How public libraries can overcome budget cuts through cultural, educational, and business partnerships By Thomas Badgett In the current difficult economic times, libraries of all sizes and types face budget cuts, often quite severe. At the same time the need and demand for library services surges. In order to minimize cutbacks libraries need to play to their strengths and promote how much value they offer to anyone who chooses to use them. They need to inform the public that they are available and promote what they offer in the way of services and alternatives to paid entertainment. As the public becomes more aware of libraries and what they offer, they may come to their support and demand more funding from politicians and bureaucrats. During economic downturns, people cut back on unnecessary spending and seek value on what they do spend funds for. There is no better value than free. Public libraries provide services and materials to users that no competitor can beat because they are usually free. Families seek activities and places they can go to interact, be entertained, and spend quality time together. Libraries provide all this plus educational value, whether it be for self-help, school homework help, free choice learning for lifelong learners, or reference help. Also, libraries can preserve a community’s identity by recording oral histories, housing artifacts, and staging programs informing users of the history and culture of their community as it has evolved. Libraries should play to their strengths as educational and cultural institutions while also promoting their value as free and family friendly social centers. Ways in which libraries might promote themselves as family-friendly centers include advertising at other family gathering venues such as bowling alleys, movie theaters, ice ream shops, and dining establishments. Libraries could establish booths for self-promotion at special events such as sporting events (soccer and baseball games), festivals (wine, music, crafts), concerts (classical, country, jazz, rock), and baseball card and toy shows. Perhaps the IMLS or ALA would sponsor a NASCAR team? To get the attention of young readers a library could sponsor comic book shows at one of their meeting rooms or have a kiosk/booth at a comic book convention. Cooperation with local booksellers and comic book stores or newsstands would be another way to publicize library services. The library could advertise certain businesses in its lobby and perhaps have signage donated by other businesses (in a manner like sports stadiums are doing). Even bookstores and libraries could refer users to each other in a sense of cooperation since both have a vested interest in the printed word. Libraries could also build relationships with hobby and craft stores and sponsor craft fairs or model kit shows in their community. In addition, the library could build a dialogue with local community members who are craftspeople or model collectors or any other collector. Card games could be sponsored at the library – a cribbage tournament, for example – or a poker tournament (with no gambling). There are innumerable ways for libraries to build relationships and get their message out to the public in addition to the Internet. Scheduling and management skills on the part of librarians are now more important than ever since less money for staff translates into fewer man-hours for service. Library hours of operation should be based on peak demand times in the library’s community and not traditional banking hours. This is especially critical if the library intends to promote itself as a family or social center. Libraries need to be open when families can use them, not necessarily when it is most convenient for staff to be there. There may be no faster way to render libraries defunct than to cling to traditional banker-style hours Monday through Friday as in the past – unless a library tax is created. Weekends may become a peak demand time in some communities and library staff will have to adapt or face career extinction. In the short-term, at least, certain non-traditional skills (like scheduling in order to meet demand) should gain importance. As libraries continue to evolve additional new skills and a blurring of departments may occur in public libraries. For instance, reference may play a smaller role and customer service skills will be much more in demand. Every library, now more than ever, must focus on what services and materials are needed to provide service to its users. The IMLS, whose mission is to create strong libraries and museums that connect people to information and ideas, is dedicated to serving a nation of learners. In addition to the NLG program, an International Strategic Partnership Initiative is in place to connect educational and cultural institutions from all over the world. The NLG program fosters collaboration between educational and cultural institutions on various projects, especially digitalization projects, in order for them to reach a broader range of users and make access easier for these users. Collaborations are both short-term and long-term in length, ranging from rotating exhibits between institutions to the multi-state Colorado Digitalization Program. Cultural heritage and educational institutions like libraries, museums, archives, and historical societies are good fits for partnerships through IMLS grants. However, schools and private sector businesses are also potential partners as the cultural/educational network expands. One major goal of the IMLS is to preserve culture, whether it is local, regional, national, or international in nature. Through digitalization and the spreading of information this goal may be realized. Partnerships between cultural and educational institutions may help to ensure their survival through this severe recession, the longest in post-war history. Not only should partnerships result in more users, they may eliminate duplication of positions and result in streamlining of staff in these institutions, thereby placing them in an advantageous position for growth when the economy recovers. Collaboration projects enable libraries and museums to explore common issues and challenges, build networks for collaboration, share information and best practices, and further develop their institutions. Museums today are active partners with libraries, archives, historical societies, and others in building digital libraries in order to emphasize their role as educational institutions. Museums have had a long and productive relationship with academic and special libraries and are now collaborating more often with public libraries. Two important considerations for producing digital resources are good cataloging (library strength) and accurate, knowledgeable description according to appropriate standards (museum strength). A broader, more diverse audience may be reached through collaboration and digitalization because the institutions complement each other. Also, the wear and tear on parts of the museum collection may be reduced once digital reproductions are created for Web consumption. Library web-sites should be interactive and participatory, much like many museum web-sites are. This interactive/participatory model lends itself well to free choice learning, which represents half of all learning (after formal schooling and work). In free choice learning the individual is the entry point in the framework of learning. The individual user decides what participation method, learning style, learning venue, and content they wish to engage in. Library-museum partnerships may also collaborate with educators. In Illinois, the Illinois Library Association (ILA) noticed that school visits to museums and libraries were on the rise once collaboration projects began. Home school educators use museum and library resources also. Ways educators and museum staff can work together is through professional development workshops and training sessions at museums. Also, students can create their own museums in schools. Museums and museum web-sites can be excellent resources for teachers to use for the curriculum. NC ECHO is creating online curriculum resources for K-12 educators in North Carolina. In addition to educators, government can play a role in library-museum partnerships. The Institute of Museum and Library Services (IMLS) is an agency within the Executive Branch charged with the mission of funding collaboration between cultural institutions like libraries and museums. Libraries were moved out of the Department of Education in the FY 1998 federal budget and placed under the umbrella of the IMLS. According to Diane Frankel, IMLS Director in 1997, museums are starting to understand that they need to serve a more diverse audience – while librarians have always realized that. Frankel describes libraries and museums as being “community anchors” and social places to spend time together, as well as educational institutions. These functions make these entities natural partners and the IMLS intends to facilitate more collaborations and partnerships through grant funding with the National Leadership Grant (NLG) program. Dilevko criticizes some library-museum collaboration efforts, describing exhibits as “edutainment” since many museum exhibits shown at libraries have nothing to do with the library collection or community. Instead he recommends a library-museum hybrid that can be based on one of two models. The first model is the cabinet of curiosities – where books and objects are co-located to enhance investigation and learning. This model is often found in academic libraries. The second model is the popular collections model in which public libraries use individuals’ popular collections of objects to design exhibits that heighten the interconnections among libraries, information, and user communities. Originally a phenomenon of private collectors, the cabinet of curiosities displays (or cabinets) of rare and curious pieces –using deaccessioned and stored museum objects – can have a bearing on learning. These artifacts, along with books from the library collection create an interdisciplinary environment to be explored by the user. The popular collections model utilizes objects that are affordable and appealing to the majority of people in order to connect to an audience of users. Corporate sponsorship may play a role in the blurring of the educational and entertainment functions of museums, raising concerns regarding control over the content of displays and exhibits (either at the museum itself or at a library partner). Museums seem to be making a shift from emphasizing “authentic objects” to “authentic experiences” in order to attract more users to the museum experience. This could lead to a problem in that the museum provides services and facilities that don’t relate to the museum’s collection. Libraries may fall into the same trap by hosting museum displays/exhibits that have nothing to do with the library community or collection. Dilevko and Gottlieb contend that libraries will have a more difficult time asserting their importance to a community if they act and look like so many other places – an obvious swipe at bookstores. They also mention that the digital age has created the notion of re-establishing the museum as a physical space – a place where people would want to gather. Libraries and museums, they add, should avoid the situation where the experience-based concepts used to bring people to the library/museum do not translate into meaningful experiences that meet the scope of their mandates. Libraries must make the distinction between the goal of simply attracting visitors and of attracting library users. Libraries lack rare or impressive artifacts that draw people to them for study. They are partnering with museums often on collaborative digitalization projects for educational use. Also, libraries host traveling museum exhibits – which may erode the importance of the library’s own resources in the community. Many times these exhibits have little to do with the library’s permanent collection. The creation of virtual museum-libraries conflicts with the library’s need to reestablish itself as a physical space and presence in the community. A Catch 22 situation exists whereby the library expands its access electronically and loses physical users. One solution is to develop their own exhibitions that combine museum objects and artifacts with the library’s own collection. Museums have recently begun to recognize what Dana practiced nearly a century ago – the value of local collectors in connecting to their communities. Some museums have a “collector in residence scheme” and in England, museums sponsor “People’s Shows” – collective displays in a museum environment of a number of private collections that range from pencil erasers to pulp fiction. Popular collections models based on users in a library community could be supplemented with objects from the library collection serving as a form of community outreach. An example would be a model collector proposing an exhibit based on his/her plastic kit collection of World War Two aircraft and the library adding books and magazines about aircraft and World War Two from its own collection and perhaps sponsoring a community plastic model kit-building contest (or show). Both the cabinet of curiosities model and the popular collections model can provide experiences to draw people to an educational institution. The library-museums can maintain control over how the information is presented (without corporate sponsorship). The library-museum hybrid is another method of these two cultural/educational institutions partnering together as places where people gather together. According to McCook, libraries of the future will follow four main trends. First, they need to provide a sense of place – a third place (not home and not work) – where people gather. This is where being perceived as family-friendly falls and also helps communities retain their character. Second, there will be a convergence of cultural heritage institutions – digitalization is the main manifestation of this trend currently. An example is NC ECHO. Third, libraries follow inclusive service mandates along with a commitment to social justice. This is the struggle to supply equal access to all users. Lastly, libraries must sustain the public sphere – act as a public commons where citizens can meet and voice interests and concerns. In this sense the library can serve as an unofficial, informal town hall and news center, much as commons did in New England towns during colonial times. Combined together these trends support lifelong learning. If the IMLS is renewed past 2009 library and museum collaborations or partnerships will probably increase due to two factors. One being that the IMLS represents both types of institutions coupled with the harsh reality of reduced funding (both public and private). Those institutions that would normally be an island may be forced to find a partner/partners. In the future one may expect to see multiple partners in collaborations, not just two, because of lack of funding and the publicity and public relations advantages. In addition, corporate sponsorships may be combined with grants and partnerships in a hybrid partnership. However, for this to work to best effect the public sector and the private sector should be co-equal partners. IMLS research shows that working together libraries and museums can increase access to information in their communities and enhance education. Also, they can attract new audiences and expand and complement the reach of their programs. Libraries and museums share common educational goals and the preservation of culture as common bonds. As more collaborations/partnerships have taken place the “rules of engagement” and protocols have been established between the two institutions in order for them to share expertise. Many staff members from the two organizations have developed a dialog due to previous collaboration efforts. The possibility of future regional and state conferences that would unite library and museum decision makers is more likely because of past successful collaborations between these and other cultural institutions. This base of support could be expanded to include educational organizations (schools) and the private sector (businesses), as well as government at the local, state, and national level. Finally, library-museum partnerships could be used in order to promote tourism in certain areas of the nation and therefore, economically benefit their communities. The fate of libraries and other cultural institutions are in their own hands and may well be decided by how quickly they adapt to ever-changing technology, educational and cultural needs, and public perceptions. Librarians need no longer be passive and hope the powers that fund them will “do the right thing. ” They must aggressively promote themselves in new ways and partner with other organizations and businesses that share at least some common goals and that can be mutually beneficial to them. New library skills needed in the twenty-first century include technological aptitude, business-type management skills for scheduling and prioritizing, and shameless self-promotion as well as the ability to broker and negotiate deals/prices (haggling). The ideal Century Twenty-One Librarian might be part techno-geek, part bookworm, part used-car salesman, part entrepreneur, part teacher, and part activist. This combination may be what is needed in order for libraries and librarians to survive into the twenty-second century.
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How public libraries can overcome budget cuts through cultural, educational, and business partnerships
January 11th, 2010Education for All: Trend and Out Reach at Tamilnadu in India
January 10th, 2010Education for All: Trend and out reach at Tamilnadu in India
The world convention on to Meet fundamental Learning requirements was adopted by the World Conference on Education for All at Jomtien, Thailand, in March 1990. The meeting design comprehensive review of policies concerning basic education. The Education for All (EFA) 2000 appraisal is a major global attempt that aims to enable the participating countries to
(i) Construct a comprehensive picture of their progress towards their own Education for All goals since the 1990 Jomtien Conference,
(ii) Identify priorities and promising strategies for overcoming obstacles and accelerating progress, and
(iii) Revise national plans of action accordingly.
EFA indicators which are grouped according to the following six ‘Intention Magnitude’:-
1. Expansion of early childhood care and development;
2. Universal access to and completion of primary education;
3. Improvement in learning achievement;
4. Reduction of adult illiteracy rate;
5. Expansion of provision of basic education and training in essential skills required by
Youth and adults; and
6. Increased acquisition by individuals and families of the knowledge, skills and values
organized for better living.
For this purpose a National Assessment Group was constituted in the Department of Education, Ministry of Human Resource Development consisting of senior officials of the Department concerned with EFA and representatives of specialized national institutions, like NCERT, NIEPA and NCTE. During its deliberations, the Group felt that the Indian exercise should be carried out in a larger perspective which takes into account the following important developments:
? The wide range of programmes initiated for achieving Universalisation of Elementary Education after formulation of National Policy of Education, 1986;
? The massive effort made in the form of literacy campaigns to reach education to the masses; and
? Enormous amount of activities in the field of primary education witnessed in the country on an unprecedented scale in the 1990s through projects and programmes specifically focused on EFA.
The EFA 2000 exercise is, therefore, seen not merely as a stock taking exercise but also as an effort to review and fine-tune strategies and programmes of basic education.
It is with this dual perspective in view that it has been planned
(1) to make the exercise quite comprehensive covering every dimension of basic education;
(2) to get the various component areas reviewed by independent experts from across the country; and
(3) to evolve a plan of action for the next phase, probably the final phase, of the national effort to reach the goal of EFA.
India’s EFA Assessment 2000 Country Report draws upon the following three documents:
i. Report of progress made with respect to the 18 EFA Indicators as identified in the General and Technical Guidelines given by the EFA Forum Secretariat;
ii. The State of the Art Review (Synthesis) on Learning Achievements; and
iii. The State of the Art Review on Learning Conditions.
The Department of Education in the Ministry of Human Resource Development has taken the initiative to commission twenty-four sub-sectoral studies on various aspects of EFA in India which seek to capture the varied experiences that have emerged from the projects, programmes and schemes undertaken during the last decade. The findings of these studies are proposed to be disseminated widely in India and abroad with a view to enrich the EFA 2000 Assessment exercise and provide useful inputs for policy makers, planners and administrators who are working towards achieving the goals of EFA.
Education for All – frame work
The goal of EFA in India are to be viewed in relation to the stage of education development that obtained on 1990 ¾ the year of world declaration on EFA. By then, fairly large expansion of in all parts of the country. Other sectors of education like adult education Non – formal education had also developed fairly well. Therefore, the main challenges in education in 1990s related to EFA have been the following: Access to basic education for the unreached segments and uncovered habitations
Qualitative improvement in content and processes of education; to make them more responsive to learning needs of individuals-children, youth and adults, families, community and development in different sectors of social and economic life. Consolidation and newer orientation wherever required in different areas of education through innovative programmes and changed role of educational personnel. Community participation in education; making education a people’s movement. Evolving effective and efficient management structures in education.
All goals and targets of EFA to be fulfilled in 1990’s have to be assessed in terms of the nature of the programmes, the degree to which they have led to achievement of the goals of EFA, and the promise they hold for making the processes and supportive structure sustainable. Thus, when EFA programmes were implemented in 1990’s,a new framework for development of basic education in the country was emerging which had the following broad features.
Holistic Approach
The holistic approach adopted for planning and implementation of EFA programmes is characterized by:
- A holistic view of basic education with grater linkages and integration between pre – school, primary education, non – formal education and adult education;
- Relating programmes of education with national concerns such as nutrition and health care, environment, small family norm and life skills education.
- Collaboration of different departments and sectors of development with primary education.
Education Grantee Scheme
The EGS centers in Tamil Nadu deserves special mention as an important new initiative in the 1990s. the remarkable success of EGS drawn the attention of planners and policy maker. The EGS centers covered 6-11 age groups who did not battened school. The key factors on which EGS hinges are community demand and government guarantee. By projecting community demand as a start-up point, EGS addresses the issue of enrollment and retention. The EGS is seen as successful mode of reaching the unreached or ‘Hard to reach’.
Education Grantee Scheme in Tamil Nadu (2004-2005)
ACTIVITIES
Administration arrangement: The coordinator have appointed.
Capacity building All the staff/ teachers have completed the strategy planning work shop.
Equivalence strategy The special effort is being taken to enroll the school drop out children.
Duration The short duration of the programme is 60-75 days.
School hours Two to three hours
Number of children per class 25 – 40 is high and low is 10-20
Teacher qualifications, Training and honorarium As per the government norm
Academic support and supervision The separate supervisors for every eight to ten schools
Teaching – Learning Materials The material prepared separately
Collaboration with NGOs Many EGS centers running by NGOs
A PROGRAMME FOR UNIVERSAL ELEMENTARY EDUCATION IN INDIA
In accordance with the constitutional commitment to ensure free and compulsory education for all children up to the age of 14 years, provision of universal elementary education has been a salient feature of national policy since independence. This resolve has been spelt out emphatically in the National Policy since independence (NPE), 1986 and the Programme of Action (POA) 1992. A number of schemes and programmes were launched in pursuance of the emphasis embodied in the NPE and the POA. These included the scheme of Operation Blackboard (OB); Non Formal Education (NFE); Teacher Education (TE); Mahila Samakhya (MS); State specific Basic Education Projects like the Andhra Pradesh Primary Education Project (APPEP); Bihar Education Project (BEP), Lok Jumbish (LJP) in Rajasthan; National Programme of Nutritional Support to Primary Education (MDM); District Primary Education Programme (DPEP).
Why Elementary Education
Social justice and equity are by themselves a strong argument for providing basic education for all. It is an established fact that basic education improves the level of human well – being especially with regard to life expectancy, infant mortality, nutritional status of children, etc. Studies have shown that universal basic education significantly contributes to economic growth.
Constitutional, Legal and National Statements for UEE
The Constitutional, legal, and national policies and statements have time and again upheld the cause of universal elementary education.
Constitutional mandate 1950 – “The state shall Endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education to all children until they complete the age of 14 years. ”
National Policy of Education 1986 – “It shall be ensured that free and compulsory education of satisfactory quality is provided to all children up to 14 years of age before we enter the twenty first century. ”
Unnikrishnan judgment 1993 – “Every child/citizen of this country has a right to free
education till he completes the age of fourteen years. ”
Education Ministers” resolve 1998 – “Universal elementary education should be pursued in the mission mode. It emphasized the need to pursue a holistic and convergent
approach towards UEE. ”
National Committee’s Report on UEE in the mission mode 1999 – UEE should be pursued in a mission mode with a holistic and convergent approach with emphasis on preparation of District Elementary Education Plans for UEE. It supported the fundamental right to education and desired quick action towards operationalization of the mission mode towards UEE.
The Scenario so Far
Consequent to several efforts, India has made enormous progress in terms of increase in institution, teachers, and students in elementary education. The number of schools in the country increased four fold – from 2, 31, 000 in 1950-51 to 9, 30,000 in 1988-99, while enrolment in the primary cycle jumped by about six times from 19. 2 million to 110 million. At the upper Primary stage, the increase of enrolment during the period was 13 times, while enrolment of girls recorded a huge rise of 32 times. The Gross Enrolment Ratio (GER) at the Primary stage has exceeded 100 percent. Access to schools is no longer a major problem. At the primary stage, 94 percent of the country’s rural population has schooling facilities within one kilometer and at the upper primary stage it is 84 percent.
The country has made impressive achievement in the elementary education sector. But the flip side is that out of the 200 million children in the age group of 6 -14 years, 59million children are not attending school. Of this, 35 million are girls and 24 million are boys. There are problems relations to drop – out rate, low levels of learning achievement and low participation of girls, tribal and other disadvantaged groups. There are still at least one lakh habitations in the country without schooling facility within a kilometer. Coupled with it are various systemic issues like inadequate school infrastructure, poorly functioning schools, high teacher absenteeism, large number of teacher vacancies, poor quality of education and inadequate funds.
In short, the country is yet to achieve the elusive goal of Universalisation of Elementary education (UEE), which means 100 percent enrolment and retention of children with schooling facilities in all habitations. It is to fill this gap that the government has launched the Sarva Shiksha Abhiyan.
Sarva Shiksha Abhiyan (SSA)
The Sarva Shiksha Abhiyan is a historic stride towards achieving the long cherished goal
of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with States. SSA, which promises to change the face of the elementary education sector of the country, aims to provide useful and quality elementary
Education to all children in the 6-14 age groups by 2010.
The SSA is an effort to recognize the need for improving the performance of the school system and to provide community owned quality elementary education in the mission mode. It also envisages bridging of gender and social gaps.
OBJECTIVES OF SARVA SHIKSHA ABHIYAN
? All children in school, Education Guarantee Centre, Alternative School, ‘Back to School’ camp by 2003;
? All children complete five years of primary schooling by 2007;
? All children complete eight years of schooling by 2010;
? Focus on elementary education of satisfactory quality with emphasis on education for life;
? Bridge all gender and social category gaps at primary stage by 2007 and at
Elementary education level by 2010;
? Universal retention by 2010.
Structure for Implementation
The Central and State governments will together implement the SA in partnership with the local governments and the community. To signify the national priority for elementary education, a National Sarva Shiksha Abhiyan Mission is being established with the Prime Minister as the Chairperson and the Union Minister of Human Resource Development as the Vice Chairperson. States have been requested to establish State level Implementation Society for UEE under the Chairmanship of Chief Minister Education Minister. This has already been done in many States.
The Sarva Shiksha Abhiyan will not disturb existing structures in States and districts but would only try to bring convergence in all these efforts. Efforts will be made to ensure that there is functional decentralization down to the school level in order to improve community participation. Besides recognizing PRIs / Tribal Councils in Scheduled Areas, including the Gram Sabha, the States would be encouraged to enlarge the accountability framework by involving NGOs, teacher, activists, women’s organizations etc.
Coverage and Period
The SSA will cover the entire expanse of the country before March 2002 and the duration of the Programme in every district will depend upon the District Elementary Education Plan (DPEP) Prepared by it as per its specific needs. However, the upper limit for the programme period has been fixed as ten years, i. e. , up to 2010.
Strategies central to SSA programme
? Institutional reforms – As part of the SSA, institutional reforms in the States will be carried out. The state will have to make an objective assessment of their prevalent education system including educational administration, achievement levels in schools, financial issues, decentralization and community ownership, review of state Education Act, 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 have already affected institutional reforms to improve the delivery system for elementary education.
? Sustainable Financing – The Sarva Shiksha Abhiyan is based on the premise that financing of elementary education interventions has to sustainable. This calls for a long – term perspective on financial partnership between the Central and the State governments.
? Community ownership – The programme calls for community ownership of school based interventions through effective decentralisation. This will be augmented by involvement of women’s groups, VEC members and members of Panchayati Raj institutions.
? Institutional capacity building – The SSA conceives a major capacity building role for national and state level institution like NIEPA/NCERT/NCTE/SCERT/SIEMAT. Improvement in quality requires a sustainable support system of resource persons.
? Improving mainstream educational administration – The Programme will have a community based monitoring system. The Educational Management Information System (EMSI) will correlate school level data with community based information from micro planning and surveys. Besides this, every school will have a notice board showing all the grants received by the school and other details.
? Habitation as a unit of planning – The SSA works on a community based approach to planning with habitation as a unit of planning. Habitation plans will be the basis for formulating district plans.
? Accountability to community – SSA envisages cooperation between teachers, parents and PRIs, as well as accountability and transparency.
? Education of girls – Education of girls, especially those belonging to the scheduled castes and scheduled tribes, will be one of the principal concerns in Sarva Shiksha Abhiyan.
? Focus on special groups – There will be a focus on the education participation of children form SC/ST, religious and linguistic minorities, disadvantaged groups and the disabled children.
? Pre Project phase – SSA will commence throughout the country with a well planned pre project phase that provides for a large number of interventions for capacity development to improve the delivery and monitoring system.
? Thrust on quality – SSA lays a special thrust on making education at elementary level useful and relevant for children by improving the curriculum, child centered activities and effective teaching methods.
? Role of teachers – SSA recognizes the critical role of teachers and advocates a focus on their development needs. Setting up of BRC/CRC, recruitment of qualified teachers, opportunities for teacher development through participation in curriculum related material development, focus on classroom process and exposure visits for teachers are all designed to develop the human resource among teachers.
? District Elementary Education Plans – As per the SSA framework, each district will prepare a District Elementary Education Plan reflection all the investments being made in the education sector, with a holistic and convergent approach.
Components of SSA
The components of Sarva Shiksha Abhiyan includes appointment of teachers, teacher training, qualitative improvement of elementary education, provision of teaching learning materials, establishment of Block and Cluster Resource Centers for academic support, construction of Classrooms and school buildings, establishment of education guarantee centers, integrated education of the disabled and distance education.
Conclusion
Non-government Organization
Non – government organizations, commonly referred to as voluntary agencies in India, also participate in EFA programmes. For instance, a large number of voluntary agencies are implementing non – formal education programmes to meet the educational needs of out of school children. Many of them focus on socially and economically back ward areas and marginalized sections of the society and on education of girls. The current decade has seen the emergence of a number of EFA programmes supported by international agencies. These include support multi – lateral agencies including UN bodies, the World Bank and the ADB. Five UN agencies have supported the development of a joint initiative with the government of India and state governments on community based primary education. Assistance from UN agencies and bilateral dononars is in the form of grants, while the World Bank provides concessional loan assistance through IDA. Matching contributions in cash and kind are provided by central and state governments for such projects. The last three five year plans have witnessed significant shift in the expenditure of the department of education in the central government towards primary and adult education and away from tertiary education. That the central government is paying serious attention towards achievement of the goal of EFA is brought out by these actions of government.
