# **Section 6**

# **Conclusion: Some suggestions for improving equity orientation of CSS**

SSA is an example of a CSS that is in the process of addressing some of the issues of better targeting of resources and effort by identifying the need for flexibility in the financial norms, promoting a more disaggregated situational analysis, adding some guidelines that encourage or persuade States and UTs to undertake context-specific planning and initiating a process of making higher allocations for infrastructure development in identified special focus districts. The existence of robust, disaggregated databases on various parameters of inputs and measurable outcomes has helped in bringing these issues to the fore in SSA. Most other CSSs in India are still way behind in identifying issues of disparity reduction and addressing them.

However a lot more needs to be done. In the light of the analysis of SSA interventions and resource allocations, and the lessons emerging from the experience of using evidence based targeting, the following five broad dimensions of change would help bring about greater equity orientation in SSA. Most of the reforms outlined below for SSA would be useful for other CSSs in the social sector.

- (a)  An evidence-based targeting of geographical units like district, bocks and _Panchayats_ and specific social groups that are lagging behind would help focus attention and resources in these areas.  The analysis and use of quantitative information, for e.g., in education sector, school-wise physical infrastructure; school-wise availability of teachers; identification of areas with concentration of socially and educationally marginalized groups like SCs, STs, religious or linguistic minorities; disaggregated analysis of children not attending school; repetition and drop-out rates needs to become an integral part of the planning process.  A tradition of conduct and use of research to identify the problems and possible strategies for these pockets with low educational attainments needs to be institutionalized.

- (b) The use of evidence-based criteria to identify areas / social groups that need greater attention and resources would require maintenance of reliable databases for key indicators on a regular basis.  The databases and criteria would have to be well publicized and available for public scrutiny.  No initiative for affirmative action would be defensible if the identification of disadvantaged areas is not done in a transparent manner.  The district is actually too big a unit for identification as an area that requires special attention and measures.  Each State and UT would need to identify blocks, _panchayats_ and villages / towns that are deserving of a differential treatment on account of low educational indicators.

- (c) There needs to be a significant shift from the present system of allocating resources to states and districts that is based mainly on uniform financial norms and past expenditure trends of states.  Similarly, States have to ensure that sub-district level allocation of funds and activities is based on criteria that reflect ‘real need’ of various blocks or pockets. _Equitable and not equal_ should be the guiding principle of such allocations. A small number of districts could be identified for special

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