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Sir, please go through the content i have added for the concept map at https://en.wikipedia.org/wiki/User:Dawadolma/Concept\_Map . thank you.

Sir, I have moved my content to the main page at https://en.wikipedia.org/wiki/Concept\_map titled "Construction of Concept Map". Thank You.

Hi Sir, the content when i moved to the main page under concept map is not there, so i created another main page for it and moved there. please check here. https://en.wikipedia.org/wiki/Construction\_of\_Concept\_Map . Thank you.

Hi Sir, I will be pasting here the content ive added or displaced with, to improve the existing article for the RMSA on wikipedia. And i have added randomly to various topics and suptopics so the whole article below does not centre on a single sub-topic. I am basically posting here for the word-count if that makes any sense. :)

------The implementation of the scheme has started from 2009-2010
to provide conditions for an efficient growth, development and equity for
all.The scheme includes a multidimensional research,technical consulting,
various implementations and funding support.

Achievements

Th major achievements of RMSA as of 2015-2016 report are:

New School:11,577 new secondary schools were approved out
of which, 10082 are functional.

Strengthening of Schools: 337,731 have been approved in
terms of infrastructure development under this scheme. The details is as
follows:

\* Additional Classroom: Out of 52750 approved, 20,839 were
completed and 16,774 are under progress.

\* Science Lab: Out of 25,948 approved, 10,107 were completed
and 8532 are under progress.

\* Computer Room: Out of 21,864 approved, 6920 were completed
and 6297 are under progress.

\* Library Room: Out of 27,428 approved, 10,133 were
completed and 8929 are under progress.

\* Art/Craft Room: Out of 31,453 approved, 12,062 were
completed and 9686 are under progress.

\* Drinking Water: Out of 12,327 approved, 7096 were
completed and 2507 are under progress.

\* Teacher Quarter: Out of 5408 approved, 623 were completed
and 509 are under progress.

\* Major Repair: Out of 2975 approved, 1313 were completed
and 271 are under progress

Planning for Secondary Education

Background

Since the intition of the National Policy od Education
(NPE),1986, there has been no major major changes in the structure and
organization of the secondary and higher secondary school systems under the ‘’’Ninth
Plan''' period.

 The focus in this
plan was on minimising the various disparities, to renew the curricula giving
importance to '''Vocalistion''' and emplyment-oriented courses. It also gave
importance to expanding and diversifying the Open Learning System, teacher
training and ICT. Free education and hostel facilities for girls and integrated
education for the disabled children was also brought into highlight etc.

Participation of Private sector

There was an increased participation of the private sector
including Non-governmental Organisations (NGOs).Currenly, these private
sectores manage around 51% of the secondary schools and 58% of the higher
secondary schools.

Opportunities were provided for those children who were not
able to enroll themselves in formal education systems through National and
State Open Schools by utilizin cintact-centres and multi-media packages.

It highly emphasized on the content, process and the quality
of education especially the environment education, science, mathematics and
computer literacy with the financial help from the central government. After
the revised NPE policy, 1992, new intiatives like revision of curriculum,
resource centres for value education and National Centre for Comupter-aided
Education etc have been taken up.

 The appeal lacks in
the vocationalisation of education due to the lack of manpower demand and
academic restraints etc. Hence,by 2000, only 10% of the students opt for the
vocational streams against 25%.

 Planning for Children
With Special Needs (CWSN)

With the enactment of the Persons with Disabilities Act,
1995, the education for the CWSN recieved am impetus. This Act entrusts certain
governments and authorities for the provision of free access for these children
towards education, alloted lands for certain purposes, non -discrimination in
tranaports, financial incentive for them to undertake research etc.

This sheme has also taken up programmes for the attitudinal
changes and capacity building among teachers for the sake of these children.

Four Major Heads

 Quality Improvement:

In school, there was promtion of the science laboratories,
environmental education, promotion of Yoga, as well as centrally sponsored
schemes of Population Education Project, International Mathemetics and Science Olympiad.
The state governments provide in-service training for the teachers and provide
infrastructure and research imputs.

 Information
Communication Technologies (ICT):

ICT comprises of the centrally sponsored schemes like
Computer Education and Literacy in Schools (CLASS) and Educational Technology
(ET) which familiarizes the student with Information TEchnology (IT). Due to
the rise in IT demand in today's world, a major importance is given on it.

Components of a merged scheme ICT in chol include a). Funding
support towards Computer Education

Plans. b). Strengthening and reorientaion of the staffs of
SIETS- State Institutes of Education and Training c). There is digitalisation
of SIETs audio and video cassettes with the partnership of NGOs. d). managment
of internet-based education by SIETs.

Access and Equity:

RMSA not only emphasizes on providing secondary education
for the special focus groups that include SC/ST groups, Minority girls and CWSN
children, but it also give importance on removing the existing disparities in
socio-economic and gender backgroud in the secondary level of education. They
are termed as teh vulnerable/ disadsvantaged group. Certain strategies were
impemented to provide free excess towards secondary education and they are given
as following steps:

Identification of the disadvantaged groups: For this
purpose, educational indicators like Gross Enrolment Ratio(GER), Net Enrolmemnt
Ratio (NER), Drop-out Rate, Retention Rate, Gender Parity Index(GPI), Gender
Gap etc. were analysed.

 Need Assessment: This
is the critical step to prepare for the equity plan where teh factors affecting
the education of this group of children were evaluated with the involvement of
the community members, teachers, civil society etc.

 Strategizing for the
addressing gaps:Since there are multiplae interwoven factors that cause the
un-equitable condition in this scenario, the strategy was called to have a set
of multi-dimensional activities.

Integrated Education for Disabled Children (IEDC):

Inclusive Education have been highlighted to bring about
expansion in terms of meeting/catering to the needsa of the mentally and
physically disadvantged children. This schemes continues to be a separate
centraly sponsored scheme.

It includes several components  for convergence with:

 Integrated Child
Development Services for early i nterventions.

Sarva Shiksha Abhiyan (SSA) for the particular group at the
elementary level.

Special Schools.

Rise of RMSA

Due to the impact of the programmes undertaken for the
universalization of elemtary education, there is a rise in the demand of
education at the secondary level. Despite the increase in the nukber of
secondary schools, the spread of the secondary education throughout the country
remains uneven. There are regional disparities, differences in the
socio-economic background and in Union Territories. There was narrowing of this
significant gender gaps in existing condition. In the Tenth Plan, the key was
foccused on a quality education at all levels and to pursuit excellence accordingly.----