C.1. MID-DAY MEAL SCHEME
1. To enhance enrolment, retention and attendance
2. Improve nutritional levels among children,
Every child in every government and government aided primary school
Scheme also available in government aided and local body schools, schools under education guarantee scheme (EGS) and alternative & innovative education (AIE) centres, recognized as well as unrecognized madarsas / maqtabs supported under SSA.
Minimum content of 300 calories of energy and 8-12 gram protein per day for a minimum of 200 days.
For upper primary stage was fixed at 700 calories and 20 grams of protein.
Planning commission study:
a. Successful in addressing classroom hunger in sample schools.
b. Created a platform for children of all social and economic backgrounds to take meals together, thereby facilitating achieving the objective of social equity.
ASER report says: improved retention rates
C.2. RIGHT TO EDUCATION
Universalisation of elementary education in the country
To narrow down gender and social gaps in elementary education.
To provide increasingaccess to learning opportunities at secondary, technical and higher levels.
Every child in the age group of 6 to 14 years.
They are entitled for free and compulsory education.
RTE ensures compulsory admission, attendance and completion of elementary education
to improve the standard of elementary education in the country
ü It includes improvement in infrastructural facilities
ü Sanctioning of new teacher posts in government schools.
ü Free textbooks are being provided
Rte provides for rational deployment of appropriately trained teachers, appropriate pupil –teacher rations
Rte provides for development of curriculum in consonance with the values enshrined in the constitution
Rte prohibits (a) physical punishment and mental harassment (b) screening procedures for admission of children; (c) capitation fee; (d) private tuition by teachers and (e) running of schools without recognition,
C.3. RASHTRIYA UCHCHATAR SHIKSHA ABHIYAN (RUSA)
To improve access, equity and quality in higher education through planned development of higher education at the state level.
Providing strategic funding to eligible state higher educational institutions
Improve the overall quality of state institutions
Higher education or college going students.
Eligible state higher educational institutions.
It is proposed to improve the gross enrolment ratio from 19% at present to 30% by 2020.
TRANSFORMATIVE REFORMS IN THE STATE HIGHER
education system by:
a) Norms and standards and adopt accreditation as a mandatory quality assurance framework.
b) Promoting autonomy in state universities and improving governance in institutions.
c) Ensure reforms in the affiliation, academic and examination systems.
d) Ensure adequate availability of quality faculty
e) Improve research and innovations.
C.4. DIGITAL GENDER ATLAS FOR ADVANCING GIRL’S EDUCATION IN INDIA
Help identify low performing geographic pockets for girls, particularly from marginalised groups such as scheduled castes, schedule tribes and Muslim minorities, on specific gender related education indicators.
Help identify and focus on vulnerable girls, including girls with disabilities.
Girls from marginalised groups such as scheduled castes, schedule tribes and Muslim minorities
Girls with disabilities etc.,
The main components of the gender atlas are :
o (i) composite gender ranking
o (ii) trend analysis of gender indicators
o (iii) vulnerabilities based on educational indicators .
Atlas is placed on the MoHRD website and available and ready to use by states/districts/blocks-education administrators or any other interested.
Atlas provides a comparative composite index based on quartile ranking of gender related indicators at national, state, district and block levels.
The atlas enables a trend analysis and tracking of performance of individual gender related parameters across periods of time.
Visualization is based on the map management information system (MMIS) technology that enables innovative visualization of data on maps.
C.5. RASHTRIYA AVISHKAR ABHIYAN
connecting school based knowledge to life outside the school and making learning of science mathematics a joyful and meaningful activity, to bring focus on innovation and use of technology
To inculcate a spirit of inquiry, experimentation, creativity.
To leverage the potential for science, mathematics and technology learning in non-classroom settings.
Students in the age group of 6 - 18 years
Government schools, KVs, special schools, special training centres
Inside classroom and outside classroom activities.
Mentoring by institutes like IITs/ IIMs/ IISERs and other central universities and reputed organisations through innovative programmes, student exchanges, demonstrations, student visits, etc to develop a natural sense of passion towards learning of science and maths.
C.6. ASMITA (ALL SCHOOL MONITORING INDIVIDUAL TRACING ANALYSIS)
To track the educational journey of close to 25 crore school students from Class I to Class XII across the 15 lakhss private and government schools in the country.
ASMITA will help track leakages and corruption in mid-day meals.
School students benefitted by increased learning outcomes
Governments due to reduced corruption
Launched under Shala Asmita Yojana (SAY).
ASMITA will be an online database which will carry information of student attendance and enrolment, learning outcomes, mid-day meal service and infrastructural facilities among others.
Students will be tracked through their Aadhaar numbers and incase those not having unique number will be provided with it.
The success of the programme hinges on states’ participation as local authorities will have to feed data on a daily basis in the online tracking system.
C.7. ISHAN VIKAS AND ISHAN UDAY
Ishan Uday -- ten thousand fresh scholarships
Ishan Vikas -- Select Engineering college students from northeast to be taken Premier institutes for internships.
o Visit of Class IX and Class XI students to 22 premier institutes
College going students in the 8 states of North East
Ishan Uday - scholarships are provided in general degree course, technical and professional courses including medical and para-medical courses.
We also have RUSA complementing ISHAN schemes, to improve higher educational institutions
Ishan Vikas gives exposure to students in premier institutes such as- [IITs, National Institutes of Technology (NITs) and Indian Institutes of Science Education and Research (IISERs)]
To analyze students' performance in order to take remedial measures and monitor the progress of student
Students under CBSE schools in class IX, X, XI or XII
CBSE schools, teachers and parents closer
Self Review: a tool for comprehensive self-review and analysis for CBSE affiliated schools and parents.
Performance and take decisions: It helps the schools to look at their performance in scholastic and co-scholastic areas at an aggregate level, and at the level of each student in the school.
Communication with parents: All the performance metrics are presented through numbers as well as in charts/ graphs for easy understanding. Saransh helps schools compare their performance vis-à-vis other schools under various categories i.e., All India, Regional, State and within their school category
C.9. UNNAT BHARAT
Building institutional capacity in Institutes of higher education in research & training relevant to the needs of rural India.
Provide rural India with professional resource support from institutes of higher education.
Villages and their population
Connecting institutions of higher education, including IITs, NITs and Indian Institutes of Science Education & Research (IISERs) etc. with local communities to address the development challenges through appropriate technologies.