ROLE OF SSA IN THE UNIVERSALIZATION OF ELEMENTARY EDUCATION IN MIZORAM : AN EVALUATIVE STUDY
A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF
PHILOSOPHY
LALTHAPUII CHHANGTE MZU REGN. NO: 1759 of 2001-02
Ph.D.REGN. NO: MZU/Ph.D/888 of 19.04.2016
DEPARTMENT OF EDUCATION SCHOOL OF EDUCATION
AUGUST, 2022
ROLE OF SSA IN THE UNIVERSALIZATION OF ELEMENTARY EUCATION IN MIZORAM : AN EVALUATIVE STUDY
By
LALTHAPUII CHHANGTE Department of Education
Supervisor
Prof. LALBIAKDIKI HNAMTE
Submitted
In partial fulfilment of the requirement of the Degree of Doctor of Philosophy in Education of Mizoram University, Aizawl
MIZORAM UNIVERSITY AIZAWL – 796004
POST BOX NO – 190
Prof. Lalbiakdiki Hnamte Phone: +9862344458
Department of Education E-mail: diki223@gmail.com
CERTIFICATE
This is to certify that the work reported in this thesis entitled Role of SSA in the Universalization of Elementary Education in Mizoram : An Evaluative Study is a research work carried out by Lalthapuii Chhangte REGN No. MZU/Ph.D/888 of 19.04.2016 under my supervision for her Ph.D. degree and the same has not been submitted previously to earn any degree in any other University or Institute of learning.
Date: 29.08.2022
(Prof. LALBIAKDIKI HNAMTE) Supervisor Department of Education Mizoram University Aizawl : Mizoram
i
MIZORAM UNIVERSITY
AIZAWL – 796004 POST BOX NO – 190
Prof. Lalbiakdiki Hnamte Phone: +91-9862344458
Department of Education E-mail: diki223@gmail.com
CERTIFICATE
This is to certify that the work reported in this thesis entitled Role of SSA in the Universalization of Elementary Education in Mizoram : An Evaluative Study is a research work carried out by Lalthapuii Chhangte REGN. NO. MZU/Ph.D/888 of 19.04.2016 under my supervision for her Ph.D. degree and the same has not been submitted previously to earn any degree in any other University or Institute of learning.
Date:29.08.2022
(Prof. LALBIAKDIKI HNAMTE) Supervisor
Department of Education Mizoram University
ii
Aizawl :Mizoram DECLARATION
I, Lalthapuii Chhangte, hereby declare that the subject matter of this thesis entitled Role of SSA in the Universalization of Elementary Education in Mizoram : An Evaluative Study is the record of work done by me, that the contents of this thesis did not form basis of the award of any previous degree to me or to do the best of my knowledge to anybody else, and that the thesis has not been submitted by me for any research degree in any other University/Institute.
This is being submitted to the Mizoram University for the degree of Doctor of Philosophy in Education.
Date: 29.08.2022
(LALTHAPUII CHHANGTE) Candidate
(Prof . H. MALSAWMI) (Prof. LALBIAKDIKI HNAMTE)
Head of Department Supervisor
iii
ACKNOWLEDGEMENT
First of all, I thank God for giving me the strength, knowledge, ability and opportunity to undertake this study and to persevere and complete it satisfactorily.
I would like to express my sincere gratitude to my supervisor Prof. Lalbiakdiki Hnamte for her constant support, guidance, motivation and advice throughout my time as a student. It would never have been possible for me to take this work to completion without her aspiring guidance, patience, immense knowledge and constructive criticism.
I would like to thank Department of Education, Government of Mizoram for allowing me to visit the schools.
I would like to thank State Project Director and District Project Coordinator and Staff, Headmaster, teachers and School Management Committee members and Parents of the schools selected for the study. Without their help and support, my study would not have been possible.
I want to thank my sister Malsawmdawngzuali for all the support rendered to me in survey of my questionnaire.
I wish to acknowledge the support and great love of my family who kept me going on and this work would not have been possible without their support and encouragement.
Finally, may this thesis be useful for readers and students and for future research about similar topic or any other relevant field. My sincere wish that the findings of this study will help in future development and planning of the SSA programme.
Date: Aizawl
The 29th August, 2022
(LALTHAPUII CHHANGTE) Department of Education,
iv
Mizoram University TABLE OF CONTENTS
Certificate i
Declaration ii
Acknowledgement iii
Contents iv -viii
List of tables ix - xiv
Page No
Chapter – I Introduction 1 - 42
1.1 Universalization of elementary education in India. 1 - 3 1.2 Initiatives of education commission and committees
on universalization of elementary education 3 - 4 1.3 Constitutional provision relating to universalization
of elementary education. 4 - 5
1.4 Education for All (EFA) 5 - 6
1.5 The Right of children to free and compulsory 6 - 8 Education Act, 2009(RTE Act, 2009)
1.6 Major initiatives for universalization of elementary 8 - 10 education
1.7 Background of Sarva Shiksha Abhiyan 10 - 11
1.7.1 Main characteristics of SSA. 11- 12
1.7.2 Aims of Sarva Shiksha Abhiyan. 12
1.7.3 Main strategies of SSA programmes. 13 - 15 1.8 Origin and development of elementary education. 15 - 18 1.9 Sarva Shiksha Abhiyan programme in Mizoram. 19 - 36
v
1.10 Samagra Shiksha Abhiyan. 37 - 39
1.11 Rationale of the study. 39 - 40
1.12 Statement of the problem. 40
1.13 Research Questions. 41
1.14 Objectives of the study. 41
1.15 Delimitations of the study. 42
1.16 Operational definitions of key terms 42
Chapter – II Review of related literature 43 - 86
Chapter – III Methodology 87 - 94
3.1 Method of the study. 87 - 88
3.2 Population, sample and sampling design. 88 - 92 3.3 Construction of tools and techniques of
data collection. 92 - 93
3.4 Administration of tools and collection of data. 93
3.5 Tabulation and data analysis. 94
Chapter – IV Analysis and Interpretation 95 - 190 4.1 Findings related to the role of SSA in improving
quality at the elementary level of education. 95 - 96
4.1.1 On infrastructure. 96 - 105
4.1.2 On management and community support. 105 - 116
vi
14.1.3 On classroom practices. 117 - 125
4.1.4 On teacher and teacher preparation. 125 - 150 4.1.5 On teaching learning material. 150 - 155 4.2 Findings related to the role of SSA in improving
access at the elementary level of education. 160 4.3 Findings related to the role of SSA in minimizing
out-of-school children. 160 -169
4.4 Findings related to the role of SSA in enhancing retention rates at the elementary level of
education 169 - 180 4.5 Findings related to the role of SSA in providing
opportunity for all sections of the society to
participate in elementary level of education. 181 - 190
Chapter – V Summary, Major findings, Discussions, Conclusion and Recommendations for
Improvement, Suggestions for further studies 191
5.1 Summary 191 - 233
5.2 Major findings of the study 233 - 249
5.3 Discussions of the study 249 - 254
5.4 Conclusion and Recommendations for
Improvement 254 - 259
5.5 Suggestions for further studies 260
vii
APPENDICES 261 - 277
i. Information schedule for State Project Office and District Project Offices to collect general information
ii. Checklist and questionnaire for the schools to find out the role of SSA in improving quality at the elementary level of education in relation to infrastructure.
iii. Information schedule for school management committees and the schools relating to management and community participation.
iv. Observation schedule on classroom practices.
v. Questionnaire for teachers on teacher and teacher preparation.
vi. Checklist and observation schedules to find out availability of teaching learning material in the schools.
vii. Information schedule for State and District Project Offices to examine the role of SSA in improving access at the elementary level of education.
viii. Questionnaire for District Project Office and sample schools to analyse the role of SSA in minimizing Out-of-School Children.
ix. Questionnaire for the schools to examine the role of SSA in enhancing retention rate.
x. Questionnaire for the schools to find out the role of SSA in providing opportunities for all sections of the society to participate in elementary level of education.
BIBLIOGRAPHY 278 - 292
BIODATA OF THE CANDIDATE COPY OF PUBLISHED ARTICLE
viii
PARTICULARS OF THE CANDIDATE
ix
LISTS OF TABLES Sl.
No.
Table
No. Title Page No.
1 1.1 District Educational Sub-Division, Circles and
Villages in the State 16
2 1.2 Number of households, population and literacy rate
of the eight districts of Mizoram 17
1.3
Number of Block Resource Centres and Cluster Resource Centres and School Management Committee in Mizoram
22
4 3.1 Total number of elementary schools and teachers in
Mizoram 89
5 3.2 Details of elementary schools in the selected
districts 90
6 3.3 Details of samples selected for the study 91
7 4.1 Distribution of schools by type of school building 97
8 4.2 Distribution of schools by year of construction of
school buildings 98
9 4.3 Number of schools with different facilities (A) 100
10 4.4 Number of schools with different facilities (B) 101
11 4.5 Distribution of schools by safety of school buildings 102
12 4.6 Number of schools received school grants and
maintenance grants 103
x
13 4.7 Number of schools received building grants 104
14 4.8 Analysis of responses of SMCs on involvement in
school activities 106
15 4.9 Analysis of responses of SMCs on training provided
by SSA 108
16 4.10 Analysis of responses of SMCs on frequency of
meetings held 109
17 4.11 Analysis of responses of SMCs on topics discussed
in SMC meeting 110
18 4.12 Number of SMCs organizing training for
community 111
19 4.13 Analysis of responses of SMCs on areas schools
need improvement 112
20 4.14 Number of schools who had prepared school
development plan 113
21 4.15 Distribution of schools on the basis of community
participation in the activities of the schools 114
22 4.16 Number of schools establishing SMC and PTA 114
23 4.17 Analysis of responses of schools on initiatives of
SMCs for improving the functioning of schools 115
24 4.18 Analysis of responses of schools on initiatives of
PTAs for improving the functioning of schools 116
xi
25 4.19 Availability of teaching aids in the classroom 117
26 4.20 Distribution of sample primary schools by number
of periods in a week 118
27 4.21 Distribution of sample upper primary schools by
number of periods in a week 118
28 4.22 Duration of one period in the sample schools 120
29 4.23 Distribution of primary schools by number of CCA
periods in a week 121
30 4.24 Distribution of upper primary schools by number of
CCA periods in a week 122
31 4.25 Distribution of schools on the basis of classroom
environment and practices 124
32 4.26 Teacher-pupil ratio in primary schools 125
33 4.27 Teacher-pupil ratio in upper primary schools 126
34 4.28 Distribution of teachers in the sample primary
school 127
35 4.29 Distribution of teachers in the sample upper
primary school 128
36 4.30 Average number of teachers per primary and upper
primary schools 129
xii
37 4.31 Profile of primary school teachers by qualification 130
38 4.32 Profile of upper primary school teachers by
qualification 132
39 4.33 Primary school teachers who attended training
during 2015-2019 134
40 4.34 Upper primary school teachers who attended
training during 2015-2019 135
41 4.35 Number of days per year attended for training 136
42 4.36 Analysis of responses of teachers on effectiveness
of training attended 137
43 4.37 Primary school teachers according to the number
of periods taken per week 138
44 4.38 Upper primary school teachers according to the
number of periods taken per week 139
45 4.39 Ability of teachers to develop TLM 141
46 4.40 Distribution of teachers by frequency of using
blackboard in the classroom 142
47 4.41 Distribution of teachers by frequency of using TLM
in the classroom 143
48 4.42 Distribution of schools by number of school days
(2019) 144
xiii
49 4.43 Distribution of teachers by involvement in non-
teaching activities 146
50 4.44 Number of teachers consulted in curriculum design 147
51 4.45 Number of primary school teachers who had
received teachers grant 148
52 4.46 Number of upper primary school teachers who had
received teachers grant 148
53 4.47 Analysis of responses of teachers on source of TLM 149
54 4.48 Availability of teaching learning materials in the
school 151
55 4.49 Types of available teaching aids 152
56 4.50 Number of schools by storage of TLM 153
57 4.51 Distribution of schools on the basis of frequency in
using TLM by teachers 154
58 4.52 Number of new primary schools opened after
implementation of SSA 156
59 4.53 District wise distribution of number of school
buildings constructed under SSA 157
60 4.54 Number of villages having only single primary
schools and upper primary schools 157
xiv
61 4.55 Number of primary schools upgraded to upper
primary schools after implementation of SSA 158
62 4.56 Number of EGS/AIE centres opened under SSA 160
63 4.57 OOSCs admitted to age appropriate classes
(Responses of State and District Project Officer) 161
64 4.58 Number of OOSCs admitted to age appropriate
classes (Responses of schools) 163
65 4.59 Responses of schools on availability of special
training provided for OOSCs 165
66 4.60 Problem faced in admitting all OOSCs 166
67 4.61 Analysis of responses of schools on steps taken to
reduce OOSCs 167
68 4.62 District wise analysis table of enrolment of students
during 2015 to 2019 170
69 4.63 Analysis of responses of schools on reasons for
decline in enrolment of students 172
70 4.64 Year wise analysis of students pass percentage
(2015-2019) 174
71 4.65 Attendance rate of the students in the sample
primary schools 176
72 4.66 Students attendance rate in the sample upper
primary schools 177
73 4.67 Number of dropout in the sample primary schools 178
xv
74 4.68 Number of dropout in the sample upper primary
schools 179
75 4.69 Reasons for dropout of students in the sample
schools 179
76 4.70 Enrolment share of girls, CWSN, SC/ST and
Muslims in the sample schools 181
77 4.71 Number of students receiving incentives 183
78 4.72 Analysis of responses of schools on initiatives
provided for weaker sections of the community 184
79 4.73 Number of schools who had received training of
teachers on inclusive education 185
80 4.74 Share of female teachers and SC/ST teachers in the
sample primary schools 186
81 4.75 Share of female teachers and SC/ST teachers in the
sample upper primary schools 186
82 4.76 Analysis of responses of schools on efforts made for
making inclusive classroom 187
83 4.77 Analysis of responses of schools on steps taken for
gender sensitive and gender positive environment 188 84 4.78 Analysis of responses of schools on steps taken to
ensure SC/ST participation in the school 189
CHAPTER I INTRODUCTION
Education is regarded as an important instrument that the society has, in order to promote economic, political and social growth and development of the society in general.
The foundation for gaining knowledge is elementary education without which the later stages of education will never get started. Elementary education is regarded as the most crucial stage of education, it establishes the foundation from where learning, growth and development takes place (Kapur, 2021, p1). Having access to basic knowledge helps an individual to make wise decisions in every issue they will be confronted in the later stage of life. Providing opportunity for access in elementary education to children means giving them a chance to explore new ideas and knowledge and helping them to develop their personality and individual skills to handle different circumstances in life. Moreover, the threat of the growth of a nation depends upon the quality of education that is imparted to its citizens. Better quality of education enables an individual to develop their intelligence and skills, which brings about successful and positive change in an individual’s life.
1.1 Universalization of elementary education in India
The world declaration on Education for All in 1990 at Jomtien and Dakar in 2000 brought to the centre and state the need for viewing elementary education as a fundamental rights (Mehta & Chugh. 2020, p20). In India, the first landmark on universalization of elementary education was laid down by the constitution which was adopted in 1950. In order to promote UEE, various planning was constructed in the constitution by the framers. Article 45 enunciated that the state shall endeavour to provide within a period of 10 years from the commencement of the constitution for free and compulsory education to all the children until they complete 14 years of age. The supreme court in its judgement in Unnikrishnan J.P. vs.
Andra Pradesh 1993 has held that every children of the country has a fundamental right to free of education until they complete 14 years of age.
Universalization of Elementary Education (UEE) in India means providing education upto Class-I to VIII available to all the children in the age group 6-14 years. In other words we can say that elementary education must be provided to every child in the age group between 6-14 years without any discrimination on ground of sex, religion, caste, colour and
creed. The main aim behind the making of such provision was to make all the citizens of the country to become literate so that they would be able to make a responsible and productive members in the society. The comprehensive contribution made by education in the social and economic context was recognised by the Nation, where the contribution made by the elementary education renders an important results in developing the social, moral, spiritual, intellectual and emotional development in the children, which emphasise the need to universalize elementary education in the country. The broad parameter of achieving UEE such as access, enrolment and retention are discussed below:
Universal provision; Universal provision means that school facilities should be made available to all the children between 6-14 years for achieving UEE. The school should be easily accessible preferably within a walkable distance of a child. Adequate facilities like school building, adequate number of teachers, teaching learning material, toilet and drinking water facilities should be made available for children.
Universal enrolment; It means that all children between 6-14 must be enrolled in the schools, irrespective of caste, colour, sex, creed and religion. It should also be made legally obligatory to get their children admitted to schools by the parents to complete their primary education. Further, parents should be given education about the importance of education so that they will enrol their children in the schools. Financial assistance should be provided to needy child.
Universal retention: It means that all the children enrolled in schools must complete at least their first eight years of education. No children should be failed in elementary level of education. School environment should be made attractive and comfortable so as to prevent wastage and stagnation.
1.2 Initiatives of education commission and committees on universalization of elementary education
Several efforts has been made by the country in order to promote and achieve the target of universalization of elementary education. Various schemes and programmes are taken up but still the goal of UEE remain only partially achieved and the overall quality of elementary education is found unsatisfactory. Successive committees and commissions on
education have emphasized the need for achieving universalization of elementary education and recommending on free and compulsory elementary education in the country. The first education commission designated to analyse the question of elementary education is Kothari Education Commission (1964-66). The commission advocated a common school system and the execution of free and compulsory education for all the children upto 14 years without discrimination on ground of sex, caste, creed, status and religion. The commission suggested for an increased national out lay to improve infrastructure of education. It also stressed on establishment of a neighbourhood schools, education for handicap and free instruction in mother tongue at primary level. The National Policy on Education 1968 set forth the path of educational development and aimed at achieving the goal of compulsory education for all the children upto 14 years as mandated by the constitution. It visualised provision of accesses to elementary education for children upto 14 years, universal participation till they complete the elementary stage through formal or non-formal education programmes and universal achievement of atleast minimum level of learning (MHRD, Department of School Education and Literacy[DSEL], 2011, p4). It accentuates the improvement of curriculum, textbooks and method of teaching, improvement in training and qualification of teachers and provision of scholarship for backward sections, reducing of wastage and stagnation to improve retention of children in the schools. The National Policy on Education 1986 and its Programme of Action (POA), 1992 has also taken up a remarkable efforts for achieving UEE seriously. The main emphasis of the policy are :
Universal access Universal enrolment Universal retention
The policy advocated participation of community in the educational system so as to enhance quality education, provision for improving infrastructure facilities, satisfactory condition of school building and school environment. It stressed on child centred and activity based teaching learning process, restructuring pre-service and in-service teacher training and abolition of all kinds of punishment in the schools. POA 1992 suggested for a more extensive operation blackboard to elevate its scope upto upper primary stage and computer education as well as informal education programme to be made available for under privileged children.
Thus it is evident that the present system of elementary education is the outcome of the drastic steps taken up by various education commissions and committees in their efforts to promote universalization of elementary education.
1.3 Some constitutional provisions relating to universalization of elementary education
In India, the first landmark on universalization of elementary education was laid down by the constitution which was adopted in 1950. In order to promote universalization of elementary education various planning was constructed in the constitution by the framers.
Article 45 enunciated that the state shall endeavour to provide within a period of ten years from the commencement of the constitution for free and compulsory education to all the children until they complete 14 years of age. The Article directed the state to take measures for free and compulsory education for all children upto 14 years. Article 30(1) stated that all minorities whether based on religion or language shall have the right to establish and administer educational institutions of their choice. Another measures for commencing UEE is stated in Article 350A which lays down that it shall be the endeavour of the state to provide adequate facilities in the mother tongue at the primary stage of education to children belonging to linguistic minority groups. Special commitment is enacted for economic and educational interest of the deprived sections of the community, under Article 46 which stated that the state shall promote special care for the educational and economic interest of the weaker sections of the society and in particular, the scheduled tribes and scheduled caste and to protect them from all social injustice and all forms of exploitation
1.4 Education For All (EFA)
After independence, elementary education became one of the most fundamental issue and the nation has been putting great effort to achieve the target of universalization of elementary education through universal enrolment, universal attendance and universal retention. The foundation of the world wide movement of education for all is related with the World Conference on Education for All, which was held in Jomtein, Thailand in 1990. The meeting adopted a resolution and urged all the participant’s countries to take compelling measures for securing Education For All by the year 2000. Still, there are many countries who were far from attaining the objective of EFA in 2000. Then, the World Education Forum was held in Dakar, Senegal where the adherences to obtaining Education For All was re- emphasized by 2015. India is an endorser to the Dakar Declaration and as a consequence, the
campaign for education for all was heightened worldwide, to make endeavour to realize the objective of Education For All.
Goals of Education For All (EFA) in India is against the background of the demographic profile and the complex ground realities of the country, the goals of Education For All (EFA) in India are presented as under :
1. Expansion of activities for early childhood care and development which is specially target for children from disadvantaged community and the disabled children through a multi- pronged effort involving families, societies and appropriate institutions.
2. For universalization of elementary education, the following goals were made as follows:
(a) All children upto 14 years of age are provided access to elementary education.
(b) Universal retention until they complete elementary stage either through formal or non-formal education programmes.
(c) Universal achievement at least of minimum levels of learning.
3. Reduction of illiteracy especially in the age group between 15 - 35 age group.
4. Provision of facilities for development of skills and opportunities to maintain, utilize and upgrade education for those who are functionally literate and of those who have studied the primary education through either formal or non-formal mode.
5. Setting up of structures and processes to strengthen the education of women and to utilize education to promote women’s equality.
6. Relate the content and process of education with the culture and enrolment as well as the living conditions of the people.
In this regard, efforts have been initiated to achieve the goal of EFA. The CAPE programme was implemented on massive scale throughout the country. Through the UNICEF-assisted Project-II known as Primary Education Curriculum Renewal Project, plans for development was made for 3000 primary schools which covered all states and union territory. A variety of instructional programme and material was developed for improving primary education and as a support service for universalisation of elementary education.
1.5 The Right to Children to Free and Compulsory Education Act, 2009 (RTE Act, 2009)
The provision of universal elementary education in accordance with the constitutional commitment to ensure free and compulsory education for all children upto 14 years, as stated in Article 45 has been a salient feature of national policy since independence. This resolve has been spelt out emphatically in the National Policy of Education (NPE) and its Programme of Action (POA) 1992. In order to implement Article 45 and in pursuance of the emphasis embodied in the NPE and POA, several efforts were made to universalize elementary education in India.
A number of schemes and programmes were launched but still the goal of universal elementary education was still a distant dreams. It was perhaps with this consideration and due to the continued efforts taken in August 27, 2007, the Right to Free and Compulsory Education Act (RTE Act), 2009 was passed by inserting Article 21-A in the constitution which stated that the state will provide free and compulsory education to all the children between 6 to 14 years as a Fundamental Rights in such a manner as the state may by law determine (MHRD, DSEL,2011, p2). The Act came into effect from April 1, 2010. Free education means removal of any financial barrier by the state that prevents the child from completing eight years of schooling and compulsory education means obligation of the appropriate government to provide free education and compulsory admission .
The Act is a detailed and comprehensive piece of legislation which forms the basis of uniform system of elementary education for all the states in India except Jammu and Kashmir.
Salient Features of the RTE Act, 2009 are given below :
Children between 6 to 14 years of age has the right of free and compulsory education until they complete elementary education.
No holding back of child in the same class or expelled till completion of elementary education.
Special training will be provided for children of the age group who has not been admitted in any school and could not complete his/her elementary education, for admission to class appropriate to their age.
No child shall be denied admission to school on any ground.
Prescribed new norms for schools with regard to pupil teacher ratio, infrastructure and different facilities meant for the students.
All teachers are required to acquire the prescribed qualification with 5 years from the commencement of the Act.
Mandates improvement in quality of education.
No child be subjected to physical punishment or mental harassment.
Schools can be closed down if not meet the norms set forth in schedule of the Act.
Financial burden will be shared between state and central government.
Bans collection of any capitation fees and screening test for admission and private tuitions.
Special provision for children with special needs.
Instead of term end examinations, a new system of evaluation called Continuous and Comprehensive Evaluation (CCE) is to be implemented in all the schools.
Clearly defines and specifies responsibilities of government, local authority and school management committee as well as duties and responsibilities of teachers and parents towards implementation of the Act.
With the passage of the Act, it becomes the responsibility of the centre and state government to provide free and compulsory education to all the children of 6-14 year. With the act coming into force, SSA is assigned to be the main vehicle to implement the RTE Act, 2009. Several modifications and additions have also been made in the norms of SSA.
1.6 Major initiatives/efforts for universalization of elementary education
Efforts taken for the universalization of elementary education are as follows :
District Primary Education (DPEP) was established in 1994 for the renewal of primary education system. The aim of the programme is to provide access to primary education for all children through formal and non-formal education programme, to minimize inequality in education to less than 5 percent, to lessen dropout rate to less than 10 percent and to increase learning performance by 25 percent.
Operation Black - Board was established in 1987 with a motive to give least key facilities to all primary schools in the country. It’s objective is bringing remarkable development in the facilities of primary schools such as all weather room, separate toilets for boys and girls, no less than two teachers (one male and one female) should be arranged in primary schools and quality advancement in primary education run by the government, local bodies and panchayati raj.
Bihar Education Project was established in 1991. The aim was to bring development in elementary education qualitatively and quantitatively. It also laid emphasis on the education of under privileged sections such as scheduled caste, scheduled tribe and women.
National Programme for Nutritional Support to Primary Education (NP-NSPE) was established as a centrally sponsored scheme in 1995 with it’s goal on improving universalization of primary education. It highlighted growth in enrolment, attendance and retention in primary schools by enriching nutritional needs of primary school children. It covered primary schools only in the early stage and was enlarge to cover upper primary schools in the government, local body and aided schools.
The Non-Formal Education System (NFE) which was launched in 1979-80 aimed at providing formal system of education to all children up to 14 years of age. It has become a helpful source of education to those who cannot attend full time schools due to socio- economic reasons. The scheme was reconstructed and renamed as Education Guarantee Scheme (EGS) and Alternate Innovation Education (AIE)
Lok Jumbish was launched in Rajasthan in the year 1992-94, in the first phase and extended up to June 1999. It is a distinctive programme where government agencies, teachers and community team up to develop Universalization of primary education. The guiding principles of the programme are a procedure instead of an outcome, decentralized functioning, participatory learning, incorporation with the main stream education system, flexibility of management and developing multiple levels of leadership committed to quality in a mission mode.
Sarva Shiksha Abhiyan was established in 2001-2002 with an endeavour to universalise elementary education by community ownership of the school system. The programme is a successful measures to develop elementary level of education in the country.
It is the most recent, effective and productive programme and functioning as an umbrella programme to cover all other programme concerning universalization of elementary education. It is the most recent and extensive programme for universalization of elementary education and the programme is still in progress.
1.7 Background of Sarva Shiksha Abhiyan.
The education for all meeting in Jomtien, Thailand had impacted India to execute different innovations, initiative and approach to reach the objectives of universalization of elementary education. The target could not be attained in spite of the endeavour of the government. It was also learned that there are still, habitations in the country without schooling facilities, insufficient Infrastructure facilities in schools, unsatisfactory functioning of schools, poor quality education, insufficient teachers and funds. Sarva Shiksha Abhiyan was established to handle with all the difficulties and issues that halt the attainment of the objectives of universalization of elementary education. It is the single most important initiatives at the National level to realise the sixth goal of education for all (Mukhopadhyay et al. 2009.p1).
Sarva Shiksha Abhiyan was established in India in the year 2000-2001 as a flagship programme for the accomplishment of Universalization of elementary education in a time bound manner as commissioned by the 86thAmendment to the constitution of India making free and compulsory education to all children between 6-14 years of age, a fundamental rights (MHRD, Government of India [GOI], 2017, p1). It is implemented with the integration of state Government and local self-government to enclose the whole country. It is an endeavour to acknowledge the requirement for enhancing the achievement of the school system and to furnish community owned quality elementary education.
It intend to support the state in enhancing the education system and will not disarrange the current structure of education. It also gives opportunity for the state and districts to make their own way in attaining the objectives of UEE. The goals of Sarva Shiksha Abhiyan includes :
(1) All children in school, Education Guarantee or Alternative school Centre, Back-to- School camp by 2003.
(2) All children complete five years of primary schooling by 2007.
(3) All children complete eight years elementary schooling by 2010.
(4) Focus on elementary education of satisfactory quality with emphasis on education for life.
(5) Bridge all gender and social category gaps at primary stage by 2007 and at elementary level by 2010.
(6) Universal retention by 2010.
1.7.1 The main characteristics of SSA are :
* A programme with a clear time frame for achieving the goal of universal elementary education.
* A response to the demand of quality basic education
* An effort to involve community in the management and activities of the school.
* An expression of political will for universalization of elementary education across the country.
* A partnership with the central, State and Local-government.
* An opportunity for states to develop educational system based on their own vision.
1.7.2 Aims of Sarva Shiksha Abhiyan :
* The aim of Sarva Shiksha Abhiyan is to provide useful and relevant education for all children between 6 to 14 years by 2010 (MHRD, Department of Elementary Education and Literacy [DEEL], 2002, p4). It also aims to bridge all kinds of gender, social and regional gaps and to involve the community to participate actively in management and activities of the schools.
* Useful and relevant education means a search for an educational system that allows children to learn about and master their natural environment in a manner that allows the fullest utilization of the potential and skills both materially and spiritually. The
educational system must allow children an opportunity to work for one another instead of working to achieve their personal goals.
* Sarva Shiksha Abhiyan stressed on the importance of early childhood care and education and looks at 0-14 as a continuum. Efforts to support pre-school learning in ICDS centres or special pre-school centres in non ICDS areas will be made to supplement the working of the department of Women and Child Development.
1.7.3 Main Strategies of SSA Programme
The Vast Policy of Sarva Shiksha Abhiyan calls for active community involvement, it has to be ensured in the administration of the elementary schooling system. For the development of the functioning of elementary schools, parents are assigned with duties. Parent teachers association s are formed in all elementary schools with legal powers to make school grants conditional with the consent of the committee is a positive advancement in making the elementary schools accountable. SSA has made strategic programme for universalizaton of elementary education in India. It has different strategies for community involvement, institutional reforms and financi ng and Village level planning. It also has a special emphasis on education for girls and tribals. The main strategies are :
* Central and State governments handled institutional reforms to develop the effectiveness of the system in elementary education in fields like educational administration, performance levels in schools, financial issues, decentralisation and community ownership, education of girls, education of SC/ST and deprived groups, assessment of state education act, policy concerning private schools and ECCE.
* Sarva Shiksha Abhiyan is based on the ground that financing of elementary education interventions has to be plausible. A continuing on financial collaboration between the central and state government is needed.
* The programme requires active participation of members of VEC, Panchayati institutions and women group in the school affairs.
* The SSA conceived a significant capacity building with the help of national, state and district level institutions like NCERT, NIEPA, SIEMAT, NCTE, SCERT, and DIET.
* The programme calls for development of mainstream education by institutional improvement, Insertion of new method, endorsement of cost effective and systematic approaches.
* The programme will have community based monitoring. The Educational Management System (EMIS) will correspond school level data with community based information from micro planning and surveys. Each school will be motivate to communicate with the community all details with transparency. A notice board would be set up in all schools for this.
* The SSA functions on community based method to planning with habitation as a unit of planning. Habitation plans is the basis for preparing district plans.
* SSA conceived cooperation between teachers, parents and panchayati raj institutions with obligation and transparency to the community.
* Education of girls, scheduled castes and scheduled tribes, minorities, deprived groups and disabled children are given priority.
* SSA has begin in all over the country, a systematic pre-project phase that provides for a large number of interventions for capacity development to enhance delivery and monitoring system like community based micro planning and school mapping, training of community leaders, school activities, diagnostic studies, provision for home surveys.
* SSA put a special trust on quality education by developing curriculum, productive teaching method and child-centred activities.
* Acknowledging the significant function of the teachers, emphasis on the advancement of human resource among teachers by establishing BRC/CRC, appointment of qualified teachers, opportunities for teacher progress by involvement in curriculum related material development, emphasis on classroom activity and exposure visits for teachers.
* According to SSA scheme, district elementary education plan will be produced by all districts considering all the investments made in the elementary education sector with an extensive and convergent method. There will be a perspective plan that will give a framework of activities over a prolonged time frame to attain UEE. Selected activities will be listed to be accomplished in that year. This perspective plan is a dynamic document subject for continuous development in the course of execution of the programme.
1.8 Origin and development of elementary education in Mizoram
Mizoram, the 23rd state of India is situated on the hills of North-Eastern corner of India and has a strategic significance geographically and politically. It is one among the commonly named ‘Seven Sisters’ of North-East India, with Aizawl as its capital. The residents of Mizoram comprises mostly of scheduled tribes with its official language as Mizo.
It shares an international border with Myanmar on the east and south and Bangladesh to the west. It has inter-state border with Assam to the north and Manipur to the northeast. Mizoram attained statehood in 1987. Mizoram has an area of 21,081 sq.km and tropic of cancer runs through the heart of Mizoram.
Mizoram is a mountainous land with steep hills separated by rivers flowing to the north or south creating gorges between the hill ranges. Climate is generally moderate with summer temperature usually between 21 to 31 degree celsius and winter ranging from 10 to 23 degree celsius. The region is under the influences of monsoon and it rains heavily from the month of May to September. The onset of rainy season starts with storms which sometimes gets violent and cyclonic especially in the south and south western region. Agriculture is the main occupation of the people.
At present, there are 11 districts in Mizoram. However, the three (3) newly formed districts (formed in 2020) have not yet started functioning separately thus resulting in 8 full functional districts. These districts are again divided into Educational Sub-Division, Blocks and Circles, for administrative convenience (Table-1). Village Education Committees/School Management Committees are set up in the villages which occupy a very important status in the educational scene of the village enduring the participation of the community in the education of their village.
Table 1.1
District, Educational Sub Division, Circles and Villages in the State District Area(km2) Sub-
Divisions
Circles Villages SM C’s
Aizawl 3577 5 55 188 471
Champhai 3185 2 23 109 251
Kolasib 1383 2 10 45 164
Lawngtlai 2557 0 16 177 379
Lunglei 4536 5 13 136 425
Mamit 3025 5 19 84 245
Siaha 1400 0 11 83 189
Serchhip 1422 3 12 51 119
Source:District Information system of Education (DISE), Mizoram Samagra Shiksha Abhiyan
The Celsius report of 2011 showed an uneven distribution of population in the state of Mizoram. The state capital and district headquarters are swarmed with majority of the population. Almost all the towns and villages are located on top of the hills. Hence, transport and drinking water is a problem in most of the habitation.
Table 1.2
Number of Households, Population and Literacy Rate of the Eight Districts of Mizoram
Districts Households Population Literacy Rate %
Male Female Total
Aizawl 81,912 2,01,072 2,02,982 4,04,054 98.5
Champhai 25,660 63,299 62,071 1,25,370 93.51
Kolasib 17,296 42,456 40,598 83,054 94.54
Lawngtlai 22,894 60,379 57,065 1,17,444 66.41
Lunglei 32,617 79,252 74,842 1,54,094 89.41
Mamit 17,204 44,567 41,190 85,757 85.96
Siaha 10,914 28,490 27,876 56,366 88.41
Serchhip 12,580 32,824 32,051 64,875 98.76
TOTAL 2,21,077 5,52,339 5,38,675 10,91,014 91.58
Source:District Information system of Education (DISE), Mizoram Samagra Shiksha Abhiyan
The overall literacy rate of the state as per 2011 census is 91.33% which is the second highest among all the states of India, after Kerala. Among the eight (8) districts in the state, Serchhip has the highest literacy rate (98.76%) while Lawngtlai has the lowest literacy rate (66.41%).
Formal education began after the advent of Christian missionaries in 189(Lalthanzira, 2014, pxx). As the forefathers of the Mizo have no written language, the two missionaries Rev.F.W.Savidge and Rev. J.H.Lorrain developd Mizo alphabet A,Aw,B in 1894. They established and opened school at Mcdonald Hill with two students in the same year which was reported by some books as the first school in Mizoram. It was closed down soon on account of some grounds.
Rev. D.E.Jones established the first formal school in the year 15 February,1898, followed by new primary schools at Phulpui, Khawrihnim and Chhingchhip in 1901. In the following year 1902, two new primary schools were opened at Biate and Khandaih (At present known as Phullen) and later at Serkawn in 1903. Formal education was laid in the hands of the Christian missionaries until 1952.
In 1905, the first upper primary school was established in Aizawl and Serkawn. There were 425 primary schools and 184 middle schools. The first high school was established at Mission Veng Aizawl in the year 1944. Mizoram was granted district council in 1952 which resulted in the transfer of the management of schools in the hands of district council from the government of Assam and also 70 High schools were opened within this Period.
There was a great fundamental transition in the field of school education when Mizoram became Union Territory in 1972. This resulted in the implementation of the current framework of educational administration of Mizoram. Also, during this a new kind of school was introduced which was private ownership with English as a means of Instruction.
Mizoram became a state in the year 1986. After the attainment of statehood, the education system regarding administrative framework and management is almost parallel with the system under union territory. There was a great decrease in enrolment rate of students in most government schools. Due to the requirement of better standard of education, many parents were attracted to private owned english medium schools. The state government carried out several projects and schemes to enhance the standard of elementary education.
Sarva Shiksha Abhiyan is the most current and extensive programme executed by the government that focus on developing all elementary education throughout the state.
1.9 Sarva Shiksha Abhiyan programme in Mizoram
Sarva Shiksha Abhiyan programme in the state of Mizoram was set up in the year 2001-2002. The programme was at first began in Saiha district and subsequently executed in other districts as pre-project (Lalthanzira, 2014, p596). The programme has been carried out according to provisions contained in the Mizoram SSA Rajya Mission Rules 2001, passed by the State Legislative Assembly and notified in the Mizoram Gazette on the 1st August, 2001, for the enhancement of elementary schools in the state and to achieve the goals of universal elementary education, SSA played an important role and is the principle means to provide infrastructural resources and man power in elementary level of education.
The Mizoram SSA Rajya Mission Rules 2001 provides membership of the governing body at the state level which includes the Chief Minister as President, Minister of School Education as Vice President and the State Project Director as Member Secretary. The executive members included representatives from the Government of India, Government of Mizoram, Academicians, NGOs and District level functionaries.
The programme is implemented through different project management and institutional structures such as State Project Office (SPO), District Project Office (DPO), Block Resource Centres (BRC), Cluster Resource Centre (CRC), Village Education Committee (VEC)/School Management Committee (SMC) and Parent Teacher Association (PTA).
State Project Office
Implementation of SSA programme at the state level is taken up by the State Project Office. The State Project Office is headed by the State Project Director (SPD). The SPD is assisted by Additional State Project Director and Deputy State Project Director and the working of the District Missions are monitored and supervised by the State Project Officer. It is the State Project Office who co-ordinated with both the Central and State Government by sending periodical status and financial reports. It performs the function of conducting periodical review meetings at the state and district levels regarding policy matters, quality improvement and progress of the programme and provides feedback & suggestions to district officials for the proper implementation of the SSA programme in the state.
District Project Office :
At the district level, monitoring and implementation of the scheme have been taken up by the District Project Officer (DPO), headed by the District Project Coordinator (DPC), who is assisted by one Additional District Project Coordinator and one Deputy District Coordinator. The District Project Offices implement, supervise and monitor the working of district quality monitoring mechanisms, which included Block Resource Centre(BRC), Cluster Resource Centre(CRC), Teachers, Village Education Committee(VEC)/School Management Committee(SMC). The District Project Office is responsible to provide support, suggestions and take action from the field report within the district.
In coordination with the District Institute for Education and Training (DIETs) it organises meetings and trainings of various functionaries in the district, such as training of teachers, training of VECs/SMCs regarding their roles and responsibilities, meeting with CRCs, BRCs and headmaster to discuss problems and development of elementary education in the district. In order to enhance quality mechanisms in the district, DPOs are responsible to organise training for resource persons on RTE Act, 2009, pedagogy and assessment and on special training of out-- of school children in the district. The DPOs are also responsible in analysing various issues, specific to the districts in strengths and weaknesses of the strategies followed and to formulate new alternatives strategies of interventions so as to promote effective implementation of the SSA programme in the districts.
Block Resource Centre/Cluster Resource Centre, School Management Committee and Parent Teacher Association
At present, there are 26 BRCs and 171 CRCs in Mizoram. The BRCs are the most significant units that gives training and assistance to schools and teachers. They are given the responsibility of field visit to schools, in general it has been arranged that classroom inspection should be made at least once quarterly as per the guidelines provided by the DPO.
The BRCs served as a storage of academic resources covering ICT, teaching learning resource material in various curricular areas comprising of pre-school material and material for children with special needs. They are responsible to manage and constantly revise data of a school from the data gathered by CRCs on various details of a school. They arranged constant school visits and on-the-spot academic assistance to address pedagogy issue and other problems connected to school progress. They are responsible to give assistance to teacher specifically on development with syllabus, the method in which textbooks are use and other teaching learning materials. Since BRCs has to deal with more work apart from academic activities like administrative and planning activities, cooperative continually with officials at the block level and also the district level, they have to envelope extensive geographical area of work and various terrain with inadequate transport facility thus, the function of giving direct academic assistance to school is carried out mainly by CRCs. They
visits the schools and inspect classroom process according to the arrangement made by district authority.
Table 1.3
Number of Block Resource Centres and Cluster Resource Centres and School Management Committee in Mizoram.
Districts No.of BRCs No.of CRCs SMCs
Aizawl 5 55 471
Champhai 4 23 251
Kolasib 2 10 164
Lawngtlai 4 19 379
Lunglei 4 24 425
Mamit 3 17 245
Siaha 2 11 189
Serchip 2 12 119
TOTAL 26 171 2,243
Source:District Information system of Education (DISE), Mizoram Samagra Shiksha Abhiyan
The main affairs of CRCs comprised of arranging monthly training of the teachers, providing practical training to consider problems and design policies for the improvement of school performance. They are given the responsibility of organising a meetings with headmasters and SMCs and other local bodies for the development of schools and assist in the formation of school development plan. They keep track of students development by monitoring classroom, communication with students and performance analysis of the learners. They provide on-the-spot assistance to teachers on various topics like effective use of TLM, project work, life skills development of students, demonstration of lessons of hard spots, use of teachers guide and workbook and also assist in developing school grading.
Various characteristics of the school data was collected by CRCs which were mainly availability of teachers and their performance, physical infrastructure and facilities, social category, enrolment details of students like age of the children, and training of teachers. They are responsible to organise special training programme for CWSN and out-of school children and carefully designed, executed and acquiring their admission to age appropriate classes,
inspect schools once quarterly and observe classroom processes in accordance with the guidelines made by the District Project Office.
At the village level, the VEC has been the most significant means for the successful implementation of the programme in the state. With the implementation of RTE Act, 2009, the recently revised rule ‘The Mizoram Sarva Shiksha Abhiyan Rajya Mission Rule, 2012’
came into effect on November, 2012, which has led to several modifications in the functioning of SSA Mission in the state. One remarkable result is the emergency of School Management Committee (SMC) as mandated by the Act.
It has been the School Management Committee (SMC) who is actually executing the project at the school level. It is their responsibility to make sure that necessary steps are taken for the progress of academic atmosphere inside the school and handle requisite measures for developing measures for developing enrolment and attendance of the students, enhance retention and to take necessary steps for admitting out- of- children (OOSC). They are responsible to supervise and correlate the working of teaching and non teaching staffs and improve the level of knowledge of the students and ensure the maximal application of the local resources in the administration and management of teaching learning resources of the school. The SMCs is now performing a very significant role in the implementation of the project at the school level after the implementation of RTE Act 2009.
Parent Teacher Association is also performing an important task for advancing quality education in many schools in the state even though not actively participated when comparing with the SMCs. It’s members constituted all teachers and parents of all children of the concerned school. PTA assists in creating mutual understanding and communication affairs of the school with the community. They are responsible in making plans and programmes to solve the problems encountered by students, teachers and parents to make education more relevant. They are engaged in monitoring the academic performance of children, enrolment, achievement levels, attendance and quality of education and performs the role of managing any works assigned to them.
As stated under section 29 (1) of the RTE Act, the state has allocated SCERT as an academic authority of the elementary level of education in the state. SCERT and DIET are the grass root level institutions for the functioning of SSA and are accountable for the
successful execution of the SSA programme. SCERT develop the curriculum and evaluation procedure subsequently followed by all schools in the elementary level and begin a system for assessment and evaluation of the learning performance on a continuous basis. They take up policy research and directed state government on programme formulation concerning school education and elementary teacher education. They prepare curriculum, instructional materials, textbooks, teacher’s handbook, supplementary materials etc for use in educational institutions and teachers. It develops evaluation strategy to analyse the result of students learning, prepare training packages and competency building of district resource groups and block resource groups for District Primary Education Programme (DPEP) and SSA projects.
In cooperation with the SSA officials and other officials of the education department, it is responsible to arrange a yearly in-service teacher training as well as for teachers educators.
CRCs, BRCC and administrators, develops state curriculum framework for school educator, education course and academic calendar for the state. It provides technical guidance and programme assistance and function as academic supervisor of DIETs ands BRCs. It serve as a nodal agency for all types of educational programmes and schemes in the state and is responsible to provide support in the development of perspective plan and annual work plan and budget for the SSA and a budget for teacher education.
DIET function as an academic resource centre and for academic assistance and handle capacity building of BRC, CRC and other functionaries of school education in the state. They are responsible to organize pre-service and in-service training of teachers, prepare contextual training modules taking local knowledge and facilities into consideration. They reinforce school, community, teacher and CRCs relationship, manage periodical research on the influence of teacher training and productiveness in the classrooms. In cooperation with SCERT and SSA officials, they observe the operation and training programme of BRCs, CRCs and supervise their performance.
DIET and SCERT played an important role in the functioning of SSA and has a significant involvement for the effective implementation of the SSA programme. They act as the key institution in taking measures on matters such as planning and organisation of teacher’s in-service and pre-service training, curriculum and material development, evaluation and assessment, research and innovation activities and on-the-spot assistance to different stakeholders of elementary education in the state. They occupied an important place
in implementing SSA programme successfully and in taking an extensive measures for the development of quality in elementary education.
The various interventions of SSA which have been implemented in the state are as follows :
(1) School mapping: The RTE Act provides to all elementary schools students an access to schools within a defined area or limits of neighbourhood. Besides physical access, it also demands social access which means providing elementary education without any kind of discrimination. In order to identify gaps for opening of new schools, states are required to take up mapping of neighbourhood to arrive at a clear picture of availability of schools within a defined area.
(2) Opening of new primary schools: A neighbourhood school is a school located within the defined area of neighbourhood, which has been notified by the state government under the state RTE Rules. In all new primary schools, the RTE Act, 2009 mandated that teachers, TLE and infrastructure facilities will be provided.
(3) Opening of upper primary school: Upper primary schools will be opened in the premises of existing primary schools, by upgrading existing primary schools to upper primary schools, so as to become an integrated elementary schools from Class-1 to VIII, as per revised SSA norms.
(4) Conversion of EGS centres into School: All existing EGS centres functioning for two years under SSA shall be converted into regular schools or closed down when children are mainstreamed.
(5) Residential Schools: Residential Schools should be set up for children in sparsely populated, hilly or densely forested areas, also for urban deprived, homeless and street children without proper guardian.
(6) Special training for out-of-school children for age appropriate admission: Special training in the form of either residential or non-residential courses as needed shall be
provided by a teacher working in the school or a specially engaged teacher, as specified in the RTE Act, 2009.
(7) Transport/Escort Facility: The provision will be available at National level for support in exceptional circumstances as per State proposal for children in remote habitation where opening of schools is not possible as well as those without adult protection areas where schools are not opened.
(8) Additional teachers: As per RTE norms, additional teachers will be provided to all government and local body schools. The practices of appointment of 50% female teachers will continue.
(9) Uniforms and textbook: Free uniforms and textbooks for all girls and children
belonging to SC/ST to inspire a sense of belonging to the school, not to inculcate a sense of a regimented homogenized order.
(10) Learning Enhancement Programme: SSA will provide assistances under Learning Enhancement Programme (LEP) for states to initiate and institute curricular reform, including development of syllabi; textbooks and supplementary reading material in keeping with the child centric assumptions in NPE-1986/92, NCF-2005 and Section 29 of the RTE Act based on NCF-2005.
(11) Training :
(a) In-service training of teachers to enable them to see pedagogical practices from the child’s perspective, upgrade their knowledge and skills and special training for out-of- school children, training of untrained teachers to enable them to acquire professional qualification and pre-service training of teachers.
(b) Training of head teachers to instils new skills and broadened perspective to ensure school functioning keeping in mind children’s rights.
(c) Training of resource persons and education administrators.
(12) Academic support through BRC/URC/CRC: States must provides for constant skill enhancement of BRC/URC/CRI coordinators and faculty. Functional linkage between BRCs/URCs and CRCs with DIETs and district level resource groups should be strengthened.
(13) Teaching Learning Equipment: TLE will be as per local specific context and requirement, needs to be determined by the teachers or School Management Committees.
(14) Teachers’ grant: Teacher grant will be provided on annual basis to facilitate child centre, joyful classroom processes by using self developed, low cost, locally available teaching learning material.
(15) School grant: School grant on annual basis for replacement of non functional school facilities and equipment of non-functional school facilities and equipment and for
