The role of Universal Elementary Education (UEE) for strengthening the social fabric of democracy through provision of equal opportunities to all has been accepted since the inception of our Republic. The original Article 45 in the Directive Principles of State Policy in the Constitution mandated the State to endeavour to provide free and compulsory education to all children up to age fourteen in a period of ten years. The National Policy on Education (NPE), 1986/92, states: “In our national perception, education is essentially for all… Education has an acculturating role. It refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit - thus furthering the goals of socialism, secularism and democracy enshrined in our Constitution”
PPT for the District level Training as well as for the CRC level..
With the formulation of NPE, India initiated a wide range of programmes for achieving the goal of UEE. These efforts were intensified in the 1980s and 1990s through several schematic and programme interventions, such as Operation Black Board (OBB), Shiksha Karmi Project (SKP), Andhra Pradesh Primary Education Project (APPEP), Bihar Education Project (BEP), U.P Basic Education Project (UPBEP), Mahila Samakhya (MS), Lok Jumbish Project (LJP), and Teacher Education which put in place a decentralised system of teacher support through District Institutes of Education and Training, District Primary Education Programme (DPEP). Currently the Sarva Shiksha Abhiyan (SSA) is implemented as a Centrally Sponsored Scheme in partnership with State Governments for universalising elementary education across the country.
Sarva Shiksha Abhiyan aims to provide useful and relevant elementary education to all children in the age-group 6 to 14 by ensuring universal access and retention, bridging of gender and social category gaps in education and enhancement of learning levels of children by provision of quality education.
Ensuring cent percent enrolment.Ensuring cent percent retention of children enrolled in schools without getting dropped out.
- Providing an inclusive environment in schools conducive to differently abled children, children from marginalised sections, and children hailing from difficult circumstances.
- Providing infrastructure facilities to promote quality in education in all schools.