 Hello, I welcome you all once again to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, S.S. Khanna Girls degree college, University of Alhava. And it is my email ID and the topic which I am going to discuss this time is Strategies and Programs of Sarvashik Shabian. In our previous video, we have discussed over the background objectives and characteristics of Sarvashik Shabian. And in this video, in this lecture, I am going to discuss what are the strategies and what are the programs to attain the goal of UEE by SSA. And the lecture will be in bilingual mode. So, do subscribe my channel to get my future as well as previous videos. First of all, strategies. We have discussed, we have studied that SSA is an Amrela program. SSA has been launched in such a way that all the programs that are being achieved in basic education, elementary education, all of them are being used. All of them are on top. It assumes all the ongoing projects, programs and schemes aimed at developing basic education. Okay. Then a convergent approach, well, it is expected to help overcome the problems of coordination between intra and inter sectoral program initiatives. And at the same time, facilitates effective planning, implementation, monitoring and evaluation of EFA programs. EFA means Education for All, i.e. Education for All means that all the programs that are being used are being used. There is a mismatch in coordination, there is a problem in planning, there is a problem in implementation. Everyone's monitoring, everyone's evaluation is a work of SSA. SSA has made strategic programs for universalization of elementary education in India. It has different strategies for community involvement, institutional reforms and financing and village level planning. It also has a special emphasis on education for girls and tribals. The main strategies are. So, there are a lot of strategies to do all of this. What are the strategies? There are five types of strategies that SSA applies. There were no institutional reforms, which will improve the organization, community empowerment, which will strengthen the community. The institute will have capacity building, community-based monitoring will be seen, where is the problem, where is the specialty, how to include it, and focus on the education of girls and special groups. So, especially Manchitwarg and Balika, their education is important. So, let's take a look at the institutional reforms. As part of the SSA, the states have to make an objective assessment of the institution. So, it was said that the states should make an objective assessment, make an objective assessment and tell them that the education system is existing, the administration, the achievement level of the students, what are the financial issues, what is the ownership of the decentralized community ownership, review of the state education act, rationalization of teacher deployment, recruitment of teachers, monitoring and evaluation. This means that as much as possible, monitoring, evaluation, education of girls, S.C.S.T. education, disadvantage group education, policy regarding private schools and E.C.C.E, E.C.C.E, what is the early childhood care and education. So, by making an objective assessment of the state, the state should inform the institution, so S.S.A. will reform the institution. So, this is the basic strategy behind this. Then, community empowerment, how will the community be empowered? The program calls for community ownership of schools and interventions through effective decentralization. I mean, there should be no doubt about how important the basic education, elementary education is. And how will it be done? We will involve the women, the women, the village education committee, the members of the Panchayati Raj institution. You should involve all of them in the management of the school, give them community ownership, and they will become the empowerment of their own community. And institutional capacity building. Look, there are many national and national institutions in this work, which have become new. Did I say the full form? National Institute of Educational Planning and Administration. Now, this is the National University of Educational Planning and Administration. N.C.E., R.C.E., N.C.T., S.C.R.T. We have already known about it. And the new topic is C.MAX. What is C.MAX? State Institute of Educational Management and Training. I mean, there is no such abbreviation. This is a big task for you. State Institute of Educational Management and Training have been given capacity building responsibilities. In the national and state level universities, this responsibility has been given. As it has realized that improvements in quality requires a sustainable support system for educational planning and management at the national, the state, the district and the sub-district level. And the educational planning and management that has been given by the national, the district, the sub-district, the district, the sub-district and the sub-district and the sub-district level have been given that they want a quality improvement. And this has been given to the states and the state. And particularly the importance of the capacity building of a local level institution will be taken into account by the local level institution. So that we can make the curriculum, teaching, learning materials relevant to the local context. Okay. Then community-based monitoring. How will you do monitoring? It is advised in SSA that the educational management information system would correlate school-level data with community-based information from prime micro-clining exercises and field services. If we want to do everything according to the local context, we will need data. So they said that the educational management information system is getting data, correlate it with school-level data, with community-based information. And then micro-clining and field survey, when the right thing will come out, when the actual condition is, you will reform it. The SSA invoices cooperation between teachers, parents and PRIs as well as accountability and transparency, the part of every individual and individual involved. Whatever is applied, it is a sense, it is a teaching, it is a behavior, it is a Pankhati Rajan institution member. Everyone's accountability should be responsible, they should be involved in the community in a positive way. And the focus on the education of girls and special groups is that education of girls, especially those belonging to the SCNST. The general work is that the SCST is sent from there. Then the male is sent to the female. So in every matter, the SCST female is sent a lot more. That is why this works especially for her. It is one of the principal concerns in this. It follows a mainstream gender approach. That is, we have to bring gender into the mainstreaming of female gender. Efforts provide for mobilization in the habitation, village, urban, slum level. What will we do for that? We will do mobilization. We will go out everywhere, talk about it. We will deal with female teachers. We will give them the support of a portion. We will give them nutritional support. We will give them free textbooks, uniforms, back-to-stool camps for adolescent girls. Often girls drop out of school when they come to steal. And the organization and constitution of the female community is an objective of doing something. How can they bring the SCST girls to the mainstream? Focused attention is given to activities that enhance participation of children from SCs, SCs, religious and linguistic minorities. Disadvantaged groups and disabled children. That is to say, as much as this is done, special attention is given to the SCST girls. Because the rest of the people who are left behind, who are left behind, who are left behind, they have to be taken. That is why you will be able to get the UEE. And the programs of the SCST girls, look, this is the main task of the SCST girls. They try to achieve the UEE through which they try to increase the retention and reduce the drop-out. Do universal access and enrollment reach to everyone? The bridging gender and social category gap, we bring together. We bring everyone equally. The gap in the gender, the social category gap, we can reduce. We can give full education and community mobilization for decentralized planning management and monitoring. So the last point is, there was a lot of discussion about mobilizing the community, we have decentralized planning, management monitoring, we have done everything on a community level. Let's look at how these three do. What does universal access and enrollment do for the SCST? What does gender and social category gap do for the bridge and what does these for quality educational? So from this, now, what does the SCST do and what does it do? I mean it's a system, it's sometimes done, it leaves. So universal access and enrollment have three tasks. Four or five tasks. Enrollment in schooling facilities, Provision of residential schools and hostels in remote, tribal, forest-hilly, desert areas. We have to explain RTE and school infrastructures. This is a clean environment. That is, enrollment in schooling facilities. Enhancement in schooling facilities. We will increase the level of education. SSA provides for schools to children within a reasonable walking distance. It is said that you should be in a reasonable walking distance. The students will not go to school at that time. That is why it is very far away. It is said that the primary school should be within at least 1 km and the upper primary school should be within 3 km for each child. Then he said that the remote, tribal areas, forest areas, the hilly, desert areas. How will the children go there? He said that he should open a residential school. The child should stay there. This is very important. The discussion did not take place. RTE Act under section 12 1c provides for admission of children in private schools up to 25% of their capacity in class 1 and below. It is said that when the child is poor, he can never go to private school. He will not have to go to the government school. So RTE Act said that why should we do this? Let's do this. Any private school should have the capacity of its own class within 25% of its capacity. So it is important to give admission to children below the poverty line. So this is an important provision which facilitates access of children to quality education in private unedited schools. Because unedited schools do not have the support of the government. So they will say that they will take fees. So SSI financing is done in such a way that they pay the fees, reimbursements, whatever the matter, they solve it themselves. It means that the government will give this provision. The provision is for children belonging to Disadvantages Group in Vika Satsang. Durbal Varka Satsang Vanchit Varka Satsang is also available in a good private school. But since you are not 100% married, it is not 50% or 75%. This is a big deal. Then the school infrastructure will be improved and the cleanliness will be reduced. So he said that we can increase access and enrollment from these resources. How will we fill the gender and social category gap? What are the gender offices for bridging gender and social category gaps? He said that we will do a lot of work with which Disadvantages, Social Group, SESD, Muslim, CWSN, we will be able to bring them all. So how will we do that? We will open a neighborhood school. We will do good transportation. It would be difficult for them to go there. So they will do that. We will open a residential facility school. If necessary. We will give it in text book free. There is no bigger program than this in the world. We will increase the number of seeds in tribal schools. What else will we do? AIDS and Appliances for CWSN. The special needs for them, we will make AIDS, Appliances, which means those who put it in their ears, or at least hear it, Braille, Lipi, etc. And Home-Based Education for CWSN with profound disability. There is a lot of disability in schools. We will do Home-Based Education for them. Curriculum Adaptation for Inclusions. We have read Inclusive Education. We will make new curricular for that. We will adapt curricular. We will reform curricular and pedagogical. Innovative Activities. Funded from the Innovation Head of SSA. SSA is also an Innovation Head. We will take funding from there. We will do Innovative Activities. Then we will do something. Kasturva Gandhi Balika Vidyal, etc. So that we can reduce the gender and social category. So for that, there are two programs. One is Children with Special Needs CWSN and the other is Kasturva Gandhi Balika Vidyal. So RTI was amended in 2012 to include children with special needs. RTI came in 2009, in 2010, in 2012. Then it has been considered that children with special needs should also do Needs. Further, the Act also provides to parents with severe and profound disabilities the right to opt for home-based education. Like I said, every parent has to send their child to school. But it is very difficult with children. It is a profound disability. So it has been given the right of home-based education. The major provisions under SSA for the Education of Physically Challenged Children are Identification, Functional and Formal Assessment, Appropriate Educational Placement, Preparation of Individualized Education Plan, Provision of AIDS and Appliances, Teacher Training, Appointment of Resource Teachers, Therapist, Establishing the Resource Rooms to Provide Specialized Support to Children with Disabilities, Provision of Ramps, Handrails and Disabled Friendly Toilets. There are so many such provisions that Physically Challenged Children should first be identified, their Functional and Formal Assessment, then they should be given the Specialized Education Plan for home-based schooling. Then they should be given the Education Plan, the AIDS and Appliances. Teacher Training, to teach children, the Resource Teacher is required. They need a therapist. They should be given the Resource Room to provide Specialized Support to children. If anyone is using a wheelchair, they should be given a ramp so that they can easily get down. They should be given Disabled Friendly Toilets. There are so many such provisions. You cannot even imagine how many such provisions are required. There are so many such provisions that every child can be educated. Because of any disability, one child can be educated. And Kasurba Gandhi Balika, a very comprehensive residential program of Education of Disadvantaged Girls, in Educational and Backward Blocks. There are some areas where SCSTs and Tribals go. Residential schooling is given. You can stay there. KGBB is a focused intervention for girls education. Under the scheme, residential schools are open for girls at upper primary level. And 75% of girls should have SCST Minority Obesity Community. And the remaining ones are below party line. This well-appreciated program is presently reaching out to about 3.46 lakh girls. Next year, the data will be old and this sign has increased. There is quality education. There is a lot of work to be done. Boyage education and improvement. We are educated. Now, we will not just talk about this. We will teach everyone. We will teach everyone about the good and the bad. There are old things. There is nothing special about it. How will we do this? Development and codification of learning outcomes. The learning outcome said that you should decide at every level, tell it to every state, tell it to every student, so that the achievement level matches the child's learning outcome. Then, the National Achievement Survey NIS is about improving it. So, it is about training the un-trained teachers so that they teach well, teach well, teach well. Then, it is about the school leadership development program. It is also a training program for the headmasters so that they use good leadership. Teacher Performance Standards for Accountability. This is new. An indicator is made so that the teacher's performance can be improved. A full performance assessment is done to see how the students are performing. Trending Academic Support Structure of BRCCRC. Bharhe Bharat Bharhe Bharat Abhyan and Rajhtri Abhijkar Abhyan. Through so many parameters, SSA works to make elementary education a quality education. So, we know the strategies. We know the programs. Strategies are institutional reform. Community mobilization. Community empowerment. Institutional capacity building. What is the program? Universal Access and Retention Program. You have to bridge the social and gender gap. You have to provide equity. Quality education. Community decentralization planning. Mobilization. Empowerment. There are so many SSAs. You can understand how big the program is. This is what the government is doing. That we can profit from UEE. So, I have completed SSA in a holistic manner. All its background, objectives, characteristics, strategies and programs. So, now you all are well aware with this program, SSA. So, thank you and don't forget to like and subscribe to my channel, Explore Education. I have turned from my side.