Education for All: Trend and reach in Tamil Nadu, India The Convention to learn about the world, basic needs has been conducted by the World Conference on Education for All adopted at Jomtien, Thailand, March 1990. The session design comprehensive policy for basic education. Education for All (EFA) 2000 Assessment of a major global effort to enable participating countries should (I) build a complete picture of their progress towards their own Education for All goals set since the Jomtien Conference in 1990 (Ii) priorities and promising strategies for overcoming obstacles and accelerating progress, and (Iii) review of national action plans accordingly. EFA indicators that are grouped by the following six Magnitude intent “: - First Expansion of early childhood development; The second universal access and completion of primary school; 3rd Improving academic achievement 4th Reduce the rate of illiteracy among adults; Expansion of the fifth delivery of basic education and training in basic skills by Adolescents and adults, and 6th Increased acquisition by individuals and families with the knowledge, skills and values organize better living conditions. To this end, a national evaluation has been constituted in the Ministry of Education, Department of Human Resources Development, composed of senior officials of the Ministry of EFA and representatives of specialized national institutions such as NCERT and NCTE NIEPA concerned. During its deliberations, the group felt that the exercise will be Indians, shall be made in a broader perspective, taking into account the following important developments: launched The wide range of programs to achieve universal primary education for the formulation of national policy on education, 1986; The enormous efforts made in education in the form of mass literacy and achieve enormous amount of work experience at school in the country on an unprecedented scale in the 1990s by projects and programs that focus specifically on EFA. The EFA 2000 exercise is to verify not only seen therefore as a stocktaking exercise, but also as a test and refine strategies and programs for basic education. It is in this perspective in mind, he has provided (A) to perform quite comprehensive covering all aspects of basic education; (2), the various components of independent experts from around the country and reviewed (3) develop an action plan for the next phase, probably the last phase to achieve the national efforts to achieve the EFA goal. India EFA 2000 Country Assessment Report is based on the following three documents: I. Report on progress in EFA indicators 18, as in the general guidelines and techniques by the EFA Forum Secretariat was identified; ii. The State of the Art Review (Summary) on learning outcomes and iii. The State of the Art Review on the learning conditions. The Ministry of Education, Ministry of Human Resource Development has taken the initiative of the Commission of 24 sub-sector studies on various aspects of EFA in India to capture the diversity of experiences that are undertaken by projects programs and systems research emerged during the last decade. The results of these studies are proposed to be widespread in India and abroad to enrich the EFA 2000 assessment exercise and useful information for policymakers, planners and administrators who work in achievement of EFA goals. Education for All – A Framework The goal of EFA in India regarding the level of education, development of ¾ ₩ 1,990 years are available to the World Declaration on EFA. Until then, quite a large expansion in all regions of the country. Other sectors such as education adult education – no formal education has also been well developed. Therefore, the main challenges have been in education in the 1990s in the context of EFA: access to basic education for the excluded segments and discovered Apartments Improving the quality content and process of education to focus on the learning needs of individuals, children, adolescents, adults, families, communities and development in various fields of social and economic life. The consolidation and new orientation, which, in various fields of education through innovative programs and necessary changes in the role of educational personnel. Community participation in education, making education a popular movement. The development of effective management structures and efficient education. All objectives and targets of EFA by 1990, which must be met in order to determine in the light of the nature of the program, the extent to which they achieve the EFA goals have led, and the promise that ‘they hold for the production processes and support sustainable structure. So if the EFA programs in 1990, a new framework for the development of basic education has been implemented in developing countries have the following characteristics wide. A holistic The holistic approach to planning and implementation of EFA programs was adopted characterized by: - A holistic view of education with the rasp relations and integration between the pre – primary, non – formal education and adult education; - An education programs related to national concerns such as nutrition and health, the environment, small family farms and Standard Life Skills Education. - The cooperation of different departments and areas of development with a primary school. Education Grant Program EGS Centres in Tamil Nadu deserves a special mention, as an important new initiative in the 1990s. the remarkable success of the EGS attracted the attention of planners and policy makers. 11:06 EGS centers covered age groups, not in school are battened. The most important factors are the hinges EGS demand in the community and the government guarantee. The projection of demand in the community a certain number of starts, EGS addresses the issue of enrollment and retention. The EGS-mode is able to reach the unreached or difficult to REACH seen. Education grant program in Tamil Nadu (2004-2005) ACTIVITIES conclude an agreement of Directors: The designated coordinator. Capacity filled all employees and teachers have the strategic planning workshop. The strategy of equivalence, special efforts made to enroll the children of early school leaving. The short program lasts 60-75 days. school hours for two to three hours Number of children per class is 25-40 high and low is 10-20 Qualifications, training and expenses by the government when the standard Scientific monitoring and control of separate regulatory bodies for every eight to ten schools separate teaching – learning materials, the materials prepared Cooperation with NGOs, many running EGS Centres NGO A Programme for Universal Primary Education in India to ensure, in accordance with the constitutional commitment to free and compulsory education for all children up to 14 years, providing universal primary education is an important feature of national politics since independence. This solution has been strongly in national politics since independence spelled (NPE) 1986 and Programme of Action (POA) 1992. A number of measures and programs is the emphasis contained in the NPE and the POA starts. This included the settlement of Operation Blackboard (OB), Non-Formal Education (NFE), Teacher Education (TE), Mahila Samakhya (MS) State specific projects based education, such as Andhra Pradesh Primary Education Project (APPEP), Bihar Education Project (BEP), Lok Jumbish (LJP) in Rajasthan, the National Programme for Nutritional Support to Primary Education (MDM), District Primary Education Programme (DPEP). Why Basic Education Social justice and equity are by themselves a strong argument for the provision of basic education for all. It is a fact that the basic level of human well-being – particularly in terms of life expectancy, infant mortality, improving nutritional status of children, etc., studies have shown that basic education contributes significantly to economic growth. Constitutional, legal and national states YSU The constitutional, legal and national policies and statements have repeatedly confirmed the cause of universal primary education. Constitution Order 1950 – “The State of the shuttle Endeavour, within ten years after the entry into force of this Constitution, free and compulsory education for all children up to age 14 years. “ National Policy on Education 1986 – “It will ensure that free and compulsory education of satisfactory quality to all children is planned for 14 years before we enter the twenty-first century.” Unnikrishnan Judgement of 1993 – “Every child / citizen of this country has the right to free Education, until he reached the age of fourteen. “ solving education “1998 -” Universal primary education should be used in the mission mode. He stressed the need to adopt a holistic and convergent YSU approach. “ Report of the National Committee on UEE in mission mode in 1999 – YSU should be pursued in a mission mode with a holistic and convergent with an emphasis on preparation of district plans for primary education YSU. It supports the fundamental right to education and requires prompt action to operationalize the UEE mission mode. The scenario for this day Continued efforts of many, India has made tremendous progress in increasing the institution, teachers and pupils in primary education. The number of schools in the country has quadrupled – from 2, 31, 000 in 1950-51 to 9, 30,000 in 1988-1999, while primary school enrollment has jumped by about six times the 19th from 2 to 110 million. At the primary level has been increased enrollment during the period of 13 hours, while the enrollment of girls recorded a huge increase of 32 times. The gross enrollment ratio (GER) at primary level has exceeded 100 percent. Access to schools is no longer a major problem. At primary level, 94 percent of the rural education within a mile and upper primary stage is 84 percent. The country has made impressive performance in elementary education. But the disadvantage is that the 200 million children in the age group 6-14 years are not children in school 59million. Of these, 35 million girls and 24 million boys. There are problems, the rate on relations with the decline – a low level of learning and the low participation of girls, tribals and other disadvantaged groups. There are at least one lakh flats in the country without schooling facility within one kilometer. With its various systemic problems such as inadequate school infrastructure, poorly functioning schools, teacher absenteeism, a large number of teacher vacancies, poor education and inadequate resources. In short, the country is yet to achieve the elusive goal of universalization of elementary education (UEE), which means that 100 percent of registration and maintenance of children with the school system in all apartments. It is this gap that the government fill the Sarva Shiksha Abhiyan started. Sarva Shiksha Abhiyan (SSA) The Sarva Shiksha Abhiyan is a historic step towards the long-standing goal universalization of elementary education (UEE) through an integrated approach to a calendar, in partnership with States. SSA, which promises to change the face of the primary education sector of the country, objective, useful and quality elementary Education for all children in age groups 6-14 of 2010. SSA is an effort, the need to improve the performance of the school system and community owned quality elementary education to offer in the mission mode question. It is also over gender and social gaps. Sarva Shiksha Abhiyan AIMS all children at school, a health guarantee education, Alternative School, “Back to School Camp” by 2003; All children five years of primary school by 2007; All children eight years of schooling in 2010; Focus on primary education of satisfactory quality with emphasis on education for life; Bridge all gender and social category gaps at primary stage by 2007 and The primary school by 2010; universal retention by 2010. Structure for implementation The central and state governments and the implementation of SA in partnership with local governments and the community. Thus, priority national average for primary education, Sarva Shiksha Abhiyan, a national mission will have with Prime Minister that the President and Union Minister of Human Resource Development as Vice President. States were invited to state level implementation of the company for the IPU to be established, chaired by Prime Minister Minister of Education. This has already happened in many states. The Sarva Shiksha Abhiyan not disturb existing structures in States and districts, but only try to realize the convergence of all these efforts. Efforts will be made to ensure that effective decentralization to improve school standards with the participation of the community. In addition to recognizing PRI / tribal councils in the areas of online, including the Gram Sabha, the States should be encouraged to accountability framework with the participation of NGOs, teachers, activists will increase women’s organizations, etc. Period of coverage and The SSA is the entire region of the country before March 2002 and the duration of the program in each district is the District Primary Education Plan (Prepared DPEP) of this will depend, according to their specific needs. However, the upper limit of the duration of the program is ten years until 2010. Program Strategies Central to SSA Institutional Reforms – As part of the SSA, institutional reforms are implemented in Member States. The State shall take measures for an objective assessment of the current system for education, including educational administration, performance level to be done in schools, financial problems, decentralization and community ownership, the Review of Education, the rationalization of teacher deployment and recruitment of teachers, monitoring and evaluation, education of girls, SC / ST and disadvantaged groups, policy regarding private schools and ECCE. Many states already have institutional reforms, the provision of basic education to enhance hit. Sustainable Financing – The Sarva Shiksha Abhiyan is based on the principle that the financing of primary education interventions on a sustainable basis. This requires a long – long-term perspective on financial cooperation between the central governments. Community ownership – The program calls for collective ownership of school-based interventions through effective decentralization. This is achieved through the participation of women’s groups, VEC members and members of Panchayati Raj institutions will be added. Institutional Capacity Building – The SSA conceives a major role in strengthening capacity at national and state level as an institution NIEPA / NCERT / NCTE / SCERTs / Siemat. Improving quality requires a sustainable support system of resource persons. improve the overall management of education – the program will have a system of community-based surveillance. The Education Management Information System (SJS) will correlate data at school level with the Community information based micro planning and surveys. In addition, each school a notice of all grants of school and other details will be kept. Housing as a planning unit – The SSA works on a collaborative approach to planning with habitation as a planning unit. Habitation plans will be the basis for formulating district plans. responsibility of the Community – SSA provides for cooperation between teachers, parents and PRIs, as well as accountability and transparency. girls’ education – the education of girls, especially the families of scheduled castes and scheduled tribes will be one of the main concerns in Sarva Shiksha Abhiyan. Focusing on specific groups – it will form a focus on participation in child rearing SC / ST minority, religious and linguistic minorities, disadvantaged and disabled children. first draft – Sub-Saharan Africa is the country with a well-planned project before for a large number of capacity building interventions should begin to improve the delivery and monitoring. thrust on Quality – SSA provides a special thrust on making education at the elementary level useful and relevant for children by improving education programs, child-centered activities and effective teaching. The role of teachers – SSA recognizes the critical role of teachers and advocates focus on their development needs. Setting up of BRC / CRC development, recruitment of qualified teachers, opportunities for teacher professional development through participation in programs related materials, emphasis on process and classroom visits exposure for all teachers to develop human resources among teachers. District Elementary Education Plans – as part of the SSA, each district to prepare a plan of district primary education, reflecting all the investments made in education with a holistic and convergent. Components of SSA The components of the Sarva Shiksha covers the appointment of teachers, training teachers, improving the quality of primary education, provision of learning materials, implementation of the block and cluster resource centers for academic support, construction of classrooms and school buildings, the development be provided by the centers of education, integrated education and learning difficulties at a distance. Completion NGOs The non – governmental organizations to participate as voluntary organizations in India in general and in the EFA programs. For example, a large number of agencies implementing voluntary non – formal education programs to meet the educational needs of children from school. Many of them focus on socially and economically marginalized areas, and Ward again part of society and the education of girls. The current decade has supported the creation of a range of EFA programs of international organizations seen. This includes support for multi – lateral institutions, including UN agencies, the World Bank and ADB. Five UN agencies have supported the development of a joint initiative with the Government of India and state governments on community primary school. The assistance provided by UN agencies and bilateral dononars is in the form of grants, while the World Bank offers loans on concessional terms to support IDA. Matching contributions in cash and in kind are provided by the state and central governments for such projects. The last three five year plans have experienced significant change in the expenditure of the Ministry of Education in the central government for primary education and adult education and away from higher education. The fact that the central government gives serious attention to achieving the goal of EFA is presented by these measures the government.