Elementary education

Elementary Education
Sudarshan Mishra, Ph.D.
Department of Education
Ravenshaw University, Cuttack
Email:
smishra@ravenshawuniversity.ac.in

Elementary Education
• Classes I to VIII
• Primary (I to V) and Upper Primary (VI to VIII)
• Article 45 (1950, Directive Principles of State
Policy): “The State shall endeavour to provide,
within a period of ten years from the
commencement of this Constitution, for free
and compulsory education for all children until
they complete the age of fourteen years”.

• Article-45: The State shall endeavour to
provide early childhood care and education
for all children until they complete the age of
six years
• Article 21A: The state shall endeavour to
provide free and compulsory education to all
children of the age 6 to 14 years in such
manner as state may, by law determine (86
amendment, Act 2002).

UEE
• Access
• Enrolment
• Retention
• Quality

Efforts to Universalize Elementary
Education
• formulation and implementation of RCFCE
Rule, 2010;
• implementation of CCE scheme;
• consultation with various stakeholders for
environment building;
• creation of a dedicated RTE cell;
• introduction of school monitoring system
(Samiksha);
• constitution of SCPCR;

• establishment of Grievance Redressal Cell;
• teacher capacity building;
• implementation of MLE programme;
• establishment of more and more hostels for
Boys and Girls for tribal children;
• special training to out of school children;
• establishment of new KGBVs;
• provision for inclusive education for CWSN;
• community mobilisation;
• implementation of SAHAJA the ongoing
reinforcement programme;

• monthly monitoring of the activities at School
through ‘e-Samiksha’;
• provision of Graded reading materials
‘SOPAN’; ‘SANJOG’ in language for class I & II;
• development of self-learning materials
‘SWAYAM’ in Science;
• awarding Primary Merit Scholarship;
• Quality Award to best performing schools;
• development of Teachers handbook namely
‘SAMADHAN’ & ‘SADHAN’, etc.

Indicator wise position
Provision
• opening of new schools:
• upgradation of UP(ME) schools to class VIII
• rationalisation of schools
• special training to out of school children
• seasonal hostel for the children of migrant families
• residential hostels
• transport / escort facilities

Elementary School Status (2017-18)
Total Primary
Schools
Total Upper
Primary
Schools
Total
Elementary
Schools
36070 22019 58089

STATUS OF CIVIL INFRASTRUCTURE IN
GOVT. ELEMENTARY SCHOOLS

Achievement
Reading level
Source: ASER (2018)

Right to Education Act, 2009
• came into effect in Odisha on April 01, 2010
• Free and compulsory education to all children in the
6 to 14 age group;
• No child shall be held back, expelled or required to
pass a board examination
• A child above six years of age shall be admitted in a
class appropriate to his or her age;
• He/she has a right to receive special training,
• No child shall be denied admission in a school for
lack of age proof.
• 25 percent reservation in all private schools

DPEP
• In 1993, the MHRD, Gol, conceived the DPEP
• a centrally sponsored scheme
• an umbrella scheme under which the support
from all the different funding agencies would
be channelled.
• Decentralised and participatory planning and
administration at the district level, involving
village leadership, NGOs, schools, district and
block personnel.

• Implementation of DPEP started in 1994 in 42
districts of seven states of India (1st
phase:1994-1999): Assam, Haryana,
Karnataka, Kerala, Maharashtra, Tamil Nadu
and Madhya Pradesh
• gradually expanded to cover 272 districts in 18
states over the last 8 years (2nd phase: 1999-
2005).

Objectives
• to provide access to all children to primary education
through formal primary schools or its equivalent
through alternatives;
• to reduce overall dropouts at the primary level less
than 10 percent;
• to increase achievement levels by 25 percentage
points over and above the measured baseline levels;
• to reduce disparities of all types to less than 5
percent.
• Specific strategies to increase enrolment and
retention of girls, SC and ST students

• to strengthen the capacity of national, state
and district institutions and organisations for
the planning, management and evaluation of
primary education.

Implementation
• implemented through six levels - i) national, ii) state,
iii) district, iv) block, v) cluster and vi) village.
• community mobilisation
• construction of new school buildings and classrooms,
• providing pedagogical inputs through teacher
training,
• improvement of textbooks and teaching learning
materials;
• providing academic support to schools through BRCs
and CRCs;
• removal of gender and caste related inequities;

• strengthening support to education of the disabled;
• Opening of almost 41,000 alternative schools
covering some 1.6 million children.
• By 2002-2003, the programme is reported to be
covering 60% of the child population in the country.
• Majority of the DPEP districts have a high percentage
of socially disadvantaged population, with low
female literacy.
• establishing alternate educational facilities for the
children not having access to regular schools.
• Educational Management Information System (EMIS)
was established.

• Large number of research and evaluation
studies were undertaken at the national, state
and district levels.

DPEP- Odisha
• Odisha came within the ambit of DPEP II
States with its five first phase districts, namely,
Bolangir, Dhenkanal, Gajapati, Kalahandi and
Rayagada in the year 1996
• Three more districts Baragarh, Keonjhar and
Sambalpur have been added as expansion
districts during the year 1997-1980
• a total of 17 DPEP districts

Sarva Siksha Abhiyan (SSA)
• SSA has been operational since 2000-2001
• Government of India's flagship programme for
achievement of Universalization of Elementary
Education (UEE) in a time bound manner,
• unique and innovative programme implemented in
all the states and UTs
• the single largest holistic programme addressing all
aspects of elementary education covering over one
million elementary schools and Education Guarantee
Centre (EGS)/Alternate and Innovative Education
(AIE) Centres and about 20 crore children.

Objectives
• All children (aged 6-14) in schools or EGS or AIE by
2005
• All children complete five years of primary schooling
by 2007
• All children complete 8 years of elementary
schooling by 2010
• Focus on elementary education of satisfactory
quality with emphasis on education for life
• Bridge all gender and social category gaps at primary
stage by 2007 and at Upper primary stage by 2010
• Universal retention by 2010

• The number of primary schools (PS) in the
country increased from 6.64 lakh in 2001–02
to 7.68 lakh in 2004–05.
• UPS increased at a faster rate from 2.20 lakh
to 2.75 lakh in the same period.

RTE-SSA
• Article 21-A and the RTE Act came into effect
on 1 April 2010
• India moved forward to a rights based
framework that casts a legal obligation on the
Central and State Governments to implement
this fundamental child right.
• Hence, from 2010, approach and strategies of
SSA for universalising elementary education
are in conformity with the rights perspective
mandated under the RTE Act.

The following timeframes, mandated by the RTE Act,
become immediately applicable to SSA

SSA interventions
• opening of new schools
• Existing EGS centres supported for a period of two years
(2010-11, 2011-12) during which period States take steps to
convert the EGS centres into regular primary schools.
• In place of AIE Centres, facilities for ‘Special Training’ provided
to out-of-school/never enrolled children.
• construction of schools and additional classrooms, toilets and
drinking water
• provisioning for teachers
• regular teacher in service training and academic resource
support,
• free textbooks& uniforms
• support for improving learning achievement levels / outcome.

• Residential facilities
• Transportation or Escort Facilities
• Any-time admission in school
• Monitoring Gender and social inclusion provisions
• Education of Children with Special Needs: every child
with special needs, irrespective of the kind, category
and degree of disability, is provided quality inclusive
education.
• upto ` 3000/- per disabled child could be incurred in
a financial year to meet the special learning needs of
CWSN

NPEGEL
• National Programme for Education of Girls at
Elementary Level
• Launched in July 2003, an important component of
SSA, which provides additional support for enhancing
girl’s education over and above the investments for
girl’s education through normal SSA interventions.
• A focused intervention of Government of India, to
reach the “Hardest to Reach” girls, especially those
not in school.
• NPEGEL is a separate, gender-distinct but integral
component of SSA

• provides additional support for enhancing girls’
education over and above the investments for girls’
education through normal SSA interventions.
• have at least 5% SC/ST population and where SC/ST
female literacy is below 10%;

The scheme is applicable in the following areas –
Criteria –1: Educationally Backward Block (EBB) where the Rural
Female Literacy Rate is less than the National average
(46.13%) and the Gender Gap is above the National average
(21.59%).
Criteria –2: Block of the Districts having 10% SC/ST population
and SC/ST Female Literacy Rate below 20%.
Criteria –3: smaller Towns whose literacy rate got covered under
block data, need to be qualified for covered under NEPGEL.
Identified slum of larger cities, which are notified by the
Ministry of Urban Development and poverty alleviation of
Govt. of Odisha. Slums of Municipality & Municipal
Corporations covered
• Census data 2001 was referred to finalize the list of small
towns to be covered under this Programme.

Objectives of the programme:-
• Reduction of gender gap in education sector.
• Ensure greater participation of women and girls in
the field of education.
• Improve quality of education.
• Stress upon the relevance and quality of girls
education for their empowerment.
Unique features
• Establishment of Model Cluster School exclusively to
promote girls education
• Scope for all round development of girls
(Enhancement of Self-esteem and Self-confidence).

• Vocational Education.
• Life-Skill Education.
• Gender Sensitization Training Programme for
Teachers.
• Comprehensive and Continuous Evaluation process.
• Remedial Teaching for Low Level Learner.
• Linkage between Pre-School Education and Primary
Education.
• Incentive for girls to attract them towards education.
• Reorganization/award to potential and dedicated
teachers.

• Community Mobilization activities and community
support for girls education.
• Use of human and physical resources of the
community in various programme.
• Bridge Course to address the need of out of school
and Adolescent girls.
• Girl child friendly school at cluster level by ensuring
the content and process of education is sensitive to
gender issue.
• Development of learning materials in regional
language.
• Research study on various gender issue and impact.

Target Beneficiaries:-
• Out of School Girls
• Drop out girls
• Overage girls, who have not completed elementary
education
• Working girls
• Girls from marginalized social groups
• Girls with low attendance
• Girls with low levels of achievement

Model cluster school (MCS) –
• consists of 7 to 9 schools at cluster level.
• acts as a Resource Centre for promoting girls education in the
cluster with all facilities
• Cluster level Coordination Committee in all MCS with one
Cluster coordinator to coordinate the whole programme at
cluster level
• At Block level, Block resource group have been formed in all
EBBs.
• at District level, District level Gender Coordination Committee
formed & oriented
• To provide resource support in KBK & Southern region, a Zonal
Office has been established with Zonal Coordinators.

• 319 Number of building has been completed
in different district of Odisha with electricity,
drinking water and girl's toilet facilities.
• These MCS building are being used for
conducting different training programme,
workshop, and capacity building training of
MCS coordinators, CLCC, MTA etc. It also acts
as resource centre for NPEGEL activities in the
cluster

Kasturba Gandhi Balika Vidyalaya (KGBV)
• launched by the Government of in August, 2004
• setting up residential schools at the upper primary level for
girls belonging predominantly to the SC, ST, OBC and minority
communities.
• set up in educationally backward blocks, where the female
rural literacy is below the national average (i.e. below 46.13%
as per Census 2001) and gender gap in literacy is above the
national average of 21.67%.
• the scope of the scheme was enlarged to cover the blocks
that have rural female literacy below 30% and urban areas
with female literacy more than the national female literacy
(urban) of 53.67% as per Census 2001.

• enlarged to cover all the educationally backward
blocks with rural female literacy of 46.13%.
• The scheme ran as a separate scheme but in
harmony with the Sarva Shiksha Abhiyan (SSA),
NPEGEL and Mahila Samakhya for the first two years,
but has since 1st April, 2007 merged with the SSA
programme as a separate component.
• As of 2014, 3609 KGBVs were sanctioned by
Government of India in 460 districts.

Objectives:
• To ensure access to the disadvantaged girls
• To provide quality of education to all girls
• To make school environment girl child friendly
Target Beneficiaries:
• Out of school girls unable to complete Upper Primary
education in difficult area.
• Adolescent girls unable to go regular school (upper primary
level).
• Younger girls of migratory population in difficult areas /
scattered habitation that do not qualify for a school.
• Priority of 75% enrolment to girls from SC/ST/OBC and
minorities communities and 25% to girls from BPL.

KGBV-Odisha
• 182 no. of KGBVs are now functioning in 23
Districts of Odisha
• In 82 KGBVs, boarders strength have been
increased to 150 in the year 2018-19,the other
100 KGBVs were functioning with the strength
of 100 which will be upgraded to 150 in the
year 2019-20.

MONITORING SYSTEM
• Regular monitoring by CRCCs/BRCCs
• Continuous visit & follow up by BEOs/DEOs/DPCs/
Gender Coordinator
• Monitored by the State Level Officials/State Resource
Group
• Monitored by the District Nodal Officer assigned by
S&ME Deptt..
• Monthly Review Meeting of the HM, Warden &
Accountant at District level.

Problems and Issues
• significant spatial and numerical expansion of
elementary schools in the country.
• Access and enrollment at the primary stage of
education have reached near universal levels.
• The number of out-of-school children has reduced
significantly.
• The gender gap in elementary education has
narrowed and the percentage of children belonging
to scheduled castes and tribes enrolled is
proportionate to their population.
• Yet, the goal of universal elementary education
continues to elude us.

• There remains an unfinished agenda of universal
education at the upper primary stage.
• The number of children, particularly children from
disadvantaged groups and weaker sections, who
drop out of school before completing upper primary
education, remains high.
• The quality of learning achievement is not entirely
satisfactory even in the case of children who
complete elementary education
• Poor infrastructure/facilities
• 25% reservation in private schools
• Opportunity cost

Elementary education

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