abhiyan in District Kurukshetra: - Smt. Siikriti Likhi I.A.S., ADC Kurukshetra Chairperson of S.S.A in the District Sh. S.P.S Yadav, D.E.O Kurukshetra District Project Coordinator Sh. M.I.. Kaira DPEO Kurukshetra IMember of Core I earn Dr. O.P. Sharma, Principal Mein her of Core Team Sh. Bhajan Singh, Lecturer, DIET IMember of Core Team Dr. Ashok Kumar Sain, DSS Mem ber of Core I'eam Sh. Mari Ram Sharma, Lecturer, DIET Member of Core Team Sh. Sunder Lai, Lecturer, DIET Member of Core Team Sh. I.e. Sharma, GHS, Lohar Majra Member of Core Team Dr. Ranjcet Singh, Lecturer Member of Core Team At last but not least, we extend special compliments to Sh. V. P. Kataria, for llicir exclusive co-operati(Mi in the plan formulation and Mr. Rajender raneja and Dincsh Sharma for tabulation and the computerization. Contents Sr. No. Subject Page No Introduction 1-5 A need Haryana at a Glance 6-9 A Comparative View Salient Features of State Policy of Education 10 District-Kurukslietra-An-Overview ncinograpliic I'eatures 1 1-22 Basic Statistics lulucalu)!! I’lofilc 24 — Population of the District with Literate 25-26 PopLilation 0-6 27 I’opulation 6-1 1 28-29 ^ Population 11-14 30-31 Education Schemes in the District 32 ^ Enrolment (1997-1998, 1998 to 30-09-2002) 33 Enrolment Govt. Upper Primary Schools 34 s— Literacy Rate 35 ^ Sex Ratio 36 — Incentives In Schools 37 — (Primary and Upper Primary) — Number ofE.C.C.Es. with Enrolment 38 — Alternative Schools 39 — Number of Families below Poverty Line 40 Education Indicators of District-Kurukshetra Studying in Schools < - 6-11 (General, S.C., B.C., Overall) 41 <— 1 1-14 (General, S.C., B C,, Overall) 42-43 Enrolment (Govt. V/S Non-Govt.) Enrolment in Primary Schools 44 Enrolment in Upper Primary Schools 45 <— Enrolment Ratio (Govt. V/s Non-Govt.) 46 Upper Primar}' Retention Rate ^ Retention Rate 6-11 47-48 Retention Rate 11-14 49-50 Non Starter Number Non Starter Number 6-11 51 Non Starter Number 11-14 52-53 Net Enrolment Ratio At Primary Level 54-55 < - At Upper Primary Level 56-57 Gross Enrolment Ratio ^ At Primary Level 58 At Upper Primary Level 59 Snnimai7 Indicators ^---Age 6-11 & 11-14 60 Number of Mabitatioiis \vi(h More than 300 population 61 Education Inslitulions in K K R District 62 List of Number of Aided School 63 Teacher Position 64 Repetition Rate 65 At Primary Level At Upper Primai7 Level Achievement level and Completion Rate 66 <— At Primary Level <— At Upper Primary Level Admission Rate 67 - At Primai-y Level - At Upper Primai7 Level ndex of Gender lujuity 68 - At Primary' Level - At Upper Primary Level Index of Social Equity 69 - At Primary Level - At Upper Primary Level Number of Disabled 70-72 Classification Number of Working Children ^ Number of Working Children 6-11 73-76 < - Number of Working Children 11-14 77-80 Population Projection Table (6-11) 81 Studying in Schools 6-11 & 11-1-14 82 Introduction to SSA 83-84 l^lan Indicators for perspective plan 85-89 ^ Quality Issue 90-103 Strengthening of Supervision & Monitoring under SSA. 104-115 Plan Interventions for Pers|)ective j)lan and Budgetary .lustification 116-140 8 Budgetai-y Provisions 2003-04 to 2006-07 141 -149 < Annual work plan and budget 2003-04 150-157 9 Approved Budget 2002-03 158-159 U Planning Process 160-177 4— A grass root - MicroPlanning. Annexure List of Primai'y Schools proposed to be upgraded. 178-180 List & Branch Schools. 181 List & Additional Rooms Required. 182-188 List of Clusters with names and Schools Covered. 189-193 Details of facility available in Primaiy Schools. 194-207 INTRODUCTION rhe education system does not exist in a vacuum. It is a subsystem of the system of'development and is bound to be effected by the socio-economic and political formations. Therefore, education is a people oriented activity. It is the responsibility of the education system to prepare the people to play the active role in the social change and development. It is being argued that basic education ensures the skills needed to lead a decent life and will enable the individual to participate elTectively in his / her community and society, Amartya Sen (l*-)84) equates the concept of de\’clopmenl to well being. I'or him. the dommanl apiirt)aches to the idea of well being the utilil\ approach and opulence appi'oach-are bolh fundamentalls' deficient. Sen offers an alternati\e 'capabilily' aiiproach to well being, lie explains (hat the capability of well being depends not merel) on food intake but also on such other human needs as primary cduc'dUon. health and medicare and social relations. I:ducation performs the principal function to prepare humanity to take control of its own development and shape its own destiny itself and to contribute to the development of'the society itself'. Whenever we talk of the education we can not escape mentioning the views expressed by the International Commission on liducation f'or the rwenty-flrsl century, appointed by the UNliSCO in 1993 which describes the t'our pillars of education ; - Ivcariiin^ to Know : - I'his does not mean the acquisition of'the itemi/.ed and codified inf'ormation rather it ref'ers to mastering the instruments of the knowledge itself'. I'.ducation enables the individuals to understand about his / her lif'e and environment and 10 live a lif'e of dignity, to develop occupational skills and to communicate through the pleasure of understanding, knowing and discovering (through the arousal of curiosity and stimulation of the critical faculties of mind), of thought (through the interplay of concrete and abstract) and of memory by association. Learnin" to do : - Here it is worth mentioning that knowledge itself if of no importance and ol'no signillcancc unless wc know what to do of this knowledge. Application side of (he knowledge is more important than the knowledge itself So then it becomes the r()icm<)si ciul\ oflhe educalion s>sleni (o tievelop the skills cil'pulling ihe knowledge in to praclicc, Ihis ma\ somehow be related to occupational skills, productivity, service '.crloi iiiid piTsoiial r()m|H“lein'e. I (o li> t‘ (o^i'duT : li poiiii.s oIwidusIn lo social I'bjcciives. 1-Alucalii.Mi stands f(ir humanism, tolerance and reason. If education fails to cater lo the need of social cohesion, social harmony and social integration than of what worth it can be. liducation should be able to contribute to resolution of social conflicts, creating, fostering and maintaining the social harmony by understanding the self and others and in developing the spirit of working togelher. Ikiucation should endeavour lo introduce the young to ways of cooperalivc undertakings through participation in sports, cultural activities and other .social welfare initiatives. I>carninj» to be : - “ The aim of education is the complete fulfillment of man in all the richness of his personality, the complexity of his forms of expressions and his various commitments-as an individual, as member of family, as member of a community, citi/en and producer, inventor of techniques and creative dreamer” Commission (1970). C'hange is a human necessity, so change in society and education is no exception. I'he innovations are the only instruments of change, but not per se. livery 3 s> stcm has a Icndcncy lo resist the innov ation due to self fulfilling prophecies of the system with time tested methods and lack of reliance to restore the dynamic equilibrium which is always disturbed by the new methods, practices and processes. Education itself is also an instrument of' social change and is assigned a proactive role, so change in education becomes necessary precondition because stagnation in education hinders chanucs in societv. India also has made several efforts in this regard since the inception of its nulcix'iuicncc Irom colonial rule. Vaiious ^igencies have been assigned the role for overhaulmg the system of education. These agencies have put several suggestions forward and man>' of these ha\ c been incorporated in our system by now but almost all of ihesc have failed at one or the other front, whatever may be the reasons. Sarva Shiksha Abhiyan, al ihis plalfi>rm. has come fiM'wartl with great significance and importance. 1 his dt)cs not impose philosophical suggestions on the system of education rather il has come up with concrete measures to realize the set objectives of universalisation of elementary education with quality, equity and life skills and to remove the standstill at the forefront of education especially at the stage when Constitution has resolved the elementary education as a fundamental right lo every child of 6-14 age group. SSA stands on four basic pillars of - Ulvli. Decentralization, Community participation and quality. SSA has opened the gates for need based planning at the grass root level. 1 )ecentrali/,ation in planning has definitels led to assess the needs of field needs, its weaknesses and potential, for setting its objectives and timeframe exercise and lo provide a sense of direction to all its managerial acli\ ities. This also includes the aspirations and u requirements ot the stakeholders, evaluation of changing environment and critical analysis of why current strategies are failing to meet its objectives and of what threats it is lacing and what social and legal changes it is experiencing, also allows for forecasting and operational planning, execution and its implementation for Elementary Education, l^lcmcntary [education is the stage that sparks of creativity spring into life and access to knowledge bcconics a realil} .
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