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SARVA SHIKSHA ABHIYAN. Progress Report. SUNDARGARH. WHAT IS SARVA SHIKSHA ABHIYAN ?. SSA is a comprehensive and integrated flagship programme of Govt. of India to attain Universal Elementary Education (UEE) in the country in a mission mode .

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Progress Report




  • SSA is a comprehensive and integrated flagship programme of Govt. of India to attain Universal Elementary Education (UEE) in the country in a mission mode .
  • Launched in partnership with the state Govt. and local self-Govt. , SSA aims to provide useful and relevant education to all children in 6-14 age groups by 2010.
  • The ratio of funding for SSA Programme by Govt. of India and Govt. of Orissa is as follows:    
    • During 9th Plan (up to march 2002) GOI GOO: 85%15% respectively.
    • During 10th Plan (from 2002-2007) : 75% 25%.
    • From 11th plan onwards (from March 2007) : 50% 50%


  • All children of 6-14 years age group in school by 2003.
  • All children to complete 5 years of schooling by 2007.
  • All children to complete 8 years of schooling by 2010.
  • Universal retention by 2010.
  • Bridge all gender and social category gaps at primary stage by 2007 and at Upper Primary stage by 2010.
  • Focus on Elementary Education of satisfactory quality with focus on education for life.



District Project Coordinator

Principal, D.I.E.T.

D.I. Of Schools

(Addl. D.P.C)


S.I. Of Schools

(Addl. BRCC)






The revenue district Sundargarh is under one education circle and is under the administrative control of one Circle Inspector (C.I) of Schools. Again the Sundargarh education circle is divided into three education districts namely Sundargarh, Rourkela and Bonai. Out of 17 blocks and 4 municipalities of the district, 9 blocks and 2 municipalities come under Sundargarh Education District, 4 blocks and 2 Municipalities come under Rourkela Education District and rest 4 blocks comes under Bonai Education district. In addition to the above structure another D.I of schools is exclusively in charge of all Primary & Upper Primary schools under welfare department. Each Education district is headed by one District Inspector of Schools, so for three education districts there are three D.I.of Schools for the whole district. Again each block of an education district is divided into three circles and in each circle there is Sub Inspector of Schools (SIS).

After the inception of Sarva Shikshya Abhiyan (SSA) in the district in the year 2001, the District Project Coordinator (DPC) is in the overall administrative charge of all SSA activities taken throughout the district. The D.I. of Schools have been designated as Addl. District Project Coordinator. Again under the administrative control of DPC there are different intervention heads such as Sr. Technical Consultant (STC) looking after the civil works, Planning Coordinator looking after different activities related to planning & alternate schooling of the District, Financial Consultant looking after financial transactions at all levels, Pedagogy Coordinator in charge of pedagogical improvement in the elementary level of education, Gender Coordinator looking after different activities related to girls’ education, Early Child Care Education (ECCE) & Community mobilization, IED Coordinator in charge of education of Children With Special Needs (CWSN) & MIS Programmer in charge of District level education database & Management Information Systems.Block Resource Centers (BRCs) have been set up at each 17 blocks of the District for smooth execution of different SSA activities at the block level. At present one Block Resource Centre Coordinator (BRCC) is in position to look after different SSA activities at Block levels. At present 17 BRCCs and 215 CRCCs are in positions in different blocks, clusters and municipalities of the District.

Again to strengthen implementation of different SSA activities at grass root level each block has been divided into 12 schools as a one Cluster and in each cluster one Cluster Resource Centre Coordinator (CRCC) has been engaged in order to coordinate different activities conducted at cluster levels. In total 215 CRCCs are in positions in 215 clusters of the District.



SC/ ST Education


Girls Education

District Project Office



Civil Works







Development of School Infrastructure

Bridging the gender gap



Bridging the Social gap

Social & Educational Mainstreaming of physically challenged children

Management Information System (MIS), Finance Section and Planning Section are to monitor all above activities and provide management support.



This intervention plans for the activities to improve the classroom environment and capacity building of teachers.

  • Therefore to improve the quality of teaching and to create a conducive study atmosphere project provides grants and trainings.
  • Grants:
    • Repair & Maintenance Grant:
    • Schools having more than 3 classrooms: Rs.10,000/- per school annually.
    • Schools having more than 3 classrooms: Rs.5,000/- per school annually.
    • (District as a whole Rs.7,500/- per school annually)
    • School Improvement Grant:
    • Primary Schools (1-5) : Rs.5000/- per school annually.
    • Upper Pry. Schools (6-7): Rs.7000/- per school annually.
    • Upper Pry. Schools (1-7): Rs.12000/- per school annually.
    • Teachers Grant (TLM Grant):
    • Teachers are provided with a grant of Rs.500/- per teacher annually.
    • Teaching Learning Equipment Grant:
    • New Upper Primary Schools: Rs.50000/- per school (One Time).
    • New Primary Schools: Rs. 20000/- per school (One Time).


Teachers Training:

  • Apart from these some Hard spot trainings on English,Mathematics,Language and Science were conducted & also all teachers under gone teacher development training programme one day for each month conducted in every third sutarday & fourth sutarday .


  • The Planning Unit at the DPO level plays the role of a facilitator, integrator and disseminator guiding, monitoring and strengthening the decentralized and participative planning process. It ensures that district plans are in line with SSA objectives, that focus are in respect of the objectives and the indicators such as school less habitation, number of out of school children in each habitation, single teacher schools, infrastructure development plans for primary and upper primary schools, GP-wise plan for 100% enrolment and retention are adequately reflected in the district plans and that access has been provided to all deserving school-less habitations. The plans are upgraded to include upper primary education.
  • Planning is based on multiple sources of data. Household surveys are the primary source of data. School surveys are carried out for the purpose of planning. Community ownership and participation in management of elementary education is the distinctive features of planning. Community takes over the ownership in case of EGS & AIE Scheme. Community is involved in infrastructure development of the school. School Improvement Grants, Repair & Maintenance Grants, TLM Grants are released in favour of the Village Education Committee.
  • Planning ensures adoption of strategies for improving the quality of education at the district level. New resource structures at the block and cluster level have been planned. Capacity building programmes are designed for continuous development of these institutions as well as the teachers. Community awareness programmes are an in-built feature of district plans, which elicit wider participation of stakeholders in the programmes.
  • For better and grass-root planning the CLPT and BLPT are formed:
    • Cluster Level Planning Team (CLPT). A nine member Cluster Level Planning Team has already been formed at each cluster to prepare a need based grass root educational plan for the respective cluster. The CRCC of the concerned cluster is the member convener of the CLPT .
    • Block level Planning Team (BLPT). A twelve member block level planning team has already been constituted to prepare block level educational plan . The BDO and BRCC of the concerned block are the chairman and member convener respectively of the BLPT .
  • Orientation of BRCCs and CRCCs on Educational Planning . All 17 BRCCs and 215 CRCCs have already been oriented on the planning process , information collection methodologies , educational indicators and preparation of block and cluster level educational plan .
  • The Annual Work Plan & Budget (2009-2010) of the district has already been prepared and submitted at S.P.O after due approval from Collector-cum-Chairman , SSA , Sundargarh .


  • No of children identified :9892 Nos
  • No of enrolled :9335 Nos.
  • Surgical Correction
  • Polio through PNR society :101 Nos
  • Surgical correction of Cleft lip &
  • palate through Kalinga Hospital, BBSR :218 Nos
  • Surgical correction through
  • Life Line Express Project, Rourkela
  • (84 Cleft Lip,72 Polio,35 Timpani Plastic,280 Cataracts)
  • No of CWSN provided Assistive device :1589 Nos
  • (Tri-cycle, Wheel Chair, Auxiliary Crutches, Hearing-aid etc)
  • Disability Certificate issued to CWSN
  • through Single Window Camps :4233 Nos


  • MIS plays a key role in the Sarva Shiksha Abhiyan. Managing information better, became an unceasing quest for making a critical requirement for leadership in each and every sphere. District Primary Education Programme is first amongst the social sector projects in India that is being so closely monitored through a management information system. Various data are being collected, computerised and compiled in a systematic process for effective planning and progress monitoring. Two major parts of MIS are: Educational Management Information System(EMIS) and Project Management Information System (PMIS). The EMIS provides detail educational indicators for time series and single year down from individual school level up to the national level. Where as PMIS provides intervention wise financial & physical targets and achievements of different institutions down from VEC up to the SPO level.
  • Management Information System works as Statistical support system for educational planning. The district MIS collects statistics on enrollment, teachers and infrastructures of Schools through a tool named District Information System for Education (DISE) and for child population a specially designed state specific tool named Child tracking System (CTS) for which the state has been awarded with Prime Ministers Award for excellence in public Administration for the year 2006-07.


  • The Data from school level has been collected through DISE, the database has been maintained for last four years.
  • The Analysis of DISE has been done and shared with the District Level officials.
  • Orissa Child Census-2005, Child Tracking System-2006 as well as CTS Updation-2007 were conducted and the survey was finished within due time. The consolidated data is also available in the website:
  • Apart from these, district MIS has shared the available data with other line departments such as DWSM regarding water and toilet facility, ST-SC department regarding tribal enrolment and district administration regarding enrolment and out of school children.
  • The Planning of the district has been made on the basis of CTS data.
  • 30 nos. of schools have been adopted in 1st phase for Computer Aided Education. The entire system has been completed and the computers have been installed. In 2nd phase 40 nos. of schools are to be covered under CAE in the district.
  • The training has been imparted to the teachers of the 30 nos. of schools covered under CAE (1st Phase).
  • District has conducted some innovation programs like Summer Camp-2005, Quiz Competition-2006 and Winter camp-2007under Innovative Education activity.
  • All the BRCCs have already been oriented on PMIS & EMIS throughout the district for better monitoring and implementation of the project work.
  • To monitor the progress of the activities approved in annual work plan and budget, GOI has designed a on-line web-based monitoring tool. The district has completed the annual reporting for the year 2007-08 and for the year 2008-09, the budget and expenditure upto 3rd quarter has already been reported.


  • Computer Aided Learning (CAL):
  • Computer Aided Education in Primary Schools does not aim at teaching intricacies and technicality of computers. It aims at providing joyful, interactive and interesting ways of learning, through illustrations, examples and interactive tools particularly designed to emphasize on the HARDSPOTS of the regular curriculum of the subjects. (Mathematics, English, Science and Computer Literacy).
  • Thirty (30) nos. of schools are covered under CAE project. All the schools are provided with 3 nos. of systems and 1 no. of Printer for their use.
  • Total 67 nos. of Subject CDs are provided to school point. Out of which 42 nos. of CDs are provided by APTECH-Educomp and 25 nos. of CDs are provided by Azim Premji Foundation (APF).
  • In second phase another 40 schools are covered in the district and the laboratories are being prepared for implementation in the coming academic session.
  • SC/ ST Education:
  • A child in a tribal society may process information in an altogether different manner as compared to one from the urban areas and high socio-economic stratum. Pedagogy therefore should be culture specific. Instead of using one uniform, mechanistic way of students learning, cultural practices such as story telling, dramatics, puppetry, folk play, community living etc. should become a strong basis of pedagogy. The Analysis of DISE has been done and shared with the District Level officials.
  • Gap of home language and school language is a major challenge in ensuring retention and quality improvement. While access and enrollment of ST children are ensured in the district, access to the language of the child is still a big challenge which needs to be addressed in tribal area schools. Therefore teachers are imparted attitudinal training, Bi-lingual primers on Munda & Oram has been developed in the district.


  • LIFE SKILL EDUCATION:- A new module has been developed by OPEPA named “PRAYAS’ which comprises all round development of women from birth to death. A special training conducted in the district for 720 Master trainers.
  • VEC Training:-As per the guidelines of the Govt. of Orissa. VEC has been formed in all schools in the district. Each VEC consist of 9 members. As per practices to orient the VEC members district organized 2 days training.
  • MTA Training:- In each school 9 members were imparted for 2 days training which will help the drop out & participation of community. Through this training the mothers are trained about their duties & responsibilities to make their children good citizen in future.
  • Free Uniform Distribution:- There is a provision to supply free uniform to girls students. This year also this will be supplied to (Class I to VIII) girls students of all formal schools & day-scholars of SCST Devt. Dept. Its objective is to attract the girl students towards school.


  • Kasturba Gandhi Balika Vidyalaya (KGBV), an integral part of SSA provides a dynamic framework to accelerate girls’ education through residential school programme to address the out of school girls for upper primary education.
  • Areas of Operation:
  • Educationally Backward Blocks (EBBs) with rural female literacy below 46.13%
          • Gender gap in literacy is about 21.59% (Census of India 2001)
          • EBBs not having residential schools for elementary education for girls under any other scheme of Govt.
  • Objectives
    • To ensure access to the disadvantaged girls
    • To provide quality education to all girls
    • To make school environment girl child friendly
    • Community participation for the improvement of girls’ education.
  • Target beneficiaries
    • Girls belonging to the SC, ST, OBC and Minorities in difficult areas
    • Older girls who are out of school and unable to complete Upper Primary School.
    • Adolescent girls who are unable to go to regular school (Upper Primary level)
    • Priority to 75% enrolment of girls from SC/ST/OBC and minorities communities and 25% from BPL families.
  • Two KGBVs are functioning in Sundergarh district, one at Govindpur panchayat of Bonai block and other at Koira block headquarter.

National Programme of Education for Girls at Elementary Level (NPEGEL)

  • NPEGEL is a new and innovative programme launched by Government of India in the year 2003-04 for providing addl. components for education of girls at elementary level. In Sundargarh district 131 MCS were functioning in 1st phase to promote girls education. In 2nd phase the PAB has approved 20 nos. of MCS in 02 new blocks like Rajgangpur & subdega and 10 centres in each block. And as per instruction every year the recurring grant shall be provided to all 151 MCS.
  • 216 nos. of Early Child Hood Care Education (ECCE) in Sundargarh district are functioning. Under NPEGEL scheme 145 nos of ECCE are functioning and under SSA Innovation 71 nos of ECCE are running.
  • Out of 151 MCS, 78 nos. of buildings are handed over.


  • SSA, Sundergarh has been doing a no. of civil construction works in order to improve the infrastructural environment of different schools at elementary level since 2003.
  • In the year, 2003-04, 30 nos. NPS, 70 nos. NUPS, 13 nos. BLS (P), 5 nos. BLS(UPS), 84 nos. ACR, 260 nos. toilets & 40 nos. water facilities have been completed.
  • In the year, 2004-05, 4 nos. BRC, 37 nos. CRC, 390 nos. ACR, 85 No. of NUPS, 35 nos. toilets, 18 nos. Water Facility, 11 nos. Boundary Wall & 6 nos. electrifications have been completed.
  • In the year, 2005-06, 11 nos. BRC, 28 nos. CRC, 30 nos. NPS, 61 nos. NUPS, 29 nos. Dill.(PS), 25 nos. Dill.(UPS), 27 nos. Toilets, 66 nos. Water Facilities & 36 nos. Boundary Walls have been completed.
  • In the year, 2006-07, 2 nos. BRC, 61 nos. CRC, 177 nos. NPS, 38 nos. NUPS, 420 ACR have been completed.
  • In the year, 2007-08, 1 nos. BRC, 254 nos. NPS, 165 nos. NUPS, 938 ACR have been completed.
  • In the year, 2008-09, 40 nos. NPS, 90 nos. NUPS, 680 ACR have been completed.


Sarva Shiksha Abhiyan

W. & C.D.








  • Sundergarh being a tribal dominated district having scattered habitations, the facility of access to schools to each tribal children is yet to be provided.
  • The Shortage of teacher as per 1: 40 PTR in few specific blocks is a still continuing problem of the district. It is expected that, after engagement of fresh Shikhya Sahayak (SS) and Gana-Shikshak this problem will be shorted out to a greater extent.
  • Since more than 60% of total population of the district are from tribal community, so there is a lack of awareness among the community as the result of which enrollment and retention is very poor in some of the tribal dominated blocks of the district.

Thank You

Updated on dt.31.07.09