RIGHT OF CHILDREN TO FREE AND COMPULSORY
EDUCATION ACT-2009
Awareness, Initiatives and Challenges in Implementation
(Report on An Exploratory Study of Odisha)
Project Coordinator
Dr Ramakanta Mohalik
Assistant Professor in Education
REGIONAL INSTITTE OF EDUCATION
(National Council of Educational Research and Training, New Delhi)
April, 2013
ii
Preface
Elementary education is the foundation stone of all formal education. It prepares individual
for secondary education as well as for life. Realising its importance in individual life, M.K
Gandhi propagated it as Basic education and Gokhale demanded for all. The constitution of
India made Elementary education as Fundamental Right of individual. The Government of
India has implemented Right of Children to Free and Compulsory Education since Ist
April, 2010 through out India. The major provisions of the act are every child up to age 14
will get free and compulsory education in neighbourhood school, admission of all out of
school children, revision of curriculum as per national curriculum framework, no practice
of physical punishment and mental harassment, constitution of school management
committee in each school, continuous and comprehensive evaluation in school, maintain
proper teacher pupil ratio in school etc.
In this context, the Department of Elementary Education (DEE), NIE, NCERT, has
taken up research study entitled ‘status of implementation of right of children to free and
compulsory education act-2009 in states/UTs’. The DEE proposed to involve all Regional
Institute of Educations (RIE) in undertaking this study at regional level. So the RIE,
Bhubaneswar has conducted the study on Odisha state.
The report consists of five chapters. The chapter-1 gives theoretical background of
Elementary education, initiatives of Government, historical basis of right of education act
and different provisions of the act. The chapter-11 presents previous researches on right to
education. The chapter-III explains methodology such as sample, tools, design and process
of data analysis. The chapter-IV presents data in tabular form following qualitative
descriptions. The chapter-V gives brief summary, major findings as well as implications for
educations.
Many people directly and indirectly helped me in completing this research study. I
would like to place my sense of gratitude to Prof. P. Sinclair, Director, NCERT, for
granting this research project. I would like express my heartfelt thanks to Prof. B.K
Tripathy, J.D, NCERT and Mr. A. Verma for their approval of this project. I would also
thank Prof. Kiran Devendran, Head, DEE, Dr V.P Singh, Principal Coordinator for their
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supervision and monitoring of this project. I would offer thanks to the Director, OPEPA,
Bhubaneswar for his help in giving all permission to collect data from schools and giving
response to questionnaire. Thanks is due to the D.I of Cuttack, D.I of Mayurbhanj, HMs ,
teachers, students of all selected schools for their cooperation during data collection. I
would also thank Prof. K B Rath, Principal, RIE, Bhubaneswar, Prof. S Pattnaik, Dean,
RIE, Bhubaneswar, Prof. B K Parida, Head, DEE for their helps in every steps of this
research work. I am also grateful to Dr B N Panda, Associate Professor, Dr R Sethy,
Assistant Professor, Mr D Ketaki, Assistant Professor, Mr A Saha, Assistant Professor,
Prof. S M Pany, Retd. Principal, RNIASE, Cuttack, Dr R P Devi, Principal, NDWCTE,
Bhubaneswar, Dr A. Srivastav, Assistant professor, Vinaya Vhaban, Santiniketan. I would
like to thank Mr Bijar Kumar Mallick, Mr Siba Sankar Mallick, Project Assistant, Mr
Manoj Kumar Mohapatra, MTS, ICT cell, RIE, Bhubaneswar for their help in different
phase of this project. Lastly, I am also thankful to Sarala Graphic for typing and preparing
the report.
Ramakanata Mohalik
iv
Team Members
1. Dr D Ketaki, Assistant Professor Political Science, RIE, Bhubaneswar-751022
2. Dr R Sethy, Assistant Professor in Education, RIE, Bhuabneswar-751022
3. Dr A Saha, Assistant Professor in Mathematics, RIE, Bhuabneswar-751022
4. Dr V. P Singh, Associate Professor, Department of Elementary Education, NIE,
NCERT, New Delhi-110016
5. Dr B.P Bhardwaj, Associate Professor, Department of Teacher Education and
Extension, NIE, NCERT, New Delhi-110016
6. Dr S C Chauhan, Assistant Professor, Department of Education for Groups with
Special Needs, NIE, NCERT, New Delhi-110016
7. Dr Yogesh Kumar, Professor, Department of Elementary Education, NIE, NCERT,
New Delhi-110016
8. Dr Asha Kamath, Assistant Professor, Regional Institute of Education, Mysore
9. Dr V. Chandranna, Assistant professor, Regional Institute of Education, Mysore
10. Dr S K Makwana, Assistant professor Regional Institute of Education, Bhopal
11. Dr Ratnamala Arya, Associate professor, Regional Institute of Education, Bhopal
12. Dr N Hussain, Assistant professor, Regional Institute of Education, Ajmer
13. Dr Pramila Tanwar, Assistant Professor, Regional Institute of Education, Ajmer
14. Dr B Devi, Reader, North Eastern Regional Institute of Education, Shillong
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CONTENTS
Title Page i
Preface ii
Team Members iv
Contents v
List of Tables vii
Executive Summary ix
CHAPTER-I
Page No
1.1 Elementary education 2
1.2 Status elementary education in India 4
1.3 Status of primary education in Odisha 8
1.4 Government initiatives for elementary education 12
1.5 Right to education 16
1.6 Historical evolution of the concept of right to education in India 18
1.7 Key features of RTE act-2009 20
1.8 Challenges for implementing RTE Act-2009 22
1.9 Need of the study 25
1.10 Objectives of the study 27
1.11 Scope of the study 27
CHAPTER-II
2.1 Introduction 29
2.2 Studies relating RTE Act-2009 30
2.3 Conclusion 39
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CHAPTER-III
3.1 Introduction 40
3.2 Method 40
3.3 Population 40
3.4 Sample 40
3.5 Tools 43
3.6 Procedure of data collection 44
3.7 Procedure of data analysis 44
CHAPTER-IV
4.1 Introduction 45
4.2 Opinion of state project director on implementation of RTE act-2009 45
4.3 Opinion of HMs on implementation of RTE act-2009 48
4.4 Opinion of teachers on implementation of RTE act-2009 54
4.5 Opinion of students on implementation of RTE act-2009 63
4.6 Opinion of SMC members on implementation of RTE act-2009 71
4.7 Opinion of parents on implementation of RTE act-2009 76
4.7 Comparative opinion of stake holders on implementation of RTE act-2009 81
CHAPTER-IV
5.1 Introduction 87
5.2 Summary 87
5.3 Major findings 90
5.4 Educational implications and suggestions 101
Bibliography 104
Appendices
Appendix-A Copy of Right to Education Act2009.
Appendix-B Copy of state Rules.
Appendix-C List of Schools.
Appendix-D-I Questionnaire/ Interview schedule
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LIST OF TABLES
Table No Title Page No
1a:Literacy percentage of states and UTs 7
1: Indicators of primary education 10
2: District-wise literacy rate in Odisha 11
3: Sample of students 42
4: Sample of parents 43
5: Sample of teachers 43
6: Sample of HM 43
7: Sample of SMC 43
8: Awareness about RTE act-2009 49
9: Initiatives for age appropriate admission and disadvantaged section 50
10: Role and responsibility for implementation of RTE act 51
11: Development of curriculum, transaction and evaluation 51
12: Protection of childs right 52
13: Issues discussed in parents meetings 52
14: Salary and allowances as per RTE act 53
15: Awareness about RTE act-2009 54
16: Initiatives for age appropriate admission and disadvantaged section 55
17: Role and responsibility for implementation of RTE act 56
18: Development of curriculum, transaction and evaluation 57
19: Protection of childs right 58
20: Salary and allowances of teachers 59
21:Facilities available in school as per RTE Act norms /provisions 60
22: Working condition of facilities in school 61
23: Availability of teaching learning materials in schools 62
24: Languages used in school 62
25: Materials received from school 64
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26: Medium of instruction 64
27: Availability of facilities in school 65
28: Teachers regularity and punctuality 66
29:Teachers availability in subject wise in school 67
30: Availability of teaching learning materials in school 68
31: Special training for age appropriate admission 69
32: Teaching method 69
33: Protection of childs right 70
34: Evaluation procedure in school 70
35: Awareness about RTE Act-2009 71
36: Initiatives taken for disadvantaged group and age appropriate admission 72
37: Role and responsibility for implementation of RTE act 73
38: Development of curriculum, transaction and evaluation 74
39: Protection of childs right 74
40: Pupil teacher ratio as per RTE Act 75
41: Preparation of school development plan 75
42:Parents opinion about admission in elementary school 76
43:Awareness of parents about RTE Act 2009 77
44: Access of pre-school education 77
45: Appraisal of teachers performance 78
46: Disadvantaged, CWSN and out of school children 78
47: Protection of childs right 79
48: Meetings with parents by school authority 79
49: Mid-Day –Meals 80
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Executive Summary
The Right of Children to Free and Compulsory Education act-2009 has been
implemented from Ist April, 2010 throughout India. It is necessary to study extent of
implementation of different provisions of the act in the states of Odisha. The major
objectives of the study is find out the status of implementation of various provisions (
initiatives for age appropriate admission & CWSN, curriculum development, transaction
and evaluation, protection of childs right and issues and challenges) of RTE Act 2009 in
state of Odisha. The descriptive survey method was followed, with sample of two districts;
Cuttack (educationally advanced) and Mayurbanj (educationally backward), eight blocks;
Cuttack Sadar & Tangi Chowdar, Barang & Kantapara, Baripada & Udala, GB Nagar &
Khunta, 24 schools, 24 HMs, 48 teachers, 64 students, 64 parents and 16 SMC were
selected by using multi stage sampling techniques. The information relating to
implementation of different provisions of the were collected by using interview schedule/
questionnaire. The collected data were analysed both quantitatively and qualitatively.
The study found that i) 95.83% of HMs, all teachers, 93.75% of SMC members and
54.68% of parents are aware about the RTE Act-2009. ii) The SPD reported that present
strength of out-of-school children in the age group 6-14 years in Odisha state is 30,591
(CTS 2011-12). iii) 8.33% of HMs, 18.07% of teachers reported that they have identified
out of school children and the age appropriate admission under provision-4 of RTE Act. No
students found under age appropriate category as reported by students. iv) The SPD
reported that there is provision for admission related to the CWSN in the schools. The
facilities such as Ramp and Rails in School, aids & appliances, CWSN friendly, IE
volunteers for home-based education are provided for these children. 62.5% of HMs
revealed that they have the special provisions for the disabled children. v) The SPD
reported that state has taken initiatives for i) Compulsory admission of every child in age
of 6-14 years by Enrollment drive & Pravesh Utsav, Shiksha Chetna Abhiyan , RTE
awareness & Shiksha ka Haq Campaign. ii) Compulsory attendance of every child in age
of 6-14 years by Child friendly environment under Ama Vidyalaya, Barrier Free Access,
Supply of MDM, Textbook & Uniform and iii) Compulsory Completion of Elementary
Education of each child in age of 6-14 years by Quality Education, School Cabinet, Meena
Mancha, Ama Lekha, Ama Chitra etc. vi) . 95.83% of HM reported that they have
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implemented CCE in their school as per RTE Act and provisions. 87.5% of HM said that
they have the prepared Pupils Cumulative record as per RTE Act in their school. Vii) The
state has taken steps for monitoring of Child’s Right to Education by the State Commission
for protection of child’s Right. It has formed Odisha State Commissin for Protection of
Childs Right (OSCPCR) in the State, Initiation & Connection of shiksha samvad in all
districts at district and block level., audit in schools, student helpline and Redressal of RTE
violation / Cases by OSCPCR & Public hearing. Viii) All the HMs, students, parents and
teachers reported that there is no practice of physical punishment and mental harassment
their school after implementation of RTE act-2009. Ix) The SPD reported that major
impediment for implementation of RTE Act within the given time frame in Odisha state are
: 1. Providing infrastructure facilities like classroom, playground, drinking water etc. as per
the RTE Act, 2. Establishment /provision of neighbourhood school in small and scattered
habitations where number of children is less than ten. The reasons for non-
accomplishment of RTE act as expressed by HMs are lack of teachers, regional
language problem, ignorance of parents, heavy work load and in-adequate
classroom and school building etc. The reasons are lack of teachers, regional language
problem, ignorance of parents and heavy work load etc as reported by teachers and x) For
proper and timely implementation of the RTE Act in the state, the central government may
provide: 1. funds for infrastructure facilities like ACR, playground & boundary wall, 2.
Timely release of funds as per AWP&B, 2012-13 and 3. Extension of time limit for
achieving RTE compliance in all schools across the state as reported by SPD.
The study has educational implications for educational authority, HMs, teachers as
well as SMC members. i) All the stake holders such as HMs, teachers, SMC members,
parents and students are required to aware about different provisions of the act. So
initiatives for crating awareness among all stake holders are need to be taken on priority
basis. Because awareness of stake holders will lead to successful implementation of RTE
act in the state. ii) Urgent steps may be taken by opening of primary and upper primary
schools in said habitations. So that availability of neighbourhood school can be ensured for
each child. iii) Steps required to be taken by educational authority for identification of all
out of school children and admission in age appropriate class. Particularly all HMs,
teachers as well as SMC members are required to be involved and motivated for identifying
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out of school children in their locality. Very specifically, identification of out of school
children can be done by SMC members as they are familiar about children who are not
coming to school. Iv) Initiatives may be taken by rationalization of teachers so that all
school will confirm to pupil teacher ratio as per the act. Because one of the means of
ensuring quality education is maintain proper pupil teacher ratio in school. v) The
curriculum should conform to values enshrined in the Constitution, all round development
of the child, building up childs knowledge, potentiality and talent, development of physical
and mental ability to the fullest extent, learning through activities, discovery and
explanation in a child friendly and child centered manner. The in-service teachers as well
as prospective teachers are required to be trained to act as facilitator of learning rather than
giver of information and organize different activities making all students to participate.
CHAPTERT-I
INTRODUCTION
Education, simply stated, is the process of gaining knowledge, learning forms of proper
conduct and acquiring technical competency in a specific field. It involves cultivating the
mind and instilling values that enable an individual to distinguish between the right and the
wrong. It includes developing skills pertaining to a specific field and also aims at achieving
overall development. Formal education is divided into phases starting from primary school,
continuing through higher education followed by education in a specific field
(specialization).
The fundamental purpose of education is to teach a person to read and write, that is
to make him literate. Reading abilities that are acquired in school, go a long way in
enabling an individual to read more and more. And every bit read, is a new lesson learned.
The fundamentals of science and math which one acquires during school, are pillars on
which his understanding of life is based.
Education is believed to be responsible for the cultivation of a civilized society. Imparting
education to people enables the development of a responsible society. Education helps in
imbibing moral values in individuals and their education, in turn, helps in the creation of a
cultured society. Education gives one a deep understanding of living, making him capable
of living.
Education brings about overall progress of society. Education gives an individual,
better prospects of earning a living. It makes an individual self-sufficient. Education
produces individuals who are not just resources but assets for the society. It develops
individuals who can contribute to wealth creation in the country. While people are earning
for themselves, they are also creating wealth for the organization they work with. With
every flourishing organization, the government earns (in the form of taxes paid or direct
profit-making in case of government organizations). The educated lot in a country helps it
earn money, the means of living.
Education helps an individual acquire social skills, which enable him to interact with
people around, maintain social relations and blend well with others in society. Educations
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is an individual's tool to thrive in society. As a part of the educational system, every
individual learns with a group of other individuals of his age. Education also helps in the
building of interpersonal skills. This is what education is aimed at - development of social
skills.
It's on the basis of education that an individual can pursue his dreams. Education
helps a person meet his career objectives and achieve economic growth. Education builds
resourceful human beings out of illiterate individuals. Education gives a sense of personal
fulfillment. An educated individual having experienced its positive effects, encourages the
idea of education. An educated individual promotes education in his family. Thus he
contributes to the spread of education, starting from a small unit of society - his family. The
idea of education and a strong belief in its benefits on individuals and the society, are
transferred from one generation to another. One educated individual can prove to be
instrumental in the educational development of his family, the future generations and in
turn, the society.
1.1 Elementary Education
Elementary education is essential for all as it is considered as fundamental to all
round development of the individual. It has an accelerating role which refines and
redefined sensitive and perception and contributes to national cohesion. Elementary
education is known to lead to better family health and slower population growth. It creates
in the individual the capacity to take advantage of the technological change, leading to
enhancement and bring benefit from one generation to another. Education is a fundamental
human right and essential for the exercise of all other human rights. It promotes individual
freedom and empowerment and yields important development benefits. Yet millions of
children and adults remained deprived of educational opportunities many as a result of
poverty.
The period of elementary school (from classes I to VIII) is now also recognized as
the period to compulsory schooling vide the 86th
constitutional amendment making
education a Fundamental Right. The beginning of this period marks the formal introduction
of the child to reading, writing and arithmetic, culminating in the introduction of the formal
3
disciplines such as the sciences and the social sciences towards the end of elementary
school. The period of eight years is one of tremendous cognitive development, shaping
reason, intellect and social skill, as well as the skills and attitudes necessary for entering
work place.
After independence, systematic and planned efforts were made in our country to
fulfill the national commitment enshrined under article 45 of the constitution for providing
free and compulsory education for children up to the age of 14 years. Efforts were made
through successive five year plan to achieve the target of 100% literacy through
compulsory and free education for the children up to 14. The National Policy of Education
(NPE) 1986 and 1992 has given top priority for achievement of goals of Universal
Elementary Education (UEE).Various programmes and incentives were initiated for
universalizing the quality of elementary education in India. But in spite of all it was not up
to the satisfaction of all.
Universalisation of Elementary Education (UEE) is a constitutional provision and
national commitment in India. Elementary education is recognized as a fundamental right
of all citizens in India. The directive principles of state policy envisage UEE as one of the
major goals to be achieved and man dated in a time frame of 10 years. The Supreme Court
in its judgment in Unnikrishnan Case (1993) has held that at all citizens has a fundamental
right to education up to 14 years. The government of India introduced 83rd
Constitutional
Amendment Bill in Parliament in 1997 to make education a fundamental right of all
children of 6-14 years. The 73rd
and 74th
Constitutional Amendments has provided a
statutory base far decentralized education planning. The fact is that the 20th
century has
witnessed global upsurge in UEE.
NCERT (1995) observed "The NPE has besides many other things envisaged
expansion of educational facilities to remove disparities in educational opportunities
making education relevant to the society needs, decentralization of management etc. which
are not likely to be achieved without active participation of the community. It emphasized
decentralization and creation of a spirit of autonomy for educational activities as well."
UNESCO (2000) Education for all had emphasized in the context of global movements
which aims to ensure that all children have to (access to free quality primary education by
4
2015, low economic countries are under increasing international and domestic pre-sure to
meet these goals.
The historic Right to Education law, providing free and compulsory schooling to
children in the 6-14 years age came into force with Prime Minister Manmohan Singh
asking the states to join in this national effort with full resolve and determination. The
Right to Education Programs is one of the largest public service exercises in the world. The
passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009 marks
a historic moment for the children of India. The bill was approved by the cabinet on 2 July
2009.Rajya Sabha passed the bill on 20 July 2009 and Lok Sabha on 4 August 2009. It
received Presidential assent and was notified as law on 3 Sept 2009 as the Children's right
to free and compulsory Education Act.
1.2 Status Elementary Education in India
Primary education plays a crucial role for foundation of education in one’s life. It is
the first step that enables the child to acquire minimum basic level of learning and is a
compulsory criterion for perusing secondary and university education. Education at
primary stage not only tries to mould the young child to become an effective human being
but also provide guidance and direction for becoming a good citizen of nation. Actually,
primary education flourishes preliminary preparation of future citizen. Primary education
generate a appropriate environment for nurturing the child from every angle of human
personality including physical, intellectual, moral, social, emotional development of child
from very beginning stage of study. It serves for satisfying the socio-economic need of
nation by providing initiative to construct educated and qualified citizens who are
responsible for bringing future success and development of society. Therefore, all children
are required to gain primary education to acquire necessary educational, cultural,
vocational, administrative skills to help themselves and society. Primary education is the
one of the strongest dimension of system that facilitates fundamental learning, enriches
child with affection, transmits values within her/him and prepares strong and effective
manpower for rapid progress of nation. Promotion of economic progress, transmission of
culture from generation to generation, and the cultivation of children's intellectual and
moral development of the country dependent on the quality and facility of primary
education. It is a fertile field that produces efficient and valuable human resources for the
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whole civilization. In fact, significance of primary education for individual, society, and
nation and for whole humanity is noteworthy.
To achieve the goal of Universal Elementary Education, the constitution of India
provided free and compulsory education to all children up to the age of 14 years for
ensuring the universalisation. It is found in expressedion in article 45 of Indian
constitution: Directive principle of state policy where it read under caption provision for
free and compulsory education for children. The state shall endeavor to provide within a
period of ten years from commencement of the constitution for the free and compulsory
education of all children until they complete the age of fourteen years. In 2002 insertion of
a new article 21 (A) under Eighty Sixth Amendment Act took place, that states- The state
shall provide free and compulsory education to all children of the age six to fourteen years
as such a manner as the State, by law, determine. (December 2002). Also, substitution of
article 45 has taken place that entails, State shall endeavor to provide early childhood care
and education for all children until they complete the age of six years. This task should
have completed by 1960.However this could not be accomplished on account of several
problems. The National Policy on Education 1986 (as revised in 1992) resolves to provide
free and compulsory education of satisfactory quality to all children up to fourteen years of
age before the commencement of the twenty first century. The goals, targets and strategies
for tenth plan include universal access, enrolment, retention and achievement as well as
bridging all gender and social gap. With the world declaration on Education For All (EFA)
adopted in Jometein in 1990, basic education in all its facets has been the focus of
international attention. These international developments together with several positive
developments within the country brought the need of recognizing basic education as the
fundamental right of every citizen to the center stage.
According to Census reported, it was observed that during the period of 1950 –51 to
1999-2000 the number of primary school has increased more than three times from
2,10,000 in to 6, 42,000. According to recent Flash Statistics DISE 2007-08 report density
of Primary schools per 10 sq. km. is 3.11 in 2008.Total enrollment at primary level (grade-
V) increased from 19.6 million in 1950-51 to 113.61 million in 1999-2000.Although it is
still not able to attain the constitutional goal of universalisation enrolment of children up to
6
the age of 14.The percentage share of girls in total enrolment increased. The Gross
Enrollment Ratio (GER) at primary level increased significantly between 1950-51 and
1999-2000 from 42.6 to 94.9 in case of primary level. The gap between boys and girls in
GER at primary level has declined to 28 points in 1990-91 to 19 in 1999-2000. In 2008, the
percentage of girl enrollment is 48.22.
The Net Enrollment Ratio (NER) obtained by subtracting the number of underage
age and overage children enrolled in grades I-V was significantly lower than GER in case
of both boys and girls. The NER for boys and girls was 78% and 64% respectively in 1997-
98. The overall NER at primary level was 71%, which suggests that at least 29% of
children in the 6 to 10 age group continued to remain out of school in 1997-98.
Educationally backward states and within them backward districts have lower NER than all
India average.
In primary education total number of teachers increased from 6,24,000 in 1950-51
to 3.2 million in 1999-2000 an increase of more than 5 times. The percentage of female
teachers to total teachers increased from 15.2% (1950-51) to 35.6%(1999-2000). As per
Flash Statistics DISE 2007-08 report the total number of primary and upper primary
teacher in 2007-08 was 5634589.The percentage of distribution of female teacher was
42.72, that of professionally trained teachers was 77.68, percentage of teachers received in-
service training in 2007-08 was 43.44 and percentage of teachers aged 55 and above in all
school in the same academic year was 3.23
During 1950-51 the Teacher Pupil Ratio TPR was 1:24. The ratio increased to 1:43
in primary school. In DISE report 2009, it was notified that percentage of single teachers
school in India is 13.73. Percentage of school having Pupil Teacher Ratio more than 60 and
100 was 14.22 and 4.11 respectively. The average Student Classroom Ratio (SCR) was 37.
Percentage of school having Development grant and TLM grant was 81.42 and 78.70
respectively. Retention rate at primary level is 73.71, among which percentage of boys is
73.53 and that of girls is 73.91. Despite of the increase in number of habitation and
population the coverage of both primary increased significantly .Of the one million rural
habitation in country, 5,28,000 had a primary school within one-kilometer distance.
Presently about 1,00,000 habitations remain unserved as prescribed norms.
7
The figures available in the Selected Educational Statistics (2000-2001) shows that
the dropout rate from Class I to V was 40.67 per cent in 2000-2001. This, however, is not
much different from the figures for 1990-1991 when the drop out rate was 42.6%. In 2000-
2001, 39.7 percent of the boys who enrolled in schools dropped out before reaching class
V. The dropout rate for girls was higher as 41.9 per cent left school at the primary level. In
1990-1991, the statistics were more or less same — 40.1 per cent boys dropped out of
primary schools while the dropout rate for girls was 46 per cent. But in DISE report 2009 it
is found that there is a remarkable decrease in drop out rate in 2008 i.e.9.36.
The literacy rate has been increased in all Indian states since independence. The
literacy rate Indian states is presented in following table as per Census 2011.
Table:1.a: Literacy percentage of States and UTs
Sl No Name of States Literacy Percentage
1 Keral 93.91
2 Lakshdweep 92.28
3 Mizoram 91.58
4 Tripura 87.78
5 Goa 87.40
6 Daman and Diu 87.07
7 Pudichery 86.58
8 Chandigarh 86.43
9 NCT of Delhji 86.34
10 A N Island 86.27
11 Himachal Prad.73esh 83.73
12 Maharastra 82.91
13 Sikim 82.20
14 Tamil Nadu 80.33
15 Nagaland 80.11
16 Manipur 79.85
17 Uttarakhand 79.63
18 Gujurat 79.31
19 D N Haveli 77.65
20 West Bengal 77.08
21 Punjab 76.68
22 Haryana 76.64
23 Karanatak 75.60
24 Meghalaya 75.48
25 Odisha 73.45
26 Assam 73.18
27 Chattishgarh 71.64
8
28 Madhy Pradesh 70.63
29 Uttar Pradesh 69.72
30 Andhra Pradesh 67.66
31 Jharkhand 67.63
32 Rajastan 67.06
33 Arunachal Pradesh 66.95
34 Bihar 63.82
Sources: Census 2011
1.3 Status of Primary Education in Odisha
The state of Odisha is situated in eastern part of India. According to census 2011, Odisha
has a population of 36,911,708 . The number of literates is 27,112,376. The literacy rate of
persons of seven years age and above is 73.45%, with 82.40% male and 64.36% is female.
The literacy rate is slightly less than national literacy percentage, 74.04%, with male
82.14% and female 65.46%.
There are about 6.7 million children (6 – 14 years) in about 70,000 educational
institutions which include 18, 000 EGS center and 6000 private schools in state as per
report of OPEPA. According to OPEPA (2006), the total enrolment in primary level [class
1 to 7] is estimated as 54.62 lakhs. There are 42104 primary schools [class 1 to 5] and
11510 upper primary schools [up to class 7] totaling 53614 schools. This excludes schools
in the private sector, and non-formal.44, 416 Primary Schools with 52.54-lakh enrolment
and 97 lakh teachers in the State as on 2003-2004. There is one Primary School for every
3.5 sq. km. area. As per Flash Statistics DISE 2007-08 report, the total number of primary
and upper primary teacher in 2007 - 08 is 222375. The percentage of distribution of female
teachers in 2007-08 is 33.15 that of professionally trained teachers is 85.89, percentage of
teachers received in-service training is 35.71 and percentage of teachers aged 55 and above
in all school in same academic year is 1.03.
In Flash Statistics DISE report 2007-08, it is notified that percentage of single
teachers school in Odisha is 16.67 in 2008. Percentage of school having Pupil Teacher
Ratio (PTR) more than 60 and 100 was 8.81 and 1.10 respectively. The average Student
Classroom Ratio (SCR) is 29.Percentage of school having Development grant and TLM
grant are 83.77 and 81.73 respectively. Retention rate at primary level is 77.44, among
9
which percentage of boys is 76.49 and that of girls is 78.85. Mid day Meal Programme has
been operational since 1995. In 2003-04, 46.32 lakh children in 51,931 schools were
brought under this scheme and 14.233 Upper Primary Schools as on 2003-04. There is one
Upper Primary School for each 10.94 km area in the State.
Overall dropout rate at the primary stage was 33.6%, the dropout rate for girls was
35.4% and for boys 31.9% during 2003-04. Dropout rate at upper primary stage has
decreased from 59% in 2002-03 & 57.5% in 2003-04: 56.5% boys dropped out in upper
primary stage in 2003-04 while 58.6% girls dropped out in the same year. In DISE report it
is found that the drop out rate, at primary level, for the year 2007 is 21.02
The missing children who do not come to school have been identified under various
programs in most of the districts, and in about half of the districts the process of
identification is continuing. Most of the missing children belong to a few categories:
children of migrant laborers, those in urban slums, scheduled tribe girls particularly among
people living in remote areas, children in remote areas irrespective of gender or caste/ tribe,
children who have lost one or both parents, and those who are marginally mentally
disadvantaged and need special care. All the missing children are being identified, and
several strategies are being adopted in various areas, to bring them into the education fold.
Free textbooks are being provided in 16 districts where the District Primary
Education Program is in operation. In other districts, book banks to help indigent students
are being set up from 2002. DPEP provides for school and hostel buildings, additional para
teachers, construction of toilets, free textbooks, and support to anganwadi centers for early
childhood education. The Village Education Committees (VEC) have been empowered,
and the process of empowerment continues. Now they have better control and
responsibilities in management of schools. It will be their responsibility to identify all
missing children, and get them to school. The power of engagement of para teachers has
been handed over to them under many programs, further devolution of powers to them is
continuing schools run by Village Education Committee (VEC) and NGOs. The following
table presents indicators of primary education in India and Odisha.
Table-1: Indicators of Primary Education
10
S.N. Status Criteria India Odisha
2005-
06
2006-
07
2007–08 2005-
06
2006-
07
2007–08
1 Density of Primary School
per 10 sq km.
- - 3.22 - - 3.11
2 Percentage of Schools
Received School
Development/TLM Grant
- - 81.42/
78.70
- - 83.77/
81.73
3 Average Student
Classroom Ratio (SCR)
- - 37 - - 29
4 Retention Rate at Primary
Level
70.26 73.71 71.74 77.44 -
5 Average Dropout Rate 9.96 8.61 9.36 6.95 21.02 -
6 Percentage of Distribution
of Female Teachers
40.33 41.86 42.72 34.05 33.61 33.15
7 Percentage of Distribution
of Professionally Trained
Teachers
70.78 78.21 77.68 77.40 89.74 85.89
8 Percentage of Teachers
Received In service
Training
- 40.46 43.44 - 52.63 35.71
9 Percentage of Teachers
Aged 55 and above in
Govt. Schools
- - 3.71 - - 1.03
Source: Flash Statistics DISE 2007-08
The literacy rate of Odisha has been increased to 73.45% since Independence. This is due
to many initiatives taken by Govenement of India and Odisha. In spite of all efforts,
Literacy status of India is still lagging behind in comparision to states such as Kerala
(93.91), Mizoram (91.58), Karnatak (75.60) etc. The reason may be tribal dominated
districts where provision of neigherhood school is not available and poverty of people. The
literacy rate of different districts is presented in table-2.
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Table-2: District-wise Literacy Rate in Odisha
Sl.
No.
District Overall Literacy
in %
Male Literacy
in %
Female
Literacy in %
1. Anugul 78.96 87.06 70.44
2. Bargarh 75.16 84.28 65.84
3. Bhadrak 83.25 89.92 76.49
4. Balasore 80.66 80.06 72.95
5. Balangir 65.50 77.08 53.77
6. Boudh 72.51 84.49 60.44
7. Cuttack 84.20 90.51 77.64
8. Deogarh 73.07 82.62 63.36
9. Dhenkanal 79.41 87.08 71.40
10. Gajapati 54.29 65.48 43.59
11. Ganjam 71.88 81.85 61.64
12. Jagatsinghpur 87.13 93.20 80.88
13. Jajpur 80.44 87.36 73.37
14. Jharsuguda 78.36 86.27 70.05
15. Kalahandi 60.22 73.34 47.27
16. Kandhamal 65.12 78.41 52.46
17. Kendrapara 85.93 92.45 79.51
18. Keonjhar 69.00 79.22 58.70
19. Khurdha 87.51 92.55 82.06
20. Koraput 49.87 61.29 38.92
21. Malkangiri 49.49 60.29 38.95
22. Mayurbhanj 63.98 74.92 53.18
23. Nuapada 58.20 71.55 45.21
24. Nabarangpur 49.20 59.48 37.22
25. Nayagarh 79.17 86.63 71.08
26. Puri 85.37 91.84 78.67
27. Rayagada 50.88 62.61 39.87
28. Sambalpur 76.91 85.17 68.47
29. Subarnapur 74.42 84.78 63.63
30. Sudargarh 74.13 82.13 65.93
Source: Census 2011
The state government of Odisha is committed to the universalisation of elementary
education in the state with the aims of fulfilling the constitutional obligation with the
assistant of central government. Keeping in view the need for universalisation of
elementary education, there has been expansion at primary and upper primary stage of
education, in the govt. sector as special in rural areas as well as backward areas. The Das
Committee Report laid special emphasis on elementary education and intended to cover
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three major aspects in this context: (a) universal access and enrolment, (b) universal
retention of children up to 14 years of age, and (c) substantial improvement in the quality
of education to enable all children to achieve essential levels of learning.
1.4 Government Initiatives for Elementary Education
Since independence, India has made considerably progress towards the goal of UEE.
However, past trends do not indicate that the goal is right now in the sight. However, the trend
can be reversed and goal may be achieved earlier than projected, if concerted efforts are made
to bring all concerned under the umbrella of education. The Union Government initiated a
number of projects and programmes under the Centrally Sponsored Schemes most of which
have been initiated after the National Policy of Education was evolved in 1986 and World
Conference on Education for All held at Jomtien in 1990. Some of these projects in terms of
their objectives and major achievements are briefly discussed below.
The Scheme of Operation Blackboard
The scheme of Operation Blackboard (OB) was launched in 1987 to improve facilities in
schools by providing for more teachers, rooms and teaching learning equipments. The OB
Scheme seeks to bring both the quantitative and qualitative improvements in primary
education. The scheme had three components, namely (i) an additional teacher to single
teacher primary schools; (ii) providing at least two classrooms in each primary school; and
(iii) providing teaching-learning equipment to all primary schools. The scheme is
implemented through the State Governments with 100 per cent assistance from the Central
Government towards the salary of additional teachers and teaching learning equipments.
District Institutes of Education and Training
The scheme to strengthen teacher education by establishing quality training institutions,
such as, the District Institutes of Education and Training (DIET) was initiated in 1987. The
scheme proposed to create viable institutional, academic and technical resource base for
orientations, training and continuous up-gradation of knowledge, competence and
pedagogical skills of school teachers’ in the country. The guidelines provided seven
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academic units with 22 faculty positions that cover different areas such as planning and
management, education technology, material development etc. Since then 433 DIETs have
been sanctioned of which 401 are functional. Below the district level, under DPEP, Block
Resource and Circle Resource Centres have been established that ensure capacity building
at the grassroots level. In non-DPEP districts, such institutions are not in existence.
However, the Sarva Shiksha Abhiyan envisages creating BRC and CRC in non-DPEP
districts.
Non-Formal Education
The Non-Formal Education (NFE) scheme was initiated in 1979 to cater learning needs of
working children and children in difficult circumstances is one of the other important
centrally sponsored schemes. The NFE programme is for the children of 6-14 age group
who remain outside the formal system due to various reasons. In 1999, there were 297
thousand NFE centers, which had a total enrolment of 7.42 million. The duration of NFE
course is two years and a locally recruited and trained instructor is provided to impart
education (equivalent to formal system) at a time and place most convenient to learners in
smaller groups. A large number of voluntary agencies are also involved in NFE
programme. The total number of centers run by voluntary agencies was 59 thousand in
1998-99. An amount of Rs. 1,195 million to States & UTs and Rs. 400 million to voluntary
agencies was released in 1998-99 for the implementation of the programme. The scheme is
recently revised and named as Scheme of Alternative and Innovative Education. The
scheme envisages that all habitations that do not have an elementary education centre
within a radius of one kilometre will have one at the earliest.
Total Literacy Campaigns
The Total Literacy Campaigns mobilize communities and contributed to greater
participation of children in schools. So far 450 districts have been covered under the TLC
of which 250 campaigns have moved into post-literacy and 65 to continuing education
stage. The campaigns cover an estimated 148 million persons. Of 94 million persons
enrolled, so far 73 million persons have been completed level III. The uniqueness of the
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TLC lies in the fact that it is delivered through voluntarism. The programme is being
implemented through the Zilla (district) Saksharata Samities created for the purpose.
National Programme for Nutritional Support (Mid-day Meal)
The National Programme for Nutritional Support to Primary Education (launched in 1995)
provides food grains/cooked meals to children in primary classes. The programme assures
100 grams of grains per day for attending schools for at least 80 per cent of the total school
days in a month. The programme had benefited more than 98 million children spread over
0.69 million schools. In the latest year, about 9.90 million children are covered under the
scheme and allocated 2.71 million metric tones of grains (Annual Report: MHRD, 1999-
2000). Along with teachers, local community is also given responsibility in the
distribution of grains. In previous years, a significant gap has been noticed in quantity of
food grains sanctioned and actually lifted. A few states are not keen to implement the
scheme because of the administrative problems or states like Punjab even do not need such
type of programme. Punjab is the highest food grains produced state of the country. In
difficult areas, the administrative cost is much higher than the actual cost of the food
grains. The evaluation of the programme shows that on one hand it has given boost to
enrolment in a few states, on the other hand it has had a positive impact on attendance in
other states.
District Primary Education Programme
The state specific basic education projects in Bihar (Bihar Education Project), Rajasthan
(Lok Jumbish & Shiksha Karmi), Andhra Pradesh (Andhra Pradesh Primary Education
Project), Uttar Pradesh (Uttar Pradesh Basic Shiksha Project) and the District Primary
Education Programme are of recent origin. Among these, the scope and coverage of DPEP
is much more wider than other programmes of similar nature. The programme that was
first introduced in 1994 in 42 districts spread over seven states is now under
implementation in about 240 districts of fifteen states. The programme is structured in such
a fashion so that it can provide additional inputs over and above the provisions made by the
state governments for elementary education. Eighty five per cent of the project cost is
15
shared by the Government of India and the rest 15 per cent by the concerned project states.
The Government of India share is resourced by external funding from IDA, European
Community, Government of Netherlands, DFID (UK) and UNICEF.
Lok Jumbish and Shiksha Karmi Projects
Apart from DPEP, Lok Jumbish (Peoples' Movement) and Shiksha Karmi Projects are the
other two important programmes, which are, received attention at the international level.
Both these projects are under implementation in Rajasthan since 1992, which is one of the
most educationally backward states of India. Lok Jumbish and Shiksha Karmi are funded
by SIDA. The main objective of LJP is to achieve EFA through people's mobilization and
participation. Whereas, SKP focuses it attention on universalisation and qualitative
improvement of primary education in remote, arid area and socio-economically backward
villages with primary attention given to girls. The project identifies teacher absenteeism as
a major obstacle in achieving the goal of UEE. The LJ Parishad, an autonomous society,
implements the LJP. Two phases of LJP during 1992 & 1994 and 1994 & 1998 are already
over and the third phase (1999-2004) with the assistance of Department of International
Development (UK) is currently under implementation. For the first two phases, about Rs.
1,110 million were invested and for the third phase, an amount to the tune of Rs. 2,250
million is allocated. It has undertaken environment-building activities in 8,675 villages and
has completed school mapping exercise in 6,974 villages. 529 new schools have been
opened and another 268 were upgraded. LJP has been able to set-up innovative
management structures incorporating the principles of decentralization and delegation of
authority as well as building partnership with local communities and the voluntary sector.
It has also set-up vibrant block and cluster resource groups for providing academic
supervision and regular training of primary school teachers.
Sarva Shiksha Abhiyan
The Government of India has also initiated an ambitious programme called Sarva Shiksha
Abhiyan (SSA): An Initiative for Universal Elementary Education to achieve the goal of
UEE. The programme is initially planned to initiate in about 50 low female districts spread
over fifteen states. It is envisaged that all the districts of the country will come under the
16
programme before the end of the Ninth Plan (MHRD, 2006). Unlike the District Primary
Education Programme, the SSA envisages to develop district-specific elementary education
plans within the framework of decentralized management of education with a focus on
Panchayati Raj Institutions. In the DPEP, the focus was only on the primary level. In these
districts, it would be the first attempt to develop plans with the active involvement of local
people in a participatory planning mode. District planning teams in these districts have
already been formed and training in planning methodology is being imparted.
SSA proposes to provide funds for the renewal of school equipments, which is otherwise
not covered in any other scheme. In addition, a variety of incentive schemes have also been
proposed. During the recent past, a number of primary schools are opened under the
Education Guarantee Scheme (EGS). Under the EGS, the government is bound to provide a
primary school within 90 days. Para Teachers (low paid teachers without diluting academic
qualifications) are appointed in EGS schools that are recommended by the community. The
SAS proposes to upgrade 15 per cent of the EGS schools and alternative schooling centres.
It also proposes to make available funds for maintenance and repair of school buildings.
Further, the SSA provides for an over a 6 per cent ceiling on management and 15 per cent
on civil works cost. Unlike DPEP, SSA will not have ceiling on plan size and also its
duration so that districts can develop realistic plans which itself is debatable. It is also not
clear from the guidelines how SSA will become a movement and will be different than
other programmes of similar nature implemented in the past.
1.5 Right to Education
India is a signatory to the Universal Declaration of Human Rights, 1948, which recognizes
the right of children to free and compulsory education. The Convention on the Rights of
Child, 1986, also stresses upon the importance of education for a brighter future of
children. Free and compulsory education for the children had been a part of the Directive
Principles of State Policy enshrined in the Indian Constitution since the beginning in the
form of Article 45. The Honourable Supreme Court granted free and compulsory education
between the age of six and fourteen years. The judgment which resulted right to education
as a fundamental right by Supreme Court in 1992 stemmed from Mohini Jain vs. State of
17
Karnatak. The Supreme Court through a division bench comprising of justices Kuldip
Singh and R.M Sahai, decided on the constitutionality of the practice of charging capitation
fee. The two judge bench of the Supreme Court held that ‘the right to education flows
directly from the right to life. The right to life and the dignity of an individual cannot be
assured unless it is accompanied by the right to education.’ The decision in Mohini Jain
marks a watershed in the history of judicial interpretation of Article 21.In an another
famous case of Unni Krishnan Vs. State of Andhra Pradesh court reviewed the judgment in
Mohini Jain. The Supreme Court emphasized the importance of education and held that
right to education up to the age of 14 years forms a part of the right to life under Article 21
of the constitution. In TMA Pai Foundation vs. State of Karnataka while deciding on
minority rights the 11- judge bench of the Supreme Court held that state cannot interfere if
the admission was on merit and a reasonable fee was being charged. However, minority
educational institutions receiving aid from the state would have to admit a reasonable
number of students from non-minority groups.
In consonance with its international commitments and national objectives the
Parliament enacted the 86th Constitutional Amendment Act, 2002, adding Article 21-A to
the Indian Constitution which provides that every child between the age of 6 and 14 years
has the right to free and compulsory education. The Right of Children to Free and
Compulsory Education Act, 2009 seeks to give effect to this amendment. It received
Presidential assent, was notified as a law on 3rd September, 2009 and was enforced on
April 1, 2010. The Act applies to schools fully or partially owned by the Central or State
Governments or schools receiving any kind of grant from the Central or State
Governments. The expenses for carrying out the provisions of the Act have to be borne by
both the Central and State Governments. Most developed countries have legislated free and
compulsory education for all. The Right of Children to Free and Compulsory Education
Act or Right to Education Act (RTE), which was passed by the Indian parliament on 4
August 2009, describes the modalities of the provision of free and compulsory education
for children between 6 and 14 in India under Article 21A of the Indian Constitution. India
became one of 135 countries to make education a fundamental right of each and every
child.
18
1.6 Historical Evolution of the Concept of Right to Education in India
The Indian concept of right developed during the freedom movement with the
demand for Indian governance and total independence from the colonial rule, culminated
into Part III of the Indian Constitution on 'Fundamental Rights'. These Fundamental Rights
are close to those embodied in the UN's Universal Declaration on Human Rights. The most
important fundamental right impacting on the life of common people in India happens to
be Article 21, which guarantees right to life and personal liberty'. It declares: 'No person
shall be deprived of his life or personal liberty except according to procedure established
by law'. This right is akin to the French concept of Right of Man, which draws from the -
principle that the people's life chances should not be restricted by irrelevant considerations.
Education is key to assuring 'people's life chances'.
The right to education issue has been debated in India for more than a century. A
substantial part of the memorandum presented by Mahatma Jotirao Phule to the Indian
Education Commission (i.e. the Hunter Commission) in 1882, dwelt upon how the British
Government's funding of education tended to benefit "Brahmins and the higher classes"
while leaving "the masses wallowing in ignorance and poverty." Another attempt to get
elementary education recognized a right, was made, though obliquely, way back in 1909
when G. K. Gokhale introduced a Bill under the Indian Council Act of 1909, to make
primary education compulsory, and deserving of State funding. However, the Bill was
defeated by a large majority. while addressing the legislatures, Gokhale made the
emotional observation that the issue would keep coming up again and again until all
children realized their right to free and compulsory education. In 1937, at the National
Education Conference held at Wardha (Maharashtra), Mahatma Gandhi had to use all the
moral powers at his command to persuade the Ministers of Education of the newly elected
congress governments of seven provinces to give priority to basic education (under Nai
Talim) of seven years and allocate adequate funds for this purpose. The Ministers kept on
pointing out that there was no money. In spite of this, the Wardha Conference passed four
revolutions among which the first one stated: 'That in the opinion of this Conference, free
and compulsory education be provided for seven years on a nation-wide scale.' This
19
resolution on free and compulsory education was re-iterated by the 51st annual session of
Indian National Congress held at Haripura in February, 1938.
In 1950, the country adopted its own Constitution, which provided Fundamental
Rights to equality, to freedom, against exploitation, to freedom of religion, to constitutional
remedies and cultural and educational rights of the minorities. The right to free and
compulsory education was retained in Part IV of the Constitution that incorporates the
Directive Principles of State Policy. Article 45 of Part IV of the Constitution declared: 'The
State shall endeavor to provide, within a period of ten years from the commencement of
this Constitution, for free and compulsory education for all children until they complete the
age of fourteen years'. This policy directive did show some sense of urgency as it suggested
a timeframe to provide free and compulsory education to children below the age of 14.
However, the Nehruvian policy of development followed in the early years after
independence gave priority to investments in higher and technical education, but public
spending on school education remained grossly inadequate. In 1986, when the first
National Education Policy was being formulated, more than half of the children and two-
thirds of the girls in this age group, were out of school. The distinction between
Fundamental Rights and Directive Principles of State Policy is well settled under the Indian
Constitution. While the former is absolute and legally enforceable, the latter is a policy
directive to the State. However, the 1980's and the 1990's saw a very liberal interpretation
of Article 21 of the Indian constitution by the Indian judiciary. The most relevant of them
from education point of view was the Supreme Court's Unnikrishnan Judgement (1993).
The Court ruled that Article 45 of the Directive Principles of State Policy must be read in
harmonious conjunction with Article 21 since fight to life and personal liberty loses its
meaning if a child is deprived of elementary education (Unnikrishnan v. State of Andhra
Pradesh., 1993, Supreme Court of India 217). Thus this Judgment made right to free &
compulsory education as good as a fundamental right. In other liberal interpretations of
Article 21, the Court elevated to the status of fundamental rights, right to environment
protection, to public health, to food and shelter and to rehabilitation in the case of bonded
labourers. According to the relevant Court verdicts, these rights are vital to the life and
liberty of a person. The Supreme Court also held that economic and financial constrains
could not be ground for restricting the State from making provisions of post-basic and
20
higher education, but not elementary education. The Unnikrishnan Judgment activated
several civil society groups to demand the incorporation of right to education as a
Fundamental Right in Part III of the constitution. The government finally agreed to bring a
bill to amend the Constitution in order to elevate right to education to the status of a
fundamental right. This became the new Article 21A of the constitution in December 2002,
which reads: 'The State shall provide free and compulsory education to all children of the
age 6 to 14 years in such manner as the state may, by law, determine. 1 Notably, the
Amendment was rightly introduced after Article 21, keeping in view the connection
between this right and right to life . This was in the spirit of the interpretation of Article 21
by the Supreme Court of India. Many legal luminaries and educationists have emphasized
the wide ramifications of the right to education. For example, Justice (Retd) J. S. Verma,
the former Chief Justice of India and also the former Chairman of the National Human
Rights Commission, observes that providing free elementary education is an 'essential
sovereign function' of the welfare state2. Justice (Retd.) V. R. Krishna Iyer (2005) has
observed that education is a cardinal component of human dignity, and access to it is
enshrined in the Indian Constitution. The right to education is absolutely fundamental and
'judicial construction cannot jettison this right, based on the subconscious impact of the
dubious mantra of privatisation' (The Hindu, 26 November, 2005, page 11). The expert
group set up by the Government of India after the Unnikrishan Judgment, on the financial
implications of RTE, with economist Tapas Mujumdar as Chair, chose the right-based
approach to providing elementary education. The report Mid: "From being an incremental
development goal in the process of education for all, universalisation of elementary
education has in consequence of the Unnikrishan Judgment, now become the legal right of
every Indian child...entitlements sanctioned by the Constitution cannot be deferred by the
State at its convenience. The State has to make the necessary reallocation of resources, by
superseding other important claims, if necessary, in a manner that the justifiable
entitlement can become a reality."
1.7 Key Features of RTE act-2009
The RTE Act is a detailed and comprehensive piece of legislation which includes
provisions related to schools, teachers, curriculum, evaluation, access and specific division
21
of duties and responsibilities of different stakeholders. The salient features of the Right of
Children for Free and Compulsory Education act are -
Free and compulsory education to all children of India in the six to 14 age
groups;
No child shall be held back, expelled, or required to pass a board examination
until completion of elementary education;
A child above six years of age has not been admitted in any school or though
admitted, could not complete his or her elementary education, then, he or she
shall be admitted in a class appropriate to his or her age; Provided that where a
child is directly admitted in a class appropriate to his or her age, then, he or she
shall, in order to be at par with others, have a right to receive special training, in
such manner, and within such time limits, as may be prescribed: Provided
further that a child so admitted to elementary education shall be entitled to free
education till completion of elementary education even after fourteen years.
Proof of age of the child is required for the purposes of admission to elementary
education. The age of a child shall be determined on the basis of the birth
certificate issued in accordance with the provisions of the Births. In case the
child fails to produce the birth certificate, he shall not be denied admission in a
school for lack of age proof.
A child who completes elementary education shall be awarded a certificate;
The Act has also fixed student-teacher ratio for both primary and upper primary
levels;
The Act is applied to all of India except Jammu and Kashmir;
Provides for 25 per cent reservation for economically disadvantaged
communities in admission to Class One in all private schools;
Mandates improvement in quality of education;
School teachers will need adequate professional degree within five years or else
will lose job;
School infrastructure (where there is problem) to be improved in three years,
else recognition cancelled;
Financial burden will be shared between state and central government.
22
1.8 Challenges for Implementing RTE Act-2009
There are various challenges before the right to education such as awareness,
implementation, monitoring, social participation, indifference teachers and different
problems.
Financial Constraints: The Right to Education Act is already plagued with various
financial hurdles and challenges. The fiscal burden is to be shared between the centre and
the states in the ratio of 65: 35 and 90: 10 for the North-Eastern States. This project is
going to involve funds to the tune of Rs. 15,000 crores. Many states have already voiced
their inability to mobilize funds and entered into a dispute with the centre. Odisha in fact
wants the same status enjoyed by the North Eastern states with respect to the Act. The
success as far is the financial issues are concerned largely depends upon the centre-state
cooperation. Since the Act involves improving the infrastructure of schools, training
teachers, creating more facilities besides the manifold increase in intake, huge finances
would be involved and it is difficult to envisage how the economics of it all will be worked
out.
Dearth of Qualified Teachers: The dearth of good and qualified teachers is going to be
one of the most crucial challenges faced in implementing the act. In the absence of
competent teachers who are considered the pillars of education, it would be next to
impossible for the Act to realistically achieve its goals. It is a fact that at any given point,
about 25% teachers are on leave in India and a majority of them are unable to do full
justice to their professions due to a myriad of reasons.
As it is evident from the Act that school drop outs and others would be brought back into
the education stream again, it would entail hiring almost double the number of teachers. It
would be a challenge to find quality teachers without any performance based salaries or
any incentives. The salary mechanism will need some serious revisions and the disparities
removed before any influx of efficient teachers can take place. It is going to be a challenge
to bridge the gap even by introducing teacher's training programs. There are hundreds of
students in one class and there is a huge gap between the training imparted to teachers and
what they practice on ground. Our HRD Minister himself has acknowledged that there is a
23
shortage of about five lakh teachers. In the face of this, how will it fulfil its promise of
providing quality education to all? It is going to be a huge challenge.
Problems related to Infrastructure: In a survey on 'Elementary Education in India',
conducted by the National University of Educational Planning and Administration
(NUEPA), it has been found that almost half of the recognized elementary schools in the
country do not have separate toilet for girls. This goes out to prove and depict the sorry
state that our schools are in. It is going to be a challenge to provide the requisite
infrastructure that the Act expects. The Act demands that the building of all the schools
should be weather proof.
The Act suggests barrier free entries for all the schools whereas presently, only about 40%
of the schools have ramps. Basic facilities like access to drinking water is also lacking in
many schools. The Act stipulates a playground for every school. Looking at the current
scenario it looks like it is going to be extremely challenging to provide the necessary
infrastructure and that too with an increased intake of teachers and students. The other
major infrastructure challenge will be to establish a balance between Centre and State.
Several regulatory measures can only be taken after individual inputs from state
governments. There are no clear demarcations between the responsibilities of the centre
and state and it would be a challenge to work out the details.
Challenge to provide Equality and Quality in Education: HRD Minister has paved the
way for huge challenges ahead by promising quality education to all. It has already been
seen that it will be difficult to do so in the absence of good teachers. The Act said that no
student would be dropped from school or not passed till the age of 14. With the mix of such
students in class, it would be very difficult for the teachers to ensure quality. Substantial
efforts would be required to maintain and impart quality education. Teachers and the
supporting
staff of schools will find it tough to remain impartial and treat all the students on an equal
footing without any biases. Besides this, they will also be responsible for encouraging
harmony amongst the varying strata of students.
24
Problem of 25% Quota for Weaker Sections: It remains to be seen whether this clause to
reserve 25% of seats for weaker sections by Private unaided schools will turn out to be a
boon or a bane. On one hand the Act aims at removing this bipolarity in education and on
the other it is feared that interfering in the functioning of private schools will have an
adverse effect on the quality of education. It is going to be a challenge for the government
to
work out modalities which can strike a balance between a six year old child who has just
entered school and a child who has been to a school since the age of 3. It will be a cultural
and social shock for him. Since it will be mandatory not to fail any child till standard 8th,
the classes would be full and ensuring quality education in the light of this a huge
challenge. The biggest challenge in this is going to be the definition of weaker sections.
This is where malpractices can creep in. A monitoring mechanism will also have to be set
up to ensure its fair implementation.
What will happen when a child belonging to the quota category wants to change school in
higher classes? Logistics need to be worked out for a smooth transition there also. Will this
help in eradicating the socioeconomic divide? It is tough task to bring together children
from varying economic and social backgrounds on the same platform. It would indeed be
challenging for the teachers to maintain equilibrium and create an environment for them to
blend together.
Challenge to Bring Child Labourer’s to Schools: Now that right to education has
become a fundamental right of each and every child, it should also be applicable to those
thousands of students who are being used as child labourers and have been denied
education till now. Unless and until a special provision is made in the Act, it would be
challenging to bring back these children to school. These are some of the problems that
have littered the path but our HRD Minister is quite confident of overcoming these
challenges and propels India towards even greater heights.
This Act has put India in the same league as U.S.A. and 130 other Nations as far as the
right to education is concerned. Nothing can change overnight but there is a ray of hope. A
25
hope that if all these hurdles and shortcomings are overcome and the loopholes removed,
then this will become the road leading towards an Educated India, a Proud India.
In spite of various obstacle at last in a landmark judgment on April 12, 2012, the Supreme
Court upheld the constitutional validity of the provision in the Right to Education Act,
2009 that makes it mandatory for all schools (government and private) except private,
unaided minority schools to reserve 25% of their seats for children belonging to “weaker
section and disadvantaged group”. So many confusions are over in the way of Right to
Education.
1.9 Need of the Study
Education plays an important role in bringing a continuous change and development
in human life. The individual aims as well as the social aims of education are meant for the
perfection of all individuals in which he is capable of. The aims of education are correlated
with the ideal of life. That is why education is regarding as one of the best instruments to
guide and change the behaviour of an individual in a desirable ways. That is also the reason
why need of education is felt more in the most backward areas. Recognizing this, need the
constitution makes a provision of universalisation of education for that fall in the age group
of 14 yrs. Among different programme launched by the central government and the RTE is
one of them.
The people of Indian celebrated with bliss and joy as it has become one of the
countries with free and compulsory education on April1, 2010 when right of children to
free and compulsory education Act (2009) became effective though 86th
Amendment in
2002. Even before the enactment of right to education Act 2009, the dream of
universalisation of elementary education has almost been achieved in India with the
implementation of Sarva Shiksha Abhiyan (SSA), mid-day-meal scheme and many other
schemes at different point of time. The right to education act 2009 is also revolutionary and
will bring a revolutionary change in the field of primary education while implementing it
all the concern should work hand in hand, correlating the objectives and practice. It has
become the responsibility of the government to provide funds, infrastructure, recruit
26
teachers and facilitate everything that is required for the universalisation of elementary
education.
The Right of children to Free and Compulsory Education Act 2009 (RTE Act 2009)
has envisaged free and compulsory education of all children of the age of six to fourteen
years, till completion for elementary stage, in a neighborhood school. The act has provision
for every child who is above six years of age and has not been yet admitted to any school or
could not complete his / her elementary education due to any reason to be admitted in a
class appropriate to his or her age. In order to be at par with other children of the class, the
child has a right to receive special training or additional instruction. There is an important
concern over implementation of RTE act in the school system with reference to the special
training or instruction, its modalities and execution. The states are expected to respond to
the situation arising out of the implementation of the act. States and UTs are required to
pay special attention to cope with situation in terms of appointment of qualified teachers,
development of special trading programmes for out of school children admitted to age
appropriate classes and preparation of relevant teaching materials.
The RTE Act 2009 has given prominent place to teachers because it is the teachers
who can play a vital role by providing quality and need-based education at elementary
school level. So, it is the duty and responsibilities of the teachers of the entire country to
understand their role properly and do as good as for the school and the society as a whole.
The role of parents, SMC members and students is equally important. Lakshmi (2010)
wrote on “Utilities of RTE” in her article emphasis that the RTE should be implemented
with the public spirit and the intention of govt. must be dedicated then the RTE will be
fruitful. She also stressed that the awareness of RTE should be mandatory. Kumar (2011)
in the study titled “Role of SMCs” highlighted that school management committee will
lead the awareness among the parents, teachers and all the important decisions will be
taken by the SMCS. It should be very effective and in effective education result oriented
sense of system. The headmasters, teachers, students, parents and SMC members must be
aware of the RTE Act 2009 and utilize their experience and efficiency for transforming the
cemented school building into the school of knowledge.
27
The present study has been designed to know the status of implementation of
various provisions of RTE act in states of Odisha and UT’s also their concerns and
problems to implement the act. As the act has been implemented from 1st April 2010, states
and UT’s need to take up lot of preparatory activities in this regard. The would explore
what steps they have been able to take so far and what further is needed to be done. It
would be important to access the level of preparedness of states and UT’s to able to take
effective steps for the Implementation of the act at various levels. It would also be
important to know how far they are ready to take steps forward in a regard to RTE
implementation. The readiness of state would mean awareness of various stake holders to
take advantage of the act.
1.10 Objectives of the study
The objectives of the study are as follows:
i. To study the initiatives taken for age appropriate admission of out of school
children, preparation of teaching learning material (bridge course) for them and
strategies evolved for completion of their elementary education.
ii. To assess the awareness level of stakeholders to implement RTE Act 2009.
iii. To find out the concerns and challenges for effective implementation of RTE Act
2009
1.11 Scope of the Study
The study was confined to 24 elementary schools, 24 HMs, 48 teachers, 64 students, 64
parents and 16 SMC from district of Cuttack and Mayurbhanj of Odisha state.
28
CHAPTER-II
REVIEW OF RELATED RESEARCH STUDIES
2.1. Introduction
One of the early activities in the research process is the review of research
literature- the body of research information related to the problem. In simple terms, the
similar or related studies carried out by the research workers at various levels are called
review of related literature. The survey of relevant studies serves as the basis of most of the
research projects in physical, natural and social science and also in humanities. Realizing
the importance of the review of related literature, Good (1966) remarked, “The survey of
related literature might provide guiding hypothesis, suggestive method of investigation,
comparative data for interpretative purposing. Sometimes, textbook & subjective insights
and hypothesis may, will have a place in the survey of related literature.” The review of
29
related literature provides the investigator with necessary knowledge and insights, to
investigate about what to start, where to start and how to start.
The investigator consulted the related literature available from, Journals on
Educational Research, Encyclopedia of Educational Research, surfed net etc. for having a
knowledge regarding the potentiality of the problem from all these and other sources, the
investigator was able to know that problem in hand was interesting, significant and
feasible.
The research studies on Right to free and compulsory education of children is an
important and new area of educational research. Since the RTE Act-2009 has implemented
through out country on Ist April, 2010, very few research studies are available in this area.
Still the investigator has taken an attempt to collect research studies from various books,
textbooks, journals, periodicals, abstracts, encyclopedias, dissertations, thesis and
newspapers. The literature directly or indirectly related to the present investigation is
discussed in following paragraphs.
2.2. Studies Relating RTE Act-2009
Niranjanaradhya & Kashyap (2006) in their study “the ‘Fundamentals’ of the
Fundamental Right to Education in India” have briefly traced the demand for Free and
Compulsory Education (FCE). They reported that starting from the period around the
freedom struggle, there has been a consistent demand for FCE. The Constitution originally
provided for FCE as a Directive Principle of State Policy, and now provides for a
fundamental right to FCE, ‘as the State by law determines.’ Under the Constitution, both
the Centre and the States have concurrent legislative powers with respect to education.
However, in order to maintain uniform standards across India and to create a ‘common
language’, it is imperative to enact skeletal Central-level legislation in such a manner that it
allows room for local need-based innovations.
30
Further, there have been concerns that the freedom given to the State to enact a law
(implementing the right to education) may be used to dilute the scope of the right itself. In
order to respond to such concerns, this paper has explored some elements that form the
backbone of a rights-based approach. Therefore, these elements may be used to evaluate
policies and proposed laws to ensure that they fall within a rights framework. Legislation,
if viewed as the sole method implementing a human right, will not be successful in
achieving its objective. Therefore, any model of implementing human rights should
incorporate coercive as well as non-coercive rules. Moreover, the first step in any
legislative process is the formulation of clear policy directives. Before enacting skeletal
legislation, the Centre should undertake a detailed evaluation of all existing educational
policies and schemes using the suggested rights-based approach. This will help identify
aspects of such policies that fall within and outside a rights framework. There is an urgent
need to consolidate the experiences of providing school education in the last five decades
and evolve a realistic pro-child rights-based policy on education, which may then be
translated into legislation. The institutional framework required to implement such a policy
can be determined only after the policy itself is evaluated and updated using a rights
matrix.
Govinda & Bandyopadhyay (2008) study on “Access to Elementary Education in
India Country Analytical Review” The Sarva Shiksha Abhiyan, the main vehicle for
elementary education development in the country, is based on an integrated programme
which interlinks various inputs flowing through a number of component activities.
Awareness among teachers and parents is very necessary to achieve the main motto of
elementary education. It is in line with this way of thinking that all component activities
are designed and incorporated into a perspective plan for each district. It is on the basis of
such ‘district plans’ that substantial amounts of funds are spent in every district. Important
research questions in this regard include: what efforts have been made to track cumulative
change and improvements in the districts, some of which have received financial support
for nearly a decade under DPEP and SSA? Do the district plans for successive periods
reflect the changed realities in quantity as well as quality of elementary education at the
district level? Such analyses will be extremely important to understanding the educational
31
conditions and processes as they unfold in each district, and to incorporate the lessons
emerging from them into the design of subsequent annual and long-term district plans.
Jain & Dholakia (2009) in the article on “Feasibility of Implementation of Right to
Education Act” argue that even an allocation of 6% of the gross domestic product to the
education budget would not be sufficient to fund universal school education until the very
distant future if the government school system is used as the only instrument. The only way
to meet the Right to Education obligation is to rely on low cost private schools as a
significant instrument of the government education policy. On the contrary, the proposed
RTE bill introduces provisions that would oppose low cost private schools. Therefore, the
legislation for RTE. needs to be modified and framed with specific provisions for private-
public partnerships.
Madhavan (2009) “Column: For schools, the angel is in the details” The Standing
Committee has also opined against the idea of not failing any child. It felt the need to
“motivate the child to compete and improve”, and the need for “an element of fear through
proper evaluation lest the non-performers may become a liability to society”. It
recommended a minimum level of grading or standardisation for the child to be promoted
to the next class. Indeed, this sentiment touches upon the issue of quality of education. That
is, whether the children in school are able to meet standard learning norms and any
remedial measures are taken to help the laggards. The only provision in the bill is to say
that the duty of the teacher includes learning assessment and supplemental additional
instruction.
Rangaraju (2009) studied on “The Devil is in the details” where he stated that Right
to Education is good tool for Indian society but it is likely that the government will employ
a method of calculation that will result in a lower per child expenditure figure which could
motivate it to be dishonest in its calculations and the problem of governance and
implementation is also a big challenge before it. There should be honesty in the mind of
administrator.
Bhargava (2010) “RTE Act: Some rights and some wrongs” The RTE Act and its
Rules and Regulations are destined not to work. We should recognise that if we do not take
32
appropriate care of school education, agriculture and left-wing extremism – and all the
three are related – we may be creating conditions that would encourage internal turmoil.
Goyal and Pandey (2010) wrote a paper on “How do Government and Private
Schools Differ?” This paper uses survey data from representative samples of government
and private
schools in two states of India, Uttar Pradesh and Madhya Pradesh, to explore systematic
differences between the two school types. We find that private school students have
higher test scores than government school students. However, in both private and
government schools the overall quality is low and learning gains from one grade to the
next are small. There is large variation in the quality of both school types; and observed
school and teacher characteristics are weakly correlated with learning outcomes. There is
considerable sorting among students, and those from higher socio-economic strata select
into private schools. Private schools have lower pupil-teacher ratios and seven to eight
times’ lower teacher salaries but do not differ systematically in infrastructure and teacher
effort from government schools. Most of the variation in teacher effort is within schools
and is weakly correlated with observed teacher characteristics such as education, training,
experience. After controlling for observed student and school characteristics, the private
school advantage over government schools in test scores varies by state, school type and
grade. Private unrecognized schools do better than private recognized schools. Given the
large salary differential, private schools would clearly be more cost effective even in the
case of no absolute difference in test scores.
Jackson & Allan (2010) studied on “Fundamental elements in examining a child’s
right to education: A study of home education research and regulation in Australia”. In
Australia education is seen as a human right. The law in Australia plays an important role
in protecting such a right. All jurisdictions provide for compulsory education. The
responsibility for choosing where and how that education takes place then lies with parents
and their children. The law facilitates such choice by recognising home education as a
legitimate way to meet compulsory education requirements.
Lakshami (2010) wrote on “Utilities of RTE” in her article, emphasis that the RTE
should be implemented with the public spirit and the intention of Govt. must be dedicated
33
then the RTE will be fruitful .She also stressed that the awareness of RTE should be
mandatory.
Mehta & Kapoor (2010)studied on “Implementing Right to Education Act” In this
study both writers highlight various issues in the contest of implementation and
responsibility of Government. They argued that India is facing different types of problems
so that it seems very difficult to work in a proper direction and place but the provision of
school management committee is a milestone in the direction of parent’s involvement in
decision making regarding good and quality education. So RTE is good step towards
achieving MGD’s goals.
Mittal and Shah (2010) wrote on “Reservation in Private Schools under the Right to
Education Act: Model for Implementation” Section 12 of the Right of Children to Free and
Compulsory Education Act 2009 (the Act) has made it compulsory for every private
unaided school to admit at least 25% of its entry level class from children belonging to
weaker and disadvantaged groups. For this category of students the state government will
reimburse schools an amount equal to either the fees charged by the school or the per child
expenditure in state schools, whichever is lower. Through this document the Centre for
Civil Society seeks to highlight the lacunae in the current framework for 25% reservation
for weaker and disadvantaged groups in unaided private schools and seeks to provide
inputs on effective implementation of the same.
Rai and Rana(2010)in their work entitled “Study on Right to Education in India
“mentioned that the government has taken number of steps to realize its goal of achieving
maximum literacy in the state. But these rules and regulation should be properly executed
and followed by all in order to make India a wholly literate and developed nation.
Reddy & Sinha (2010) studied on “School Dropouts or Push outs?”, and found the
followings. Overcoming Barriers for the Right to Education-Dropping out of school usually
implies the inability of children to continue in school for some reason. Most often the child,
his/her family circumstances or macro-economic factors are considered to be responsible
for them dropping out. In perceiving it as such, the emphasis is on the inability of children
34
to continue in school. On the other hand, if the issue is seen as children being ‘pushed out’
of school, then the onus of responsibility is on the system to ensure that they stay in school.
The teachers need to be included in the process of data collection and encouraged to report
correctly. It is only by focusing on the school and school data, that correct information
about children in and out of school, can be identified. Data at the moment involves entering
the names of children in the attendance register, rather than those children who actually
attend school.
Singh (2010) studied on “Right to Education and Right to Educate: A Study of the
Impact of Right to Education Act on Unrecognised Schools in Delhi.” The paper examined
the status of unrecognised schools after the implementation of the Right of Children to Free
and Compulsory Education Act (RTE Act). Field visits were conducted in recognised and
unrecognised schools in Shahadara to gather information about which of State norms and
RTE norms could not be met. These were land norms, teacher salary and the playground
requirement for all schools and additionally, teacher salary for the unrecognised schools.
While the schools might not meet any of these norms, parents continue to send their
children to unrecognised schools. They preferred to government schools as charged a lower
fee than the recognised ones. Group discussions with teachers from these schools also
showed that they were passionate about teaching children to the best of their ability. The
paper argues that while it is good to provide recognition and make every school meet a
certain minimum standard, the regulations should not be such that every unrecognised
school would face closure. If the schools need to survive without assistance, there has to be
concession in space requirement, adjustment of teacher salary with fee- even if not
completely market driven, greater number of teacher training centres and reconsideration of
playground norms.
Adlakha and Sharma (2011) highlighted on Right to Education (RTE) Act. In this
study the main points are Lack of Awareness, Grievance Redressal Mechanism absent,
Violations, Challenge from Private School and Shortage of Teachers but above all it is
good step for education.
35
Godbole (2011) studied on “Rights to Education “where he mentioned that
Education is a fundamental human right, without which capabilities for a decent life and
effective participation in society are less likely to be developed. Since the RTE Act has
provided us the tools to provide quality education to all our children. It is now imperative
that we, the people of India, join hands to ensure the implementation of this law in its true
spirit. The Government is committed to this task though real change will happen only
through collective action and we must come forward willingly for the same.
Kumar (2011) in the study titled “Role of SMCs” highlighted that school
management committee will lead the awareness among the parents, teachers and all the
important decisions will be taken by the SMCs. It should be very effective and result
oriented in sense of effective education system.
Shah, P. (2011) in the study “The Right to Education Act: A critique” finds out
many good issues and drawbacks but overall highlights the philosophy of implementation,
awareness of society and dedication of teachers. He emphasised that the teachers should be
more responsible to spread educational awareness.
Pushkarna (2011) wrote on “State’s new poster campaign to boost RTE awareness”
While the Delhi government is responsible for implementing the Right to Education Act in
the city, its own schools seem to be the worst offenders. Delhi Commission for Protection
of Child Rights (DCPCR) has received 14,752 complaints since April 1 last year when
RTE was enforced. Of these, as many as 12,332 complaints were related to government and
MCD schools. These complaints were either received in bulk through NGOs or from
individual parents. Even as the government tries to look within, DCPCR is starting a poster
campaign to increase awareness about RTE provisions among government schoolteachers.
"A bulk of complaints received so far has been against government schools. About 9,000
complaints were related to denial of admissions. There is a lack of awareness and many
government schools don't even have adequate infrastructure," said Amod Kanth,
chairperson, DCPCR. He added, "We need to reach out to children who have not yet been
integrated into schooling. Since there is no role of NGOs defined in the RTE Act, only
schools can do this job. So, it's important to provide them with all the information on RTE.
36
Raina (2011) studied on “Analyses whether the Right to Education Act” which
came into force in 2010, was to highlight the triple challenges of access, equity and quality
in elementary education-Even though nearly all educationally developed countries attained
their current educational status by legislating free and compulsory education -- Britain did
so in 1870 -- India has dithered and lagged behind in introducing such legislation, with
grave consequences. Of the nearly 200 million children in the age group between 6 and 14
years, more than half do not complete eight years of elementary education; they either
never enrol or they drop out of schools. Of those who do complete eight years of schooling,
the achievement levels of a large percentage, in language and mathematics, is unacceptably
low. It is no wonder that a majority of the excluded and non-achievers come from the most
deprived sections of society -- Dalits, Other Backward Classes, tribal’s, women, Muslims
and financially backward -- precisely those who are supposed to be empowered through
education. With heightened political consciousness among the deprived and marginalised,
never in the history of India has the demand for inclusive education been as fervent as
today. Yet, even a cursory examination of the Act shows some glaring shortcomings.
Rai & Rana (2011) in “Study on Right to Education in India” the government has
taken this important step to realize its goal of achieving maximum literacy in the state. But
these rules and regulation should be properly executed and followed by all in order to make
India a wholly literate and developed nation.
Rana (2011) studied on “Right to Education and Challenges before It-Equity,
Quality and Accessibility”. The much awaited Right to Education (RTE) Act which has
just been passed by the parliament would play an important role in achieving universal
elementary education in India. The success and failure of RTE would largely depend on
consistent political attention. Budgetary allocation of funds should be sufficient in this
respect. Every literate person should also come forward and spread the usefulness of
education to illiterate parents who are unable to appreciate the relevance of education in
curbing the social evils. Social inequalities and monopolization by any group should not be
permitted at any cost. Education which is free of cost up to a certain level must be
accessible to all. The Act clearly prohibits physical punishment, expulsion or detention of a
child and deployment of teachers for non-educational purposes other than census or
37
election duty and disaster relief. As teachers are the pillars of the education system, the Act
lays down that teachers ensure that the children complete elementary education with
requisite learning competencies.
UNICEF and UNESCO (2011), conducted study by the Assessment Survey Evaluation
Research Centre. It points out the critical challenges in rural Indian school education. The
study brings forth six major issues that are hindering the teaching and learning processes in
rural schools, including age-appropriate grade and grade appropriate learning levels;
textbooks having unrealistic expectations about what children can do and learn during an
academic session; about a teacher's ability to teach regardless of his/her professional
qualifications; the need for providing children-friendly environment in class through best
practices; children absenteeism and of the importance of implementing the Right To
Education (RTE) Act to ensure that children have a solid foundation.
Rural schools function on certain assumptions, which are creating a challenge in the
teaching and learning process. "The government is not paying attention to what happens to
children in schools. The school framework is built on assumptions that age-appropriate
grades and grade-appropriate learning levels are the same for all children; that all children
learn at the same pace, have the same learning skills and aspirations; that schools are places
where both teachers and students learn.
Besides addressing absenteeism of children in schools, there needs to be a focus on
teachers and their development also. "The government is incapable of investing in teacher
education because it has frozen investment in the sector. Teachers get the least attention. In
rural areas, teachers need to be attracted to school teaching through incentives. We keep
investing on the macro parameters like books, but need to work at the grassroots level,
promoting and encouraging individuals to become teachers. It is the teacher who can
provide a healthy atmosphere conducive to learning," he adds.
Giridhar (2012) studied on “There’s need for a reward and recognition system for
teachers” Highlighting on the ‘Wipro-education initiatives study’ the researcher mentioned
that we were even worse off in 2011 as compared to 2006. Government schools expectedly
turned in a pathetic performance but the supposedly elite private schools were hardly better
38
and their students did well only on questions that tested ‘rote memorisation’ and did not do
well on questions that tested conceptual understanding and application. And then
Assessment Survey Evaluation Research conducted the internationally accepted
Programme for International Student Assessment (PISA) test in Himachal Pradesh and
Tamil Nadu, and these showed that both states are right at the bottom among 70 odd
nations. Before you castigate the two states, please commend the guts of their education
bureaucrats who must have been pretty sure of the results and gone for it only to force
everyone into action.
Gupta (2012) studied on “Education is going down” -In this article he highlights the
problems of quality education, low standard of understanding the subject matter and
quantity of students is increasing but the quality of education is going cheaper. There is
need to work properly on Right to Education and its implementation to provide quality of
education to society.
Singh (2012) stated in his study “Right to Education: An Assessment” that Right to
Education Act (2009) is landmark initiative of the government to strengthen the education
system in India. Under this Act it is mandatory to complete elementary education of all
children, who reside in Indian Territory. Now Education is fundamental right of every
Indian. It is very necessary to involve the Panchayat Raj Institution in rural area for
universalizing the elementary education. Whenever PRIs in rural areas have taken the
initiatives to protect child rights, development indicators in areas like education, health and
child trafficking have improved dramatically. Right to Education Act (2009) has given
ample scope to PRIs in rural area for the universalization of elementary education as a
fundamental right. If PRI members are monitoring the enrolment procedure of their
Jurisdiction, Success will come.
2.3:Conclusion
From the analysis of the above research studies on Right to Education Act-2009, it
can be said that many scholars has taken interest in studying RTE act-2009 and related
issues and problems in successful implementations. One of key points came out is that their
is a need to create awareness among different stake holders such as parents, SMC
39
members, teachers as well as HM s regarding different aspects of RTE act-2009. Another
important point is willingness of Governments both state and central for timely
implementation by providing infrastructure, teacher as well as finance to schools. The main
focus should be on disadvantage section, school drop outs and children from rural and
tribal area. So on basis of review need was felt to study status of implementation of RTE
act-2009 in states of Odish.
CHAPTER-III
DESIGN OF THE STUDY
3.1 Introduction
This chapter deals with the plan and procedure followed in carrying out the
present research. Research methods are of utmost importance in a research process.
Careful planning and systematic execution is most essential part of research study
and it should be scientific and logical in order to arrive at sound and accurate
conclusions. The present chapter includes information regarding method ,
population, sample, tools, procedures of data collection and procedure of
tabulation of data and statistical techniques. The details of design of study are
discussed in following sections.
40
3.2 Method
The present study is a descriptive type research, and survey method was used. It was
designed to explore the status of implementation of the Right of the Children to Free
and Compulsory Education Act-2009 in Odisha State. The opinion of stake holders such as
parents, children, SMC members, teachers and HMs regarding implementation of different
aspects of RTE act-2009 were taken.
3.3 Population
Population refers to the entire mass of universe having similar characteristics. For the
present study the population was all the primary and upper primary school teachers,
students , parents, HMs, and SMC members of Odisha state.
3.4 Sample
The sample for the present study consisted of two districts, 8 blocks, 24 schools, 24
HMs, 48 Teachers, 64 students, 64 parents and 16 SMC members. This sample was
selected by using multi stage sampling techniques.
Initially, two districts namely Cuttack (educationally advanced) and Mayurbhanj
(educationally backward) were selected out of 30 disrticts. Cuttack was selected as
educationally advanced district having literacy percentage of 77.64 as per 2011 census and
Mayurbhanj was selected as educationally backward having tribal dominated area with
53.18% of literacy as per 2011 census. The district Cuttack is located in eastern part of
Odisha and close to capital Bhubaneswar. The district Mayurbhanj is located in north
Odisha and dominated by tribal people.
Further four blocks; two rural and two urban were selected from each district, three
schools were selected from each blocks, all the HMs, two teachers from each school, five
students from each school were selected randomly. Two urban blocks such as Cuttack
Sadar and Tangi Chowadar and two rural blocks such as Baranga and Kantapara were
randomly selected from 18 blocks of Cuttack district. Similarly, two urban blocks such as
Baripada and Udala and two rural blocks such as GB Nagar and Khunta were randomly
selected from 30 blocks of Mayurbhanj district. The details of schools is given in
Appendix-C
41
The director, OPEA of Odisha also involved in the research process. Due to non-
availability of students with age appropriate admission, sample of students were limited to
64. From each school, 05 children were selected, preferable, 02 children out of school
children group, 02 children from regular children group, and 01 child from special needs/
category groups. The following flow chart gives detail idea about selection of sample.
Figure-1: Sampling Design
42
The following tables gives details about sample with respect to male and female, rural and
urban.
Table-3 Sample of students
Table -4 Sample of parents
Odisha state
District-1(Cuttack) Educationally Advanced
2 Rural Blocks
Barang
Kantapara
6 schools(Primary-3, Upper Primary-3)
2 Urban Blocks
Cuttack
Chowduar
6 Schools(Primary-3, Upper Primary-3)
District-2 (Mayurbhanj)Educationa
lly Backward
2Rural blocks
GB Nagar
Khunta
6 Schools (Primary-3, Upper Primary-3)
2 Urban Blocks
Baripada
Udala
6 Schools (Primary-3, Upper Primary-3)
Sex Status Area Total
Boys Girls Regular Age
appropriate
admission
Children
With
Special
Needs
Rural Urban 64
31 33 48 0 16 34 30
43
Table -5 Sample of Teachers
Table-6 Sample of H. M
Table-7 Sample of SMC
Focus Group Discussions check points was prepared for focus group discussion
with the members of SMCs. From each district, at least 3 to 4 focus group interview were
organized under this study .Accordingly, 16 focus group meeting were organised in Odisha
state within 24 schools .
3.5 Tools
Tools for this study were developed jointly in the workshops held at Department of
Elementary, NIE, NCERT, New Delhi. Faculty members from RIE Bhubaneswar,
Ajmeer, Mysore, Bhopal and Shilong along with faculty from Department of
Elementary Education, NIE, New Delhi. Name of the six tools are as follows:
1. Interview schedule for the SPD/Director of Elementary Education/SCERT on
different aspects of RTE act-2009.
2. Interview schedule for Head Teachers on different aspects of RTE act-2009
3. Interview schedule for the teachers on different aspects of RTE act-2009
4. Interview schedule for students on different aspects of RTE act-2009
5. Interview schedule for parents on different aspects of RTE act-2009
Sex Area Total
Male Female Rural Urban 64
58 06 31 33
Sex Area Total
Male Female Rural Urban 48
10 38 24 24
Sex Area Total
Male Female Rural Urban 24
13 11 12 12
Area Total
Rural Urban 16
08 08
44
6. Focus group discussion for SMC members on different aspects of RTE act-2009
Tools have been attached as appendix-D, E, F ,G, H and I respectively.
3.6 Procedure of Data Collection
For the collection of data , we visited different Elementary schools of the mentioned
districts in Odisha and meet D.I and HMs of concerned district and schools. After getting
necessary permission from D.I and HMs, all the tools were administered on selected
sample. The investigator collected data from parents and SMC members with the help of
school HMs, teachers and students.
3.7 Procedure of data analysis
The collected data were scrutinized and verified manually to find out any missing items
and responses. Then the all data are entered in MS Excel with variables such as male and
female, rural urban etc. All the items in questionnaire and interview schedule were
quantified in terms of percentage to yes or no responses. On basis of themes/objectives of
the study, data were tabulated. The data were analysed by using frequency and percentage.
The detail analysis and interpretation was done in the three days workshop held at Regional
Institute of Education, Bhubaneswar from 28-02-2013 to 01-03-2013. Resource persons
from inside faculty of Department of Education as well as out side were involved in data
analysis. All the aspects of tools were thoroughly discussed, analysed and finalized during
the workshop.
The details of data tabulation and analysis is presented in following chapter.
45
CHAPTER-IV
DATA ANALYSIS 4.1: Introduction
The present chapter deals with analysis and interpretation of data. The data were analysed
as per the objectives of the study. The collected data are analyzed qualitatively and using
percentage. The investigator separately presented opinion of stake holders followed by
consolidated views of all the stake holders.
4.2: Opinion of State Project Director on Implementation of RTE act-2009
The investigator collected information from State Project Director, Odish on
different aspects of implementation of RTE act-2009 in state, which is presented in
following paragraphs.
The RTE act is implemented in Odisha from 1st April, 2010. As per the act state has
to notify and develop state rules. Accordingly the state has prepared i) State rules notified
(Notification of Odisha RCFCE Rule, 2010 [on 27 Sep, 2010], ii) Issuance of Various
notification & guidelines in Conformity to the Act, iii) Dedicated RTE Cell, Pedagogy
Cell, Performance Tracking Cell and School Student Helpline Cell established for
successful implementation of the act. The Model Rules for RTE Act have been framed by
the state and it is also approves by Competent authority; Govt. of Odisha . The model rule
has been implemented in the state since 27th
Sept, 2010. The target year for
accomplishment of goals of RTE Act in state is March, 2013 (As per Act, 2009) .
The state has not constituted State Advisory Council for implementation of RTE Act.
But steps have been initiated by School & Mass Education (S&ME) Department.
(Nomination of Members). The Academic Authority been designated for curriculum and
evaluation in our State is Teacher Education and State Council of Educational Research
and Training (TE&SCERT). It has taken steps for Continuous and Comprehensive
Evaluation (CCE) Package and Special Training Package(SANJOG). The steps have been
take up by the Academic Authority with regard to revision of curriculum /syllabi in the
spirit of provisions under 29 (1&2) in the RTE Act: 1. State curriculum revisited in
46
accordance with 8 factors given in the RTE Act., 2. Age appropriate curriculum & syllabi
prepared in line with the contents reform and 3. CCE being Rollout.
The grants related to implementation of RTE Act in state are: Central Govt. 65%
and State Govt. 35%. The teacher pupil ratio at present in state is i) Primary--------------1:
(29) ii) Upper primary-------1: (25). The state has comfortable position in this regards.
The teacher pupil ratio as per RTE act can be attended by rationalization of teachers and
new recruitment.
The schools are spread over in our state in rural & urban areas: Primary Level-
Rural (within 1 kms), and Urban (within 1 kms). Upper Primary Level Rural (Within 3
kms and Urban (within 3 kms). The target of neighbourhood school as per RTE Act will
be achieved in the state, by updated school mapping. As per the school mapping, out of
88520 habitations 4701 habitations are not having primary school within 1 km and 3320
habitation are not having Upper primary school. For this, the state is i) Opening of primary
and Upper primary schools as per norm and ii) For Scattered habitation having less
number of children, residential schools are being proposed.
The state has taken steps for monitoring of child’s Right to Education by the State
Commission for protection of child’s Right (OSCPCR). It has formed OSCPCR in the
State, Initiation & Connection of shiksha samvad in all districts at district and block level.,
audit in schools, student helpline and Redressal of RTE violation / Cases by OSCPCR &
Public hearing.
The state has taken initiatives for i) Compulsory admission of every child in age of
6-14 years by Enrollment drive & Pravesh Utsav, Shiksha Chetna Abhiyan , RTE
awareness & Shiksha ka Haq Compaign. ii) Compulsory attendance of every child in age
of 6-14 years by Child friendly environment under Ama Vidyalaya, Barrier Free Access,
Supply of MDM, Textbook & Uniform and iii) Compulsory Completion of Elementary
Education of each child in age of 6-14 years by Quality Education, School Cabinet, Meena
Mancha, Ama Lekha, Ama Chitra etc.
The present strength of out-of-school children in the age group 6-14 years in Odisha
state is 30,591 (CTS 2011-12). The strategy such as provision of residential hostels for
urban deprived children, seasonal hostels for children from migrant families and
residential & non-residential special training centers for OOSC [Out of School Children]
47
has been evolved in the state to main streaming of these children. The circular been issued
with regard to age appropriate admission of out of School Children. The arrangements have
been made in the state to organize special training for out-of-School Children with help
of special training module from class I-VII, developed by SCERT and residential &
seasonal hostel guidelines prepared.
The BRCs and CRCs, Head teachers and teachers in dealing with cases of age
appropriate admission and special training: HM training module has been developed
training of HM (one day) was held at OPEPA from 18-23, December, 2012. The
assessment tools and training package/module been developed for capacity building of
teachers keeping in view the admission of out-of-school children in their age appropriate
grade: Four (4) days teachers training module and one-day HMs training module has been
developed by TE & SCERT for special training to out of school children.
The state has plan for providing free pre-school education as suggested in RTE Act
through Anganwadi centres (AWCs) run by department of women and child development,
Govt. of Odisha.
The directions been issued for constitution of SMCs as per RTE Act. Guidelines for
composition & functions of SMC in Elementary School. Except 166 schools, all schools
have constituted SMCs as per RTE Act, till date.
The CWSN are not denied for admission in the schools. The facilities such as Ramp
and Rails in School, aids & appliances, CWSN friendly, IE volunteers for home-
based education are provided.
The following guidelines has been issued for non discrimination of children a)
Admission (Govt/Local body/public aid/private untrained) School: 1. Guideline for
admission is private unaided schools, 2. Notification for prohibiting and 3. Notification
on district inspector of schools in the Local Authority in respect of Elementary School
b) Non-discrimination of the children: Communication to all district project offices
The number of untrained teachers are in the state: 14074. Already untrained teachers
training have been started.) The steps have been taken to create awareness about RTE Act
among teachers, parents and community: 1. Team of trainees developed & trained at state,
district & block level, 2. Multi-stakeholder sensitization meet at state, district & block
48
level, 3. Zonal level sensitization meet for private school, 4. Shiksha chetana Abhiya and
5. Shiksha Adhikar Abhiyan.
The mechanisms have been instituted to redress the grievances of teachers: 1.
Grievance redressal cell & school student helpline cell setup &functional. The GRC is
actively engaged is hearing inquiry, follow-up and redressal of cases from teachers,
officers, parents and children.
The steps have been taken for rationalization of teacher’s posts: This activity has been
under taken by Directorate of Elementary Education. The guidelines and /or action points
have been prepared for ensuring 25% admission in neighborhood schools from the weaker
and marginalized sections of the society:
The major impediment for implementation of RTE Act within the given time frame in
Odisha state are : 1. Providing infrastructure facilities like classroom, playground, drinking
water etc. as per the RTE Act, 2. Establishment /provision of neighbourhood school in
small and scattered habitations where number of children is less than ten.
For proper and timely implementation of the RTE Act in the state, the central
government may provide : 1. funds for infrastructure facilities like ACR, playground &
boundary wall, 2. Timely release of funds as per AWP&B, 2012-13 and 3. Extension of
time limit for achieving RTE compliance in all schools across the state.
4.3: Opinion of HMs on Implementation of RTE act-2009
The investigator collected data on different aspects of RTE act-2009 from
HMs. The information relating to awareness level, initiatives for age appropriate
admission, initiatives for weaker section and CSWN, role and responsibility for
implementation, development of curriculum, transaction and evaluation, protection
of child right and issues and challenges for implementation are collected, which is
presented in tabular form followed by discussion in following paragraphs.
49
Table-8: Awareness about RTE act-2009
Items Gender: Number (%) Area: Number (%) Total:
Number (%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Awareness
about RTE act
12
(92.30
)
1
(7.6)
11
(100)
0
12
(100)
0
11
(91.66
)
1
(8.33)
23
(95.83
)
1
(4.16)
Copy of RTE 9
(69.23
)
4
(30.76
)
11
(100)
0
10
(83.33)
2
(16.66
)
10
(83.33
)
2
(16.66
)
20
(83.33
)
4
(16.66
)
Model Rules of
RTE Act
developed by
state
6
(46.15
)
7
(53.84
)
3
(27.27
)
8
(72.72
)
3
(25.00)
9
(75.00
)
6
(50)
6
(50)
9
(37.5)
15
(62.50
)
Any other
circular/docume
nts related to
RTE Act
4
(30.76
)
9
(69.23
)
3
(27.27
)
8
(72.72
)
2
(16.66)
10
(83.33
)
5
(41.66
)
7
(58.33
)
7
(29.16
)
17
(70.83
)
Have you
studied the RTE
Act, 2009 and
circulars
12
(92.30
)
1
(7.6)
11
(100)
0 11
(91.66)
1
(8.33)
12
(100)
0 23
(95.83
)
1
(4.16)
Have you been
oriented to RTE
Act2009?
11
(84.61
)
2
(15.38
)
9
(81.81
)
2
(18.18
)
9
(75)
3
(25)
11
(91.66
)
1
(8.33)
20
(83.33
)
4
(16.66
)
Number in parentheses indicates percentage
The table-8 indicates that 95.83% of HM is aware about the RTE Act-2009. 92.30% of
male and 100% of female teachers are aware about RTE Act. In respect to rural and urban
teachers , it indicates that all the rural HMs and 91.66% of urban teachers are aware about
RTE Act. The table-8 indicates that 83.33% of HM viewed that their school have the copy
of RTE Act-2009 .37.5% of HM viewed that they do have the Model Rules of RTE Act in
their School. 29.16% of HM revealed that they do have the other circular/documents
Related to RTE Act-2009. 95.83% of HM expresseded that they have been studied the
RTE Act- 2009 and Circulars. 83.33% of HM said that they have been oriented about RTE
50
Act 2009. All HMs attended three days orientation programme organized by Govt of
Odisha.
Table-9: Initiatives for Age appropriate admission and disadvantaged
section
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Identification of out
of school children
2
(15.38
)
11
(84.61
)
0 11
(100)
2
(100)
10
(83.33)
0
12
(100)
2
(8.33
)
22
(91.
66)
Admission of out of
school children to age
appropriate class
2
(15.38
)
11
(84.61
)
0 11
(100)
1
(8.33)
0 2
(16.6
6)
10
(83.3
3)
2
(8.33
)
22
(91.
66)
Special measures
taken for training of
out school children
1
(7.69)
12
(92.30
)
0 11
(100)
0 0 1
(8.33
)
11
(91.6
6)
1
(4.16
)
23
(95.
83)
Special provisions for
the disabled children
in your
6
(46.15
)
7
(53.84
)
9
(81.81
)
2
(18.18
)
7
(58.33
)
5
(41.66)
8
(66.6
6)
4
(33.3
3)
15
(62.5
)
9
(37.
5)
Number in parentheses indicates percentage
The table-9 indicates that 91.66% of HM reported that they have not identified out of
school children in local community as per RTE Act. Only 8.33% HM accepted that they
have admitted students under age appropriate admission of RTE Act in their school. 4.16%
of HM said that they have the special training for out school children in their school as per
act and provisions. 62.5% of HM revealed that they have the special provisions for the
disabled children in their school as per Act 2009.
51
Table-10: Role and responsibility for implementation of RTE Act
Items Gender: Number (%) Area: Number (%) Total:
Number (%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Free and Compulsory
Education in the
school
13
(100)
0 11
(100)
0 12
(100)
0 12
(100)
0 24
(100)
0
Constitution of SMC
as per RTE Act
13
(100)
0 11
(100)
0 12
(100)
0 12
(100)
0 24
(100)
0
Preparation of school
development plan by
SMC
13
(100)
0 11
(100)
0 12
(100)
0 12
(100)
0 24
(100)
0
Number in parentheses indicates percentage
The Table-10 indicates that all the HM reported that they have implemented the Free and
Compulsory Education provisions of RTE ACT2009 in their School. All the HM expressed
that they have the constituted SMC as per the RTE act. All the HM said that they have the
prepared school development plan by SMC.
Table-11: Development of curriculum, transaction and evaluation
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Implementation of
Continuous
Comprehensive
Evaluation (CCE) in
your School
13
(100)
0 10
(90.9
0)
1
(9.09
)
12
(100)
0 11
(91.6
6)
1
(8.3
3)
23
(95.8
3)
1
(4.1
6)
Preparation of pupil
Cumulative record
13
(100)
0 8
(72.7
2)
3
(27.2
7)
11
(91.6
6)
1
(8.33
)
10
(83.3
3)
2
(16.
66)
21
(87.5
)
3
(12.
5)
Improving quality of
education
13
(100)
0 11
(100)
0
12
(100)
0
12
(100)
0 24
(100
)
0
52
Number in parentheses indicates percentage
The table-11 reveals that 95.83% of HM reported that they have implemented CCE in their
school as per RTE Act and provisions. 87.5% of HM said that they have the prepared
Pupils Cumulative record as per RTE Act in their school. The table-11 also indicates that
all HMs improved the quality of teaching learning in their school.
Table-12: Protection of childs right
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Physical punishment/mental
harassment in your school
0 13
(10
0)
0 11
(100)
0 12
(100
)
0 12
(10
0)
0 24
(10
0)
Number in parentheses indicates percentage
All the HM reported that there is no practice of physical punishment and mental
harassment their school after implementation of RTE act-2009.
Table-13 Issues discussed in parents meetings
Items Gender: Number (%) Area: Number (%) Total:
Number (%)
Male Female Rural Urban
Yes No Yes No Yes No Yes No Yes No
Parents
cooperate in
sending their
children to
school
regularly
8
(61.5
3)
5
(38.4
6)
8
(72.7
2)
3
(27.2
7)
6
(50)
6
(50
)
10
(83.3
3)
2
(16.6
6)
16
(66.6
6)
8
(33.3
3)
Regular
meetings with
parents/guardi
ans
13
(100)
0 11
(100)
0 12
(100
)
0 12
(100)
0 24
(100)
0
Appraising
parents about
the regularity
of children in
the school
13
(100)
0 11
(100)
0 12
(100
)
0 12
(100)
0 24
(100)
0
53
Progress made
by the children
in learning
13
(100)
0 11
(100)
0 12
(100
)
0 12
(100)
0 24
(100)
0
Number in parentheses indicates percentage
The Table-13 indicates that 66.66% of HMs reported that parents/guardian co-
operate in sending their children to school regularly. We got cooperation from parents by
creating awareness among the parents , campaign and home visit etc. The table-13 also
reveals that all the HMs viewed that they have regular meetings with parents/guardians
monthly. The issues such as the appraising parents about the regularity of children in the
school , progress made by the children in learning etc are discussed in the meeting.
The meetings with parents develops positive relationships with parents and
get their cooperation for smooth running of academic work, good academic result
obtained by the students in examination and more enrollment of children.
Table-14: Salary and allowances as per RTE act
Items Gender: Number (%) Area: Number (%) Total:
Number
(%) Male Female Rural Urban
Yes No Yes No Yes No Yes No Yes No
Teacher pupil ratio as per
RTE act
6
( 50)
6
(50
)
6
(50)
6
(50
)
6
(50)
6
(50
)
6
(50)
6
(50
)
12
(50)
12
(50)
Salary and allowances are paid
to teachers as per the provision
of the Act
13
(100
)
0 11
(10
0)
0 12
(100
)
0 12
(10
0)
0 24
(100
)
0
Grievance redressal
mechanism for teachers
0 13
(10
0)
0 11
(10
0)
0 12
(10
0)
0 12
(10
0)
0 24
(10
0)
Number in parentheses indicates percentage
The Table-14 indicates that 50% of HM reported that they have PTR norm as per
the RTE Act in their School. The table indicates that all the HM said they are getting their
salary and allowances as per RTE Act and provisions. It also indicates that all the HMs
viewed that they do have no grievance redressal mechanism for HM /Teachers in their
school after the provisions of RTE Act. 2009.
The investigator explored reasons for non-accomplishment of different
provisions of RTE act. The reasons as expresseded by HMs are lack of teachers,
54
regional language problem, ignorance of parents, heavy work load and in-adequate
classroom and school building etc.
The constraints and challenges in the implementation of RTE Act, 2009 as
reported by HMs are little place for punishment, discipline maintenance and direct
admission procedure etc.
4.4: Opinion of Teachers on Implementation of RTE act-2009
The information relating to awareness level, initiatives for age appropriate
admission, initiatives for weaker section and CSWN, role and responsibility for
implementation, development of curriculum, transaction and evaluation, protection
of child right and issues and challenges for implementation are collected from
teachers, which is presented in tabular form followed by discussion in following
paragraphs.
Table-15: Awareness about RTE act-2009
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male(10) Female (38) Rural (24) Urban (24) Yes No
Yes No Yes No Yes No Yes No
Awareness about RTE act-
2009
10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Copy of RTE Act 10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Model Rules of RTE Act
developed by state
3
(30)
7
(70)
15
(39.4
7)
23
(60.52
)
8
(33.3
3)
16
(66.6
6)
10
(41.6
6)
14
(58.
33)
18
(37.
5)
30
(62
.5)
Any other
Circular/documents
related to RTE Act
2
(20)
8
(80)
7
(18.4
2)
31
(81.57
)
5
(20.8
3)
19
(79.1
6)
4
(16.6
6)
20
(83.
33)
9
(18.
7)
39
(81
.25
)
Studied the Act and Circulars 2
20
8
80
11
28.94
27
71.05
8
33.34
16
66.67
6
25
18
75
14
29.1
7
34
70.
84
Oriented to RTE Act 2009 7
(70)
3
(30)
28
(73.6
8)
10
(26.31
)
17
(66.6
6)
7
(33.3
3)
18
(75)
6
(20.
83)
35
(72.
91)
13
(27
.08
)
Number in parentheses indicates percentage
55
Table-15 Indicates that all teachers (both male and female, rural and urban) are aware
about RTE Act 2009. All the teachers expresseded that their sources of awareness is copy
of RTE act-2009 and it is available in their school. Only 37.5% of teachers say that they
have model rules of RTE Act developed by state. The table further indicates that 70.84%
of teachers have not studied the RTE act-2009. But 72.91% of teachers have reported that
they have been oriented about RTE Act 2009 by the state authority.
Table-16: Initiatives for age appropriate admission and disadvantaged
section
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Involved in identification of
out of school children
0 10
(100
)
0 38
(100)
5
(20.8
3)
19
(79.1
6)
4
(16.6
6)
20
(83.
33)
9
(18.
7)
39
(81
.25
)
Number of out of school
children admitted in your
school in class appropriate to
their age under RTE Act.
1
(10)
9
(90)
1
(2.63
)
37
(97.36
)
0 24
(100)
2
(8.33
)
22
(91.
66)
2
(4.1
6)
46
(95
.83
)
Special measures taken for
training of children mentioned
above
1
(10)
9
(90)
1
(2.63
)
37
(97.36
)
14
(58.3
3)
10
(41.6
6)
4
(16.6
6)
20
(83.
33)
18
(37.
5)
30
(62
.5)
Special provisions for the
disabled children in your
school
5
(50)
5
(50)
29
(76.3
1)
9
(23.6)
8
18
(75)
6
(25)
20
(83.3
3)
4
(16.
66)
38
(79.
16)
10
(20
.83
)
Beginning back dropout
children to school
0 10
(100
)
0 38
(100)
0 24
(100)
0 24
(100
)
0 48
(10
0)
Number in parentheses indicates percentage
The table-16 reveals that only 18.07% of teachers reported that they have been involved in
identification of out of school children. Only 4.16% of teachers say that they have been
admitted age appropriate students in their school under RTE Act. Only 37.05% of teachers
say that their school have taken special measures for the training of the children. 79.16%
of teachers reported that their school have taken special provisions for disabled children.
The table also expressed that all teachers reported that they have brought drop outs to their
school.
56
The investigator explored about special measures taken for disable children in
school. It is found that provisions such as ramp , special teacher appointment and home
service etc are available in their school.
Table-17: Role and responsibility for implementation of RTE act
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Free and Compulsory
Education in the school
10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Constitution of SMC as per
RTE Act
10
(10)0
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Preparation of School
Development plan by SMC
9
(90)
1
(10)
37
(97.3
6)
1
(2.6)
6
(25)
16
(66.6
60
8
(33.3
3)
14
(58.
3)
14
(29.
16)
32
(66
.6)
Maintenance of Attendance
Record
9
(90)
1
(10)
26
(68.4
2)
12
(31.57
)
19
(79.1
6)
5
(20.8
3)
24
(100)
0 43
(89.
58)
5
(10
.41
)
Parents cooperation in sending
their children to school
regularly
8
(80)
2
(20)
30
(78.9
4)
8
(21.05
)
19
(79.1
6)
5
(20.8
3)
19
(79.1
6)
5
(20.
83)
38
(79.
16)
10
(20
.83
)
Regular meetings with parents
/guardians
10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Number in parentheses indicates percentage
Table-17 indicates that all teachers reported that free and compulsory education is
implemented and SMC is constituted as per the RTE Act in their school. Only 29.16% of
teachers reported that SMC is involved in designing school development plan. 89.58% of
teachers reported that they have been maintain attendance record of students in their
school. It also indicates that all teachers view that they hold regular meetings with parents
. The meeting is held monthly and quarterly. The outcomes of meetings are cooperation
received from parents for academic issues and smooth running of school, good academic
result, more enrollment of children.
57
The investigator explored about other responsibility of teachers other than
teaching. It is found that teachers are engaged in other works such as mid day meal
inspection, home visit of students and gardening work of school.
Table-18: Development of curriculum, transaction and evaluation
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Participation in training
programs
8
(80)
2
(20)
38
(100)
0 20
(83.3
3)
4
(16.6
)
22
(91.6
)
2
(8.3
)
42
(87.
5)
6
(12
.5)
Participation in curriculum
development
7
(70)
3
(30)
38
(100
0
0 18
(75)
6
(25)
24
(100)
0 42
(87.
5)
6
(25
)
Developing the training
modules
7
(70)
3
(30)
33
(86.8
)
5
(13.15
)
16
(66.6
)
8
(33.3
)
24
(100)
0 40
(83.
3)
8
(16
.6)
Development of textbooks 6
(60)
4
(40)
23
(60.5
2)
15
(39.47
)
12
(50)
12
(50)
15
(62.5
)
9
(37.
5)
37
(77.
08)
11
(28
.9)
Implementation of continuous
comprehensive evaluation
(CCE) in your school
10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Preparation of pupils
cumulative record (Health, Co-
curricular activities, Games
and Sports etc.)
9
(90)
1
(10)
34
(89.4
7)
4
(10.52
)
19
(79.1
6)
5
(20.8
3)
24
(100)
0 43
(89.
58)
5
(10
.41
)
Appraising parents about the
regularity of children in the
school
10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Progress made by the children
in learning
10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Improving quality of
education
10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Motivation for adopting
innovative teaching learning
strategies
7
(70)
3
(30)
32
(84.2
)
6
(15.7)
17
(70.8
3)
7
(29.1
6)
22
(91.6
)
2
(8.3
)
39
(81.
2)
9
(18
.7)
Support from CRCs and BRCs 10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100
)
0
Number in parentheses indicates percentage
58
Table-18 indicates that 87.5% of teachers reported that they are participated in training
programmes and curriculum development. 83.3% of teachers expresseded that they are
involved in developing the training modules, 77.8% of teachers are involved in
development of text books and 35.4% of teachers say that they have participated in
development of TLMs. All the teachers reported that their school have been implemented
the continuous comprehensive evaluation . 89.58% of teachers say that their school have
been prepared the Pupil Cumulative Record (Health, Co-curricular activities ,Games and
Sports etc.) 89.58% of teachers say that their school have maintained the attendance
record . 66.66 % of teachers accepted that they have been organized other curricular
activities in their school. All the teachers reported that they are appraising parents about
learning progress of their wards during parent-teacher meeting. 27.8% of teachers say that
they are the members of SMC. Teachers performed role of School representative and
Meeting Co-ordinator in SMC meetings.
Table-18 reveals that 81.02% of teachers have developed innovative teaching
strategy whereas 18.07 of teachers have not reached up to that level. Teachers got
innovative idea from personal experience, training, expert s analysis/Interaction. It also
indicates that all teachers have accepted that they have been received supports from
both CRCs and BCCs for transacting smooth school work. They got support for classroom
decoration, preparation of progress chats/TLMs and lesson plan.
Table-19: Protection of childs right
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male Female Rural Urban Yes No
Yes No Yes No Yes No Yes No
Physical punishment in
your school after the
implementation of RTE
Act
0 10
(100)
0 38
(100)
0 24
(100)
0 24
(100
)
0 48
(100)
59
Number in parentheses indicates percentage
The table-19 indicates that all teachers reported there is no practice of physical punishment
and mental harassment in their school after implementation of RTE act-2009.
Table-20 Salary and allowances of teachers
Items Gender: Number (%) Area: Number (%) Total:
Number (%) Male Female Rural Urban
Yes No Yes No Yes No Yes No Yes No
Salary and allowances are
paid to teachers as per the
provision of the Act
8
(80)
2
(20)
33
(86.84
)
5
(13.1
5)
23
(95.83
)
1
(4.1
6)
18
(75)
6
(25)
41
(85.4
1)
7
(14.58
)
Grievance redressal
mechanism for teachers
0 10
(100
)
0 38
(100)
0 24
(100
)
0 24
(100
)
0 48
(100)
Number in parentheses indicates percentage
Table-20 indicates that 85.41% of teachers reported that they are receiving salaries as per
the Act and 14.58 % of teachers have expressed that salaries not paid as per the Act . The
reason for less salary is lack of interest from Government and SSA rules of state. The table
also reveals that all teachers viewed that they do not have any grievance redressal
mechanism in place of work.
Table-21 indicates that 66.66% of teachers reported that their school have at least
one classroom for class, 50% of teachers viewed that their school have an office-cum-
store-cum-head teachers room, 79.16% of teachers say that their school have separate
toilet for boys and girls, 43.75% of teachers say that their school have safe and adequate
drinking water facilities, 50% of teachers expresseded that their school have kitchen for
mid-day meal preparation, 58.33 % of teachers say that their school have play ground,
83.03% of teachers say that they have barrier free access for children with special need
(CWSN) in their school, 58.03% of teaches say that their school have library facilities,
45.83 % of teachers say that their school have teaching learning material (TLM) and
29.16% of teachers say that their school have play material in their school.
60
Table-21 Facilities available in school as per RTE Act norms /provisions
Items Gender: Number (%) Area: Number (%) Total:
Number
(%) Male Female Rural Urban
Yes No Yes No Yes No Yes No Yes No
At least one classroom for
every class
7
(70)
3
(30
)
23
(60.5
2)
15
(39.4
7)
14
(58.
33)
10
(41.
66)
18
(75)
6
(25)
32
(66.
66)
16
(33.3
3)
An office-cum-store-cum-
head teachers room
6
(60)
4
(40
)
18
(47.3
6)
20
(52.6
3)
12
(50)
12
(50)
12
(50)
12
(50)
24
(50)
24
(50)
Separate toilet for boys n
girls
8
(80)
2
(20
)
28
(73.6
8)
10
(26.3
1)
20
(83.
33)
4
(16.
66)
18
(75)
6
(25)
38
(79.
16)
10
(20.8
3)
Safe and adequate drinking
water facilities
6
(60)
4
(40
)
21
(55.2
6)
14
(36.8
4)
16
(66.
66)
8
(33.
33)
14
(58.3
3)
10
(41.
66)
21
(43.
75)
18
(37.5
)
Kitchen for mid-day meal
preparation
5
(50)
5
(50
)
19
(50)
19
(50)
18
(75)
6
(25)
6
(25)
18
(75)
24
(50)
24
(50)
Playground 7
(70)
3
(30
)
21
(55.2
6)
17
(44.7
)
20
(83.
3)
4
(16.
6)
8
(33.3
)
16
(66.
66)
28
(58.
33)
20
(41.6
6)
Barrier free access for
children with special Need
(CWSN)
8
(80)
2
(20
)
30
(78.9
4)
8
(21.0
5)
18
(75)
6
(25)
22
(91.6
)
2
(8.3
)
40
(83.
3)
8
(16.6
)
Library 6
(60)
4
(40
)
28
(73.6
8)
10
(26.3
)
12
(50)
12
(50)
16
(66.6
)
8
(33.
3)
28
(58.
3)
20
(41.6
6)
Teaching Learning Material
(TLM)
4
(40)
6
(60
)
22
(57.8
9)
16
(42.1
0)
10
(41.
6)
14
(58.
3)
12
(50)
12
(50)
22
(45.
83)
26
(54.1
6)
Play Materials 2
(20)
8
(80
)
14
(36.8
4
24
(63.1
5)
6
(25)
18
(75)
8
(33.3
)
16
(66.
6)
14
(29.
16)
34
(70.8
3)
Number in parentheses indicates percentage
61
Table-22: Working condition of facilities in school
Items
Male number% Female number% Total number%
Yes No Yes No Yes No
At least one classroom for every
teacher
4
(40)
6
(60)
18
(47.36)
20
(52.63)
22
(45.83)
26
(54.16)
An office-cum-store-cum-head
teachers room
5
(50)
5
(50)
17
(44.73)
21
(55.26)
22
(45.83)
26
(54.160
Separate toilet for boys and girls 6
(60)
4
(40)
18
(75)
20
(52.63)
24
(50)
24
(50)
Safe and adequate drinking water
facilities
8
(80)
2
(20)
28
(73.68)
10
(26.3)1
36
(75)
12
(25)
Kitchen for mid-day meal preparation 6
(60)
4
(40)
24
(63.15)
14
(36.84)
30
(62.05)
18
(37.5)
Playground 8
(80)
2
(20)
31
(81.57)
7
(18.42)
39
(81.25)
9
(18.75)
Barrier free access for children with
special Need (CWSN)
7
(70)
3
(30)
26
(68.42)
12
(31.57)
33
(68.75)
15
(31.25)
Library 5
(50)
5
(50)
19
(50)
19
(50)
24
(50)
24
(50)
Teaching Learning Material (TLM) 4
(40)
6
(60)
18
(47.36)
20
(52.63)
22
(45.83)
26
(54.16)
Play Material 2
(20)
8
(80)
2
(5.26)
36
(94.73)
4
(8.33)
44
(91.66)
Number in parentheses indicates percentage
Table-22 reveals that 45.83% of teacher reported that at least one classroom for every
class is in working condition, 45.83% of teachers said an office-cum-store-cum-head
teachers room is working condition, 50 % of teachers said that separate toilet for boys
and girls is in working condition, 75% of teachers viewed that the facility of safe and
adequate drinking water is in working condition, 62.5% of teachers said that Kitchen for
mid-day meal preparation is in working condition, 81.25% of teachers said that the play
62
ground is working condition, 68.75 % of teachers reported that the Barrier free access
for children with special Need (CWSN) is in working condition, 50% of teachers said
that the library is in working condition, 45.83% of teachers said that the Teaching
Learning Material (TLM) is in working condition and 8.33% of teachers said that the
play materials in working condition.
Table-23: Availability of teaching learning materials in schools
Number in parentheses indicates percentage
Table-23 reveals that all the teachers reported that their school have black board,
Charts/Photographs/Paintings, models, maps , science kit and mathematics. Further it
indicates that 75% of teachers said that their school do not have Information and
Communication Technology (ICT).
Table-24: Languages used in school
Items Gender: Number (%) Area: Number (%) Total: Number
(%) Male Female Rural Urban
Yes No Yes No Yes No Yes No Yes No
Mother Tongue of
Children
10
(100
)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100)
0
Regional
Language
6
(60)
4
(40)
12
(31.5)
26
(68.4)
12
(50)
12
(50)
6
(25)
18
(75
)
18
(37.5)
30
(62.5)
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Male Female Rural Urban
Yes No Yes No Yes No Yes No Yes No
Blackboard 10
(100)
0 36
(94.7)
2
(5.2)
24
(100)
0 24
(100)
0 48
(100)
0
Charts/Photographs/
Paintings
10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100)
0
Models 10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100)
0
Maps 10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100)
0
Science kit 10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100)
0
Mathematics’ kit 10
(100)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100)
0
Information and
Communication
Technology
3
(30)
7
(70)
9
(23.6)
29
(76.3
)
2
(8.3)
22
(91.6
)
10
(41.6
)
14
(58.
3)
12
(25)
36
(75)
63
Hindi 10
(100
)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100)
0
English 10
(100
)
0 38
(100)
0 24
(100)
0 24
(100)
0 48
(100)
0
Number in parentheses indicates percentage
Table-24 indicates that all the teachers reported that they followed Mother Tongue
while imparting teaching in class room, 37.5% of teachers said that they sometimes follow
regional language while teaching . All the teachers say that they followed English while
teaching English
The researcher find out reasons for non-accomplishment of provisions of RTE act-
2009 from teachers. The reasons are lack of teachers , regional language problem,
ignorance of parents and heavy work load etc.
The constraints and challenges in the implementation of RTE Act-2009 in your
school as reported by teachers are no criteria of punishment, heavy work load, direct
admission procedure etc.
The investigator also enquired from teachers about their expectation from school
authority. It is found that school authority should provide facilities for disabled children,
extra classes for students preparing for NVS examination and quality education to all
students.
The suggestions for proper implementation of RTE Act-2009 are recruitment of
more teachers on class-wise/Subject wise, proper utilization of resources, adequate
classroom facilities and awareness programme for parents on RTE Act through school.
4.5: Opinion of Students on Implementation of RTE act-2009
The investigator collected data on different aspects of RTE act-2009 from
students. The information relating to awareness level, initiatives for age appropriate
admission, initiatives for weaker section and CSWN, role and responsibility for
implementation, development of curriculum, transaction and evaluation, protection
of child right and issues and challenges for implementation are collected, which is
presented in tabular form followed by discussion in following paragraphs.
64
Table-25: Materials received from school
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Boys Girls Rural Urban Yes No
Yes No Yes No Yes No Yes No
School Uniform 31
(100)
0 33
(100)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
School Bag 0 31
(100)
0 31
(100)
0 32
(100
)
0 32
(10
0)
0 64
(10
0)
Text Books 31
(100)
0 33
(100)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Stationary 4
(12.90)
27
(87.09
)
5
(15.1
5)
28
(84.8
4)
6
(18.7
5)
26
(81.2
5)
26
(81.2
5)
6
(18.
75)
32
(50)
32
(50
)
Mid-day Meal 31
(100)
0 33
(100)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
School Uniform 31
(100)
0 33
(100)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Number in parentheses indicates percentage
The table-25 indicates that all students are getting school uniform, text books and mid day
meals from school. The same table also reveals that no students are getting school bag
from school. It also reveals that 50% of students say they are getting stationary from
school.
Table-26: Medium of instruction
Items Gender: Number (%) Area: Number (%) Total:
Number (%) Boys Girls Rural Urban
Yes No Yes No Yes No Yes No Yes No
Medium of instruction in
your class
31
(100
0 33
(10
0 32
(100)
0 32
(100)
0 64
(100)
0
65
Number in parentheses indicates percentage
Table-26 reveals that all the students both boys and girls reported that their school follow
the mother tongue as the medium of instruction
Table-27: Availability of facilities in school
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Boys Girls Rural Urban Yes No
Yes No Yes No Yes No Yes No
Classroom 31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Separate toilet for Boys &
Girls
19
(61.2
9)
12
(38.
70)
19
(57.5
7)
14
(42.4
2)
19
(59.3
7)
13
(40.6
2)
18
(56.2
5)
14
(43.
75)
37
(57.
81)
27
(42
.18
)
Safe and adequate drinking
water facilities
26
(83.8
7)
5
(16.
12)
29
(87.8
7)
4
(12.1
2)
32
(94.1
1)
0 26
(86.6
6)
6
(18.
75)
58
(90.
62)
6
(9.
37)
Playground 20
(64.5
1)
11
(35.
48)
21
(63.6
3)
12
(36.3
6)
24
(70.5
8)
12
(37.5
)
17
(53.1
2)
11
(34.
37)
41
(64.
06)
23
(35
.93
)
Barrier free access for
Children With Special
Need
27
(87.0
9)
4
(12.
90)
25
(75.7
5)
8
(24.2
4)
26
(81..
25)
6
(18.7
5)
29
(90.6
2)
3
(9.3
7)
55
(85.
93)
9
(14
.07
)
Library 26
(83.8
7)
5
(16.
12)
26
(78.7
8)
7
(21.2
1)
13
(38.2
3)
9
(26.4
7)
27
(84.3
7)
5
(16.
66)
40
(62.
5)
14
(21
.87
)
Teaching Learning
Materials
19
(61.2
9)
12
(38.
70)
22
(66.6
6)
11
(33.3
3)
25
(73.5
2)
7
(20.5
8)
22
(73.3
3)
10
(33.
33)
47
(73.
43)
17
(26
.56
)
Play Materials 14
(45.1
6)
17
(54.
83)
12
(36.3
6)
21
(63.6
3)
18
(52.9
4)
14
(41.1
7)
16
(53.3
3)
16
(53.
33)
34
(53.
12)
30
(46
.87
)
Boundary wall of the
school
19
(61.2
12
(38.
19
(57.5
14
(42.4
25
(73.5
7
(20.5
16
(53.3
16
(53.
41
(64.
23
(35
) 0)
66
9) 70) 7) 2) 2) 8) 3) 33) 06) .93
)
Health checkup
facilities/first aid box
16
(51.6
1)
15
(48.
38)
19
(57.5
7)
14
(42.4
2)
13
(38.2
3)
19
(55.8
8)
17
(56.6
6)
15
(46.
87)
30
(46.
87)
34
(53
.12
)
Number in parentheses indicates percentage
The table-27 indicates that classrooms are available in all primary schools. 57.81% of
schools have separate toilet facilities for boys and girls. 90.62% of schools have safe
drinking water, 64.6% of schools have playground, 85.93% of schools have ramp for
special children, 62.5% of schools have library, 73.43% have teaching learning materials,
53.12% of schools have play materials, 64.06% of schools have boundary wall and 46.87%
of schools have health check up facilities. All these facilities are in working condition as
reported by students.
Table-28: Teachers regularity and punctuality
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Boys Girls Rural Urban Yes No
Yes No Yes No Yes No Yes No
Teachers regular to the
school
31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Teachers punctual to the
class
31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Number in parentheses indicates percentage
Table- indicates that all the students admitted that their teachers are regular to the school
and punctual in attending classes.
67
Table-29: Teachers availability in subject wise in school
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Boys Girls Rural Urban Yes No
Yes No Yes No Yes No Yes No
Language 4
(12.9
0)
27
(87.
09)
7
(21.2
1)
26
(78.7
8)
0 32
(100
)
10
(33.3
)
22
(73.
3)
10
(15.
6)
54
(84
.4)
Science and Mathematics 3
(9.6)
28
(90.
32)
4
(12.1
2)
29
(87.8)
5
(15.6
2)
27
(84.3
7)
1
(3.3)
31
(96.
87)
6
(9.7
)
58
(90
.3)
Social studies/ Social
Science
3
(9.6)
28
(90.
32)
3
(9.0)
30
(90.9
0)
2
(6.25
)
30
(93.7
5)
1
(3.12
)
31
(96.
7)
3
(4.6
)
61
(95
.3)
Art Education 0 31
(10
0)
0 33
(100)
0 32
(100
)
0 32
(10
0)
0 64
(10
0)
Health and physical
education
0 31
(10
0)
0 33
(100)
0 32
(100
)
0 32
(10
0)
0 64
(10
0)
Work Education 0 31
(10
0)
0 33
(100)
0 32
(100
)
0 32
(10
0)
0 64
(10
0)
Number in parentheses indicates percentage
Table - indicates that only 15.06 % of students reported that there school have language
teachers, 9.7% of students say that there is science and mathematics teachers in their
school, 4.6% of students say that there is social studies and social science teachers in
their school, all the students say that there is no art education teacher in their school, all
the students say that there is no health and physical education teacher in their school and
all the students say that there is no work education teacher in their school.
68
Table-30: Availability of teaching learning materials in school
Items Gender: Number (%) Area: Number (%) Total:
Number
(%)
Boys Girls Rural Urban Yes No
Yes No Yes No Yes No Yes No
Blackboard 31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Charts 31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Models 31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Maps 31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Science Kit 31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Mathematics Kit 31
(100
)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(10
0)
0
Information and
Communication
Technology
5
(16.1
2)
26
(83.
7)
0 33
(100)
3
(9.37
)
29
(90.6
2)
4
(12.5
)
28
(87.
5)
7
(10.
9)
57
(89
.06
)
Number in parentheses indicates percentage
Table-30 reveals that all the students reported that they do have black board , charts,
models, maps, science kit and mathematics kit in their school. The table also indicates that
89.06% of students said that they do not have ICT in their school.
69
Table-31: Special training for age appropriate admission
Number in parentheses indicates percentage
Table-31 indicates that neither a students enrolled in midsession nor provided any specific
training/ instruction to them. No students found under age appropriate category.
The investigator explored about procedure used for your admission by the school. It
is found that all school follows direct admission on basis of birth certificates.
Majority of school follow school timing 10AM-4 PM, having seven periods. One
library period is allotted every week. One period is allotted for cultural activities in every
Saturday. All the school follow six day per week. The school have Meena Mancha and
Meena Cabinet;
Table-32: Teaching method
Items Gender: Number (%) Area: Number (%) Total:
Number (%) Boys Girls Rural Urban
Yes No Yes No Yes No Yes No Yes No
Likeness of teaching
method of your teachers
31
(10
0)
0 33
(10
0)
0 32
(100)
0 32
(100)
0 64
(100
)
0
Number in parentheses indicates percentage
Items Gender: Number (%) Area: Number (%) Total:
Number (%) Boys Girls Rural Urban
Yes No Yes No Yes No Yes No Yes No
Specific training was
provided to you, if
admitted in mid session
0 31
(10
0)
0 33
(10
0)
0 32
(100
)
0 32
(100
)
0 64
(100
)
If your admission was
under age appropriate
category was any specific
training / instruction
provided to you
0
31
(10
0)
0 33
(10
0)
0 32
(100
)
0 32
(100
)
0 64
(100
)
70
Table- indicates that all the students say that they like the teaching method of teachers.
Because teachers followed the activity based methods (50), teachers used more TLMs and
pictures to make teaching more simple and clear (14) and teachers followed story telling
method (4). Majority of students feel that teachers behaves friendly, cooperative and
familiar and good and kind enough.
Table-33: Protection of childs right
Items Gender: Number (%) Area: Number (%) Total: Number
(%) Boys Girls Rural Urban
Yes No Yes No Yes No Yes No Yes No
Regularly attending
class
31
(10
0)
0 33
(10
0)
0 32
(10
0)
0 32
(10
0)
0 64
(100
)
0
Detained in any class 0 31
(10
0)
33
(10
0)
0 0 32
(100)
0 32
(100)
0 64
(100)
Classmate got
harassed or punished
by the teachers
0 31
(10
0)
0 33
(10
0)
0 32
(100)
0 32
(100)
0 64
(1000
Classmate ever been
discriminated by the
teachers
0 31
(10
0)
0 33
(10
0)
0 32
(100)
0 32
(100)
0 64
(100)
Number in parentheses indicates percentage
Table-33 indicates that all the students reported that they are regularly attending the
classes, never detain in their class and got physical punishment in their school. Majority of
students expresseded that their parents visit school monthly and few parents visit school
quarterly for discussion with teachers and HMs.
Table-34: Evaluation procedure in school
Items Gender: Number (%) Area: Number (%) Total: Number
(%) Boys Girls Rural Urban
Yes No Yes No Yes No Yes No Yes No
Are tests held in
your class
31
(10
0)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(100)
0
Shown the answer
scripts in the school
after evaluation by
teacher
31
(10
0)
0 33
(100
)
0 32
(100
)
0 32
(100
)
0 64
(100)
0
Individual 21 10 21 12 14 18 27 5 41 23
71
instruction after the
tests
(67.
74)
(32.2
5)
(63.6
3)
(36.
36)
(41.1
7)
(52.9
)
(84.3
7)
(15.
62)
(64.0
6)
(35.93)
Number in parentheses indicates percentage
Table-34 shows that all the students expresseded that their school conducts tests for
evaluation of learning progress. The tests are held quarterly. All the students reported that
they have shown their answer scripts after the evaluation by the concerned teacher.
64.06% of students have admitted that they received individual instruction after the test
from their teachers .
4.6 Opinion of SMC Members on Implementation of RTE act-2009
The investigator collected data on different aspects of RTE act-2009 from
SMC members. The information relating to awareness level, initiatives for age
appropriate admission, initiatives for weaker section and CSWN, role and
responsibility for implementation, development of curriculum, transaction and
evaluation, protection of child right and issues and challenges for implementation
are collected, which is presented in tabular form followed by discussion in following
paragraphs.
Table-35: Awareness about RTE Act-2009
Items Locality number% Total number%
Rural Urban
Yes No Yes No Yes No
Awareness about Act 7
(87.5)
1
(12.5)
8
(100)
0 15
(93.75)
1
(6.25)
Awareness about constitution of
SMC as per the Act
7
(87.5)
1
(12.5)
8
(100)
0 15
(93.75)
1
(6.25)
Oriented about role of SMC under
Act
6
(75)
2
(25)
5
(62.5)
3
(37.5)
11
(68.75)
5
(31.25
)
SMC been constituted as per Act 8
(100)
0 8
(100)
0 16
(100)
0
Number in parentheses indicates percentage
Table-35 reveals that 93.75% of SMC members are aware about RTE Act 2009. It
also indicates that all urban SMC members are aware about the RTE act while 87.5% of
members of rural area are aware about the act. The investigator explored the source of
72
information regarding RTE act-2009. It is found that school is the main sources of
information for SMC members, besides news paper, TV, Panchayat etc.
Table-35 further indicates that 93.75% of SMC members have knowledge on
constitution of SMC as per the RTE Act-2009. All SMC members from urban area have
knowledge of formation of SMC as per RTE act-2009 while 87.5% of SMC members from
rural area have this knowledge.
Table-35 indicates that 68.75% of SMC members have been oriented about RTE
act- 2009. Again 75% of rural and 62.5% of urban SMC members have been oriented about
the RTE act-2009. The investigator also find out duration of orientation programme, it is
found that majority have attended one day orientation programme on RTE act-2009. All
SMC members opined that SMC is constituted as per the RTE Act 2009.
Table-36: Initiatives taken for disadvantaged group and age appropriate admission
Number in parentheses indicates percentage
Table-36 indicates that 50% of SMC members have admitted that they have
taken measures for weaker section students for admitting in neighbor schools. They have
taken measure such as stationary distribution, creating awareness on educational facilities
among weaker and disadvantaged section of children. All the SMC members agreed that
they do not provide any special training for weaker/disadvantage students
All the SMC members have admitted that no child is admitted into school under age
appropriate category of RTE act-2009..
Items Locality number % Total number %
Rural Urban
Yes No Yes No Yes No
Measures to admit the children
belonging to weaker or disadvantaged
sections
5
(62.5)
3
(37.5)
3
(37.5)
5
(62.5)
8
(50)
8
(50)
73
Table-37: Role and responsibility for implementation of RTE act
Items Locality number % Total number %
Rural Urban
Yes No Yes No Yes No
Generating community awareness 8
(100)
0 8
(100)
0 16
(100)
0
Pupils regularity and punctuality in
attending school
8
(100)
0 8
(100)
0 16
(100)
0
Teachers regularity and punctuality in
attending school
8
(100)
0 8
(100)
0 16
(100)
0
Holding regular meetings with parents and
guardians
8
(100)
0 8
(100)
0 16
(100)
0
Non engagement of teachers in private
tuition
0 8
(10
0)
0 8
(100
)
0 16
(100)
No over burdening of teachers in non
academic works
8
(100)
0 8
(100)
0 0 16
(100)
Implementation of the Mid-Day Meal in
the school as per norms
8
(100)
0 8
(100)
0 16
(100)
0
Submission of audited accounts of the
receipts and expenditure of the school
8
(100)
0 8
(100)
0 16
(100)
0
Number in parentheses indicates percentage
Table-37 shows that all SMC members (both rural and urban) are involved in creating
awareness in community about the RTE act. All the SMC members viewed that teachers
are regular and punctual in attending schools. All the SMC members reported that thy hold
regular meetings with parents and guardians and apprise them about the regularity in
attendance, ability to learn , progress made in learning and other relevant information
about the child. All the SMC members said that there is non engagement of teachers in
private tuition in their school. All the SMC members said that there is no over burdening
of teachers in non academic works (excepting for election, census and disaster
management) in their school. All the SMC members reported that Mid-Day Meal is
implemented as per norms in their school. All the SMC members admitted that they
submit audited accounts of the receipts and expenditure of the school.
74
Table:38 Development of curriculum, transaction and evaluation
Items Locality number % Total number %
Rural Urban
Yes No Yes No Yes No
Completion of the curriculum by teachers 8
(100)
0 8
(100)
0 16
(100)
0
Achieving quality of learning for all
children
8
(100)
0 8
(100)
0 16
(100)
0
Assess and remedial teaching to each
child by teacher
8
(100)
0 8
(100)
0 16
(100)
0
Number in parentheses indicates percentage
The table-38 reveals that all the SMC members reported that course is completed within
specified time by the teachers. Further, all the SMC members expressedes that their school
provides quality learning to all children. It is due to classroom inspection, engagement of
local educationist and special monthly meeting with teachers by the SMC memebrs. All
the SMC member said that teacher assess the learning ability of each child and accordingly
supplement additional instruction to learners.
Table-39: Protection of childs right
Items Locality number % Total
number% Rural Urban
Yes No Yes No Yes No
Monitor the identification and enrollment disabled
children
8
(100
)
0 8
(100)
0 16
(100
)
0
Ensuring the enrollment and attendance of all the
children
8
(100
)
0 8
(100)
0 16
(100
)
0
Bring to the notice of the local authority any
deviation from the rights of the child
8
(100
)
0 8
(100)
0 16
(100
)
0
Number in parentheses indicates percentage
All the SMC members said that they monitor the identification and enrollment of and
facilities for learning by disabled children, and ensure their participation in and completion
75
of elementary education in their school. All the SMC members say that they do Ensuring
the enrollment and continued attendance of all the children from the neighbourhood in their
school. All the SMC members reported that they do bring to the notice of the local
authority any deviation from the rights of the child, in particular mental and physical
harassment of children, denial of admission , and timely provision of free entitlements.
Table-40: Pupil teacher ratio as per RTE Act
Items Locality number % Total
number % Rural Urban
Yes No Yes No Yes No
Pupil teacher ratio in the school is as per RTE Act 5
(62.5
)
3
(37.
5)
7
(87.5)
1
(12.
5)
12
(75)
4
(25)
Grievance redressal mechanism for teachers in the
school
0 8
(10
0)
0 8
(10
0)
0 16
(100
)
Number in parentheses indicates percentage
Table-40 indicates that 75% of SMC members said that their school having the pupil
teacher ratio in the school is as per RTE Act specification. Further it points that 62.5% of
members from rural area reported that pupil teacher ratio is as per RTE act but 87.05% of
members from urban area said that. Table indicates that all the SMC members said that
there is no grievance redressal mechanism for teachers in their school.
Table-41: Preparation of school development plan
Number in parentheses indicates percentage
Table-41 indicates that all the SMC members expressed that they are involved in
designing school development plan. They are involved in school activities such as school
Items Locality number % Total number%
Rural Urban
Yes No Yes No Yes No
Involved in designing school development
plan
8
(100)
0 8
(100)
0 16
(100)
0
Involved in developing the school
infrastructure
8
(100)
0 8
(100)
0 16
(100)
0
76
beautification work, construction of temporary boundary wall , classroom decoration and
school campus cleanness etc.
Table-41 indicates that all the SMC members viewed that they are involved in
developing the school infrastructure . They are involved in activities such as raw materials
arrangement, supervision , expenditure work/audit etc.
The investigator explored about achievement of SMC after Implementation of RTE
act-2009. It is found that SMC achieved many things such as punctuality and regularity in
students and teachers, quality teaching learning and more enrollment in school.
The researcher also finds out difficulties in implementing RTE act. The difficulties
as reported by SMC members are discipline maintenance and students are becoming more
way ward etc.
4.7: Analysis of Parents Opinion on Implementation of RTE act-2009
The investigator collected data on different aspects of RTE act-2009 from
parents. The information relating to awareness level, initiatives for age appropriate
admission, initiatives for weaker section and CSWN, role and responsibility for
implementation, development of curriculum, transaction and evaluation, protection
of child right and issues and challenges for implementation are collected, which is
presented in tabular form followed by discussion in following paragraphs.
Table-42 Parents opinion about admission in Elementary school
Items Locality number % Total number%
Rural Urban
Yes No Yes No Yes No
Any of your children not going to
school
0 32
(100)
0 32
(100)
0 64
(100)
Any of your child has been denied
admission in any Govt school
0 32
(100)
0 32
(100)
0 64
(100)
Any of your child has gone
through any admission test for
admission to class-1
0 32
(100)
0 32
(100)
0 64
(100)
Any kind of payment or donation
to the school for the admission
0
32
(100)
0
32
(100)
0
64
(100)
Number in parentheses indicates percentage
77
Table -42 indicates that all the parents expressed that all their children are going to school.
They also said that their child has not been denied admission in any Govt. school. All the
parents opined that their child has not faced any of the procedures/admission test to get
admission in class I after April 1, 2010. All parents have also admitted that they have not
paid any kind of payment or fees for admission
Table-43 Awareness of parents about RTE Act 2009
Items Locality number % Total number%
Rural Urban
Yes No Yes No Yes No
Awareness about RTE Act-2009 17
(53.1
2)
15
(46.87)
18
(56.25)
14
(42.42)
35
(54.68)
29
(45.31
)
Number in parentheses indicates percentage
Table-43 reveals that 54.68% of parents are aware about RTE Act-2009 when total sample
is taken into consideration. But only 53.12% of parents from rural area and 56.25% of
parents from urban area are aware about RTE act-2009. The same table also indicates that
the sources of RTE act of parents are Newspaper, TV, School , Panchayat, and Education
Dept . Majority of parents knew about RTE act from the school.
The investigator enquired about different provisions of RTE act. The parents
responded that they appreciate the Govt for this useful and crucial step at elementary
level. It is a good policy of the Govt to provide quality education at elementary level. This
act provides better platform at elementary level , which makes learning more easy and
enjoyable and This act is most welcome at elementary level.
Table-44 Access of pre-school education
Items Locality number % Total number%
Rural Urban
Your child has received any pre-
school education
Yes No Yes No Yes No
17
(54.83)
15
(48.38)
0 32
(100)
17
(26.56)
47
(73.43)
Number in parentheses indicates percentage
Table -44 gives clear picture that only 26.56% of children have received pre school
education before entering into elementary schools on the other hand 73.43% of children has
78
not received any pre school education. The investigator explored about source of pre-
school education. The major source of pre-school education is Anganwadi and Balwadi.
Table-45: Appraisal of teachers performance
Number in parentheses indicates percentage
Table-45 reveals that 54.68% of parents are fully satisfied with performance of teachers
when total sample is considered. But 56.25% of parents from rural area and 53.12% of
parents from urban area are satisfied with teachers performance. The reasons for their
satisfaction as reported by the parents are teachers are knowledgeable and capable to
handle our children, my child’s progress. Though teachers are experienced and
knowledgeable but I found no changes in my child.
Table-46: Disadvantaged, CWSN and out of school children
Items Locality number% Total number %
Rural Urban
Yes No Yes No Yes No
Your child belongs to any of the
following categories:
Yes No Yes No Yes No
Children with special needs
8
(25)
24
(75)
6
(18.18)
26
(78.78)
14
(21.87)
50
(78.12
)
Out of school child
0 32
(100)
0 32
(100)
0 64
(100)
Disadvantaged(SC/ST)
15
(46.8
7)
17
(53.12)
3
(9.35)
29
(90.62)
18
(28.12)
46
(71.87
)
Number in parentheses indicates percentage
Items Locality number%
Total number % Rural Urban
Satisfaction with the
performance of teachers of your
children
Yes No Yes No Yes No
18
(56.25)
14
(43.75)
17
(53.12)
15
(46.87)
35
(54.68)
29
(45.31)
79
Table-46 indicates that 21.87% of parents admitted that they have children with special
need are enrolled in school. All parents have revealed that out of school children is 0%
and 28.12% of parents admitted that Disadvantage(SC/ST) are enrolled in school. Some of
the parents informed that school has provided wheel chair, home services and escort
allowances to CWSN.
Table -47: Protection of childs right
Items Locality number % Total number %
Rural Urban
Yes No Yes No Yes No
Child has ever reported of
discriminatory practice in the
school
0 32
(100)
0 32
(100)
0 64
(100)
Child has ever reported any kind of
physical punishment or mental
harassment faced in the school
0 32
(100)
0 32
(100)
0 64
(100)
Complained about this to the
school or any other authority
0 32
(100)
0 32
(100)
0 64
(100)
Action was taken by school/ any
other authority
0 32
(100)
0 32
(100)
0 64
(100)
Number in parentheses indicates percentage
Table-47 reveals that all parents have recognized that they never noticed any kind of
discriminatory attitude of teachers towards students. Again all parents opined that their
children never punished by teachers in school.
Table-48: Meetings with parents by school authority
Items Locality number % Total number%
Rural Urban
Yes No Yes No Yes No
Invited for meeting by school
authority
32
(100)
0 32
(100)
0 64
(100)
0
Informed about your child’s
cumulative progress by the
teachers/ school
32
(100)
0 32
(100)
0 64
(100)
0
80
Number in parentheses indicates percentage
Table -48 indicates that all parents have opined that they have been invited for meetings
by the school authority. The school has given written report on academic issues, report on
childs progress and regress, report on co-curricular report etc. All parents have received
their children’s progress report.
Table-49: Mid-Day -Meals
Items Locality number % Total number
% Rural Urban
Yes No Yes No Yes No
Mid day meal provided regularly in your
school
32
(100)
0 32
(100)
0 64
(100)
0
Satisfied with quality of food 32
(100)
0 32
(100)
0 64
(100)
0
Table-49 reveals that all parents are fully satisfied with Mid-Day –Meals in respect
to food quality, quantity and taste . The parents are satisfied in mid day meal because its
standard is good, new items are being served in school such as soyabean, egg curry etc and
food s are tasty.
The investigator asked parents expectation from school. They opined that school
should provide facilities for disabled children, take extra class for students preparing for
JNV, need to provide quality education.
The researcher also asked about parents suggestions for better implementation of
RTE act. The parents opined that more teachers class wise, proper utilization of resources
in school, adequate classroom facilities, awareness programme on RTE act for parents.
81
4.8: Comparative Opinion of Stake Holders on Implementation of RTE act-2009
4.7.1: Awareness of stake holders about RTE act-2009
One of the objectives of the study was to find out level of awareness of stakeholders
regarding RTE act-2009.
95.83% of HMs are aware about the RTE Act-2009, of which 91.66% are rural and 100%
are urban. Whereas all teachers have reported that they are aware about RTE act-2009.
93.75% of SMC members are aware about RTE Act 2009. All urban SMC members and
87.5% of members of rural area are aware about the act. 54.68% of parents are aware about
RTE Act-2009 when total sample is taken into consideration. But only 53.12% of parents
from rural area and 56.25% of parents from urban area are aware about RTE act-2009.
The sources of their awareness the copy of RTE act-2009 as reported by 83.33%
HMs, 100% teachers. Copy of model rules is available in school as reported by 37.5% of
HMs and teachers. The main source of awareness of RTE act for SMC members and
parents is school, besides TV, News paper and Panchayat.
It can be concluded that all stake holders are not aware about RTE act-2009. The
SMC members and parents are less aware than HMs and teachers. So necessary steps may
be taken for creating awareness among SMC members and parents regarding different
provisions of the act.
4.7.2: Initiatives for Age Appropriate Admission
The investigator also studied initiatives taken by stakeholders for age appropriate
admission and admission of weaker sections in the neighbourhood school. The SPD
reported that present strength of out-of-school children in the age group 6-14 years in
Odisha state is 30,591 (CTS 2011-12). Only 8.33% of HMs reported that they have
identified out of school children and the age appropriate admission under provision-4 of
RTE Act. Only 18.07% of teachers reported that they have been involved in identification
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of out of school children and only 4.16% of teachers admitted age appropriate students in
their school under RTE Act. All the SMC members have admitted that no child is admitted
into school under age appropriate category of RTE act-2009. No students found under age
appropriate category as reported by students.
The SPD also reported that BRCs and CRCs, Head teachers and teachers in dealing
with cases of age appropriate admission and special training have been trained: HM
training module has been developed training of HM (one day) was held at OPEPA from 18-
23, December, 2012. The assessment tools and training package/module been developed
for capacity building of teachers keeping in view the admission of out-of-school children in
their age appropriate grade: Four (4) days teachers training module and one-day HMs
training module has been developed by TE & SCERT for special training to out of school
children. Only 4.16% of HMs reported that their school has facility of special training for
out school children. Only 37.05% of teachers reported that their school have taken special
measures for the training of the children
It can be concluded that 30,591 out of school children are their in Odisha. The
government has taken steps for developing training and assessment modules and also
trained HMs and BRCs, CRCs. But at school level, HMs and teachers are not known about
out of school children in the local area. The efforts may taken for identifying out of school
children in each habitation, training and admission in age appropriate classes.
4.7.3. Initiatives for weaker section/disadvantaged children and CWSN
The SPD reported that there is provision for admission related to the CWSN in the
schools. The facilities such as Ramp and Rails in School, aids & appliances, CWSN
friendly, IE volunteers for home-based education are provided for these children. 62.5% of
HMs revealed that they have the special provisions for the disabled children. 79.16% of
teachers have taken special provisions for disabled children. The school has provisions
such as ramp, special teacher and home service etc for disable children. 83.03% of
teachers reported that they have barrier free access for children with special need
(CWSN). 50% of SMC members have admitted that they have taken measures for weaker
section students for admitting in neighbor schools. They have taken measure such as
stationary distribution , creating awareness on educational facilities among weaker and
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disadvantaged section of children. Some of the parents informed that school has provided
wheel chair, home services and escort allowances to CWSN.
It seems that government has taken steps for providing free and compulsory
education to CSWN by providing facilities like ramp, aid and appliances, wheel chair,
special teachers and home service to these children.
4.7.4: Role and Responsibility for Implementation of RTE Act-2009
The SPD reported that state has taken initiatives for i) Compulsory admission of
every child in age of 6-14 years by Enrollment drive & Pravesh Utsav, Shiksha Chetna
Abhiyan , RTE awareness & Shiksha ka Haq Compaign. ii) Compulsory attendance of
every child in age of 6-14 years by Child friendly environment under Ama Vidyalaya,
Barrier Free Access, Supply of MDM, Textbook & Uniform and iii) Compulsory
Completion of Elementary Education of each child in age of 6-14 years by Quality
Education, School Cabinet, Meena Mancha, Ama Lekha, Ama Chitra etc.
All the HMs accepted that they have implemented the provision of Free and
Compulsory Education, constituted SMC, prepared the school development plan in their
school. 95.83% of HMs said that they have implemented the continuous and
comprehensive evaluation and 87.5% of HM said that they have prepared cumulative
record of children in their school 50% of HMs accepted that they have pupil teacher ratio
as per the RTE Act and all HMs expresseded that there is no practice of physical
punishment in their school. All the HMs said they are getting their salary and allowances as
per RTE Act and provisions. All the HMs reported that they do not have grievance
redressal mechanism for HM /Teachers in their school.
All teachers reported that free and compulsory education is implemented and SMC is
constituted as per the RTE Act in their school. Only 29.16% of teachers reported that
SMC is involved in designing school development plan. Teachers performed role of school
representative and meeting Co-ordinator in SMC meetings. Majority of teachers (64.58%)
said their school does not have teacher pupil ratio (1:30) as per RTE act-2009 and only
(35.41%) teachers opined that they have teacher pupil ration as per RTE act-2009.
All SMC members are involved in creating awareness in community about the RTE
act. All the SMC members viewed that teachers are regular and punctual in attending
schools. All the SMC members reported that thy hold regular meetings with parents and
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guardians and apprise them about the regularity in attendance, ability to learn , progress
made in learning and other relevant information about the child. All the SMC members
said that there is non engagement of teachers in private tuition in their school. All the
SMC members said that there is no over burdening of teachers in non academic works
(excepting for election, census and disaster management) in their school. All the SMC
members reported that Mid-Day Meal is implemented as per norms in their school. All the
SMC members admitted that they submit audited accounts of the receipts and expenditure
of the school.
It can be concluded that the provision of free and compulsory education is
implemented in all school as reported by SPD, HMs and teachers. All the HMs as well as
teachers are active in implementing different provisions of RTE act by taking steps for
admission, teaching basing on activity and practicing continuous and comprehensive
evaluation in school.
4.7.5: Curriculum Development, Transaction & Evaluation
The SPD reported that Academic Authority been designated for curriculum and
evaluation in our State is TE&SCERT. It has taken steps for CCE Package and Special
Training Package(SANJOG). The steps have been take up by the Academic Authority with
regard to revision of curriculum /syllabi in the spirit of provisions under 29 (1&2) in the
RTE Act. 95.83% of HM reported that they have implemented CCE in their school as per
RTE Act and provisions. 87.5% of HM said that they have the prepared Pupils Cumulative
record as per RTE Act in their school. All HMs improved the quality of teaching learning
in their school. All the teachers reported that their school have implemented the
continuous comprehensive evaluation . 89.58% of teachers said that their school have
been prepared the Pupil Cumulative Record (Health, Co-curricular activities ,Games and
Sports etc.) 89.58% of teachers say that their school have maintained the attendance
record and 66.66 % of teachers accepted that they have been organized other curricular
activities in their school.
54.68% of parents are fully satisfied with performance of teachers when total sample
is considered. But 56.25% of parents from rural area and 53.12% of parents from urban
area are satisfied with teachers performance. The reasons for their satisfaction as reported
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by the parents are teachers are knowledgeable and capable to handle our children, my
child’s progress. Though teachers are experienced and knowledgeable but I found no
changes in my child. All the students say that they like the teaching method of teachers.
Because teachers followed the activity based methods, teachers used more TLMs and
pictures to make teaching more simple and clear and teachers followed story telling
method. Majority of students feel that teachers behaves friendly, cooperative and familiar
and good and kind enough. All the SMC members reported that course is completed within
specified time by the teachers. Further, all the SMC members expressedes that their school
provides quality learning to all children. It is due to classroom inspection, engagement of
local educationist and special monthly meeting with teachers by the SMC members. All
the SMC member said that teacher assess the learning ability of each child and accordingly
supplement additional instruction to learners.
It can be conclude that government has designated TE and SCERT as academic
authority for RTE act. The academic authority has initiated steps for revision of curriculum,
examination procedure and teacher training. The continuous and comprehensive evaluation
is implemented in all school and all school also preparing cumulative report card for
students. The students are also satisfied the methods of teaching of teachers as teachers are
using activity based teaching.
4.7.6: Protection of Childs Right
The state has taken steps for monitoring of child’s Right to Education by the State
Commission for protection of child’s Right. It has formed Odisha State Commissin for
Protection of Childs Right (OSCPCR) in the State, Initiation & Connection of shiksha
samvad in all districts at district and block level., audit in schools, student helpline and
Redressal of RTE violation / Cases by OSCPCR & Public hearing. All the HMs and
teachers reported that there is no practice of physical punishment and mental harassment
their school after implementation of RTE act-2009. All the students reported that they are
regularly attending the classes, never detain in their class and got physical punishment in
their school. All parents have reported that they never noticed any kind of discriminatory
atitude of teachers towards students. Again all parents opined that their children never
punished by teachers in school. All the SMC members reported that they do bring to the
notice of the local authority any deviation from the rights of the child, in particular mental
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and physical harassment of children, denial of admission , and timely provision of free
entitlements.
It can be said that state has taken steps for protecting childs right to education by
OSCPCR. All the HMs, teachers and SMC members are reported that no practice of
physical punishment and mental harassment of students in the school.
4.7.7: Issues and challenges
The SPD reported that major impediment for implementation of RTE Act within the given
time frame in Odisha state are : 1. Providing infrastructure facilities like classroom,
playground, drinking water etc. as per the RTE Act, 2. Establishment /provision of
neighbourhood school in small and scattered habitations where number of children is
less than ten. The reasons for non-accomplishment of RTE act as expresseded by
HMs are lack of teachers, regional language problem, ignorance of parents, heavy
work load and in-adequate classroom and school building etc. The reasons are lack of
teachers , regional language problem, ignorance of parents and heavy work load etc as
reported by teachers.
For proper and timely implementation of the RTE Act in the state, the central
government may provide : 1. funds for infrastructure facilities like ACR, playground &
boundary wall, 2. Timely release of funds as per AWP&B, 2012-13 and 3. Extension of
time limit for achieving RTE compliance in all schools across the state as reported by SPD.
The school authority should provide facilities for disabled children, extra classes for
students preparing for NVS examination and quality education to all students. The
suggestions for proper implementation of RTE Act-2009 are recruitment of more teachers
on class-wise/Subject wise, proper utilization of resources, adequate classroom facilities
and awareness programme for parents on RTE Act through school.
The school should provide facilities for disabled children, take extra class for
students preparing for JNV, need to provide quality education as reported by parents. For
better implementation of RTE act, parents opined that more teachers class wise, proper
utilization of resources in school, adequate classroom facilities, awareness programme on
RTE act for parents.
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CHAPTER-V
SUMMARY AND CONCLUSION
5.1: Introduction
This chapter deals with summary and conclusion. The investigator briefly summaries the
whole report for benefit of reader. It also includes major findings and suggestions relating
to various provisions of the RTE act-2009.
5.2: Summary
Education plays an important role in bringing a continuous change and development
in human life. The individual aims as well as the social aims of education are meant for the
perfection of all individuals in which he is capable of. The aims of education are correlated
with the ideal of life. That is why education is regarding as one of the best instruments to
guide and change the behaviour of an individual in a desirable ways. That is also the reason
why need of education is felt more in the most backward areas. Recognizing this, need the
constitution makes a provision of universalisation of education for that fall in the age group
of 14 yrs. Among different programme launched by the central government and the RTE is
one of them.
The people of Indian celebrated with bliss and joy as it has become one of the
countries with free and compulsory education on April1, 2010 when right of children to
free and compulsory education Act (2009) became effective though 86th
Amendment in
2002. Even before the enactment of right to education Act 2009, the dream of
universalisation of elementary education has almost been achieved in India with the
implementation of Sarva Shiksha Abhiyan (SSA), mid-day-meal scheme and many other
schemes at different point of time. The right to education act 2009 is also revolutionary and
will bring a revolutionary change in the field of primary education while implementing it
all the concern should work hand in hand, correlating the objectives and practice. It has
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become the responsibility of the government to provide funds, infrastructure, recruit
teachers and facilitate everything that is required for the universalisation of elementary
education.
The Right of children to Free and Compulsory Education Act 2009 (RTE Act 2009)
has envisaged free and compulsory education of all children of the age of six to fourteen
years, till completion for elementary stage, in a neighborhood school. The act has provision
for every child who is above six years of age and has not been yet admitted to any school or
could not complete his / her elementary education due to any reason to be admitted in a
class appropriate to his or her age. In order to be at par with other children of the class, the
child has a right to receive special training or additional instruction. There is an important
concern over implementation of RTE act in the school system with reference to the special
training or instruction, its modalities and execution. The states are expected to respond to
the situation arising out of the implementation of the act. States and UTs are required to
pay special attention to cope with situation in terms of appointment of qualified teachers,
development of special trading programmes for out of school children admitted to age
appropriate classes and preparation of relevant teaching materials.
The RTE Act 2009 has given prominent place to teachers because it is the teachers
who can play a vital role by providing quality and need-based education at elementary
school level. So, it is the duty and responsibilities of the teachers of the entire country to
understand their role properly and do as good as for the school and the society as a whole.
The role of parents, SMC members and students is equally important. Lakshmi (2010)
wrote on “Utilities of RTE” in her article emphasis that the RTE should be implemented
with the public spirit and the intention of govt. must be dedicated then the RTE will be
fruitful. She also stressed that the awareness of RTE should be mandatory. Kumar (2011)
in the study titled “Role of SMCs” highlighted that school management committee will
lead the awareness among the parents, teachers and all the important decisions will be
taken by the SMCS. It should be very effective and in effective education result oriented
sense of system. The headmasters, teachers, students, parents and SMC members must be
aware of the RTE Act 2009 and utilize their experience and efficiency for transforming the
cemented school building into the school of knowledge.
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The present study has been designed to know the status of implementation of
various provisions of RTE act in states of Odisha and UT’s also their concerns and
problems to implement the act. As the act has been implemented from 1st April 2010, states
and UT’s need to take up lot of preparatory activities in this regard. The would explore
what steps they have been able to take so far and what further is needed to be done. It
would be important to access the level of preparedness of states and UT’s to able to take
effective steps for the Implementation of the act at various levels. It would also be
important to know how far they are ready to take steps forward in a regard to RTE
implementation. The readiness of state would mean awareness of various stake holders to
take advantage of the act.
5.1.1: Objectives
The objectives of the study are as follows:
iv. To assess the awareness level of stakeholders on RTE Act 2009.
v. To study the initiatives taken for age appropriate admission of out of school
children, preparation of teaching learning material(bridge course) for them and
strategies evolved for completion of their elementary education.
vi. To study the initiatives taken by the state authority for development of curriculum,
transaction and evaluation as per the act.
vii. To find out the concerns and challenges for effective implementation of RTE Act
2009 in Odisha.
viii. To find out the status of implementation of various provisions of RTE Act 2009 in
state of Odisha.
5.1.2: Research Questions
i. What is the level of awareness of stakeholders regarding RTE act-2009?
ii. What are the initiatives taken for age appropriate admission of out of school
children, preparation of teaching learning material(bridge course) for them and
strategies evolved for completion of their elementary education?
iii. What are the initiatives taken by the state authority for development of
curriculum, transaction and evaluation as per the act?
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iv. What are the concerns and challenges for effective implementation of RTE Act
2009 in Odisha.
v. What is the status of implementation of various provisions of RTE Act 2009 in
state of Odisha?
5.1.3: Methodology
The present study is a descriptive type research, and survey method was used. It
was designed to explore the status of implementation of the Right of the Children to
Free and Compulsory Education Act-2009 in Odisha State. The opinion of stake holders
such as parents, children, SMC members, teachers and HMs regarding implementation of
different aspects of RTE act-2009 were taken.
The sample for the present study consisted of two districts, 8 blocks, 24 schools, 24
HMs, 48 Teachers, 64 students, 64 parents and 16 SMC members. This sample was
selected by using multi stage sampling techniques.
Tools for this study were developed jointly in the workshops held at Department of
Elementary, NIE, NCERT, New Delhi. Faculty members from RIE Bhubaneswar, Ajmeer,
Mysore, Bhopal and Shilong along with faculty from Department of Elementary
Education, NIE, New Delhi. Name of the six tools are as follows:
7. Interview schedule for the SPD/Director of Elementary Education/SCERT on
different aspects of RTE act-2009.
8. Interview schedule for Head Teachers on different aspects of RTE act-2009
9. Interview schedule for the teachers on different aspects of RTE act-2009
10. Interview schedule for students on different aspects of RTE act-2009
11. Interview schedule for parents on different aspects of RTE act-2009
12. Focus group discussion for SMC members on different aspects of RTE act-2009
The collected data were scrutinized and verified manually to find out any missing items
and responses. Then the all data are entered in MS Excel with variables such as male and
female, rural urban etc. All the items in questionnaire and interview schedule were
quantified in terms of percentage to yes or no responses. On basis of themes/objectives of
the study, data were tabulated.
5.3: Major Findings
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5.2.1. SPD
1. The RTE act is implemented in Odisha from 1st April, 2010. As per the act state
has to notify and develop state rules. Accordingly the state has prepared i) State
rules notified (Notification of Odisha RCFCE Rule, 2010 [on 27 Sep, 2010],
The Model Rules for RTE Act have been framed by the state and it is also
approves by Competent authority; Govt. of Odisha . The model rule has been
implemented in the state since 27th
Sept, 2010. The target year for
accomplishment of goals of RTE Act in state is March, 2013 (As per Act, 2009)
.
2. The Academic Authority been designated for curriculum and evaluation in our
State is TE&SCERT. It has taken steps for CCE Package and Special
Training Package(SANJOG).
3. The teacher pupil ratio at present in state is i) Primary--------------1: (29) ii)
Upper primary-------1: (25). The state has comfortable position in this regards.
The teacher pupil ratio as per RTE act can be attended by rationalization of
teachers and new recruitment.
4. The schools are spread over in our state in rural & urban areas: Primary Level-
Rural (within 1 kms), and Urban (within 1 kms). Upper Primary Level Rural
(Within 3 kms and Urban (within 3 kms). As per the school mapping out of
88520 habitations 4701 habitations are not having primary school within 1 km
and 3320 habitation are not having Upper primary school.
5. The state has taken steps for monitoring of child’s Right to Education by the
State Commission for protection of child’s Right. It has formed OSCPCR in
the State, Initiation & Connection of shiksha samvad in all districts at district
and block level., audit in schools, student helpline and Redressal of RTE
violation / Cases by OSCPCR & Public hearing.
6. The state has taken initiatives for i) Compulsory admission of every child in
age of 6-14 years by Enrollment drive & Pravesh Utsav, Shiksha Chetna
Abhiyan , RTE awareness & Shiksha ka Haq Compaign. ii) Compulsory
attendance of every child in age of 6-14 years by Child friendly environment
under Ama Vidyalaya, Barrier Free Access, Supply of MDM, Textbook &
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Uniform and iii) Compulsory Completion of Elementary Education of each
child in age of 6-14 years by Quality Education, School Cabinet, Meena
Mancha, Ama Lekha, Ama Chitra etc.
7. The present strength of out-of-school children in the age group 6-14 years in
Odisha state is 30,591 (CTS 2011-12). The BRCs and CRCs, Head teachers and
teachers in dealing with cases of age appropriate admission and special training:
HM training module has been developed training of HM (one day) was held at
OPEPA from 18-23, December, 2012. The assessment tools and training
package/module been developed for capacity building of teachers keeping in
view the admission of out-of-school children in their age appropriate grade:
Four (4) days teachers training module and one-day HMs training module has
been developed by TE & SCERT for special training to out of school children.
8. The state has plan for providing free pre-school education as suggested in RTE
Act through Anganwadi centres (AWCs) run by department of women and child
development, Govt. of Odisha.
9. The directions been issued for constitution of SMCs as per RTE Act. Guidelines
for composition & functions of SMC in Elementary School. Except 166 schools,
all schools have constituted SMCs as per RTE Act, till date.
10. The number of untrained teachers are in the state: 14074. Already untrained
teachers training have been started.) The steps have been taken to create
awareness about RTE Act among teachers, parents and community: 1. Team of
trainees developed & trained at state, district & block level, 2. Multi-
stakeholder sensitization meet at state, district & block level, 3. Zonal level
sensitization meet for private school, 4. Shiksha chetana Abhiya and 5.
Shiksha Adhikar Abhiyan.
11. The mechanisms have been instituted to redress the grievances of teachers: 1.
Grievance redressal cell & school student helpline cell setup &functional. The
GRC is actively engaged is hearing inquiry, follow-up and redressal of cases
from teachers, officers, parents and children.
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12. The guidelines and /or action points have been prepared for ensuring 25%
admission in neighborhood schools from the weaker and marginalized sections
of the society:
13. The major impediment for implementation of RTE Act within the given time
frame in Odisha state are : 1. Providing infrastructure facilities like classroom,
playground, drinking water etc. as per the RTE Act, 2. Establishment /provision
of neighbourhood school in small and scattered habitations where number
of children is less than ten.
14. For proper and timely implementation of the RTE Act in the state, the central
government may provide : 1. funds for infrastructure facilities like ACR,
playground & boundary wall, 2. Timely release of funds as per AWP&B, 2012-
13 and 3. Extension of time limit for achieving RTE compliance in all schools
across the state.
5.2.2: HMs
1. 95.83% of HMs are aware about the RTE Act-2009. 92.30% of male and 100%
of female, 91.66% of rural and 100% of urban teachers are aware about RTE
Act and 91.66% are urban teachers. 83.33% of HM reported that they have the
copy of RTE act-2009, 37.5% have model rules of RTE act, 29.16% have other
circular of RTE act in their school. 95.83% of HM expresseded that they have
been studied the RTE act 2009 and Circulars. 83.33% of HM said that they
have attended three days orientation programme on RTE Act 2009.
2. Only 8.33% HMs reported that they have identified out of school children and
the age appropriate admission under provision-4 of RTE Act. Only 4.16% of
HMs reported that their school has facility of special training for out school
children. 62.5% of HMs revealed that they have the special provisions for the
disabled children.
3. All the HMs accepted that they have implemented the provision of Free and
Compulsory Education, constituted SMC, prepared the school development
plan in their school. 95.83% of HMs said that they have implemented the
continuous and comprehensive evaluation and 87.5% of HM said that they have
prepared cumulative record of children in their school
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4. 50% of HMs accepted that they have pupil teacher ratio as per the RTE Act
and all HMs expresseded that there is no practice of physical punishment in
their school.
5. All the HMs said they are getting their salary and allowances as per RTE Act
and provisions. All the HMs reported that they do not have grievance redressal
mechanism for HM /Teachers in their school.
6. 66.66% of HMs expresseded that parents/guardian co-operate in sending their
children to school regularly. We got cooperation from parents by creating
awareness among the parents , campaign and home visit.
7. All the HMs viewed that they have regular meetings with parents/guardians
.The meetings are held monthly and quarterly. The issues such as the appraising
parents about the regularity of children, progress made by the children in
learning are discussed. The outcomes of meetings are s positive
relationships with parents and getting their cooperation for smooth
running of school, good academic result obtained by the students in
examination and more enrollment.
8. The reasons for non-accomplishment of different provisions of RTE act as
reported by the HMs are lack of teachers, regional language problem,
ignorance of parents, heavy work load and in-adequate classroom and
school building etc.
5.2.3: Teachers
1. All teachers are aware about RTE Act 2009. The major source is copy of RTE act-
2009 and it is available in their school. Only 37.5% of teachers reported that they
have model rules of RTE Act developed by state. 70.84% of teachers have not
studied the RTE act-2009 and 72.91% of teachers have reported that they have been
oriented about RTE Act 2009..
2. Only 18.07% of teachers reported that they have been involved in identification of
out of school children and only 4.16% of teachers admitted age appropriate
students in their school under RTE Act. Only 37.05% of teachers reported that their
school have taken special measures for the training of the children and 79.16% of
teachers have taken special provisions for disabled children. The school has
95
provisions such as ramp, special teacher and home service etc for disable
children. 83.03% of teachers reported that they have barrier free access for children
with special need (CWSN),
3. All teachers reported that free and compulsory education is implemented and SMC
is constituted as per the RTE Act in their school. Only 29.16% of teachers reported
that SMC is involved in designing school development plan. Teachers performed
role of school representative and meeting Co-ordinator in SMC meetings.
4. Majority of teachers (64.58%) said their school does not have teacher pupil ratio
(1:30) as per RTE act-2009 and only (35.41%) teachers opined that they have
teacher pupil ration as per RTE act-2009.
5. All the teachers reported that their school have been implemented the continuous
comprehensive evaluation . 89.58% of teachers say that their school have been
prepared the Pupil Cumulative Record (Health, Co-curricular activities ,Games and
Sports etc.) 89.58% of teachers say that their school have maintained the
attendance record and 66.66 % of teachers accepted that they have been organized
other curricular activities in their school.
6. 85.41% of teachers are reported that they are receiving salaries as per the Act and
14.58 % of teachers have expresseded that salaries not paid as per the Act . The
reason for less salary is lack of interest from Government and SSA rules of state.
All the teachers viewed that they do not have any grievance redressal mechanism in
place of work. All teachers have reported that there is no physical punishment or
mental harassment for students in their school
7. 79.16% of teachers opined that they get co operation from parents for sending
children regularly to school. They get cooperation by visiting home of children and
enrollment campaign in village. All teachers view that they hold regular meeting s
with parents monthly. The outcomes of meetings are positive cooperation received
from parents for academic issues and smooth running of school, good academic
result and more enrollment.
8. 66.66% of teachers reported that they have at least one classroom per class , 50% of
teachers viewed that have an office-cum-store-cum-head teachers room , 79.16% of
teachers said that they have separate toilet for boys and girls, 43.75% of teachers
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said that they have safe and adequate drinking water facilities , 50% of teachers
expresseded that they have Kitchen for mid-day meal preparation, 58.33 % of
teachers said that they have play ground, 58.03% of teaches said that they have
library facilities, 45.83 % of teachers said that they have Teaching Learning
Material (TLM), 29.16% of teachers say that they have play material and 45.8% of
teachers say that they do have any other activities in their school.
9. 87.5% of teachers reported that they are participating in training programmes,
87.5% of teachers said that they are participating in curriculum development,
83.3% of teachers expresseded that they are developing the training modules,
77.8% of teachers viewed that they have been participated in development of text
books, 35.4% of teachers said that they have participated in development of
TLMs, 27.8% of teachers said that they do have the members of SMC. All the
teachers reported that they have black board, Charts/Photographs/Paintings ,
models, maps, science kit and mathematics kit in school. 75% of teachers say that
they do not have Information and Communication Technology (ICT) in their school.
10. All the teachers reported that they have followed Mother Tongue in class room,
37.5% of teachers said that they sometimes follow regional language while
teaching . All the teachers said that they followed Hindi in their school while
teaching Hindi. All the teachers say that they followed English while teaching
English. Teacher taught by following methods given in training module supplied by
Govt. of Odisha. It is mainly based on activity based method.
11. All teachers revealed that their students never misbehave with them and they never
use physical punishment in their school. They suggested alternative to physical
punishment is physical work.
12. Teachers opined that they identify individual learning problems by loud reading, C
C E, Questioning/ oral test and experience. Teacher used strategy such as
Educationally weak students-Remedial teaching/ use of more TLMs/Pictures,
Educationally bright students-Guidance/ recapitalization/revision of topics and
Disabled Children-Special care.
13. 81.02% of teachers have developed their innovative teaching strategy whereas
18.07% of teachers have not reached up to that level. Teachers got innovative idea
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from personal experience, training, Experts analysis/Interaction. All teachers have
accepted that they have been received supports from both CRCs and BCCs for
transacting smooth school work. They got support for classroom decoration,
preparation of progress chats/TLMs and lesson plan.
14. The reasons for non accomplishment of RTE act as reported by teachers are lack of
teachers , regional language problem, ignorance of parents and heavy work load etc.
15. The constraints and challenges in the implementation of RTE Act-2009 in your
school are no criteria of punishment, heavy work load, direct admission procedure
etc.
16. The suggestions for proper implementation of RTE Act-2009 are recruitment of
more teacher class-wise/subject wise, awareness programme for parents on RTE Act
through school.
5.2.4: Students
1. All the students are getting school uniform, text books and mid day meals and no
students are getting school bag from school. Only 50% of students reported that
they are getting stationary from school.
2. All the students both boys and girls viewed that their school follow the mother
tongue as medium of instruction. All the students admitted that their teachers are
regular to school and punctual in attending classes.
3. All the students said classrooms are available in their schools. 57.81% of schools
have separate toilet facilities for boys and girls. 90.62% of schools has safe drinking
water, 64.6% of schools has playground, 85.93% of schools has ramp for special
children, 62.5% of schools has library, 73.43% has teaching learning materials,
53.12% of schools has play materials, 64.06% of schools has boundary wall and
46.87% of schools has health check up facilities.
4. 15.06 % of students reported that there is language teachers, 9.7% of students
said that there is science and mathematics teachers, 4.6% of students said that
there is social studies and social science teacher in their school. All the students
say that there is no art education teacher, no health and physical education teacher
and no work education teacher in their school
98
5. All the students say that they have black board , charts, models, maps, science kit
and mathematics kit in their school. 89.06% of students reported that they do not
have ICT in their school.
6. No students enrolled in midsession and no students found age appropriate
category. All school follows direct admission on basis of birth certificates.
7. Majority of school follow school timing 10AM-4 PM, having seven periods. One
library period is allotted every week. One period is allotted for cultural activities in
every Saturday. All the school follows six day per week. The school have Meena
Mancha and Meena Cabinet for making students participate in school
managements.
8. All the students expresseded that they like the teaching method of teachers. Because
teachers followed the activity based methods, teachers used more TLMs and
pictures to make teaching simpler and clear and teachers followed story telling
method. Majority of students feel that teachers behave friendly, cooperative and
familiar and good and kind enough.
9. All the students said that they are regularly attending the classes, never detain in
their class and got physical punishment in their school. Majority of students
expresseded that their parents visit school monthly and few parents visit school
quarterly for discussion with teachers and HMs.
10. All the students expresseded that their school conducts tests quarterly for evaluation
of learning progress, they have shown their answer scripts after the evaluation by
the concerned teacher. But 64.06% of students expresseded that they received
individual instruction after the test from their teachers .
5.2.5: SMC Members
1. 93.75% of SMC members are aware about RTE Act 2009. All urban SMC
members and 87.5% of members of rural area are aware about the act. The school is
the main sources of information for SMC members, besides news paper, TV,
Panchayat etc. 93.75% of SMC members have knowledge on constitution of SMC
as per the RTE Act-2009. All SMC members from urban area and 87.5% of SMC
members from rural area have knowledge of constitution of SMC as per RTE act-
2009. 68.75% of SMC members have been oriented about RTE act- 2009 and
99
31.25% of SMC members have not been oriented about RTE Act 2009. Again
75% of rural and 62.5% of urban SMC members have been oriented about the RTE
act-2009.
2. 50% of SMC members have admitted that they have taken measures for weaker
section students for admitting in neighbor schools. They have taken measure such
as stationary distribution , creating awareness on educational facilities among
weaker and disadvantaged section of children. All the SMC members have admitted
that no child is admitted into school under age appropriate category of RTE act-
2009.
3. All the SMC members expresseded that they are involved in designing school
development plan. They are involved in school activities such as school
beautification work , construction of temporary boundary wall , classroom
decoration and school campus cleanness etc.
4. All SMC members are involved in creating awareness in community about the RTE
act, see teachers regularity and punctuality in attending schools, course being
completed within specified time, school achieving quality of learning for all
children, hold regular meetings with parents and guardians and apprise them about
the regularity in attendance, ability to learn , progress made in learning and any
other relevant information about the child and there is non engagement of teachers
in private tuition in their school.
5. All the SMC members reported that there is no over burdening of teachers in non
academic work , monitor the identification and enrollment of disabled children, and
ensure their participation in and completion of elementary education, ensuring the
enrollment and continued attendance of all the children from the neighbourhood,
bring to the notice of the local authority any deviation from the rights of the child,
in particular mental and physical harassment of children, denial of admission , and
timely provision of free entitlements.
6. All the SMC members viewed that Mid-Day Meal is implemented as per norms in
their school. All the SMC members admitted that they do submission of audited
accounts of the receipts and expenditure of the school.
100
7. 75% of SMC members said that their school have the pupil teacher ratio in the
school is as per RTE Act specification. Further it points that 62.5% of members
from rural area said that pupil teacher ratio is as per RTE act but 87.05% of
members from urban area said that. All the SMC members say that there is no
grievance redressal mechanism for teachers in their school.
8. The investigator explored about achievement of SMC after RTE act. It is found that
SMC achieved many things such as maintaining punctuality and regularity of
teachers and students, improving quality of education and more enrollments.
5.2.6: Parents
1. All the parents expresseded that all their children are going to school; their child has
not been denied admission in any Govt. school, their child has not faced any kind of
the procedures/admission test for admission to class I after April 1, 2010 and they
have not paid any kind of payment or donation for admission
2. 54.68% of parents are aware about RTE Act-2009 when total sample is taken into
consideration. But only 53.12% of parents from rural area and 56.25% of parents
from urban area are aware about RTE act-2009. Majority of parents knew about
RTE act from the school.
3. Only 26.56% of child has received pre school education before entering into
elementary schools. The major source of pre-school education is Anganwadi and
Balwadi.
4. 54.68% of parents are fully satisfied with performance of teachers when total
sample is considered. But 56.25% of parents from rural area and 53.12% of parents
from urban area are satisfied with teachers performance.
5. All parents have revealed that they do not have any out of school children. Some
of the parents informed that school has provided wheel chair, home services and
escort allowances to CWSN.
6. All parents has expresseded that they never noticed any kind of discriminatory
attitude of teachers towards students and their children never punished by teachers
in school.
101
7. All parents have opined that they have been invited for meetings by the school
authority. The issues such as academic issues, report on Childs progress and
regress, report on co-curricular report etc are discussed during the meeting.
8. All parents are fully satisfied with Mid-Day Meals in respect to food quality,
quantity and taste . The parents are satisfied in mid day meal because its standard is
good, new items are being served in school such as soyabean, egg curry etc and
food s are tasty.
9. The parents expect that school should provide facilities for disabled children, take
extra class for students preparing for JNV, need to provide quality education.
10. The parents has given suggestions such as more teachers class wise, proper
utilization of resources in school, adequate classroom facilities, awareness
programme on RTE act for parents for better implementation of RTE act.
5.4: Educational Implications and Suggestions
1. The study reveals that all stake holders are not aware about RTE act-2009.
Orientation programmes for HMs, teachers and SMC members especially from
female and rural area are required to be organized. Because without awareness of
stakeholders about RTE act-2009, it can not be implemented successfully in school.
Along with RTE act-2009, model rules of state and circulars relating RTE act are
required to be sent to all HM of school. The HMs and teachers are key player for
successful implementation of the act in schools. The HMs as well as teachers are
required to go through the RTE act, Model rules and other circulars so that they can
better implement the provisions of act. All the stake holders such as HMs, teachers,
SMC members, parents and students are required to aware about different
provisions of the act. So initiatives for crating awareness among all stake holders
are need to be taken on priority basis. Because awareness of stake holders will lead
to successful implementation of RTE act in the state.
2. The act assigns duties to school authority for preparing children above the age of
three years for elementary education and to provide early childhood care and
education for all children until they complete the age of six years. But the study
found that only 26.56% of parents said their child has received pre school education
102
before entering into elementary schools. The appropriate government may make
necessary arrangement for providing free pre-school education for all children.
3. The free and compulsory education need to be provided to all children. For this the
Government should ensure availability of neighborhood school for each child. The
OPEPA reported that as per the school mapping out of 88520 habitations 4701
habitations are not having primary school within 1 km and 3320 habitation are not
having Upper primary school. So urgent steps may be taken by opening of primary
and upper primary schools in said habitations. So that availability of neighbourhood
school can be ensured for each child.
4. One of the provision of the RTE act-2009 is to bring all out of school children to
school, provide training and admit them in class appropriate to their age. The study
reveals that no school has identified out of school children in their locality. So
necessary steps required to be taken by educational authority for identification of
all out of school children and admission in age appropriate class. Particularly all
HMs, teachers as well as SMC members are required to be involved and motivated
for identifying out of school children in their locality. Very specifically,
identification of out of school children can be done by SMC members as they are
familiar about children who are not coming to school. At the same time training
modules; bridge course required to be ready and HMs and teachers need to be
trained for using. The OPEPA and SCERT may decide criteria for placing out of
school children in particular class. Similarly children from weaker and
disadvantaged section, disabled children are to be brought to school. They need
special training or extra instruction for coming to main stream along with free
teaching learning materials. All elementary schools are required to be free from
social discrimination and physical barriers.
5. The elementary school should have pupil teacher ratio as per the RTE act-2009. But
the study found that 50% of HMs reported their school does not have pupil teacher
ratio as the RTE act. Necessary steps may be taken by rationalization of teachers so
that all school will confirm to pupil teacher ratio as per the act. Because one of the
means of ensuring quality education is maintain proper pupil teacher ratio in school.
103
6. One of the duties assigned to school authority by the act is to provide infrastructure
including school building, teaching staff and learning materials to all school. The
students revealed that schools are lacking in separate toilet for boys and girls, safe
drinking water, play materials, teaching learning materials, playground, boundary
wall, health check up facilities, special teachers. Necessary steps required to be
taken by educational authority for providing all these facilities to elementary
schools.
7. Every school should constitute school management committee consisting of elected
representatives of local authority, parents or guardians and teachers. The
committees need to monitor the functioning of the school, help in bringing all
children to school including children from weaker section, disable and out of
school. The study found that only 50% of SMC members have admitted that they
have taken measures for weaker section students for admitting in neighbor
schools. The SMC need to sensitize about their roles and functions , preparation of
school development plan in the context of RTE act-2009.
8. There should be a redressal mechanism for teachers in work place as per the RTE
act-2009. The study found from teachers as well as parents there is no redressal
mechanism in work place of teachers. So steps may taken by the government for
setting redressal mechanism in work place of teachers.
9. The academic authority should revise the curriculum, textbook and examination
procedure in elementary education. The curriculum should conform to values
enshrined in the Constitution, all round development of the child, building up childs
knowledge, potentiality and talent, development of physical and mental ability to
the fullest extent, learning through activities, discovery and explanation in a child
friendly and child centered manner. The in-service teachers as well as prospective
teachers are required to be trained to act as facilitator of learning rather than giver
of information and organize different activities making all students to participate.
10. The continuous and comprehensive evaluation procedure need to implemented in
schools. All children are to require to be evaluated continuously and in different
aspects of learning. It helps teacher to identify learning problems of each and every
104
child and provide remedial teaching accordingly. So all the teachers may be
oriented on process of organizing continuous and comprehensive evaluation.
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