Chhattisgarh is one of the developing Indian states that is yet to taste the fruits of development like other states of the country. The State’s Human Development Index is 0.430, the lowest of all states and literacy rate is 71.04%, which is below the national average of 74.04%. Under the flagship program of Sarva Shiksha Abhiyan (SSA) the Indian government proposes for the Right to Education Act (RTE) as a part of Universal Education Program, which provides quality education to children (6-14 years) bridging the gender, social and regional gaps. In this paper, the author explores the implementation of SSA in three districts of Chhattisgarh namely Raipur, Bilaspur and Mahasamund. Both qualitative and quantitative approaches were used to gather data from teachers, students, staff members, parents and community people, and District officials using Interview schedule and questionnaire. Observation and Focused Group Discussions (FGDs) were used to collect in-depth data. The author observed that under the scheme of SSA, both Primary and Upper Primary schools are within the reach of the students. Trainings are imparted to the teachers for upgradation of skills. However, challenges such as paucity of funds, lack of trained teachers, poor infrastructure and facilities, and unfavourable school surroundings were observed. The author suggests that regular trainings to teachers, proper financial allocation, regular monitoring of school activities and community participation can lead to making schools an integral part of the society.
Sonal Mobar Roy, National Institute of Rural Development and Panchayati Raj, India
Stream: Primary and secondary education
This paper is part of the ACE2016 Conference Proceedings (View)
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