#SSA-Padhe Bharat Badhe Bharat SSA Maths Programme SSA, SSA-Padhe Bharat Badhe Bharat, #SSA Maths Programme, programmes, Central Govt Top Scheme And Programmes Padhe Bharat Badhe Bharat Early reading and writing with comprehension & Early Mathematics Programme
SSA-Padhe Bharat Badhe Bharat SSA Maths Programme
1. To enable children to become motivated, independent and engaged readers and writers with comprehension possessing sustainable and lasting reading and writing skills and achieve learning levels appropriate to the class of study.
2. To make the children understand the reasoning in the domains of number,
measurement and shapes; and enable them to become independent in problem
solving by way of numeracy and spatial understanding skills.
3. To associate reading and writing with the experience of joy and real life situation.
4. To recognize social perspective of home- school transition and the role of children’s literature in the process of building independent and engaged readers and writers.By
1. Initiating a dialogue with Teachers, Head Teachers, Parents, Educational
Administrators and Policy makers and attention on the pedagogy of reading and writing ; and early mathematics.
2. Creating sensitisation about the needs of children of classes I and II with reference to meaningful processes of reading and writing and early mathematics.
3. Creating a cadre of resource groups and teachers well acquainted with pedagogy of reading and writing ; and early mathematics.
4. Creating classroom and school environment conducive and vibrant to early reading and writing experiences ; and early mathematics.
Padhe Bharat Badhe Bharat is a nationwide sub-programme of Sarva Shiksha Abhiyan.Children who fail to read in early education lag behind in other subjects.
The programme is designed to improve comprehensive early reading, writing and early mathematics programme for children in Classes I and II. Under this programme, ₹762 crore (US$110 million) was approved to States. The programme will not only provide print rich environment, timely distribution of books but will also include new teacher mentoring and appraisal system better source needed] SSA has been operational since 2000-2001 to provide for a variety of interventions for universal access and retention, bridging of gender and social category gaps in elementary education and improving the quality of learning. SSA interventions include inter alia, opening of new schools and alternate schooling facilities, construction of schools and additional classrooms, toilets and drinking water, provisioning for teachers, regular teacher in service training and academic resource support, free textbooks& uniforms and support for improving learning achievement levels / outcome. With the passage of the RTE Act, changes have been incorporated into the SSA approach, strategies and norms. The changes encompass the vision and approach to elementary education, guided by the following principles : Holistic view of education, as interpreted in the National Curriculum Framework 2005, with implications for a systemic revamp of the entire content and process of education with significant implications for curriculum, teacher education, educational planning and management. Equity, to mean not only equal opportunity, but also creation of conditions in which the disadvantaged sections of the society – children of SC, ST, Muslim minority, landless agricultural workers and children with special needs, etc. – can avail of the opportunity. Access, not to be confined to ensuring that a school becomes accessible to all children within specified distance but implies an understanding of the educational needs and predicament of the traditionally excluded categories – the SC, ST and others sections of the most disadvantaged groups, the Muslim minority, girls in general, and children with special needs. Gender concern, implying not only an effort to enable girls to keep pace with boys but to view education in the perspective spelt out in the National Policy on Education 1986 /92; i.e. a decisive intervention to bring about a basic change in the status of women. Centrality of teacher, to motivate them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalised backgrounds. Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes. Convergent and integrated system of educational management is pre-requisite for implementation of the RTE law. All states must move in that direction as speedily as feasible
Its goals of 2015 are to:
The programme seeks to open new schools in those habitations which do not have schooling facilities and strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grants.
Existing schools with inadequate teacher strength are provided with additional teachers, while the capacity of existing teachers is being strengthened by extensive training, grants for developing teaching-learning materials and strengthening of the academic support structure at a cluster, block and district level.
Provide quality elementary education including life skills with a special focus on the education of girls and children with special needs as well as computer education.
2.RASHTRIYA AAVISHKAR ABHIYAAN:
New Delhi, December 16th, 2014
The Rashtriya Aavishkar Abhiyan (RAA) envisages to motivate and engage children of the age
group from 6-18 years in Science, Mathematics and Technology through observation,
experimentation, inference drawing, model building, etc. both through inside and outside
classroom activities and processes. It seeks to create curiosity, excitement and spirit of
innovation and exploration amongst school children, by encouraging higher education
institutions to assist secondary and elementary schools in the study of Science and
The RAA would conduct activities by using funds of the existing schemes and institutions of
the Ministry of Human Resource Development.
This information was given by the Union Human Resource Development Minister, Smt. Smriti
Irani in a written reply to the Rajya Sabha questionType a messageType a message