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SARVA SHIKSHANA ABHIYANA I<CARNATAI<A A Sarva Shikshasha Abhiyan K A R NA T A K A JjLJ Let us Leam • Let us all Grow SARVA SHIKSHANA ABHIYANA I<CARNATAI<A ANNUAL REPORT 2009-10 2 0 0 9 - 1 0 Sarva Shikshana Abhiyan Mission Karnataka E-mail: [email protected] www.ssakarnataka.gov.in f-i,< i f i f i ^ f W f « | ‘=''‘ '*<■»* S<( B|;>4i(r T 1 S.!*-. |Kjj 0f p l'l^ ^/#1 s-lM’ -'aJ $1 f'',. »-C 3C-¥;■ 5'% %, ,6"% ' .■!*!; tv II > »S 3 • i l p.i5>- f i .. ....... ... m m ...^ , ^'»!1i' sS, /“l!:>.*'A*/^x;* WMlk ^ SarvaKARNATAKA Shiksha Abhiyan Let US I earn - L at us all Grow SARVA SIIIKSIIANA ABIIIYANA KARNATAKA ANNUM. Sarva Shikshana Abhiyan Mission Karnatal<a K R Unle, Nrupathiinqa Rind, uariq.ilnre ‘.'0 001 Telephone : 080-22485040 fax : 080 22126718 ■mail: [email protected] www.ssakarnataka.gov.in Our Mission Pr(Jvision of relevant and useful Elementary Education o f satisfactory quality for all children by 2012, with full concern for social and gender equity and regional parity and with vibrant pariticipation oi the community in the management of schools A u rai* Blda< Gulburi Aland Nortli chlncholl Gulbarga Afzalpio^B South Chlttapiira BSliam Je vaig l Yadagirl Shahapiira B a ta v a n a bagewadi S u ra p iir Miiddeblhal □evadiirga ■agalkoto Raichur If Hungund Llngasuguru^^^^j Ramadurf* iMgaum Wiy BavadathI Natagunda K u stag i S ld h a n u r Rallahonfla(i Shlrafluppa Khanapufi »ha,w«d Yelbuga Qangavathl %h't\ Qadag City BeUarv East H u b lli Koppal Hospet I ‘" " ’•‘•B**"* Beltatv W««t ^ 8hlrah*t« Sandui Mund«fo(tu Sevaniir Karwai Yaiiapi.ara Harapnahalll y NtolBkalmuni A nkola 3 „ , , j '"'“'^iLb.a.nu, ChallKera Soraba h.-.k4 » - ^Iddanura ' ■ N orth . i , H o n n a v a ix Shlkarlpura Honnali-lagalUr*^*''*'* % P ava g ad a Sagara HolHI^ HIrlyurti B agepallt Kundapura ThirthahalU irlbldalfcf'!'g i .■^alndoor Na iddahallapur• L . r " 5 Srinivaspur Udupl North Karkala N A r a s i k e r e HMilioH ildUfil South Belur M agaiil karkala South Alur channarayap^' Kiinlaal M^^(|al■rB City BalthangadI 8»hal««hpiira B an tw ala HotoMWiPBfe^ K*t*flodu R«m8n«9trt Puttui Ara'kSa®d^h„«i,,^ Butyit - Mii*itwapi.mMandya Madui.thinniiiatni . Smnwarat: NagSW Sriraiigapatfina Kanikipui Madlkerl IH¥*ora North M o la v a lll Hunaaur T. N^raalpura Mysora South Kollagal Nanjati|^() rti.ndun. „,„uru K.D.Kote Chamaralanagsra iupo! CONTENTS FOREWORD PAGES CHAPTERS 1. PERSPECTIVE 6 to 13 2. PLANNING AND FINANCE 14 to 25 3. ACCESS AND ENR0LM1^:NTS 26 to 65 4. RE'FEN'nON and I’RANSITION 66 to 77 5. QUALITY INi riAriVES 78 to 108 6. SPECIAL FOCUS GROUPS 109 to 171 A. GIRLS' EDUCATION B. INCLUSIVE EDUCATION 7. INNOVATIONS 172 to 191 8. CIVIL WORKS 192 to 199 9. RESEARCH. EVALUATION, MONITORING & SUPERVISION 200 to 223 10. CHALLENGES AHEAi:) 224 to 227 11. AUDIT REPORT 229 to 332 •FDREWDRD Quality schooling has been the chief and most significant concern of Sai*va Shiksha Abhiyan Mission in the State. By 2008-()9, the SSA could, by and large, facilitate universalisation of access to schooling and facihties therein, full enrolment and retention of children and empowerment of U)cal communities for management of schools. In all these eflbrts SSA has all along valued concerns of sex and social equity as well as regional parity. As such, quality schooling, gained priority attention in ourefforts, during 2009-10 It IS notetl with considerable satisfaction that the effoits of SSA have met with success as revealed through several parameters of access, participation, retention, provision of infrastructure facilities and organised monitoring systems. A major initiative oi 2009-10 has been the upscaling of Nali-Kali, joyful learning technique, in all the 45648 schools of the State, at the I and II standards. Capacity building of teachers, supply of materials and reading literature, a decentralised help line for a variety of stakeholders were some of the supportive initiatives for Nali-Kali. Census suiTcy of children in January 2010, exposure visits of chilihen under the Chinnara Zilla Darshan programme, sustained use of All India Radio for public awareness buiUling on SSA programmes, expansion of Meena clubs and their activities, alternative schooling facilities for out-of-school children, strengthening of KGIWs, strengthening of rapport with minority communities, corrective surgery camps for CWSN, expansion of CAl.C activities, completion of need-based researches, field-based researches with the involvement of 1 )IFTs, are notable activities of 2009-10 on which detailed accounts are given in the report 84.36 of rural children as well as 86.78 percent of SC / ST children pursued their elementary education in State and State suppoiied schools during 2009- 10 While this phenomenon is a matter of satisfaction for the public system of education in the State, it also implies renewed commitment for quality schooling to these children. SANDffYA VRNUGOPAL SHARMA, I.A.S State I’rqject Director PERSPECTIVE CHAPTER: r J .. 'X 1 PERSPECTIVE I'he Constitution of India, adopted in 1950, provisioned for Universalisation of Elementary Education (UEE!) to children upto the age of 14 years and located it under Directive principles of State policy as article 45. Keeping in view the tardy progtess of UEE and bov^^ing to the demand for Union Government's responsibility for education, the Indian Parliament placed education under 'Concurrent List', a joint responsibihty of the Union and the States through the 42nd Constitutional Amendment in 1975. Following this development and recognising the snail's pace of progress of Hleracy in India, the Nat ional Policy on Education (N PE), 1986 was adopted by the Indian states. 'The NPE, 1986 accorded the highest level of priority to UEE. Two national level programmes to improve the infrastructure / human resources and capacity building for teachers were lanuched in 1988 known as Operation Black Board (OBB) and District Institutes of Education and Training (DIET). A National Literacy Mission Authority was also set up in 1988 treating the district as a unit of planning and address the concerns of adult literacy. During the post 1991 liberalisation phase in India, a quality improvement initiative was lanuched in several states in 1995 known as District Primary Education Project (DPEP). At the same time standards of schooling were set through specifications of Minimum Levels of Learning (MLL) to ensure attainments and quality schooling. I'he DPEP was spread across only educationally backward Leri u s L e .im - us G row districts of the country. It was a time-specific prograinnie which ended by 2002. Several structures for capacity building of teachers and educational administrators had been createil by the DPEP known as Cluster and Block Rest)urce Centres - CKCs & BRCs. New schools had been opened in schoolless villages, leacher and school support materials were supplied to all the schools. Teachers had been appointed for the new schools and buildings had been constt acted DPI'-P initiatives had proved to be quite useful. They had to be sustained and upscaled The Government of India launched the Sarva Shiksha Abhiyan Mission in 2001-02 which not only absorbed all DPltP initiatives and centrally sponsored schemes but also spread to all the parts of the country all districts and not just backward districts. There was another concomitant development, A global meet of Education Ministers / National Representatives of 156 countries met at Jomtien, Thailand in 1990 and resolved to provide 'Education for AH' within a period of ten years, by 2001 AD A global review of this resolve in 2000 AD at Dakar, Senegal revealed tliat the resolve had been very poorly honoured. Nation states had to race against time for UEE. This global concern also strengthened the initiatives with regard to setting up of the SS A Mission The East Asia Miracle, resounding success of economies in South Korea, Thailand, Malaysia, Indonesia and Japan revealed that these countries had accorded a high pedestal to elementary educati(»n since the l%Os aloag with pcwerty allevvatiou \x\ Vhevv growth strc\tegies. hvdta could not afford to ignore elementary ediicatic^i. rhe United Nations Development Programme, UNDP, a development wing of the DN, began the pubhcation of comparative standing of nations on their levels of human development. They used an index to measure the level of human development known as the Human Development Index, HDl India has been recording a very low HDl rank among the comity of nations, the rank is oscillating in the 124 to 128 range. This is a matter of serious concern for a nation which has mounted itself on the path of industriahsation and accelerated economic development hklucation is one of the indicators of HDl. UNDP compares nations Mean Levels of liducation (M l E) also, which is quite low for India. Unless intensive effoi ts are made for UEE, the MLE will not go up. In the face of intense public demand for fundamental right status to the Constitutional provision for UEE and being reinforced and supported by the Supreme Court in one of its judgements (cf Unnikrishnan Judgement, 1993), the Indian state relocated UPT, from its earlier article 45 status to article 2 1A, a hindamental right, in 2005. All these developments brought to bear cumulative pressure on the Indian states to achieve UEh within a time-frame The net effect of these persisting national aspirations and compulsions are reflected in the institution of the SARVA SHIKSHA ABHTYAN (SSA) MISSION, which was launched as the flagship programme of the Ministry of Human Resource Development, Government of India in 2001 02 ' - v S Sarva Shiksha Abhiyan Lei (iti Learr Let ds all SSA is a time-bound project of the Goal to achieve U EE.
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