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Government Of Assam Sonitpur District

Sarva Shiksha Aviyan (SSA)


  1. Alternative Schooling (ACCESS)- The main objectives of ACCESS is to provide schooling facilities to all children in the age group of 6 to 14 years where there no schooling facilities within the radius of 1 K.M for Lower Primary and 3 KM for Upper Primary Schools. Here school less habitation is considered for the same.

In accordance with ‘Notification’ of state government, Instruction has been issuedto the authority of private schools to enrollatleast 25% children of weaker and disadvantaged group of children in pre-primary or class I under mandates on the provisionof12.1.C of RTE Act. The State is proposing reimbursement of the expenditure incurred by the school for 358 enrolled in class 1 of the concerned private school.children under this act.

  1. Teachers Training (TT & Pedagogy) – The SSA programme is also an attempt to provide opportunity for improving human capabilities to all children through the provision of quality education in a Mission mode. As the teacher play the critical and central role for quality education and for all-round development of children, keeping it in view SSA emphasizes on pre-service, In-service and induction level Teachers training and it has been designed to developed the professional quality of the Teachers.

  2. Special Training (ST)-  Axom Sarba Siksha Abhijan Missioon, has taken various steps to bring the Out of School Children of 6-14 years of age group to the fold of Elementary Education. Various interventions were implemented to cover the Out of School Children.

As per RTE Act, 2009 the state has to conduct special Training for those children who have not enrolled in formal school or not completed the elementary education and such children should be imparted special training after enrolment of their appropriate age with appropriate class so that they may be learn with other children.

The term SPECIAL TRAINING in the RTE Act, 2009 talks of enabling each and every child to complete elementary education up to class VIII. As regards the implications of the terms ‘Special Training’, it may be mentioned that it subsume all the measures required to be taken to enable an out-of-school child to join a formal school in a class appropriate to his/her age and pursue education up to class VIII and which may take the form of RSTCs, NRSTCs etc.

In view of enactment of the right to education act, 2009 interventions for the coverage of out-of-school children can’t be envisioned or structured without correct and complete knowledge of the availability of neighborhood schools and school jurisdiction and as such it is mandatory to define the neighborhood schools.

In case of non availability of neighborhood schools, arrangements should be made for admission in nearby school till the period allowed under section 6 of the RTE Act, 2009 for establishment of neighborhood school.

The first provision of section 4 of the RTE Act, 2009 which says ‘provided that where the child is directly admitted in a class appropriate to his/her age, then he/she shall, in order to be at par with others, have a right to receive a special training, in such manner and within such time limit as may be prescribed.

Mainstreaming from Special Training Centre: Basic objective of opening Special Training Centre are to initially enroll the out of school children in the centre  and after completing the bridge course mainstreaming of the children into formal school.

Under Special Training, following major activities has been implemented for different target groups:

ResidentialSpecial Training Centre (RSTC): RSTC in Sonitpur have been covering the child labour  and other OSC of 10-14 years  age group . RSTC Centre was started in 2007-08 in Jamugurihat under Naduar Education Block with capacity of enrolling 100 Boys’ children. 

Non Residential Special Training Centre (NRSTC): As per Section IV of RTE Act there is the provision of “Special Training” for Out of School Children of 6-14 years of age group. The act says that all children of 6-14 years of age should be enrolled in Neighborhood School in respective classes according to their age.

A large number of Out of School children are working children and they are the Hard-to-reach group. They are the most vulnerable and elusive group of children among the out-of school children and hence require cautious and concentrated attention to ensure their protection and educational rights.

A Jyoti Kendra is set up in urban area for street and slum children of age group 6-14 years. Children are given education and then they are mainstreamed in nearby formal schools. children who are at the railway platform, children who commute daily from different parts to the city (usually found in near railway platforms, bus stands, markets, etc.), juvenile delinquents and children of commercial sex workers.

Support to religious Madrassa: There is some Madrassas imparting religious education to the children of Muslim Community to create a group of religious Priest/Scholar from amongst the children through Religious Curriculum. These types of Madrassas covering a number of children of below 14 years age and most of them are not getting any input of formal education. On the other hand some management of Madrassa is trying to introduce some subjects of secular education for the childrens. On the basis of this SSA, Assam, launch the programme for the children of Madrassas named as Support to Religious Madrassa. Under this programme, 21 nos of Madrassas are adopted in the district covering 1718 nos. of out of school children.

Seasonal Centre for Migratory Children: SSA has been provided Elementary Education to children affected by seasonal migration. For this Work Site Seasonal Centres have been opertionalised to cover the learners during the period of migration to industries like Brick klin. Though there are about 90 Brick Klins are seasonally functioned throughout the district of Sonitpur, about 48 nos. of Brick kilns are functioned with migrated.

Major Activity for Collection of OoSC Data with Name for 2017-18:

  1. Data collection: Habitation Format have been prepared and distributed to all blocks for collection of data of Out of School Children habitation wise. All CRCCs and other block level functionaries like DQM(AIE), IE-RT/RP, block accountant along with respective head teachers of nearby schools conducted the survey process and filled up habitation formats were compiled in habitation software by MIS Coordinators in their concerned block. It is worth mentioning that while surveying the OoSC, habitation wise, records of OoSC by name are also collected and compiled to a block wise list for convenience of further coverage of the same under various interventions for OoSCs.  The process completed on 20th December’2017. For OoSC in urban areas, survey has been conducted in the same process and those OoSCs will be covered under the urban intervention for OoSC in due course.

  1. Verification and Data cleaning: First, the identification of duplicate name of OoSC children will be verified by the cluster level and deleted the name. Various steps undertaken during the data collection and data cleaning exercise are as follows:

  • The exercise to complete various processes is on progress.

  • DMC has already assigned to DPO(ST), DPO(AS) and DPO(IE) to monitor the entire exercise with the BEEO cum BMC.

  1. Collection of Photographs of OoSCs and Data digitization with the help of tablet PC by CRCC, block, district : Following steps will be taken for Collection of Photographs of OoSCs and Data digitization with the help of tablet PC by CRCC, block, district.

  • The concern CRCCs collecting the data in the prescribed format with the photograph of each OoSC in their tablet/PC.

  • After collection of complete data and photograph of all OoSC, the data will be printed on the Block MIS cell.

  • The DPO(ST) has monitor the whole exercise. The duplicate/ fake entries of data collection shall be reverified by the DQMs. To make this more authentic CRCC will check the existing OoSC and confirm with concern ward member/ gaon burah/ village headman of the locality and submit the records of actual OoSC as per the prescribed format.

  • Block MIS, DQMs & CRCCs have update and maintain the records of actual OoSC after the drive in the online monitoring system.

  • DPO-ST and DPO-AS entrusted as Nodal Officer and held responsible for timely completion of data digitization process in the district.

Block wise OoSC Status of 2018:


Girls Total

Boys Total

Grand Total

















Grand Total




  1. Community Mobilization (CP&SFG) – As per RTE Act-2009 emphasize the community base quality education to the children. Under this component it is  to create ownership and accountability the various grass root level committees, the community participation is the pivotal role of the SSA activities. It is a component for ensuring community ownership of school education. The prime aspects of community involvement in the effort are community-based approach taking habitation as a unit of planning & community based monitoring & supervision with utmost transparency. The RTE act places emphasis on process of planning to commence at the school level and requires the School Managing Committees to make School Development Plan which shall be the basis for the plans and grants to be made by the appropriate Government.

  1. Inclusive Education (IE)- SSA ensures that every child with special needs, irrespective of the kind, category and degree of disability, is provided meaningful and quality education. Hence, SSA has adopted a zero rejection policy. This means that no child having special needs should be deprived of the right to education and taught in an environment, which is best, suited to his/her learning needs. The major thrust of SSA is on inclusion or mainstreaming the CWSN into formal elementary schoolling. All children with disabilities and without disabilities participate and learn together in the same school and education provided by the school teachers.

  2. The major interventions for the education of CWSN

    1. Identification of CWSN.

    2. Functional and formal assessment

    3. Free Aids & Appliances

    4. Teachers training

    5. Appointment of resource Person

    6. Barrier free access

    7. Transport and Escort support

    8. Day Care Centre

    9. Home-Based education

    10. Preparation of Individualized Education Plan for CWSN.

  3. Management Information System (MIS)- The Management Information System in SSA is used as Information Management and Systems, covering the application of Peoples, Technologies and Activities for a unique and innovative effort towards achieving the objectives of Universalisation of Primary Education. It was realized that a sound information base for planning and monitoring of project intervention is an almost non-negotiable requirement. The aim for establishing Management Information System (MIS) in SSA is to give fully IT related support to each and every activities of mission in the state of Assam and to provide all sorts of Decision Making Support in the area of Elementary Education to meet the growing needs of the decentralized planning. There were many challenges to establish and sustain such a system. Since school statistics formed the core of educational statistics, it was rightly recognized that major reforms in school statistics both in terms of their scope and coverage as well as availability and use have to be carried out.  

  4. Management Information System involves the collection of reliable and accurate educational data, to study and analyze the change in quality of education and its impacts in the educational scenario in the state. The MIS also involves in collection, compilation and dissemination of information from top to grass-root level educational functionaries. At present, a numbers of databases has been developed and maintained in the MIS to monitor the implementation of different mission activities up-to the habitation level.

  5. The District Information System for Education [DISE] is a key database to keep track of the information about the schools, enrolment, teachers and other school related data. The district wise databases are compiled at state level and reports are generated accordingly. The compiled database is sent to the Ministry of Human Resource Development, Govt. of India. The other periodically updated databases are VER [Village Education Register], status of out of school children and other component related database. The major works of the MIS is to computerize the upcoming House-to-House survey data and analyze the data with the pervious trends. Moreover, MIS is becoming an integral part in computerizing the basic teacher related data [Teacher’s Directory] in the elementary level. The teacher database is being used for assessment of long-term requirement of teachers and the plan head wise would financial involvement.

Smart School (Computer Aided Learning):

Computer Aided Learning in Elementary Education (CALiES) is the concrete expression of the Government of Assam to bridge the digital divide by harnessing the potential of Information Technology to aid educational transaction to improve its quality education. Axom Sarba Siksha Abhijan Mission has moved ahead to tap these new opportunities for 500 Upper Primary Schools across the District by harnessing the potential of Information Communication Technology to aid educational transaction to improve its quality education. SSA, Assam is the pioneer of Computer Aided Learning in the country in 2003-04. Now, in Assam about 16% Middle schools are covered under CAL. The CAL programme have been successfully running through Public-Private Partnership (PPP).

Milestones achieved are:

  • Schools are distributed across the districts irrespective of being located in Special Focus Areas.

  • Each school is provided with adequate infrastructure with 4 Computers, 1 Printer and two UPS Systems.

  • Each school is provided with Multimedia Based Teaching Learning aids on CD for selected 31 hard spots (topics) in Science, Mathematics and English subjects in three languages - Assamese, Bodo and Bengali.

  • Initially these contents are developed for Class V & VI and in due course the coverage will be extended to Class VII.

  • A 10-day teacher training conducted for 2 teachers from each of the school every year.

  • Regular Technical Support by Technical Para Teacher to all the CAL schools.

  1. Civil Works: The civil works in schools are undertaken through the School Managing Committee and funds are allotted to the concern School managing Committee. Following activities undertaken by this component.

  • New School Building

  • Additional Class room

  • Girls Toilet

  • Major Repair


The Project Management head mainly consist of activities like salary for DMC Office, Block support Staff, monthly review meeting / Seminar, different meetings, vehicles hiring for supervision & monitoring of field level activities, documentation of different activities, contingency, media & advertisement  etc. 

In view of escalation of price index of present market and enhancement of salaries of govt. employees, so we proposed to enhance remuneration of contractual employees.

AUDIT: Audit has important role to play in different ways that objectives of the programme are being achieved effectively and economically along with strict compliance of the provision of SSA framework and orders issued from time to time by the competent authority. To do the audit of SSA accounts both Internal and external audit parties are engaged.


There are 3 types of Audit system conducted under this scheme:-

  • Statutory Audit:

  • Internal Audit

  • AG Audit.

  1. MEDIA & PUBLICITY :-To aware about the RTE 2009 and its proper implementation Media and publicity playing a vertal role. For the awareness of the guardian and community on education, tools like posturing/leaflet distribution,Advertisement through Souvenir may be alternatives for this. We should display some useful hoardings in rural disadvantaged areas. The hoardings will have to be picture based; because picture is better understandable to common people. There are many challenges to communication in rural. The limited reach of the mass media imposes limitations on universal communication to rural consumers. In order to overcome the challenge of communicating the message to the rural people the Non conventional mass media publicity will be adopted by the district.

  2. KASTURBA GANDHI BALIKA VIDYALAYA (KGBV):- It was a scheme was introduced by the Government of India in August 2004, then integrated in the Sarva Siksha Abhijan  program, to provide educational facilities for girls belonging to Scheduled Castes,   Scheduled Tribes, Other Backward Classes, minority communities and families below the poverty line in Educationally Backward Blocks.

Gender disparities still persist in rural areas and among disadvantaged communities. Looking at enrollment trends, there remain significant gaps in the enrollment of girls at the elementary level as compared to boys, especially at the upper primary levels. The objective of KGBV is to ensure that quality education is feasible and accessible to the girls of disadvantaged groups of society by setting up residential schools with boarding facilities at elementary level.There are 3 nos of KGBV running with Coverage of 187 nos of Girls Children in three Educationally Backward Blocks(Dhkiajuli,Borchala and Rangapara) in Sonitpur District.

The scheme was applicable since inception in 2004, in Educationally Backward Blocks (EBBs) where the rural female literacy is below the national average (46.13%: Census 2001) and gender gap in literacy is more than the national average (21.59%: Census 2001). Among these blocks, schools may be set up in areas with:

  1. Concentration of tribal population, with low female literacy and/or a large number of girls out of school;

  2. Concentration of SC, OBC and minority populations, with low female literacy and/or a large number of girls out of school;

  3. Areas with low female literacy; or

  4. Areas with a large number of small, scattered habitations that do not qualify for a school

   Class IX and X also initiated under this Scheme from this year.