G S SCORE

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EDUCATION

Samagra Shiksha
Samagra Shiksha is an overarching programme for the school education sector extending from pre-school
to class 12. It has been prepared with the broader goal of improving school effectiveness measured in
terms of equal opportunities for schooling and equitable learning outcomes. The Scheme would, attempt
to provide, an integrated/composite school system from pre- school to Senior Secondary level.

Need of the Initiative

The Government has, till now, tried to adopt an integrated approach in the implementation of the various
Centrally Sponsored Schemes. However, overtime, parallel institutional arrangements at national, state,
district and sub-district levels with little convergence with mainstream school education administration
have been created for the planning and management of these Schemes. This may have led to a duplication
of efforts and personnel towards implementing similar interventions and achieving similar objectives.
Independent evaluations of the Schemes have suggested increased convergence and integration between
the Schemes through a single school education development programme covering grades I-X/XII.

About Samagra Shiksha

 The Union Budget, 2018-19, has proposed to treat school education holistically without segmentation
from pre-nursery to Class 12.
 It subsumes the three erstwhile Schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and Teacher Education (TE).
 It is a Centrally Sponsored Scheme- which is an integrated scheme for school education sector from
2021 to 2026.
 The Scheme is in accordance with Sustainable Development Goal for Education (SDG-4).
 It has been aligned with the National Education Policy (NEP) 2020 to ensure inclusive and equitable,
quality and holistic school education.
 It aims to ensure that all children have access to quality education with an equitable and inclusive
classroom environment.
 It emphasizes on to take care of the diverse background, multilingual needs, different academic abilities
and make students active participants in the learning process.
 The fund sharing pattern between Centre and States is of 90:10 for the 8 North-Eastern States viz.
Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura and 3 Himalayan
States viz. Jammu & Kashmir, Himachal Pradesh and Uttarakhand

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! 60:40 for all other States and Union Territories with Legislature.
! It is 100% centrally sponsored for Union Territories without Legislature.

Key Features
 The scheme envisages the ‘school’
as a continuum from pre-school, MAJOR COMPONENTS OF SAMGRA SHIKSHA
primary, upper primary, secondary to
Senior Secondary levels.
 Focus on the two T’s – Teacher and
Technology.
 The strategy to enhance the Learning
Outcomes at all levels of schooling.
 The major interventions, across all
levels of school education, proposed
under the scheme are:
! Universal Access including
Infrastructure Development and
Retention
! Gender and Equity
! Inclusive Education
! Quality
! Financial support for Teacher Salary
! Digital Initiatives
! RTE Entitlements including uniforms, textbooks etc
! Pre-school Education
! Vocational Education
! Sports and Physical Education
! Strengthening of Teacher Education and Training
! Monitoring
! Programme Management
! National Component.

Sustainable Development Goal 4

 It is about quality education.
 Title - “Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all”.
! Goal SDG-4.1 - “By 2030, ensure that all boys and girls complete free, equitable and quality
primary and secondary education leading to relevant and effective learning outcomes.
! SDG 4.5 states that “By 2030, eliminate gender disparities in education and ensure equal access
to all levels of Education and vocational training for the vulnerable, including persons with
disabilities, indigenous peoples and children in vulnerable situations”

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Major Objectives
 Provision of quality education and enhancing learning outcomes of students
 Bridging Social and Gender Gaps in School Education
 Ensuring equity and inclusion at all levels of school education
 Ensuring minimum standards in schooling provisions
 Promoting Vocationalisation of education
 Support States in implementation of Right of Children to Free and Compulsory Education (RTE) Act,
2009
 Strengthening and up-gradation of SCERTs/State Institutes of Education and DIET as a nodal agencies
for teacher training.

Implementation of the Scheme

 State Level: The Scheme will be implemented as a Centrally Sponsored Scheme by the Department of
School Education and literacy through a single State Implementation Society (SIS).
 National level: At the National level, there would be
! Governing Council headed by Minister of Human Resource Development
! Project Approval Board (PAB) headed by Secretary, Department of School Education and Literacy
 The Governing Council will be empowered to modify financial and programmatic norms and approve
the detailed guidelines for implementation within the overall Framework of the scheme.

Significance
 The Scheme will help improve the transition rates across the various levels of school education and aid
in promoting universal access to children to complete school education.
 The integration of Teacher Education would facilitate effective convergence and linkages between
different support structures in school education through interventions such as a unified training calendar,
innovations in pedagogy, mentoring and monitoring, etc.
 This single scheme will enable the SCERT to become the nodal agency for conduct and monitoring of all
in-service training programmes to make it need-focused and dynamic.
 It would also enable reaping the benefits of technology and widening the access of good quality
education across all States and UTs and across all sections of the Society.

What Steps has been taken under the Scheme

The following components of Samagra Shiksha have been built into special and focused interventions in
view of the present pandemic situation:
 Learning enhancement/enriching programme to provide supplementary material to children
 Library grant for ensuring availability of reading material to students
 Special Training for Out of school children and Children With Special Needs.
 Support for out of school children of age group 16 to 19 years through NIOS/State open schools.
 SMC training to be utilized for ensuring community participation, parental support
 Teaching learning Material at ECCE and primary grade
 Setting-up a help desk at Panchayat level and creating awareness through use of mass media. It can also
be used for conducting online learning and content dissemination over electronic media.

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 Child tracking funds may be utilized for preparing student registry

 Special Grants to schools for sanitization and hygiene
 Teachers grants for awareness on safety and security in online mode and for enabling them to use online
means of education.
 Grants for online content development and dissemination.
 Grants for teachers for accessing NISHTHA training over DIKSHA platform.
 Composite school grants to ensure continuity of learning and at least 10% of it to be used for Water,
sanitation and hygiene in schools.

Way Forward
 There has to a holistic survey mechanism on the analysis of Universal Access, Infrastructure Development
and Retention.
 For Digital Initiatives, the infrastructure and digital literacy and training for teachers is equally
important.
 School Infrastructure should be conducive for Sports and Physical Education.
 Holistic Monitoring and Programme Management should be ensured at every level.

Rashtriya Uchchatar Shiksha Abhiyan (RUSA)

The Rashtriya Uchchatar Shiksha Abhiyan is the central government’s contribution to further the promise held
by the rich expanse of India’s state universities.

Need of the Initiative

The Success of Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhamik Shiksha Abhiyan (RMSA) has laid a
strong foundation for primary and secondary education in India. However, the sphere of higher education
also needed concerted efforts for improvement in access or quality. This is also essential to reap the benefits
of demographic dividend of India. An educated and productive workforce is what is essential to achieve
through a concerted effort to improve quality and relevance of higher education. . The aim is to achieve
mass access to higher education with high quality standards. States must ensure that all their institutions
adopt NAAC accreditation as the mandatory quality assurance framework, and simultaneously seek to
upgrade the overall academic quality by implementing reforms.

About Rashtriya Uchchatar Shiksha Abhiyan (RUSA)

 Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a Centrally Sponsored Scheme (CSS).
 Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is being implemented by Ministry of Education.
 It was launched in 2013 aims at providing strategic funding to eligible state higher educational
institutions.
 The Ministry of Education has approved the scheme of Rashtriya Uchchatar Shiksha Abhiyan (RUSA) for
continuation till 2026.
 The central funding (in the ratio of 60:40 for general category States, 90:10 for special category states
and 100% for union territories.

Major Objectives
The salient objectives of RUSA are to;
 Improve the overall quality of state institutions by ensuring conformity to prescribed norms and standards
and adopt accreditation as a mandatory quality assurance framework.

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 Usher transformative reforms in the state higher education system by creating a facilitating institutional
structure for planning and monitoring at the state level, promoting autonomy in State Universities and
improving governance in institutions.
 Ensure reforms in the affiliation, academic and examination systems.
 Ensure adequate availability of quality faculty in all higher educational institutions and ensure capacity
building at all levels of employment.
 Create an enabling atmosphere in the higher educational institutions to devote themselves to research
and innovations.
 Expand the institutional base by creating additional capacity in existing institutions and establishing new
institutions, in order to achieve enrolment targets.
 Correct regional imbalances in access to higher education by setting up institutions in unserved &
underserved areas.
 Improve equity in higher education by providing adequate opportunities of higher education to SC/STs
and socially and educationally backward classes; promote inclusion of women, minorities, and differently
abled persons.

National Assessment and Accreditation Council (NAAC)

 It conducts assessment and accreditation of Higher Educational Institutions (HEI) such as colleges,
universities or other recognized institutions to derive an understanding of the ‘Quality Status’ of
the institution.
 NAAC evaluates the institutions for its conformance to the standards of quality in terms of its
performance related to the educational processes and outcomes, curriculum coverage, teaching-
learning processes, faculty, research, infrastructure, learning resources, organization, governance,
financial well being and student services.

Vision
 To make quality the defining element of higher education in India through a combination of self
and external quality evaluation, promotion and sustenance initiatives.

Mission
 To arrange for periodic assessment and accreditation of institutions of higher education or units
thereof, or specific academic programs or projects.
 To stimulate the academic environment for promotion of quality of teaching-learning and research
in higher education institutions.
 To encourage self-evaluation, accountability, autonomy and innovations in higher education.
 To undertake quality-related research studies, consultancy and training programmers.
 To collaborate with other stakeholders of higher education for quality evaluation, promotion and
sustenance.

Components
The following are the primary components of RUSA that capture the key action and funding areas that must
be pursued for the fulfilment of the targets:
 Up gradation of existing autonomous colleges to Universities
 Infrastructure grants to Colleges and Universities

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 New Model Colleges (General) and

Upgradation of existing degree
colleges to model colleges
 Research, innovation and quality
improvement
 Equity initiatives
 Faculty Recruitment Support and
improvements
 Vocationalisation of Higher Education
 Leadership Development of
Educational Administrators
 Institutional restructuring & reforms
 Capacity building & preparation, data
collection & planning

Implementation of the Scheme

 RUSA is implemented and monitored through an institutional structure comprising

National Level
 National Mission Authority
 Project Approval Board
 National Project Directorate
 Technical Support Group

State Level
 State Higher Education Council
 State Project Directorate
 Technical Support Group

How the initiative had worked so far?

The following are some of the key achievements of RUSA:
 Coverage: The States and the UTs have responded very well to the scheme; 29 States and 6 UTs are
participating in RUSA. Over 2000 State Universities and Colleges have been supported so far.
 Gross Enrolment Ratio (GER): The National GER prior to the launch of RUSA was 20.8 (2012), with Male
GER at 22.1 and Female GER at 19.4. RUSA assistance is critical in sustaining the growth in GER. A
substantial increase in National GER has been recorded at 24.5, with Male GER at 25.4 and Female GER
at 23.5 in 2015-16 (AISHE 2015-16).
 Institutionalization of State Higher Education Planning: Prior to the formation of RUSA, 9 State Higher
Education Councils were created by an Act of the legislature. The States joined RUSA with a commitment
to create State Higher Education Councils within a stipulated time indicated by them. Till now, 26 more
States/UTs have already created State Higher Education council, 16 of which are through an Act of the
legislature.
 State Contribution to Higher Education as a Percentage of GSDP: Overall there has been an increase in
States spending in higher education as a percentage of its GSDP.

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Way Forward
 It should be underscored that the upgraded colleges and universities would be mentored for high-
quality research outputs with fund-associated expertise through RUSA.
 Considering that teachers are the backbone of educational reforms, any genuine service-related/
administrative concerns highlighted by teacher bodies have to be parallely remedied by governments.
 The bodies also have to pragmatically approach this reform scheme and provide collective wisdom for
further quality refinement.

NIPUN Bharat
Ministry of Education has launched a National Initiative for Proficiency in Reading with Understanding and
Numeracy (NIPUN Bharat), for ensuring that every child in the country necessarily attains foundational
literacy and numeracy (FLN) by the end of Grade 3, by 2026-27.

Need of the Initiative

According to the, World Bank’s learning Poverty Index, 55% of India’s school-going children cannot read
and understand a short, age appropriate text by Class 5 and according to National Survey, around 13-18%
students from Class 3, 5 and 8 are below basic learning levels, and only 39-53% have achieved proficiency.
Due to the low standards of Indian Education, 86th Constitutional amendment in India obligated the Right
to Education. This decision aims to encourage children to get an education in school. To achieve this goal,
the Education Ministry launched the NIPUN Bharat Mission.

About NIPUN Bharat

 The Department of School Education and Literacy, Ministry of Education (MoE) launched the National
Mission on Foundational Literacy and Numeracy called National Initiative for Proficiency in Reading with
Understanding and Numeracy (NIPUN Bharat).
 It was launched on 5th July 2021 under the aegis of Centrally Sponsored Scheme of Samagra Shiksha.
 The mission aims to achieve universal foundational literacy and numeracy in primary classes.
 The Mission goal is to gain proficiency in foundational literacy and numeracy for every child by grade
3.
 Detailed guidelines for the mission have been developed which includes the codification of development
goals and learning outcomes for age 3 to 9 years and Lakshya or Targets for Foundational Literacy and
Numeracy starting from Balvatika to Grade III.
 NIPUN aims to complete its set objectives by private and Government aided schools by 2026-27.
 Vision: The vision of the Mission is to create an enabling environment to ensure universal acquisition
of foundational literacy and numeracy, so that by 2026-27 every child achieves the desired learning
competencies in reading, writing and numeracy at the end of Grade III and not later than Grade V.

Objectives of the Mission

The major objectives based on the recommendations of NEP 2020 are as follows:
 To ensure an inclusive classroom environment by incorporating play, discovery, and activity-based
pedagogies, linking it to the daily life situations of the children and formal inclusion of children’s home
languages.
 To enable children to become motivated, independent and engaged readers and writers with
comprehension possessing sustainable reading and writing skills.
 To make children understand the reasoning in the domains of number, measurement and shapes; and
enable them to become independent in problem solving by way of numeracy and spatial understanding
skills.

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 To ensure availability and effective usage of high-quality and culturally responsive teaching learning
material in children’s familiar/home/mother language(s).
 To focus on continuous capacity building of teachers, head teachers, academic resource persons and
education administrators.
 To actively engage with all stakeholders i.e., Teachers, Parents, Students and Community, policy makers
for building a strong foundation of lifelong learning.
 To ensure assessment ‘as, of and for’ learning through portfolios, group and collaborative work, project
work, quizzes, role plays, games, oral presentations, short tests, etc.
 To ensure tracking of learning levels of all students.

Implementation and Assessment of the Initiative

 Implementation: The Department of School Education and Literacy, Ministry of Education (MoE) will be
the implementing agency at the national level and will be headed by a Mission Director.
 Learning Assessments: Assessment of progress and achievements by students, schools and states/UTs
will be at the following levels:
! School Based Assessment
! Large scale assessment (including NAS, SAS, and Third Party assessment)

Way Forward
 Preparing state specific stage-wise action plan.
 Devise annual targets and adapt tools developed at central level to assess annual progress
 Ensure teacher availability and capacity building for foundational grades
 Map each child enrolled in foundational grades through student registery
 Identification of a pool of mentors to render academic support to teachers
 Ensure parents and community awareness about desired learning outcomes

PRABANDH
PRABANDH means PRoject Appraisal, Budgeting, Achievements and Data Handling System, is the portal of
Dept of School Education of Ministry of Education under Samagra Shiksha.

Need of the Initiative

In order to enhance efficiency and manage the implementation of newly launched Centrally Sponsored
Integrated Scheme for School Education, Samagra Shiksha, a PRABANDH System has enabled.

About PRABANDH
 PRABANDH means PRoject Appraisal, Budgeting, Achievements and Data Handling System.
 This will help in introducing better transperancy in the implementation of the scheme and improve the
same.

Core objectives:
 To obviate the need for submitting hard copies, except where it is mandated otherwise.
 To have transparency and accuracy in the System w.r.t Approvals, Releases, Financial Status.

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 To streamline the Financial Management System, to enable more accurate assessment of actual
requirement of funds for implementation.
 For efficient decision- making.
 On this portal States and UTs may view the Status of GoI Releases, approved outlays, coverage as per
UDISE, school wise list of approvals, school wise gaps, cancellations in approvals etc. under Samagra
Shiksha
 In addition, online submission of Monthly Progress Reports, physical as well as financial, can also be
made by the respective State/UTs in the PRABANDH System.
 It also provides monthly status of physical and financial progress under the major interventions of the
scheme , which automatically picks up data from the system based on monthly updates done by the
States and UTs

Achievements so far
 States and UTs are submitting District Wise Annual Work Plan and Budget proposals through the portal
enabling decentralized planning.
 Detailed school-wise Functional and construction status under various components of Samagra Shiksha
i.e. New Schools, Strengthening of Schools, KGBV, Residential, Schools/ Hostels , ICT@School, Toilets and
Vocational Education are being submitted online alongwith the Photographs.
 District logins have been created and activated across all States and UTs having 740 Districts, 8100 Blocks
and 12 Lakh School users.
 The Physical and Financial expenditure module for District users have been initiated to capture the
progress on the Samagra Shiksha activities. From 2020-2021 onwards, districts will submit the physical and
financial expenditure on the PRABANDH portal. The State / UTs will validate and freeze the expenditure,
so that it can be viewed at National level.
 States/UTs are submitting activity wise progress (Physical and Financial) for all components of Samagra
Shiksha. The system can generate the delay statement on transfer of funds, Status of pending State
Share, Unspent balances, Spill-over and Committed liability etc.

Way Forward
It is required that the uploaded information is validated by the district magistrate or an appropriate officer
as authorised by the concerned authority.

PM POSHAN Scheme
PM POSHAN (POshan SHAkti Nirman) Scheme provides one hot cooked meal in Government and
Government-aided schools from 2021-22 to 2025-26, earlier known as ‘National Programme for Mid-Day
Meal in Schools’ popularly known as Mid-Day Meal Scheme.

Need of the Initiative

The level of malnutrition is of great concern in India with over 40% of children being classified as undernourished.
Under nutrition is highly prevalent among rural children in India. Survey among rural population of India, by
National Nutrition Monitoring Bureau in 2002, reported prevalence of malnutrition, using Gomez classification
to be 94.6% among 6-9 year and 97.1% in 10-13 year old. Anaemia affects over 3/4th of the school children due to
low intake of iron and folic acid. The reasons for such high levels of malnutrition and anaemia are complex. They
include poverty, gender inequity, specific dietary patterns and recurrent illness, all these acting in conjunction.
School feeding programmes are popular in the developing world and beyond, not only because of their
educational but also for their nutritional benefits. Mid day meal acts as a regular source of “supplementary
nutrition” for children, which facilitates their healthy growth.

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About the Initiative

 This is a Centrally-Sponsored Scheme which covers all school children studying in Classes I-VIII in
Government, Government-Aided Schools. Now, it will include the Pre-Primary Children also.

About Mid Day Meal Scheme

 In 1925, a Mid Day Meal Programme was introduced for disadvantaged children in Madras
Municipal Corporation.
 By the mid 1980s three States viz. Gujarat, Kerala and Tamil Nadu and the UT of Pondicherry had
universalized a cooked Mid Day Meal Programme with their own resources for children studying
at the primary stage.
 By 1990-91 the number of States implementing the mid day meal programme with their own
resources on a universal or a large scale had increased to twelve states.
 The National Mid Day Meal (MDM) programme, implemented across all the government and
government-aided schools in India aimed to provide nutritional Meal to each and every child
(6-14 years).
 It aims to achieve the goal of Universalisation of Elementary Education.
 It provides tremendous opportunities to accomplish the objectives of Education for Sustainable
Development (ESD).
 Scheme as it stands currently has gone through a series of changes since being introduced first in
1995 as a Centrally sponsored scheme across 2,408 blocks for students up to Class 5.
 In 2007, the UPA government had expanded it to Class 8.

S. No. Item Primary Upper Primary

1 Calories 450 calories 700 calories
2 Protein 12 gms. 20gms

 Primary (1-5) and upper primary (6-8) schoolchildren are currently entitled to 100 grams and 150
grams of food grains per working day each, to ensure a minimum of 700 calories.
 While the Centre bears the entire cost of food grains and their transportation, as well as looks after
the management, monitoring and evaluation under the scheme, components such as cooking
costs, payments to cooks and workers are split in a 60:40 ratio with states.

Key Changes in Mid-Day Meal to make it PM POSHAN (POshan SHAkti Nirman)

 The scheme is proposed to be extended to students studying in pre-primary or Balvatikas in Government
and Government-aided primary schools in addition to all the 11.80 crore children from elementary
classes.
 The concept of Tithi Bhojan will be encouraged extensively. Tithi Bhojan is a community participation
programme in which people provide special food to children on special occasions/festivals.
 Nutri-gardens will be developed in schools to give children “firsthand experience with nature and
gardening”.
 Social Audit of the scheme is made mandatory in all the districts.
 Special provision is made for providing supplementary nutrition items to children in aspirational districts
and districts with high prevalence of Anemia.
 Cooking competitions will be encouraged at all levels right from village level to national level to promote
ethnic cuisine and innovative menus based on locally available ingredients and vegetables.

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 Vocal for Local for Atmanirbhar Bharat: Involvement of Farmers Producer Organizations (FPO) and
Women Self Help Groups in implementation of the scheme will be encouraged. Use of locally grown
traditional food items for a fillip to local economic growth will be encouraged.
 Field visits for progress monitoring and inspections will be facilitated for students of eminent Universities
/ Institutions and also trainee teachers of Regional Institutes of Educations (RIE) and District Institutes of
Education and Training (DIET).

Financial Cost of the Scheme

 The scheme covers about 11.80 crore children studying in 11.20 lakh schools across the country. During
2020-21, Government of India invested more than ₹ 24,400 crore in the scheme, including cost of about
₹ 11,500 crore on food grains.
 The Cabinet Committee on Economic Affairs (CCEA), has approved the continuation of the national
scheme of PM POSHAN in Schools for the five-year period 2021-22 to 2025-26 with the financial outlay
of ₹ 54061.73 crores from the Central Government and ₹ 31733.17 crore from State Governments & UT
administrations.
 Central Government will also bear additional cost of about ₹ 45000 crore on food grains. Therefore, the
total scheme budget will amount to ₹ 130794.90 crore.

How the initiative had worked so far

 The Scheme is the world’s largest school feeding programme reaching out to about 12 crore children in
over 12.65 lakh schools/EGS centres across the country.
 The Cooked Mid Day Meal Program has been successful in addressing “classroom hunger” in the
beneficiary schools.
 The contribution of mid-day meals to food security and child nutrition seems to be particularly crucial in
tribal areas where hunger is endemic.
 Mid day meal has brought a sharp increase in school enrolment and attendance rates across all the
states and more importantly narrowing the gender gaps in school attendance rates.
 Mid Day Meal Scheme also provide a useful source of employment for women, and helps liberate
working women from the burden of cooking at home during the day.

Components 2005-06 2006-07 2007-08* 2008-09* 2009-10* 2010-11* 2011-12*

Children cov- 11.94 10.68 11.37 11.19 11.36 10.46 10.35

ered (in cr.) up to
30.09.11

Food grain 22.51 21.60 24.79 29.30 27.71 29.40 29.09

allocated (in
lakh MTs)

Budget allo- 3345.26 5348.00 6678.00 8000.00 7359.15 9440.00 10380.00

cation (in cr.)

Total Exp (in 3186.33 5233.47 5935.44 6688.02 6937.79 9128.44 7697.24
cr.) up to
29.12.11

Way Forward
 Government needs to establish a system to ascertain improvement in nutritional levels of children. It
should coordinate with the concerned department and ensure maintenance of health cards in all the
schools to monitor the health status of the children.

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 Monitoring and Supervision mechanisms should be implemented effectively. The State government
needs to strengthen the internal controls as well as the inspection and monitoring mechanism at all
levels.
 The quality of cooked food served needs to be enhanced.
 Transfer of funds up to school level is needed to ensure full utilization of funds.
 The Grievance Redressal Mechanism should be widened and implemented at all levels.
 There should be provision for training of cooks-cum-helpers on aspects of hygiene, health, sanitation,
cooking and serving.
 It is essential that the children and the parents are given nutrition education, so that MDM is not taken
as a substitute for home food but as an addition to the food provided by the family.

**********

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