India’s Sarva Shiksha Abhiyan (SSA) is the world’s most successful school program. It was launched in 2001 towards the culmination of Ninth Five-Year Plan (1997-2002) to achieve the goal of universalisation of elementary education in the country. It focuses on compulsory education of children in the age group 6-14 years. SSA is an effort to improve the performance of the school system and provide community-owned quality elementary education. It envisages bridging up gender and social disparities in elementary education with special focus on educational needs of girls, Scheduled Castes and Scheduled Tribes, children with disabilities and disadvantaged children. Despite ambitious objectives of the Program, the Abhiyan fell short of bringing about the required changes as was measured by poor gross enrollment ratio, absenteeism, high dropout rate, poor learning curves, poor quality of teachers and a dismal pupil-teacher ratio. It has been observed that the government run schools lacked the pedagogical tools to mainstream those students who had not been attending school and had surpassed the age bracket at which a normal school going child would attend a particular standard. It was also observed that students passing out of private educational institutions turned out to be better contributors to society as compared to students who passed out of government aided schools, as private schools had the funds to attract better teacher talent and provide for vocational and extra-curricular activities that enabled the students to develop a holistic personality. The scheme provided financial autonomy to schools. This article examines the quality challenges of the program in the state of Jammu and Kashmir.
Cite this article:
Murtaza Hussain Mir. Sarva Shiksha Abhiyan (SSA)– Implementation in Jammu and Kashmir- Challenges and suggestions to achieve quality education. Res. J. Humanities and Social Sciences. 2018; 9(3): 567-574. doi: 10.5958/2321-5828.2018.00095.5