The Sarva Shiksha Abhiyan (SSA), a programme with unprecedented outreach and comprehensiveness, has been launched by this Government in November, 2000, for the universalisation of elementary education. This covers all 19.20 crore children in the 6-14 years age group, spread over 11 lakh habitations in all the 600 districts of the country. It is a holistic step that subsumes all existing schemes for Elementary Education in the country. This is in consonance with the Government’s decision to make education of children in 6-14 age group a fundamental right. The 86^th Constitutional Amendment Act, 2002 makes education to children in the age group 6 -14 years, a fundamental right.

The SSA envisages a time bound, integrated approach in partnership with States, local bodies and the community. It aims at all children to be in school, Education Guarantee Scheme Centres or bridge courses by 2003; all children completing five years of primary schooling by 2007; all children completing 8 years of schooling by 2010 and universal retention by 2010. Under SSA, as many as 596 District Elementary Education Plans have already been approved in 2003-04 (as of November 30, 2003), for total amount of Rs. 9,584 crore, including Rs. 1,253 crore for DPEP (District Primary Education Programme), a component of SSA targeting primary schools in select districts, and Rs. 8,331 crore for SSA.

The Non-formal Education Scheme has been revised as Education Guarantee Scheme and Alternative and Innovative Education (EGS&NIE).

A major intervention being made as part of the SSA is the National Program for Education of Girls at Elementary Level (NPEGEL), which seeks to address the issue of poor female literacy in some pockets of the country. The NPEGEL is being implemented in 21 States from September 25, 2003. In the 10^th Plan, over Rs. 1,064 crore will be spent on the programme.

To remove adult illiteracy in the age group 15-35 years, 99 per cent of the total districts in the country have been covered under adult literacy campaigns (out of 600 districts, 596 districts have been covered). Sixty-four new Jan Shikshan Sansthans have been set up during the last 4 years taking the total to 122. These provide vocational skills to neo-literates and function as District Resource Centres.

The Literacy rate in 2001 has been recorded at 65.49 per cent as against 52.20 per cent in 1991 showing an increase of 13.29 percentage point, the highest ever in any decade. Female literacy has shown considerable increase as compared to male literacy.

The Regional Engineering Colleges (RECs) of the country have been converted into National Institutes of Technology (NITs) by restructuring their management to make it truly professional. All 17 RECs have been converted into National Institutes of Technology and granted Deemed to be University status. Consequent upon grant of Deemed to be University status, these Institutes will have full autonomy in the academic matters in addition to complete administrative freedom to decide their own affairs. The Plan and non-Plan expenditure of all 17 institutions is being borne entirely by the Central Government from the financial year 2003-04 onwards. Further, the Government has approved a proposal to take over Bihar College of Engineering, Patna, as a fully funded Institute of the Central Government and make it a NIT with Deemed University status.

Indian Institute of Information Technology, Allahabad, and Indian Institute of Information Technology and Management, Gwalior were set up in the last 4 years. Two more IIITs are being set up at Jabalpur and Kancheepuram. The University of Roorkee was converted into an Indian Institute of Technology and integrated with IIT system in record time. Besides, IIT at Guwahati established during the 8^th Plan was also fully operaionalised. The Prime Minister has announced opening of 5 more IITs in the near future.

NCERT, in 2000, prepared and released NCFSE 2000. This curriculum framework, apart from covering the earlier areas of elementary and secondary education, covers the senior secondary and vocational education as well. The new curriculum has suggestd many innovative principles and practices for reducing curricular load and pre-dominance of examinations, bringing schools closer to the community, the concept of frontline curriculum, value-based educaton and integration of different subjects.

After the Hon’ble Supreme Cout had upheld in September, 2002, the validity of National Curriculum Framework for School Education (NCFSE) 2000 in its entirety, NCERT has started preparation of textbooks based on new syllabi and NCFSE. NCERT enrusts the job of preparation of manuscripts of each subject class-wise to noted writers. After receipt of manuscripts, NCERT get the manuscripts reviewed by a panel of experts. After proper review and modifications, where necessary, NCERT gets the manuscripts printed from the paneled publishers. NCERT books are now multi-colored and far more cheaper than the comparable books brought out by private publishers. More than 4 crore copies of NCERT books are already made available to students across the country.

Mahila Samakhya Programme, which has now expanded to 10,000 villages in 9 States, was awarded the Honorable Mention of NOMA Literacy Prize by UNESCO. The prize was given for providing scheme innovations to education of women and adults left out of the education system. Besides, the United Nations has adjudged ‘Jansala’ Programme as one of the two best practices in the world for cooperation between the Government and United Nations System.

A revised Computer Literacy And Studies in Schools (CLASS) scheme has been introduced in 2001, to create awareness among school students about the computer and its usage in teaching-learning process. Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Samiti (NVS) would also convert one school per State/UT into a SMART school. A sum of Rs 92 crore has been released for implementation of the scheme in 3,112 schools.

The National Open School (NOS) has initiated the On Demand Examination System (ODES). ODES envisages giving freedom to learners in the subjects of their choice whenever they want to appear for the exams. NOS has more than 9 lakh students on roll at present with 1,677 accredited (academic) institutions and 665 accredited vocational institutions. Recently the National Open School has been notified as a ‘National Institute of Open Schooling (NIOS)’, which may accredit such schools and institutions that follow NIOS curriculum as alternative to State Board curricula.

To ensure quality of higher education, accreditation with NAAC has been made obligatory for all universities and colleges. A National Board of Accreditation has also been set up in the AICTE. Based on the quality of the courses and infrastructure available, the Board issues certificates of 'A' Grade, 'B' Grade and 'C' Grade.

Curriculum updation in the field of higher education has been undertaken on a priority basis. The UGC has announced 45 new courses so that newly emerging areas can be introduced in the higher education system.

The UGC has decided to identify educational institutions, which have a potential for excellence. At present, there are 5 universities which have been declared as "universities with potential for excellence". Apart from it, 12 universities have been assisted to start the centres of excellence in identified areas. UGC has also decided to identify 100 colleges as the "Colleges with potential for excellence" during X Five Year Plan.

The Indira Gandhi National Open University (IGNOU) has launched ‘Gyan Darshan’, the first ever 24-hour education TV channel in collaboration with Doordarshan. A channel devoted exclusively to technology, the Eklavya Channel, has also been started on January 26, 2003. IGNOU has recently set up 10 FM radio stations under ‘Gyan Vani’ which is likely to be expanded to 40 stations during the X Plan period. Recently ‘Bhasha Mandakni’ was launched in the Gyan Darshan channel. This is a programme of Sanskrit education through the Gyan Darshan channel, not only for scholars but also for the common man. A national network between various Sanskrit institutes is also being created through IGNOU.

Continuing the strive to preserve and promote Indian culture and heritage, the year 1999-2000 was celebrated as Sanskrit Year for the first time. During the year, more than 250 organisations were granted financial assistance for development and promotion of Sanskrit, organising seminars etc.

In 2000-2001, an International Sanskrit Conference was organised in which more than 2000 delegates participated, including some foreign delegates.

Continuing its march towards achieving higher levels of education amongst minorities, the programme for ‘IT education in minority institutions’ was started to train minority children in technical skills. A drive has been launched to start computer application diploma in Urdu language.

In order to give added thrust, focus and visibility to various programmes for educationally backward minorities, a unified programme, Area Intensive and Madarsa Modernisation Programme (AIMMP) has been launched with three components viz.: (i) Area Intensive Programme for educationally Backward Minorities; (ii) Financial Assistance for Modernisation of Madarsa Education; and (iii) Appointment of part-time Urdu, Persian and Arabic Teachers.

An All Indian Engineering, Architecture, Pharmacy Entrance Examination has been initiated at the national level, in pursuance of the National Policy on Education and in the interest of students and parents and for ensuring transparency and objectivity in admissions. Common exam for admissions to MBA/PGDM and MCA programmes at the national level are also on the anvil. Common entrance test for admission to MCA will be held in 2004.

In view of high seismicity of major parts of the country and lack of emphasis on earthquake prone structures, a national programme for earthquake engineering education, to give greater thrust to earthquake engineering, is being launched.

Greater thrust is being given to biotechnology education, particularly in premier institutions, to produce high quality biotechnology manpower. All IITs are to start programmes in biotechnology.

The intake in the IITs has been accelerated so that the benefit of high quality technical education is available to larger sections of students. The computing and networking facilities in IITs have also been upgraded to world standards through special financial assistance. Joint Entrance Examination for admission to IITs have been reviewed to bring it in harmony with the school education system and to curb the menace of coaching.

Besides, a policy framework for promotion of post-graduate education and research in engineering and technology has been laid down to give special thrust to post-graduate education and thrust in engineering and technology. Performance-based funding pattern has been introduced in IITs as a strategic intervention to bring greater focus on outcomes and to steer development of the IIT system in accordance with national priorities.

A national centre for value education in engineering has been established in IIT Delhi. All engineering institutions and professional education institutions are integrating value education as a part of their education.

There has been very large expansion in the setting up of technical institutes with the participation of trusts/societies in the last few years. Technical education has seen a quantum jump in terms of number of institutions and intake of students. As compared to 562 degree-level technical institutes in 1998, there are 1,265 engineering colleges at present. While in 1998, the total intake of engineering institutions was 1.3 lakh, it has grown to 3.8 lakh in 2003.

A massive programme for improvement of quality of Technical Education in the country, named ‘Technical Education Quality Improvement Programme’ is being launched from the current year. A sum of Rs. 900 crore has been provided for this programme as Central component.