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CHAPTER-2

REVIEW OF RELATED LITERATURE

2.1: Introduction

Review of related literature is the foundation and very important factor and complex

aspect useful for identifying the research related issues and problems, selecting

objectives of study and defining hypothesis. It can never be undertaken in segregated

format that work has already been completed on the same problem which is directly

or indirectly linked with study proposed by a researcher without study of related

literature no can make exhaustive complete research work. Researcher wants to get all

the related information for research work. The review of literature is an integral part

of the research and makes an immense contribution at every step of research. In the

beginning stages of research review of literature supports researcher to build the

theoretical foundations of study and clarify thoughts and ideas and develop structure

for methodology, at later stage on the literature review promotes to enhance and

consolidate knowledge system and helps to collate and integrate findings with the

existing knowledge. Since it is an important factor and responsibility in research is to

compare findings of study with other, the literature review here plays an effective

role. Books and literature enrich human being with complete knowledge. History

reveals that Human being learns from the day to day experiences from each others.

Human seeks support and guidance from his close members from family, friend and

relatives. The understanding of the related literature is crucial phase of the planning of

the study, and the time spent in such a study invariably is a wide investment. The

review of the literature is gives researcher deep insight, and focused perceptive of the

entire area. The reviews of the literature promote a high level understanding of the

problem and issues and its crucial facet and ensure the unnecessary duplication of the

work. This also gives s comparative data to evaluate, interpret and highlight the

significant findings.

Study of relevant literature indicate researcher that whether evidence is already

available to solves the problem properly, without further investigations and

interpretation. This will save time and energy and more important avoid duplication.

This will contribute to scholarship for investigator by giving some excellent ideas,

thoughts, theories and detail explanations which will be valuable in solving the

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problem and suggest proper method for new research.” In short review of related

literature will gives proper guidance. Keeping in mind the view and importance of

reviewing the previous literature, concern related studies have been reviewed and

mentioned as follows;

• Studies related with existing status of School Management Committee

• Studies related with of School Management Committee effectiveness.

• Studies related with Parent and Community Participation in Management of

School

• Studies related with Roles and Responsibilities School Management

Committee

• Studies related with implementation of Right to Education through School

Management Committee.

2.2: Definition of Review of Related Literature

Review of related literature means study of literature which is related to the topic and

relevant for research work in present scenario and findings are usable for the study to

compare of findings for the use of the study conducted by the researcher. Review of

related literature findings may help to support the findings of the study done by

researcher.

2.3: Purpose of Review

The higher the academic level of research, the most important a through integration of

findings with present literature. Work on literature review may be time-consuming,

overwhelming and testing, but it is worthwhile. Review of the Related Literature is

need of the research project. WALTER R. BRAG stated that the literature in any

branch or field is the foundation which will lead and build future work. Without

understanding and proper information and previous knowledge of the past researcher

would not be able to start new project. So it is an essential component that researcher

should know the background of the subject. JOHN W. BEST mentioned in his notes

that knowledge could be made available from the books and it is there in books and

literature. Surveys of related literature furnish the researcher with ample information

about the relevant field. Study of related literature is requirement for actual planning

and implementation of project for example surveying field, collation and

65

interpretation then to formulation of a plan. This helps to save energy and time and

avoid from duplication and broadly listed out some important purposes of review of

related literature;

� It gives a theoretical background for study.

� It denotes and establishes the linkages between current and previous

availability

� It facilitates to define research methodology.

� The literature of review will be able to showcase findings contributed to the

existing structure of knowledge.

� It enables to contextualize findings.

2.4: Sources of Related Literature

For specific research problem researcher should review the literature in broad area of

interest and better understanding. After that the review of literature focused should be

on research problem. Fix reasonably specific objectives of the study. The review of

the literature is important for the development and sort out the solution of the problem

The literature must be throughout systemic and provides adequate results. The review

of related literature could provide significant problem, explanatory hypothesis and

supportive in orientation for definition. It should promote in depth understanding of

the problem and its crucial areas. Four major steps involved in knowing a review of

related literature as followed here;

� Search for present available literature in relevant area of study.

� Selected literature must be reviewed.

� Theoretical framework to be developed

� Conceptual framework need to prepare.

The skills are required for these kinds of tasks which can be varying from project to

project.

2.5: Related Review of Literature

Chairman, School Management Committee, Zilla Parishad School, Lanja No.5,

(2013), “Change through community participation” District Ratnagiri, Maharashtra;

66

It is a big school with insufficient number of classrooms. Enrolment was decreasing

day by day. As a result, students took admission in private schools. The school was

degraded day by day. School Management Committee was constituted under

provisions of RTE Act, 2009. The committee determined to enhance the quality.

Model school plan was formulated. Community participation was appealed. An

amount of Rs. 29 Lakh was collected through community contribution. A double

storey building having 17 classrooms and a hall (3600 sq. ft.) was constructed. Up-to-

date toys made available, garden was flourished. Educated youths from the village

became ready for rendering guidance for scholarship and special coaching for

students with low learning level. Students got success in scholarship examination.

Let us be motivated and do something for our school.

Chief Executive Officer, (2012), “Innovative Schools through Unnati Abhiyan” Zilla

Parishad, Jalna, Maharashtra;

All Zilla Parishad schools in the district have been made child centered through active

and generous community participation and active involvement of School Management

Committee. The success story is the result of response given by the administration

and community to the holistic planning with full devotion by Chief Executive Officer

Zilla Parishad Jalna. First of all 45 activities were identified for making the schools

child centered. These activities included oil painted tipri ground in verandahs, big

snake & ladders, chess, data grid, square facility, mathematical digits painted on stair

and ramp. In first phase, these activities were completed in 11 selected schools

through community contribution. Cluster heads and other supervisory staff visited

these schools and studied the activities. Further discussions were carried out in the

meeting of school management committee of all schools in the district. For

implementation of these activities action plan for the same was chalked out. The

community was surprised with this change and community participation and

contribution supported the government funds to make all the schools in the district

child centered through these activities. As a result, enrollment in these schools

increased and pupils attended the school regularly and enthusiastically. Parents

preferred ZP schools to private schools for admission of their wards.

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Department of School Education and Sport, (2013), “School Management Committee

members second Phase training, Government of Maharashtra, Mantralaya, Mumbai

Department of School Education and Sport, Government of Maharashtra has

developed module for first phase of School Management Committee members

training during 13th to 20th May 2013. Government has taken a keen interest to orient

all School Management Committee members in mission mode programme, so

capacity building of members will be enhanced and resulted into active involvement

and participation in School functions. It was discussed with all state level senior

officers, UN agency, civil society partners, NGOs, stakeholders, implementing

agencies, selected School Management Committee members etc.

Child: Child means a male or female child of the age of six to fourteen years.

School: School means any recognized school imparting elementary education.

Local Authority: Local authority means Municipal Corporation or Municipal council

or Zilla Parishad or Nagar Panchayat or Panchayat, Cantonment Board, Village

Panchayat etc.

Right of child: Entitlement that every child must get - Right of child, means right to

free and compulsory elementary education.

Free education: For all the children in the age group of 6 to 14, up to 18 years for

children with special needs. Education upto class VIII even if elementary education is

not completed up to the age of 14 years. It needs to be understood what child will get

‘free’ when we say ‘free education ’; also what is made ‘compulsory’ and for whom.

As per article no 3 of RTE and rule no 5 of the rules framed by Maharashtra state –

• No fees or payment of any kind.

• Free supply of uniform, textbooks and writing material

• No child has to incur expenditure for education up to class VIII.

Free education: in which schools? : As per article 12 of the Act, children will receive

free education in following schools: In all the Government and local body schools

(means Z.P, Municipal Corporation /council, Ashram schools) All private aided

schools

• 25% seats to the children from the backward and weaker sections in private

non- aided school

• Reservation of 25% quota, for children in the disadvantaged and weaker

sections of the society.

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• In all unaided private schools (excluding Madarasas, Vedic and institutions

imparting religious education)

• Admission in class I in private unaided schools. Admission in pre-primary unit

if the institute has one.

Reimbursement of Fees on these 25 % reserved seats: Government will reimburse

amount to the school at the rate of yearly per capita expenditure for education of

student. State Government has to notify the rates per capita expenditure.

Disadvantaged group-scheduled cast, scheduled tribes and Children with Special

Needs

Weaker section – VJNT, OBC, special backward class students, and students falling

under religious minorities notified by Government, and with parents having annual

income below Rs. 1 lack.

‘Compulsion’ is applicable on: Government, Local authority, School, Teacher

Why there is no compulsion on parents to enroll their children in school?

The majority of the parents in India are financially weak. Migration for employment

and ignorance about importance of education are generally witnessed among poor

parents. If we make provision for penal punishment to these parents for not enrolling

their children in school, it will amount to punishing them for their poverty. Noted

educationist Mr. J. P. Naik once made a comment: “There will be more parents in the

imprisonment than their children, if we imprison the parents for not providing

education to their children’’

What do we mean by compulsory education?

• Ensuring compulsory enrollment, attendance and completion of elementary

education of every child.

• Ensuring availability of school in the neighborhood

• Ensuring that no child from weaker section and deprived group is

discriminated about availing and completing primary education.

To provide basic amenities: school building, teaching and non-teaching staff as well

as teaching – learning material.

Access to School:

1. As per section 3(1) of the Act, Every child has the right for free and

compulsory education in the neighborhood school till the completion of

elementary education.

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2. Section 13 (1) of RTE banned that No school shall compel children or their

parents to appear / undergo screening procedure of any kind for the sake of

admission.

3. It will be mandatory by the section of 5(3) of said Act for the head master to

immediately issue School leaving certificate to the student wishing to take

admission in another school.

4. Donation is prohibited by Act itself vide section 13 of RTE Act, for the sake

of admission will not be charged by any school from any parents and children

5. Admission cannot be denied by virtue of Act section 14(2) to any child in any

school for the want of age proof in jurdiction.

Clarifications on some important issues on the lines of provisions in Act and Rules are

as mentioned below:

Table: 2.1: Provisions in RTE Act and Rules

Question Provisions in the Act/Rule

Can we make admission in the absence

of school leaving certificate?

Yes. One can have admission in such

situation.

What is the alternative if certificate for

Date of Birth is not available?

Record of Anganwadi, record from the

hospital where the child delivered, affidavit

from parents about date of birth of child,

affidavit of the parents certified by Sarpanch

or HM of the local school. (Rule 9)

Can we make admission, 6 months after

opening of the school, in the middle of

the academic year?

Provision made for getting admission at any

time during an academic year. (rule no.

10(2))

Is it necessary for the child who has

never attended school or is drop-out, to

pass previous standards, for the sake of

having admission?

The provision has been made to admit the

child in the age appropriate class and

provide special education to make up for

learning loss related to previous standards

(rule no. 3 (1))

Special Education: The education given to bring children to the level of competencies

of the upper class to which they are admitted appropriate to their age. The curriculum

for special education has been designed by Maharashtra State Council of Educational

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Research and Training, Pune. The teachers have to organize special training during

school hours only.

Beneficiaries entitled for special education: Those children who never attended

school. (Rule no 3(1)). The children admitted in a school, however dropped out later.

The children enrolled, but absent in the class for more than one month (rule no 2 (1)

Child entitlement for admission in school if s/he will be staying in certain village only

for the period of 6 months at the instance of migration: The child is definitely entitled

for admission in this case. The Head Master will do benchmark assessment of the

competencies of the child and decide upon the competencies to be addressed,

accordingly. The progress status sheet will be handed over to the child when s/he will

leave the village. However, in this case, it is necessary for the parents to intimate the

school that they are leaving the school.

Is the Act applicable to all schools? : The Act is not applicable to Madarasas,

institutions imparting Vedic and religious education. Barring 2 provisions in the act, it

is fully applicable to unaided private schools, central schools; Navodaya vidyalayas;

Sainik Schools; i.e. the provision of free education applicable to 25% admissions and

the provision of School Management Committee are not applicable. Act is fully

applicable to the Government and Aided schools.

Objectives of School Management Committee members training:

� To inculcate and enhance confidence among SMC members through

understanding the importance of participation and role in all round

development of school.

� To create awareness about Right to Education Act, 2009

� To enable for formulation of school development plan.

Preparation of School Management Committee training:

� All the members be informed in writing regarding organization of the training

prior to minimum 8 days.

� Three resource persons shall be appointed for training. They shall include one

supervisory officer (Cluster Head/ Ext. Officer) and at least one woman.

� Training hall shall be sufficiently large so as to accommodate 50 persons- to

sit and make necessary movements.

� Training material such as LCD, screen, speaker, card paper, sketch pen, pad,

pen etc. be made available.

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� Cluster Head/ Extension Officer to conduct preparation meeting along with

resource persons.

� Field officer shall plan for management of the training such as tea, breakfast,

meals, distribution of material, seating arrangement etc.

� Selected administrative and educational material such as learning corners,

puppet, selected books, school development plan, village education register,

U-DISE, material developed by pupils etc. be exhibited at the training centre.

� The 'Sankalp' (Determination) given in "Reading Material" booklet be quoted

by all the members in the concluding session of the training.

Table: 2.2: Preparatory steps for effective training of SMCs

What to do during the

training?

What to avoid?

After the training.

To behave with all

respectfully and cordially.

Reading references and

reading material during

presentation.

Immediate submission of

brief report along with

photos to superior office.

To follow the time

schedule strictly.

Domination, dispute,

imposing our opinion and

thoughts.

To formulate follow up

plan to check the

advantage and the effect of

the training given to the

members.

Reactions of the trainees be

easily handled and

responded.

Difficult and abstruse

language, use of English

words.

To get participation of all. Boring speech, digression

and unnecessary lengthy talk.

Reading references and

reading material during

presentation.

Mutual introduction of School Management Committee members: Activity introduced

in the initial part of training to introduce members and open those members for

training understand their background through mutual Introduction. Objectives of

doing this activity are mutual introduction by play way method and creation of free

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atmosphere and Understanding the proportion of participant parent members. Material

required for this for activity is Card and musical instrument and Period of 20 minutes

sufficient for organization of this activity. Points for introduction: Full name of

members, arrived where from, Class in which child is learning and Likings / hobby.

Instructions: The above points of introduction be written on board and cards to be

used in the game. Tutor (Resource Person) himself shall introduce ideally according

to these points. Activity: Trainees to sit circular or decision to be taken for seating

arrangement at local level. One trainee is provided with a card. Without looking at the

trainees one tutor shall start sounding the musical instrument (Table or available

material be sounded if musical instrument is not available). While sounding the

instrument the trainees shall pass the card. As soon as sound stops, the participant

holding the card shall introduce himself on the points above. If the card arrives again

at the introduced participant, he/she shall pass the card to the next. Again the

instrument shall be sounded and the card shall be passed. In this way each participant

shall be introduced in joyful atmosphere. Probable changes as per local situation can

be made; other thing can be used instead of card. If this activity is not possible due to

non availability of sufficient place then the tutor shall introduce as per traditional

method. If game is not possible change to be made according to the situation.

Motivation for enhancement of likable things through introspection: Activity for not

likeable and likable things for a school; this activity is basically with clear objective

of Motivation for enhancement of likeable things through introspection. Time

schedule for the conduction of activity is 10 minutes. Instructions will be given by

Resource Persons to trainers as listed here; Tutor shall write on board after discussion

of those things which members did not like when they were learning in school. Make

a list of non likeable things for school and likeable things for school on black board.

Discussions regarding the reasons be carried out. How can the things the then likeable

be implemented presently in the schools? Brief discussion is carried out. Let us go

through the success stories of some selected schools fulfilling the likeable things to

great extent. By this announcement the unit shall be linked with success stories.

Best practices and experience narration to motivate School Management Committee

members: Motivation of making our school enhanced at par with the schools having

success stories. Activity should be completed in 40 minutes. Necessary action to be

taken, description which shall motivate the participants to work for their school with

self inspiration through success stories, DVD of innovative activity of Jalna district be

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shown, description to visualize attachment, joint efforts will power of school

management committee for all round development of their schools. These things to be

avoided while running this activity; Reading of success stories, unnecessary

discussion and comparison, unnecessary emphasis on fund compilation and physical

facilities. Instructions have to be followed during activity DVD of 20 minutes based

on an innovative activity known as 'Unnati Abhiyan' to enhance community

participation in Jalna district be shown. Among the participants one shall narrate

experiences of one successful school management committee briefly for 5 minutes.

Importance of planning and coordination: Action game of coins dealt with objective

to understand the importance of planning and co ordination. Activity will require 10

minutes time and two coins. Action is required for performing this activity, need to

follow the instructions; the participants be divided in two groups. They shall stand in

rows parallel in front of each other. In both the rows, a coin shall be placed on

inverted fist of right hand of first person and the left hand shall be held back. He shall

place the coin on the inverted fist of the neighboring trainee. In this way, the coin

shall reach to the last trainee in the row. Care shall be taken that the coin shall not fall

down. If coin falls the game shall restart from the first trainee in the row. The group

whose coin shall reach to the last trainee earlier shall be declared winner. Tutor to

review the game and carry discussion based on these questions; what had the winner

group done? They did the work in less time. Why? What was the different in their

efforts?

Els Boot (June 2011), Socialization and Youth Policy Specialization Education and

Child Development in the Context of International Humanitarian, Utrecht

This is the ‘parent participation model’ for school improvement. The status of schools

in terms of quality of Education found in these schools was comparable to the quality

of education in non implementation of SIP schools, except for the pupil teacher ratio

which was high in particularly active SIP schools. Since the SIP started, in most

schools during 2003 and 2006, the educational quality of active SIP schools became

equal to the quality of education in non- SIP schools. The same trend found in schools

SIPC became defunct. Therefore it can be concluded that the presence of an active

SIPC cannot be associated with an improvement in the quality of education that is

best than the improvement which seen in non-active SIP schools of the project. In

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addition to the efforts of committees towards the quality education for all goals

focused the access equity and quality of education. This could be concluded that

active SIP schools have diverse projects to avail the access of education to all

children. Intervention for active SIP schools and not SIP School will be same as to

improve the quality of education and gender equality.

Recommendations of project: The participation of the SIPCs project fits in the

participatory model which is to be adopted for school improvement. For the

improvement quality of education need ban inactivity of the SIPCs as a consequence

of leaving SIPC members the participants. Sustainable model to be developed to train

SIPC trainers. The training of SIPCs through workshops/seminars of Plan led in half

of the SIP schools to a SIPC.

Close supervision and monitoring and support of the SIPCs through the trained person

to help the SIPC in adopting the plans in actual results and improvements.

Maintain pupil teacher ratios and book- pupil ratios. More focused should be given on

in the quality of education rather than investments in the construction projects of

schools and in the provision of textbooks could reduce a lot of money. The desired

teachers quarters and additional classroom could be constructed which could lead to

reduced PTR. The synergy between the various departments programme built a pillars

more effectively for the School Improvement

Government of Maharashtra, (2013), “Government direction to all School

Management Committee to be focused for Whole School Development”, School

Education and Sport Department, Mantralay, Mumbai;

Cleanliness of school and school campus: School and school surroundings are kept

clean. Class rooms kept clean and various educational materials are so neatly arranged

that pupils have easy approach and handling them. The varandha, library, laboratory

in school building, drinking water place are clean and the surrounding of toilet is also

clean. Flow of water is not detained. The tank of drinking water is regularly cleaned.

The surrounding of drinking water tank is free from waste material and dirt and not

affected by mosquitoes and instincts. Purified water is used for drinking. Toilet is

regularly used & cleaned after every use. There is no waste material of tree leaves,

paper, plastic bags etc. in school open space. Dustbin is kept in school campus. Open

space is cleaned daily and ground level is maintained by removing small & big stones.

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Trees are planted around the open space of the school & they are well watered

regularly. Efforts are taken to keep river, streams clean as they are elements affecting

the school environment. Through counseling children are kept away from bad

tendency such as removing leaves from trees, throwing stones towards animals &

trees etc.

Health of pupils: Nutritious food for pupils, Mid-day- meal: Pupils are provided

sufficient, nutritious, fresh cooked food. Utensils are kept clean & dining room /place

is also clean. Waste food and waste material are disposed in a proper way. Compost

manure and wormy manure are made from them. Planning is made in contact of local

authority to dispose other waste material such as plastic, glass, etc. Pupils have

undergone medical checkup and their records are systematically kept. The health

problems of pupils are solved through consultation with rural hospital. Hygienic

precautions are taken during village fair and rainy season. Pupils do not quarrel while

eating. They are provided mid-day-meal in queue. They enjoy the meal. SMC shall

record in Taste Register regarding the taste of school nutrition food, freshness and

safety.

School atmosphere: Pupil’s attendance- All pupils admitted attends full time school

regularly. Teacher’s attendance is ensured. School prayer is taken daily. All pupils

have participation in the prayer without any discrimination. Pupils are asked to

enquire why some pupils in their class/ school are not attending the school. Teachers

also enquire. School management committee takes efforts till the absent child attends

the school regularly. All pupils of the school conduct a project or celebrate a

programme. Other pupils help those pupils who lag behind in sports, study and

experiments. The pupils congratulate those pupils who achieve merit. They feel regret

and express sorrow for any loss of others caused by them. The moral values such as

honesty, good behavior, conversation with patience, and respect towards elders are

well preserved in the school. Things like Gutkha, Pan, Tobacco, Bidi, Cigarette etc.

are not available in school campus or in surroundings.

Storage: Meal arrangement - There is a safe place where Tiffin and cooked lunch are

stored. It can be locked. The place is clean and hygienically suitable. Cooks wash

their hands before handling food. Luggage in class room - Cup boards are available

where children can keep their luggage by themselves. These cupboards are

sufficiently large to accommodate all luggages of children and can be handled easily

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by them. It is better if children's work is stored neatly. Teaching learning material -

Cupboards are available to accommodate teaching learning material.

Safety of School: There are no obstacles in school campus such as broken glass, iron

nuts, open wells and there is no hindrance to approach the main road. Well equipped

first aid box is available in the school. All windows and doors of the school building

are not broken and a school where well is available has been covered with safety.

School building is safe for children. There is compound wall for the school. Minor

repairs of school building are done in time. The walls of school building are plastered

and colored. The walls of school are clean in all respect and waterproof. Regular

checkup of electricity supply are carried out and all precautionary measures have been

adopted to avoid accidents due to electricity supply.

Government of Maharashtra, (2011), Right of Children to Free and Compulsory

Education Act, 2009, Maharashtra State Rules”, Mumbai

School Management Committee Composition has to be constituted in every school,

other than permanently unaided school, Madarsa, Vedic Pathshala and imparting

religious education as per section 21 of the RTE Act 2009. School Management

Committee constituted within three months from the date of commencement of the

new academic calendar and should be reconstituted every two years to perform the

functions of School Management Committee. The School Management Committee

will perform duties as mentioned in the state rules. RTE Act is applicable for classes

one to eighth, hence this rule is applicable to those schools having classes of one to

eighth. Provisions for Children with Special Need under RTE, 2009:

There is a special act in force for CWSN, under title “Persons with Disabilities Act,

1995”. The article 2 (ch) of this act, elaborates the provisions of education to CWSN.

(Section 3(2)), which are as under;

o Appropriate means of transportation should be made available to CWSN to

enable them to attend school, alternatively costs to meet transportation can be

offered to their parents.

o Such children are even entitled for stipend.

o Appropriate architectural adaptations should be made in the school building to

facilitate comfortable access of these children in school /classroom and sitting

arrangements etc.

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o Deaf children have option to choose any one of the languages from the

curriculum.

o Appropriate changes should be done in the curriculum to facilitate learning of

these children.

o Provision of writer (amanuensis) should be made for orthopedically

handicapped and children with low vision.

o Facility for free transportation or assistant is available.

Definition of ‘disability’: “Autism, cerebral palsy, mental retardation and multiple

disabilities act 1999” disable means; Blind, low vision, mental illness, loco motor

disability ,mental retardation, hearing impairment, leprosy cured Autism, cerebral

palsy and multiple disability of acute nature.

Raju is 10 years old studying in class IV. He is very much fond of listening to Radio

programs. His parents have to stay away for the entire day for earning their bread.

Only Raju and his grandmother stay back at home. Raju helps his grandmother in her

household work as per his capacity. In fact he likes to attend school. He likes to play

and enjoy chatting, laughing with friends and having fun with friends. He listens

carefully to his teacher. He confronts with many difficulties while learning. You know

why? He is not able to see with both of his eyes! A list of difficulties facing by Raju

is mentioned below:

He is not able to read lessons from printed textbooks.

He is not able write in his notebook the home work dictated by his teacher

He is not able to understand instructions written on the black board unless

somebody reads them out for him.

Raju has a right, like other friends, to attend school, play and have fun with

friends.

What if he is not able to exercise his right due to his handicap following facilities can

resolve his difficulties; Slate, books in Braille script, Developing skill to read and

write Braille script, Providing textbooks in audio/video form, Cassettes of stories,

poems, songs etc, Provision of writer while responses in question- paper are expected

in written form, More stress on oral work, activities, practical, discussion etc. in the

process of evaluation.

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Efforts to be taken by School for Inclusion:

Suggest children to select play-activities where Raju can also participate.

Accommodate Raju in group work, assign some responsibility to him and also help

him to carry out the responsibility. Never say “this is beyond your reach” Always try

to instill confidence in Raju by saying ‘you can manage to achieve anything that you

wish to.’

Reasons for children not getting enrolled/staying away from school and possible

remedies: As per RTE, 2009 every child is conferred with the right to have education.

Even then, there is a possibility that some children are out of school. There is a need

to give serious thinking about the reasons behind this situation so as to find

appropriate solutions to retain them in school. We may classify these reasons in

several categories as under:

Financial Reasons: Parents with poor financial background, Children forced to help

parents in traditional occupation of the family, working as child labors at restaurant or

brick-kilns etc, Children required staying at home to look after their younger siblings,

Children forced to migrate with their parents migrating for the search of employment.

Social Reasons: Prevalence of gender discrimination in our society, Turbulence in

family due to addicted parents, Hindrance in education at the instance of undesirable

traditions like child marriage, Prevalence of feeling of insecurity about girl children

remaining away from home.

Other Reasons: Apathy about education and inferiority complex about social status,

Unattractive teaching learning process, School being far away from home, Having

handicap.

Government of India, (2009), Schedule of the Right of Children to Free and

Compulsory Education Act, 2009, New Delhi

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Table: 2.3: Norms and standards for a school under Schedule of RTE Act 2009:

Table 2.3.1: Teachers: for classes 1 to 5

Admitted children No. of teachers Head teacher

Up to 60 2 -

61 to 90 3 -

91 to 120 4 -

121 to 150 5 -

151 to 200 5 1

201 to 240 6 1

241 to 280 7 1

281 to 320 8 1

Note: Above 200 children pupil teacher ratio

(excluding head teacher) shall not exceed 40.

Table 2.3.2: Teacher: for classes 6 to 8

Admitted

children

No. of teachers Head

teacher

Part time

instructors

Up to 100 Math/Science -1

Social science -1

Language -1

Total -3

- -

101 to 105 Math/Science -1

Social science -1

Language -1

Total -3

1 Art Education -1

Health /Physical

Education -1

Work

Education-1

106 to 140 4 1

141 to 175 5 1

176 to 210 6 1

211 to 245 7 1

246 to 280 8 1

Note: Above 150 children pupil teacher ratio

(excluding head teacher) shall not exceed 35.

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2) Building: All weather, child friendly school building which consisting of:

1. At least one class room for every teacher & an office -cum- store - cum

head teacher's room;

2. Barrier - free access;

3. Separate toilets for boys & girls;

4. Safe & adequate drinking water facility to all children;

5. A kitchen where mid -day-meal is cooked;

6. Play ground;

7. Arrangement for safety of the school building by boundary wall or

fencing.

3) Minimum number of working days /Instructional hours in an academic year.

Table 2.4: Working Days and Instructional Hours for Schools;

Type of classes Minimum number

of working days

Instructional

hours

1 to 5 200 800

6 to 8 220 1000

4) Minimum working hours per week for teacher: Forty-five teaching including

preparation hours.

5) Teaching learning equipment: Schools should be well equipped with adequate

number of Equipment useful for Teaching Learning Process.

6) Library: library in each school is mandatory with sufficient number of reading

and reference books including news paper, magazines and various books on all

subjects, story books. This should be functional and to be used by teachers and

students.

7) Play material games and sports equipment: All schools should have sports

Kit, material for play and games through various activities, first aid box.

Available material of sports should make available to the students.

Government of India, Ministry of Human Resource Development, (2011), “SSA

revised framework for RTE Act implementation”, Department of School Education

and Literacy, Shastri Bhavan, New Delhi, (83-91& 112-114)

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Active Involvement and Role and Responsibilities of Community and Civil Society:

SSA and RTE success is because of people’s support and their ownership. The RTE

Act has mandate for age appropriate admission of every out-of-school-child, special

training for each of these children to enable them to adjust and reach in school,

promoting activity based teaching learning processes, child-friendly child centered,

exploration which is free of trauma, anxiety, and fear sets the programme for proactive

community participation. Community participation should be a central and

overarching component in educational planning, budgeting, implementation and

monitoring interventions for universal elementary education. SSA will facilitate

towards enhancing participation of the community, parents, guardians, teachers and

students by creating awareness, programme for community mobilization. To

coordinate such a massive mobilization and solicit proactive participation, it needs to

join hands with experienced and active civil society organizations.

Access / Infrastructural development:

Table: 2.5: Access / Infrastructural indicators wise norms;

Indicator Norms

Toilets (1 unit includes 3 urinals & 1 lavatory.

A school shall have toilets for boys and girls(at least)

An additional unit for each 120 pupils if exceeds 120.

Drinking water facility Drinking water facility to all children (Safe and adequate).

Electrification Electrification in all classrooms with meter, fan, bulb etc.

Compound wall Arrangements for securing the school building by boundary wall

/ fencing.

Headmaster's room If the headmaster post is sanctioned.

Play ground As per availability.

Barrier free access Each building should have Separate ramp for. Height and length

ratio should

Major repair For 10 years or more period building construction- expenditure

Up to 60% of approved cost of additional classroom Kitchen shed Kitchen shed availability at the distance of 30 ft. from building.

Building less School Minimum 2 class rooms with verandah for a school.

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Indicator Norms

Dilapidated school

buildings

If t h e existing school building is dilapidated. (Engineer's

certificate required) Library Only for Govt. schools without library: for primary schools @ Rs.

3000/- & Rs. 10000/- for upper primary schools.

Various grants for school:

Table: 2.6: School level related Grants and its norms

Grant Norms

Teacher @ Rs. 500/- per teacher of classes 1 to 8 to prepare Teaching

Learning Material.

School @ Rs. 5000/- for primary schools (1 to 4) & Rs. 7000/- for upper

primary schools (5 to 7). Maintenance

For classrooms in use (excluding Head teacher room) for

Govt./ local bodies schools with own building and rented

buildings in urban areas. @ Max. Rs. 5000/- upto 3 class rooms

and @ max. Rs. 10000/- for more than 3 class rooms but

Rs. 7500/- on an average at district level.

Community/SMC/PRIs

Training

a. For selected 6 members of SMC: 3 day residential training

at BRC /URC level and 3 day non residential training at CRC

level.

b. For selected 4 representatives of local authority: 3 day

residential training at BRC / URC level.

c. Max. Rs. 200/- per person per day for residential training.

d. Max. Rs. 100/- per person per day for non residential training.

Govinda, R. and Diwan R, (2003), “Community Participation and Empowerment in

Primary Education: Indian Experience”, New Delhi

Role of Civil society Organizations in the RTE implementation: The role of civil

society organizations with relevant and demonstrated experience at different levels and

locations is an important factor in translating RTE to make a vibrant movement at the

grass root level. This becomes even more critical in the face of the scale of the task

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and the myriad challenges that are envisaged in ensuring the proper implementation of

the Act.

Gray, (1999), “Four ways of gauging school improvement”, London

School improvement administrative reforms have to be attempted now to change the

organizational culture and professional atmosphere of schools. To promote a stress

free and collegial environment with more emphasis on collaboration and build up

professional relations among the teaching and non teaching staff which can be

extended up to community level. Teacher development factor need to be addressed

through activities which need considerable attention so as to improve student

behavior, learning and achievement. Change is required at various levels of the school

i.e. classroom, teacher, student level, engaging teachers in professional dialogue and

external support from professional agencies in the development and change of school

culture. As the unit of change the real focus is on the schools. Dimensions of change

in schools to show the best results in school improvement in terms of student learning

and achievement level enhancement in terms of following themes:

� Focus and efforts in the direction to enhance pupils’ academic performance

� Restructuring into management structures and reforms in planning procedures

to achieve best staff and pupil participation.

� Implementation of coherent policies for effective teaching and learning

processes.

� Renewal of the curriculum in the tunes of national reforms;

� Renovation and refurbishment of the school atmosphere, environment and

availability of basic facilities;

� Increase active involvement of parents in their Children’s Education and the

participate community in the life of the school

� Documentation and dissemination of active Schools and sharing with other

school

� Focus attention on effective teaching and learning process including larger

discussion of classroom practices and classroom transactions.

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Head Master, Pashtepada (2012), “Project Education Modernization of Pashtepada

through Community Participation”, Pashtepada village in taluka Shahapur District

Thane, Maharashtra;

Pashtepada is a tribal village in taluka Shahapur District Thane. It is a habitation

having a school up to 4th class and situated in Sahyandri Mountain. The parents are

farmers and labors. But the school had a vision to bring the school at par with private

schools which are full-fledged with modern equipment and computers. The vision

took its concrete form through community participation and contribution. First of all,

physical facilities in the school were fulfilled through community participation and

contribution. Later, a theatre for children was established and cartoons and

planetarium were painted out respectively on the walls and upper floor of the theatre.

A project, “Project education” was under taken by the school. LCD curtain was used

for teaching learning process. Later on the child theatre was full-fledged with

computer, projector, and interactive board. The school was famously known as

“Smarts School in Maharashtra” for using technology. For computer assessed

learning, planning was made such as unit plan, teaching-learning and evaluation.

Students began to learn joyfully through conversation with interactive board. The

related part for each unit was downloaded. Children action, self-learning was saved

from interactive board in the folder against their names. As a result, creditability in the

evaluation was enhanced. Later on a mobile computer schools was established and it

began to give lessons to neighboring schools. This progress, no doubt, was a surprising

one. In fact, this was not achieved easily. School management committee made an

appeal to community through social media and posters. As a result, a fund of Rs. 4

Lakh was collected through community contribution for “Project education.” This

contribution supported the Government funds to meet the expenditure towards this

project.

Head Master, Satara, (2012), “First ISO graded School in Maharashtra with active

involvement of School Management Committee”, Zilla Parishad School, Satara

District, Aurangabad, Maharashtra

Prior to the year 2007, the school was a place where cattle were huddled. The school

had neither plants nor it was protected by any compound wall. The school became

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fully advanced and was the first school in the State honored with ISO grade awarded

by International Certification Institute. This didn’t happen suddenly but it was a

result of continuous efforts for 4 years. The school made appeal to dedicated persons

by congratulation / gratitude letters through women saving groups and succeeded in

gaining their affinity and sympathy for the school. The school could gain confidence

through various activities such as Inspired Award, Grouped Learning, Malpractice

free examination, attendance flag etc. A fund of Rs. 6 Lakh was collected through

community contribution. Action plan was formulated through participation of parents

and accordingly up-to-date computer laboratory was established. E-Learning took

place using effective software. Attractive garden was developed and modern toys

made available for students. Dignitaries visited the school and expressed hearty

congratulations.

Kabir Vajpayee and Director, MSCERT, (2010), “My Enriched School, Child

Friendly and Child Centric Education”, New Delhi and Pune

Child Friendly and Child Centric Education: Actually age of the primary school

children demands for joyful play activities and freedom of thinking .However children

are not able to learn the way they like to, because of the monotonous nature of

timetable and expectation to keep their mouth shut in the name of discipline. The buds

of curiosity and queries fade away. Arts, work – experience and physical education

are, in fact, the subjects with great potential to absorb attention of children in school.

The periods allotted to these subjects are sometimes diverted to other subjects like

science; mathematics etc. or utilized for some other work .This list can extend further.

How children shall have genuine desire to attend school on this background? This is a

matter for introspection. Ultimately what is the possible remedy to make school child

friendly? Some of the suggestions are given as an exemplar:

Strong / durable building classrooms having good ventilation and adequate

educational facilities – changing decoration

Architectural adaptations to allow children to do activities of their interest, for

example Cylindrical pillars so that children can take rounds, circular sitting

arrangement for children to chat, space reserved on wall for free expression etc.

(some of the designs elaborated in BALA.)

86

Separate toilets for boys and girls.

Appropriate facilities for the children with special needs

Planning for some events which will help to develop and maintain cordial relationship

between teachers and pupils.

Giving opportunity to do activities in small groups

Educational material and learning corners accessible to children

Using local material, examples while planning for teaching learning experiences

Some activities or learning experiences to trigger and boost curiosity of children like

involving children in performing experiments, carrying out projects, quiz competition,

field visits etc.

Conducting activities helping children to understand their own strong points/skills etc.

Arranging guidance for encouraging hobbies, running hobby club

Activities to encourage creativity of children, display of the crafts, articles prepared

by children, efforts for participation by every child.

Respecting the language spoken by children at their home and using the same when

possible

Informal, stress- free and non -threatening type evaluation

Acknowledging and encouraging what children are able to achieve and explaining

children, the areas, where they need improvement, without discouraging them.

Education of Children: Teachers have to ensure that every child attending school

learns properly. Teacher has to give additional, supplementary guidance where

required. No child is to be held back in any of the class up to class eight as per RTE. It

does not mean children are to be promoted to higher class without learning syllabus of

the class. It is the responsibility of the teacher to ensure that children thoroughly learn

the content prescribed for any class.

Children to Learn in Joyful Environment: When the environment of school is joyful

then children also enjoy attending school .Therefore teachers have to ensure that they

are able to maintain joyful school environment. Children take interest in learning

when they understand what is taught. Therefore teachers need to employ innovative

and joyful methods of teaching.

Teaching Children Admitted in the Middle of the Academic Year: Children can get

admitted anytime during an academic year. It is necessary that these children get

adjusted in the class. Also there is a need to make up for the learning missed due to

87

the late admission. It is the duty of the teachers to retain these children, make up the

studies and arrange for additional and supplementary classes when needed.

Duty about the Children Admitted in the class Appropriate to their Age: Out of school

children admitted in the classes appropriate to their age have missed study of the

previous classes. It is the responsibility of the teachers and the school to bridge this

gap and help these children to achieve the competencies expected for the class.

Record of the Children: Traditional system of examination has been changed at the

instance of RTE. Now the children are to be evaluated throughout the year covering

various aspects of development. This process is technically known as Continuous

Comprehensive Evaluation. Teacher has to maintain cumulative record card for

Continuous Comprehensive Evaluation, by making individual record, taking into

account interests, hobbies, various skills, appreciation of arts (music, dance, literature

etc.) by children. Teacher also has to make record of what children have learned and

what they need to learn.

Working Hours of Teachers: Teachers have to work for 45 hours every week. It

means that, roughly speaking teachers need to work for 8 hours per day from Monday

to Friday and for 5 hours on Saturday. Out of these 45 hours 30 hours are meant for

classroom teaching and remaining 15 hours are meant for supplementary guidance to

students, making record required for Continuous Comprehensive Evaluation,

preparatory work, writing notes etc. Teachers are expected to utilize these working

hours, also for regularly organizing meetings with parents to apprise them about

attendance and progress of their children. Teachers need to participate in the

development of curriculum, syllabi, text books, designing of evaluation procedures,

designing and participating training programs.

Teacher Participation in School Management Committee: School Management

Committee has one representative from the teachers from the school. Teacher has to

participate in the monthly meeting of School Management Committee and present

opinions and difficulties on behalf of other teachers. They are also expected to bring

to the notice of SMC, difficulties of students or lack of some facilities in school and

seek co-operation of SMC to resolve such difficulties.

88

Kwame Akyeampong, (2005), “Whole school development, EFA monitoring report”,

Ghana

The structure of education had been set up and in place; government introduced an

education policy known as “Free Compulsory Universal Basic Education” in 1996 the

effort were made to ensure that all children get free and compulsory Elementary

Education by 2005. This new policy created motivation for a coordinated areas,

programme is providing a clear framework for supporter, donor (b) an active drive for

educational decentralization process with high recognition of the key role of

community participation in school management for whole school improvement.

Free Compulsory Universal Basic Education has developed on the lines of major

components as mentioned below;

• Quality Enhancement Programme by focusing teaching and learning process

need to be improved.

• Existing Teaching Learning Materials to be reviewed,

• Restructuring of introduced in-service teacher training policy based on

modular pattern to be training.

• Empowerment of management system at level;

• School access and active participation by introducing new schemes for

encouraging girls’ participation at elementary level

Momentum was created for introducing Parent-Teacher Associations (PTAs) School

Management Committees (SMCs) and with the clear intention to inculcate

communities’ sense of ownership and active committed participation in the system

education. To translate the objectives of programme Government accepted a mass

scale Whole School Development programme. Programme has been developed by the

Education Ministry and financial partner was Department for International

Development (DFID), UK. Whole School Development programme was to make

school competent for taking local decision with respect to primary education by

setting monitoring of education department upto community level. The main focus of

this report is to analyze issues addressed below with respect to the Whole School

Development programme:

89

� Identify the strengths and weaknesses and reasons for the same

� Discussion on the key areas to be focused and learn from which been learned

about programme as a result to improve primary education and its quality.

� Educational implications for taking policy decision

Before examining these issues it is important to review the school improvement

literature for the main educational ideas that have informed and shaped WSD as a

school improvement initiative. The new concept of School Improvement and

dissemination of the Best Practices: The idea of school improvement has been

evolved from the research of school effectiveness where efforts have been made to

detach inputs and processes which are likely to be produced outcomes in the form of

achievement and results. Studies primarily dealt with the question: what are the

factors useful for making school effective. Usually need to be looked at teacher

personality and qualities and instructional practices of answers.

Maharashtra Prathamik Shikshan Parishad &UNICEF, (2012), “Handbook for Village

Volunteers Training a pilot project”, Mumbai

Maharashtra Prathamik Shikshan Parishad, Mumbai and UNICEF, Mumbai

developed a Handbook for Village Volunteers training in the light of Right to

Education Act, 2009. This Handbook developed for Village Volunteers training

consisting importance of Village for Us, We for Village, background of Handbook:

For What, For Whom? What Is the Purpose of Education? The Child, Access to

School, Neighborhood School and other Educational facilities, Other Provisions The

Schedule, Duties of Teachers, School Management Committee (SMC), How to

conduct meetings of SMC? Children With Special Need, why children don’t attend

school? The National Commission for Protection of Child Rights, How Education

should be? Child Friendly Education Continuous, Comprehensive Evaluation, Early

Childhood Education , Activities to be undertaken by Village Volunteers at Village

Level, Checklist for RTE Compliance and Play activities /Games for Children.

Village for Us, We for Village: Responding to the appeal of UNICEF Village

volunteers voluntarily involve in the social work at the village level in three district of

Maharashtra namely Wardha, Yavatmal and Jalna. Village volunteers have taken a

major and important decision at your young age. There is no provision for honorarium

for this work. They might have been wondering what benefits they may get by getting

90

involved in such a work. They might have thought of some answer in mind. UNICEF

is of the opinion that volunteers might get greater benefits that they might be thinking.

Let us have a look:

• Volunteers will develop rapport with all the village people with different

profiles. They will appreciate and have admiration for them.

• Health and Education are the areas where prime attention is needed across our

country. They will have privilege to contribute in the field of education.

• As they are establishing rapport with many, they will develop prudence about

having dialogue with different type of people. These skills will be useful

whenever they appear for an interview and also in other walks of life.

• You will have an opportunity to learn games to be played in groups. You will

gain insight on how people behave or how our behavior ought to be, through

some interesting games.

• You will gate satisfaction of participating in the progress of s the school where

you studies in your childhood and in a way help in the progress of children

from your village.

• You will understand how to work together. You will get insight into way of

implementing any scheme to make it successful.

• Though you work without any remuneration, you will develop many skills

useful in daily walk of life.

• When you help others through this program, others will reciprocate.

• You will come to know the prime needs of your village.

• You will be able to carry out any task effectively in the course of your life.

Handbook: For What, For Whom? : This Hand Book has been developed for the

village volunteers who are working with UNICEF in villages and habitations from the

project area. These social workers are expected to convey the information related to

RTE and implementation to SMC members, children and people from their village.

The School Management Committers have been now established in each and every

village. SMC members are expected oversee that the children from the village receive

good education. Therefore it is necessary to equip SMC members on various issues

pivotal for good education. Village volunteers are expected to give such information

to SMC members. Government of India approved the RTE act in 2009 and enforced

from April 2010 across the country excepting in Jammu and Kashmir. The act

includes many provisions ensure education good quality to every child and various

91

facilities to be made for the same. Government of Maharashtra has further framed

rules to roll out the act and published pertinent Government Resolutions. SMC

members and people from the society need to have information on this. This hand

book has been developed on some of the provisions that need to be known to people.

The Village Volunteers will be given three days residential training on various topics

and issues included in the Hand Book. Separate Training Manual has been developed

for the purpose. Village Volunteers will use this opportunity for developing awareness

among SMC members and other people through effective use of this Hand Book.

Role of Village Volunteers in empowerment of School Management Committee:

� Village volunteers can think of the possibility to help the school and

committee so that eligible students receive special education regularly and

make up for the competencies.

� Volunteers can see whether the children taking special education are adjusted

and taking pleasure in school activities and help the school in this matter

where needed.

� A meeting can be arranged at the village level where provisions in RTE can be

explained to School Management Committee members, community members

and children also.

Village Volunteers can be change agent/facilitators for School Management

Committee:

� Village Volunteers can invite and motivate parents to attend meeting called for

the formation of School Management Committee.

� Village Volunteers can explore the opportunity to participate as child

development expert in the School Management Committee.

� Village Volunteers can ensure that the selection of the SMC members is not

done according to personal preferences of some individuals, and is done

following democratic process.

� Village Volunteers can orient parents from the village about the rules and

regulations regarding formation of SMC.

� Precautions to be taken by/about teachers:

� Not to work in other school or office: No teacher can be appointed in

any other Government office or other school, other than his own.

� Not to be involved in non-educational work:

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� Not to take private tuition: There are many teachers who give guidance

to students, after school hours without charging any fees. However

teachers are not allowed to take private tuitions by charging fees.

� No punishment to the children: No child as per RTE can be subjected

to physical punishment or mental harassment. Teachers have to see

that this sort of treatment is not given to the children: Physical injury,

using sarcastic words related to the physical handicap, caste, social –

economic status, etc and Language insulting to the intellectual capacity

of children.

Maharashtra Prathamik Shikshan Parishad, (2012), “School Development Plan”

Mumbai

State implementing society for the implementation of Sarva Shiksha Abhiyan has

developed School Development Plan for the implementation of The Right of Children

to Free and Compulsory Education Act, 2009 in the year 2013. The School

Development Plan prepared by state is web based and covers all the components

expected in RTE Act, 2009. This School Development collects;

School level basic information: DISE Code, Name of School, Name of Village /

Ward, Cluster Resource Centre, Block/Urban Resource Centre, Municipal

Corporation and name of the District, Map of the school jurisdiction.

Photograph related to the school: Front view of main building of the school

Classrooms structure Headmaster's room Barrier free access Boys Toilets Girls'

Toilets Drinking water facility Meeting of SMC members.

Areas for formulation of the School Development plan: Access / Infrastructural

development: - Drinking water facility Toilets and other physical facilities. Equity:

Children With Special Needs, Migratory children (a) in bound migration (school

habitation to other habitations) (b) Out bound (native habitations to school habitation)

hard to reach area particularly in urban / rural pocket. Quality: - Achievement level

Class & learning level wise no. of pupils, Special training to children admitted in age

appropriate classes, availability & use of various equipments proposed no. of

beneficiaries for uniforms under SSA (Govt. & local bodies’ schools). Community

participation: Norms for community training, Details of wards of SMC parent

members and annexure.

93

Operational Definition in the context of School Management Committee:

� “Act”: Right to Education Act, 2009 (Right of Children to Free and

Compulsory Education Act, 2009) which includes total 7 chapters with one

schedule and number of sections 38.

� “Rules” means, the Right of Children to Free and Compulsory Education

Rules, 2011. This includes total eight parts and 25 rules.

� “Committee” : School Management Committee in Government and Private

Aided Schools

� “Plan” means School Development Plan.

� Map of the school Jurisdiction: - It will indicate the habitations where

from the children are enrolled in the school, walking distance in Kilometer. of

these habitations from the school.

The Following photographs will be pasted on a single page in School Development

Plan

1. Front view of main building of the school.

2. Classrooms structure.

3. Headmaster's room.

4. Barrier free access

5. Boys Toilets

6. Girls' Toilets

7. Drinking water facility

8. Meeting of SMC members to formulate the plan (Cluster head / CRC resource

person is expected to attend the meeting.)

9. Annexure 1 includes selected sections / subsections / clauses of the

“Act”.

10. Annexure 2 indicates the seven standards in the schedule of the “Act”.

The standards will be a focus for formulation of the plan. The plan will include

Access & Infrastructural development, item wise status, civil work and financial

gap and availability and requirement funds. It will also include the action plan & fund

resources. E.g. i) funds of Education Dept., ii) District fund, iii) DPDC fund, iv)

MLA/ MP fund, v) TSC fund, vi) DRDA fund & vii) community fund.

94

The areas need to be focused and addressed in plan are 1.Access / Infrastructural

development 2.Equity 3.Quality 4.Community Participation Guidelines for

formulation of the School Development Plan based on areas are;

Access / Infrastructural development: Rules & sub rules:

“Rule” 4 sub-rule (1) (a) - In respect of children in classes I-V, a school shall be

established as far as possible within a distance of one kilometer of the neighborhood

and has a minimum of 20 children in the age group 6 to 11 years available and willing

for enrollment in that school, Sub-rule (1) & (b) - In respect of children in classes

VI-VIII, a school shall be established as far as possible within a distance of three

kilometer of the neighborhood and which has not less than 20 children class 5th of

the feeding primary schools, taken together, available and willing for enrollment in

that school. Sub-rule (2)-The State Government may suitably alter the minimum

distance specified in sub-rule (1) in cases of hilly areas or areas that are not easily

accessible and make available the schools run by the Government or local authority

for the children having no facility of further elementary education in their schools in

such areas. Government of Maharashtra or local authority that is Zilla Parishad and

Municipal Corporation shall provide transportation, Residential school, Residential

Hostel facilities and other entitlements for completion of their Elementary

Education in the school, in relaxation of the limits specified under sub-rule (1) Sub-

rule (4) - In areas of greater population density (urban & semi- urban areas) the State

Government or the local authority shall establish more than one neighborhood

school, having regard to the no. of children in the age group of 6 to 14 years in the

said area. Sub-rule (7) (b) - The migratory children shall be enrolled in a school if the

school having appropriate medium of instruction is available in that neighborhood

school. Sub-rule (7) (c) - If the appropriate medium of instructions is not available in

the neighborhood school then, transportation facilities for attending the school, or a

seasonal residential hostel and other facilities shall be provided by the local authority.

“Rule” 5 sub-rule (3) - The Government and the local authority shall undertake

school mapping to be carried out by the officers notified by the Government, in this

behalf for the purpose of establishing a neighborhood school and shall conduct a

survey to identify and obtain statistical information about all children in the area,

including children living in remote areas, children with disabilities, children

belonging to disadvantaged groups, children of weaker sections of society, out of

95

school children, as well as, children who have dropped out of school, within one year

of the appointed date and every year and thereafter.

Equity: Rules & sub rules:

“Rule” 4 sub-rule (6) - In respect of children with special need having multiple

disabilities will be benefitted with disabilities Act, 1995 (1 of 1996), prohibit children

with special need accessing the school of Government or local bodies for that

Authority should provide facilities to children to attend the school and completion of

elementary education. Sub-rule (7) (b) The migratory children shall be enrolled in a

school if the school having appropriate medium of instruction is available in that

neighborhood school. Sub-rule (7) (c) - If the appropriate medium of instructions is

not available in the neighborhood school then, transportation facilities seasonal hostel

and other facilities to be provided by the Government.“Rule” 5 sub-rule (3) - The

Government and the local authority shall undertake school mapping to be carried out

by the officers notified by the Government, in this behalf for the purpose of

establishing a neighborhood school and shall conduct a survey. (11)(d) - The school

management committee shall itself or through its sub-committees ensure the

enrollment and continued attendance of all the children from the neighborhood school.

Out of School Children of age 6 to 14 have been defined in state RTE rule of

Maharashtra in following categories:

E1: Never enrolled in school.

E2: Enrolled in schools but continuously absent for a one month or more

E3: Enrolled but irregular

Children in hard to reach area specifically in urban / rural belt are categorized as

follows.

S1: Child labour

S2: Orphan / Parent protection less

S3: Children on platform

S4: Baggers’ / waste material pickers

S5: Sex workers Children

S6: Children in JJ homes, remand homes.

S7: Other children

Quality: Rules & sub rules:

“Rule” 3 sub-rule (1) - The local authority will conduct survey every year, to find

out children who are out of school, and admit these children to age-appropriate class

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and provide them special training. Sub-rule (1)(b) - Such a training shall be provided

in the classes held on the premises of the school, or through the classes organized as

authorized bridge courses in safe residential facility, at time other than normal school

hours. Sub-rule (1) (c) - Such training shall be imparted preferably by teachers

working in the school, or by teachers appointed specially for that purpose.

Sub-rule (2) - After admitting such a child to the age appropriate class and during

the special training and after she completes the special training, the teachers shall

give her, the special attention required to help him integrate with the class, both

academically and emotionally. “Rule” 13 sub-rule (6) - Parents of children of the

weaker and deprived sections so also the parents of children with three different

levels (high, medium & low) of achievements shall be represented to school

management committee adequately;

Achievement level of students in Government and Local Bodies schools are

prescribed in following four categories:

Table: 2.7: Analysis of Achievement level of students;

Level Details of children

Q-4 Not having basic learning competencies

Q-3 Not having learning competencies as per the class admitted

Q-2 Having learning competencies as per the class admitted

Q-1 Having learning competencies above the class admitted

Head teacher & teachers of the school should assess achievement levels of children at

their level in transparent manner and provide essential support to enhance

achievement level of children lagging behind in learning.

Availability & use of various Educational Material and equipments:

State Government and Local bodies have supplied various kinds of educational

materials to schools. Funds have been transferred to schools for preparation of

teaching learning material and teaching learning equipments. Some of the educational

material which is available at schools is listed as follows:

1. Computer Aided Learning Lab

2. TV set

3. CD player

4. Two-in-One

5. Science kit

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6. Mathematics kit

7. English kit

8. Self learning cards

9. Joyful reading cards

10. Learning corners

11. Musical instruments

12. Sports material

13. Library Almirah for book safety

14. Reading books

15. Reference Material

16. Other Material

Teacher should use the material for teaching learning process; material would be

available for children also for self learning and peer group learning. Available fund is

utilized at local level by School Management Committee for repairing, replacement

and new procurement of educational aid.

Community participation Rules & sub rules:

“Rule” 13 sub-rule (1) - In every school, other than permanently unaided school, a

School Management Committee shall be constituted in the area limit of the school

within three months from the date of commencement of the new academic year and

reconstituted every two years. Sub-rule (3) - Two pupils will be selected as co-opted

members. Sub-rule (8) -The chairperson of School Management Committee shall be

elected from among the parents in by Government or local authority for private aided

schools chairperson of committee will be representatives of the management.

Sub-rule (10) - The School Management Committee shall meet at least once a month

and the minutes and decisions of the meetings shall be properly recorded and made

available to the public. Sub-rule (12) - Any money received by the School

Management Committee in the discharge of its functions under the Act, shall be kept

in a separate account, to be made available for audit every year. “Rule” 14 sub-rule

(1)- The School Management Committee shall prepare a School Development Plan at

least three months before the end of the financial year in which it is first constituted

under the Act. Sub-rule (2) - The School Development Plan shall be a three year

plan comprising of three annual sub plans. Sub-rule (4) - The School Development

Plan shall be signed by the chairperson or vice chairperson and member secretary

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of the School Management Committee and submitted to the local authority before the

end of the financial year in which it is to be prepared.

Success stories of School Management Committee recorded and captured by state

implementing agency of SSA for Maharashtra and used this material for second phase

of School Management Committee members training during September, 2013 in

Maharashtra for motivation and inspire members of School Management Committee.

Effective and Influential information of selected schools is given below and their

efforts to make School RTE compliant are highlighted with photographs.

Maharashtra State of Educational Research and Training, (2012), Continuous

Comprehensive Evaluation in Maharashtra for RTE implementation, Pune

Continuous and Comprehensive Evaluation: School is expected to bring about

progress in children at accelerated pace and in a better way as compared to incidental

learning. We believe this progress, in the school environment, is all-round i.e. in

body, mind and intellect. That is why we have many schemes and time bound

programs to bring every child to school. In order that children make progress

envisaged by the curriculum, teachers employ different teaching methodologies.

Evaluation is done to track whether the children are making progress in the desired

direction. The major purpose of evaluation was set aside because evaluation was

narrowed down to written tests. Oral and practical aspects were not handled in the

desired way. For years together evaluation was misused to make children pass or fail

and assigning ranks to prove that somebody is superior/inferior to other child.

Progress in terms of marks superseded understanding subject matter. All this

unhealthy comparison and competition, time table, compulsion to write answers in

limited span of time etc. created stress among children. Thinking power and

creativity of students rusted due to overuse of questions expecting mechanical

responses based on memory. Physical and emotional growth seemed to be stagnated.

For rejuvenating of confidence among students and to reopen the wings of thought

and creativity of students, the scheme of Continuous and Comprehensive Evaluation

was launched. Maharashtra is perhaps the first state in the country to implement CCE,

as desired in RTE, 2009. Launching of the scheme met with unfavorable comments in

the beginning; like ‘Nonstop express up to class 8th’, ‘examinations written off’

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‘children to be promoted without learning’ and so on. It is urgent to remove these

misconceptions .Let us discuss some of the major misconceptions.

No examinations mean children won’t study: Examinations are not cancelled, but

there is a change in the nature. Instead of conducting trimester, terminal exam in the

traditional way, assessment is being done every day, through techniques like

observation, experiments by children, practical, open book examination etc. Such

assessment will help students to inculcate habit to study regularly, on daily basis.

No child detaining in any class will be promoted with backlog in achievement: The

backlog in achievement will compound with every promotion. We have already seen

that though the child is not to be failed; it will continuously undergo informal

assessment. Teacher will have framework of essential content/competencies to be

learned in the academic year. Teacher will take timely remedial action and employ

different strategies to make up backlog if any.

Is it not true, that the policies to admit child anytime during the term, in the class

appropriate to the age and further not detaining up to class VIII are far from

academic: Though teacher has to ensure that there is no backlog of studies, it is

possible that some of the children admitted appropriate to age may lag behind of

regular students. But let us take in to account social aspect about this policy. If we

don’t accommodate these children and fail them, then they are bound to drop out. In

that case they will lose the opportunity to receive education at least for 3-4 years, (for

example) which will be helpful to them for their life time.

The CCE policy introduced at the instance of RTE is designed to reduce stress, to give

wide scope to interests and creativity, and help children to make aware about their

strong points and develop them further. We should, in fact, welcome this evaluation

system and nurture it further.

Maharashtra State of Educational Research and Training and UNICE, (2012),

Implementation of Balwadi Scheme, Pune

Early Childhood Education one of the RTE mandate: We know that many children

start their education in Anganwadi / Balwadi before they are enrolled in class I.

However, rarely, we come across somebody who has awareness about the prime

importance of this age group 0 to 6 in development of personality of children. It is

now quite clear with the research at the international level that the rate of

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development of any child is up to maximum age of 6 years. More the experiences

child receives in this age group, more enriched personal development the child is

likely to have in the future. We come across many parents with mistaken expectations

from children at the preschool age. They feel that their children should learn to read,

write, and also learn English and Mathematics, as early as possible. They wish to

apply model of 10th and 12th class to preschool. They fail to understand that the brain

and muscles of these children are not developed enough to fulfill ‘ambitions’ of their

parents and such expectations are detrimental to the development.

Expectations from the children in the age group of 3 to 6:

The ministry of Women and Child Welfare has the following answer:

� Children should develop hygienic habits.

� Children should get orientation to make effective use of their eyes, ears. skin,

nose and tongue.

� They should learn to express their feelings in socially accepted manner.

� They should develop co-ordination among their muscles .Development of

muscles should take place in a desired way.

� The children should develop creativity, aesthetic sense and attitude to explore.

� They should develop readiness for entering primary school to start formal

education.

The education of these children:

� Children learn right from their birth.

� Children possess ability to learn by themselves.

� Children have great curiosity and constant desire to learn something.

� Children learn through play activity

� Every child is different and learns differently.

� If children are given experience and taste of success than that of failure,

� They develop better self –image .and these children become more successful

in their future life.

MIS Unit., (2012), Status of Elementary Education and Educational Development

Index by Blocks in Maharashtra

Maharashtra Prathamik Shikshan Parishad, Mumbai & UNICEF, Maharashtra School

Education Department has published this document is the compilation of District

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Profile on various RTE parameters. It provides detailed information school

infrastructure, Teacher availability, their qualification, grants, information about

SMCs, students’ enrollment and CWSN. The purpose of EDI is to summarize various

aspects that lag behind in the educational development. Initially 23 indicators were

indentified for computing EDI all these four key indicators are Access, Infrastructure,

Teachers and Outcome. State has developed Block wise EDI to understand the Block

wise lacuna that it can be progress.

Figure: 2.1: Educational Development Indicators Parameters and Ranking of

Maharashtra

31

3

17

5

10

25

5

18

5

11

8

0

5

10

15

20

25

30

35

Access Infrastructure Teacher Outcome Overall

Primary level Upper Primary level Composite (Primary and Upper Primary level)

Maharashtra is at 8th in ranking across country and improved its ranking from 17th to

8th within a year time. There are challenges in education system and it is observed that

the Enrolment in Govt. and Aided schools at primary level has decline by 3%

(2.82 lakh). Gender Parity Index is very low in Ahmadnagar, Kolhapur (both 0.83) at

primary level and Kolhapur (0.81), Ahmadnagar (0.82) at upper primary level. As per

DISE 2011-12 about 17% primary and 14% upper primary schools have adverse PTR.

The state needs to undertake redeployment of existing teachers.

Mr. & Mrs. Sakat, (2011), “ISO graded School Kardelwadi running for 365 days”,

Zilla Parishad Primary School, Kardelwadi, taluka Shirur, District Pune, Maharashtra

Kardelwadi is a habitation in taluka Shirur of District Pune. In the year 2001, a

teacher couple, after transfer, joined the school Kardelwadi. At that time the school

building was in dilapidated condition having no toilet. The couple teacher changed

the situation and the school was honored with ISO grade. The couple teacher made up

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their mind to change the worse condition of the school. The then village education

committee made an appeal for community contribution. The couple teacher also

contributed in cash. In order to have sufficient time for study, the VEC took a

surprising decision to run the school for 365 days. The Government holidays are

utilized for co-curricular activities such as excursions, singing etc. The school hours

are 10 a.m. to 6 p.m. But pupils attend the school at 8 a.m. and clean the classrooms

and campus. Planning of schools should be focused and based on actual needs of the

school. The school responded to the community needs. Taking into consideration the

fame gained by the school, the parents in the neighboring habitations strongly desire

to admit their wards in Kardelwadi school. Minimum expectations such as

cleanliness, maintaining discipline, developing garden, educationally painted walls

and preparing teaching material were fulfilled. In advancement the school was full-

fledged with laptop, LCD and other modern equipment. Various Institutes, dedicated

persons, local MLA contributed to the school both with cash and labor.

There is a long list of prizes received by the school such as district level Ideal School

Reward. Maharashtra Prathamik Shikshan Parishad, Mumbai honored the school with

a fund of Rs.1 Lakh for quality enhancement. The school was also involved in

programme monitored by British Council. Such a school with dilapidated building

became global due to devotion of the couple teacher and community contribution. Up

till now more than 7 thousand teachers, officers, educationists, community leaders

have visited the school and expressed pleasure.

Municipal Corporation, (2012), Efforts towards increasing Enrollment in Municipal

Corporation School, Pune

Decreasing Enrolment is a common problem faced by all schools of Marathi Medium.

This problem can be solved if the school is well equipped with best facilities &

quality is assured. This fact has been proved by school Sandeshnagar, Municipal

Corporation, Pune. The school was provided with excellent facilities through joint

contribution of local community, teachers & SMC members. The school was made

child centered. E- Equipment was used for quality education. Household survey was

conducted by community leaders, SMC members & teachers to mainstream out of

school children. Presently the school has achieved 100% enrollment.

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RTE Forum, (2013), “Status of Implementation of the Right of Children to Free and

Compulsory Education Act, 2009”: Year Three (2012-13)

This report is published by RTE Forum and effort has been taken to create a platform

to bring equitable and quality education for all children of six to fourteen age,

starting with the realization of the Right of Children to Free and Compulsory

Education Act, 2009(RTE Act, 2009). The said Act was laid down a time bound

agenda to achieve and to address some of the gaps in the educational system.

Timeframe was prescribed in the said for three years to meet all the norms and

standards mentioned in the schedule of Act, except teachers training of untrained

teachers e achieved by 31st March 2013. On the completion of the timeline of three

years of the Act, it is correct time to review the progress made under schedule of the

RTE Act, 2009.

School Management Committee, (2011), "Amchi Shala", School Development

through Community Participation” Mehatakheda, Gondia, Maharashtra

Mehatakheda is naxalite affected village situated in remote tribal area of Gondia

district on the border of Chhatisgadi state. This village having 650 populations is

badly affected with poverty. The whole village is completely uneducated. But the

school has ranked first in the district by the way of the activity "Amchi Shala"

implemented through sincere efforts of school management committee in gaining

community participations. The school has been honoured as an "Ideal school" by way

of 100% enrolment, school physical activities, quality, co-curricular activities etc.

Though the village and surroundings are highly affected by tribal dialect

"Chhattisgarhi", the school has attained high quality level. The contribution of parents

and SMC members is on the first rank by way of well developed play ground, pure

drinking water facility, educational material, class I teaching, school discipline &

SMC Management. The school is honored at dist. level by awarding a cash prize of

Rs. 1 Lakh. This is the result of effective community participation.

Shahrukh, Rafi Khan and Fareeha Zafar, (1994), Capacity Building and Training of

School Management Committees, Monograph Series # 10, 1999, Government of

N.W.F.P, Education Department, Peshawar:

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Government of Peshawar notified Notification on 24th September 1994 regarding

re-constitution of the Village/City/ Mohalla School Committees for each school in

Peshawar, consisting of members as mentioned below;

The Head Master as Member Secretary, five representative of parents those will be

selected by other parents, one retired Government official member, one elder member

from Village elder/ Malik to be elected by parents selected on committee. The

chairman of the committee will be elected by member among themselves. This

committee will perform and will be functional for three subsequent academic years

and will be reconstituted immediate after completion of its tenure of three years.

The committees will be responsible for various aspects related to schools. Motivate

parents and convenience them to admit their children into regular schools with a view

to expanding coverage; reduce drop out and student and teacher absenteeism. Manage

minor repairs at local level, proper utilization funds. Assist teacher for quality

improvement of school. Give suggestions to the taluka/district level and higher level

education committees and Government authorities for quality enhancement of

education, community contribution and involvement to raise local funds for meting

non-salary inputs such as purchase of maps, charts, reading materials other than

textbooks, financial assistance for books writing material to students of weaker

section. Co Curricular Activities which includes student outings, sports facilities etc.

Duties of committee:

� Awareness and increase enrolment and motivate parents of out of school

children to send their children in schools

� Reduce drop-out.

� Administer all the affairs of the schools.

� Ensure regular attendance of teachers and students

� Supervision of the teachers and observe and assist teacher for teaching

processes.

� To generate funds in order to meet requirement of the school at local level.

� To utilize budget received from Government properly

� Academic supervision for the onsite support to the teachers

� To provide additional staff if required for the school.

� Security of children and Protection of school property and regular

maintenance

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School Development Plan: The Committees will develop School Development Plan

and design programme for schools. These plans were developed between May to

June, 1995.

Implementation, constitution and functionality of Committee: The implementation of

the programme through the Committee was started in the year 1995-96 with clear

objectives and on the guidelines of Government issued time to time.

State Project Director, (2011), “Community Mobilization in a campaign mode in

Maharashtra a new initiative (Loakchetna Abhiyan), BAL Bhavan, Mumbai

State Project Director of Sarva Shiksha Abhiyan, Maharashtra has designed a new

concept by assessing ground reality. To understand gaps and issues along with best

practices he did situational analysis. Based on the findings and observation team

involved in this process developed an innovative programme under his guidance and

supervision known as Loakchetna Abhiyan for Community Mobilization. Module

and reading material focuses on process motivate School Management Committee

Members and code of Conduct for trainers is mentioned and useful for trainers to

empower community. This material is prepared in participatory mode in consultation

with various states. This module and reading material written in the book is based on

actual field experiences. This Abhiyan is a huge mission mode campaign and

accelerative initiative for community sensitization. School Management committees

were constituted and oriented through this Abhiyan.

The Aga Khan Project, (1996) Emphasis on efficient School Management”, South

Africa

School Management focused is prominently on improvement the quality of teaching

and learning to provide healthy working environment to teachers, active involvement

of community participation in school development. These actions are all taken with

the ultimate objective of student learning and achievement outcomes through school

improvement initiatives with more attention on strategies for School improvement

such as;

� Child Centric Learning methodology

� Focused teacher in service training

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� Teacher learning,

� Professional development

� Leadership training

� Capacity building.

� Whole School Development for School Improvement

� Educational Decentralization

� Change in Management and School situations

The Indian Institute of Education, (2011), “Monitoring Report of Sarva Shiksha

Abhiyan”, The Monitoring Institute for Maharashtra, Pune

The Indian Institute of Education, Pune being Monitoring Institute has undertaken

Second Half yearly monitoring activities for the period of 1.04.2011 to 30-09-2011

for the year 2010-11 for four districts: 1. Jalna, 2. Buldana, 3. Akola,

4. Washim, the date of visit to the district is from July, 2011 to August, 2011 and

monitored 40 schools. The major findings of Monitoring Institutes on implementation

of the programme in the State may be detailed out. The key observations /Major

findings on implementation of the SSA programme in District is given below;

Physical Access: Out of the selected 160 schools in four districts (Jalna, Buldana,

Akola & Washim), 62 were primary schools (38.75%), 98 were upper primary

schools (61.25%) and 3 of them were KGBVs. With respect to physical access it was

found that children from 9 primary schools (14.52%) faced difficulty in reaching the

upper primary school, because the distance from primary school was more than 3 km.

It was also observed that the school premises or route to the school was not safe for

22 schools (13.75%). The reasons were - School location was next to the traffic road,

near the river bank and Crossing of a river bridge.

Jalna District: Out of total 40 schools, 14 (35%) were primary schools and 26 (65%)

were upper primary schools. In all 21 additional habitations were served by these

40 schools. No other Primary or Upper Primary school was available for any of these

habitations. It was observed that the school premises or route to the school was not

safe for 3 schools (7.5%). Because 1 school from these 3 was located next to the

heavy traffic road. The proximity to river made it difficult to reach 1 of the school. In

1 school, some children had to cross a river to reach the school. Out of total

40 schools, 14 (35%) were primary schools. According to the norms of distance, for

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13 schools (92.86%), the upper primary school was available within a distance of

3 km and 1 school (7.14%), was available for more than 3 km from the respective

school.

Buldana District: Out of total 40 schools, 15 (37.5%) were primary schools and

25 (62.5%) were upper primary schools. In all 31 additional habitations were served

by these 40 schools. Other primary or upper primary schools were available for in

23 habitations in the vicinity. It was observed that the school premises or route to the

school was not safe for 7 schools (17.5%). Because 4 schools from these were located

next to the traffic road and 3 of these were located on river bank. Out of total

40 schools, 15 (37.5%) were primary schools. According to the norms of distance, for

13 primary schools (32.5%), the upper primary school was available within a

distance.

Akola District: Out of total 40 schools, 17 (42.5%) were primary schools and

23 (57.5%) were upper primary schools. In all 21 additional habitations were served

by these 40 schools. For 21 habitations (52.5%) the Primary or Upper Primary schools

other than schools under study were available in the vicinity. It was observed that the

school premises or route to the school was not safe for 4 schools (10%). Out of

40 schools, 17 (42.5%) were primary schools. According to the norms of distance, for

14 schools (82.35%), the upper primary school was available within a distance of

3 km and 3 schools (17.65%) was available for more than 3 km from the respective

school.

Washim District: Out of total 40 schools, 16 (40%) were primary schools and

24 (60%) were upper primary schools. In all 26 additional habitations were served by

these 40 schools. It was observed that the school premises or route to the school was

not safe for 5 schools (12.5%). Because some children from 2 of these 5 schools had

to cross the heavy traffic road. The proximity to river made it difficult to reach

2 schools and one school at Mhasani in Manora block is located on the hill top. Out

of 40 schools, 16 (40%) were primary schools. According to the norms of distance,

for 13 schools (81.25%), the upper primary school was available within a distance of

3 km from the respective primary school.

Quality Access: Jalna District: The total enrollment of the sample schools was 9602

(Boys 4902 & Girls 4780) and the attendance on the day of visit was 78.72 percent.

The percentage of present boys was 76.44 Percent and that of girls was around 80

Percent. The numbers of classrooms in most of the schools ranged from 3-5, followed

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by 6-9 classrooms. The size of the classrooms was found to be adequate in relation to

strength of students in 20 schools (50%). In 20 schools (50%) the sitting space for the

students was found to be adequate. The student-classroom ratio was found to be

adequate in 22 schools (55%). The adverse SCR was observed in 18 schools (45%).

Adequate furniture such as benches and cloth stripes were noticed in 30 schools

(75%). Cloth strips were available in 16 (40%) schools, benches and cloth strips both

were available in 14 schools (35%) and in 10 schools (25%) the students were made

to sit on the bare floor. From all the schools visited by the team, in 35 schools (95%)

an adequate level of ventilation and light was observed. Various components of the

school buildings were checked in light of safety and comfort of the children. It was

observed that most of the Z.P. schools have not compound wall and entrance gate and

school buildings also are not multi storied building. All 40 schools were equipped

with blackboards and all students were benefited from it. Separate toilets for girls and

boys were available in 31 schools (77.5) and common toilet was in 8 schools. In 13

(41.94%) schools toilets were found to be maintained properly. The specially

designed toilets for CWSN were not available in 38 schools (95%). Drinking water

facility was available in 33 schools (82.5%).

Buldana District: The total enrollment of the sample schools was 11,184 (Boys 5572

& Girls 5612) and the attendance on the day of visit was 82.71 Percent. The

percentage of present boys was around 82 Percent and that of girls was around

84 Percent. The numbers of classrooms in most the schools ranged from 3-5, followed

by 6-9 classrooms. The student-classroom ratio was found to be adequate in

30 schools (75%). The adverse SCR was observed in 10 schools (25%). Adequate

furniture such as benches and cloth stripes were noticed in 35 schools (87.5%). Cloth

strips were available in 22 (62.86%) schools, benches and cloth strips both were

available in 13 schools (37.14%) and in 5 schools (12.5%) the students were made to

sit on the bare floor. Out of 40 schools, 31 schools (77.5%) were equipped with ramp

and 11 (34.48%) of them did not have railing. In 22 (77.97%) schools the ramp was

found to be functional. The construction of the ramps was good in 22 schools

(70.97%) and needs repairing in 9 schools (29.03%). Separate toilets for girls and

boys were available in 32 schools (80%) and a common toilet was observed in one

school. The specially designed toilets for CWSN were not available in 36 schools. It

was observed that only in 4 schools (12.12%), the toilets were found to be CWSN

friendly. Drinking water facility was available in 37 schools (92.5%) and students

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were found to be using the water facility provided in the school. The playground

existed in only 28 schools (70%) and it was maintained properly in 21 schools (75%).

Akola District: The total enrollment of the sample schools was 7506 (Boys 4204 &

Girls 3302) and the attendance on the day of visit was 78.02%. The percentage of

present boys was 77.71% and that of girls was 78.40%. The numbers of classrooms in

most of schools ranged from 3-5, followed by 6-9 classrooms. The student-classroom

ratio was found to be adequate in 34 schools. The adverse SCR was observed in

6 schools (15%). Adequate furniture such as benches and cloth strips were observed

in 38 schools (95%). Cloth strips were available in 30 (78.95%) schools, benches and

cloth strips were available in 8 schools (21.05%) and in 2 schools (5%) the students

were made to sit on the bare floor. Various components of the school buildings were

checked in light of safety and comfort of the children. It was observed that most of the

government schools have not compound wall and entrance gate. Total 36 schools

(90%) were equipped with ramp and 5 of them did not have handrail. Out these

36 schools, in 34 schools it was found to be functional.

Washim District: The total enrollment of the schools visited was 8065 (Boys 4226 &

Girls 3839) and the attendance on the day of visit was 77.76%. The percentage of

boys present on the day of visit was 78.11% and that of girls was 77.36%. The

student-classroom ratio was found to be adequate in 35 schools (87.5%). The adverse

SCR was observed in 5 schools (12.5%). Adequate furniture such as benches and

cloth stripes were noticed in 38 schools (95%). Cloth strips were available in

34 (85%) schools, benches and cloth strips were available in 4 schools (10%) and in

2 schools (5%) the students were made to sit on the bare floor. The ramp was found to

be constructed in all schools and 8 (20%) of them did not have handrails. Separate

toilets for girls and boys were available in 38 schools (95%) and a common toilet was

observed in one school. It was observed that only in 23 schools, the toilets were found

to be CWSN friendly.

Social Access: Jalna, Buldana, Akola, Washim Districts: It was noticed that in all

schools the attendance of girls from all groups and sections appeared to be quite good

in rural as well as in urban areas. Students from all caste and sections of the society

were found to be enrolled.

Additional Items in the context of RTE: Schools have started working in expected

direction for building cohesive relation among students from all categories. The

teachers seemed to take care of children from different strata of society.

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Special Training (for Out of School Children): Jalna District: The VER/WER was

found to be existed in only 4 (10%) schools and out of these 4 schools, it was found to

be updated in 4 (100%) schools. The VER/WER were found to be reviewed in

4 schools (100%) and also shared with community in 4 (100%) schools. No

VER/WER was existed in most of the schools. However the details of child

population belonging to 6 to 14 age group of the habitation their enrollment in other

schools and number of out of school children were not available in any of the schools.

Out of 40 schools the phenomenon of seasonal migration was observed in 5 schools

(12.5%). The state has not yet started special training intervention for the out of

school children. It was reported that the schools had none of out of school children to

be enrolled in age appropriate classes in regular schools.

Buldana District: The VER/WER was found to be existed in only 15 schools (37.5%)

and it was found to be updated in 13 schools (86.66%). The VER/WER were found to

be reviewed in 11 schools (73.33%) and shared with community in 9 schools (60%).

This data shows that the community and teachers needs to be oriented regarding the

importance of VER in understanding the difficulties in educating their children and its

solutions. In 2 (5%) schools, the phenomenon of seasonal migration was observed.

Akola District: The survey register or VER/WER was found to be existed in only

14 (35%) schools and out of these 14 schools, it was found to be updated in

7 (63.64%) schools. The VER/WER were found to be reviewed in 7 schools (63.64%)

and shared with community in only 04 (36.36%) schools. It was reported that none of

the children are dropped out during the academic session. Total 118 children

remained absent for more than one third days of the schools days during one month

(1 July to 12 August 2011.)In 8 habitations (20%), phenomenon of seasonal migration

was observed. The children were found to be migrating with parents in 3 habitations.

Washim District: The VER/WER was found to be existed in only 11 (27.5%) schools

and out of these 11 schools, it was found to be updated in 7 (63.64%) schools. The

VER/WER were found to be reviewed in 7 schools (63.64%) and shared with

community in only 4 (36.36%) schools. Total 72 children remained absent for more

than one third of the schools days during two months (27 June to 27 August 2011). In

11 habitations (27.5%), phenomenon of seasonal migration was observed.

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The Supreme Court of India, (2012), Civil Original Jurisdiction, Writ Petition (C) No.

95 of 2010

Hon. Supreme Court, Government of India enforced the Right of Children to free and

compulsory education Act, 2009 in August 2009 and implementation started from

1st April 2010. This Act is validated by on 12th April 2012. This Act provides every

child of the age of six to fourteen years to free and compulsory education in a

neighbourhood school till class 8th completion of elementary education. If a child of

age above 6 is not admitted in school or admitted children in school could not

complete education till 8th then, they should be admitted in age appropriate schools.

These children have a right of getting special training. If children admitted in

elementary education should be eligible for free education till class 8th i.e. elementary

education even after age fourteen years. The state Government of Maharashtra and the

local authority provide schooling facility within limits of neighbourhood, as per

norms, within a timeline of period prescribed three years which ended on

31st March 2013. Funding pattern: The funding will be shared by Government of

India and State Government has concurrent responsibility for the implementation of

the provision of this Act. National Academic Authority: The Government of India

has notified an academic authority to NCERT, New Delhi. Academic Authority will

develop a National Curriculum Framework for the RTE Act, 2009 implementation.

The Government of India shall develop standards for teachers training. State

Government will get technical support and resources from Central Government for

promoting, researches planning, innovations, and capacity building.

Responsibility of State Government and Local Authority: State Government and

Local Authority will ensure availability of a neighbourhood school within distance

norms mentioned in state RTE rules. 25% admission to be reserved in class I to

children belonging to weaker section and disadvantaged group in the neighbourhood

as notified by State Government. No discriminated practices against children of

disadvantaged group and weaker section and prevented for completion of elementary

education. State will ensure and provide adequate infrastructure which includes

school building, teaching staff and teaching learning equipment. The appropriate

Authority shall provide special training to the children admitted in age appropriate

class. The Government is bound to provide good Quality Education till Elementary

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Classes. It is mandatory to comply and confirm the standards and norms given in the

RTE Act, 2009.

The state Government will ensure timely prescribing of syllabi, curriculum, and

various courses of study for elementary education upto class 8th. The local authority

that is Zilla Parishad, Municipal Corporation and others as applicable authorities

should maintain records of children up to the elementary education of age of fourteen

years within its jurisdiction, in such manner as may be prescribed. The local bodies

should ensure that monitoring of admission, regular attendance and completion of

Education of every child in its jurisdiction. Authorities should ensure education of

migrant children. The local authority has to monitor day to day functioning of

schools. The local authority will decide and declare the academic calendar. It is the

duty of parent or guardian of children to admit their children of specific age in

primary schools to complete elementary education within the neighbourhood area.

Early childhood care and education for children below six years will be provided by

necessary support and ensure pre-school education for children.

School Reorganization: All school, other than a school managed by the Government

or the local authority, shall, obtain a certificate of recognition from appropriate

authority; the schools need to fulfill standards and norms specified under section 19

and schedule of the Act, 2009.

presentation of Parents/guardians in School Management Committee: School

Management Committee comprising of the elected members of the local authority,

parents or guardians of the children admitted in school along with teachers: there

should be three-fourth of members amongst parents or guardians, proportionate

representation to the parents belonging to disadvantaged group and weaker sections,

fifty per cent of Members of such Committee shall be women.

Performance of School Management Committee: The School Management

Committee need to perform the following duties:

(1) Monitoring of the school;

(2) Preparation of school development plan;

(3) Monitoring and the utilization of the funds received to schools from the

various sources;

Pupil Teacher Ratio: Government has to maintain Pupil-Teacher Ratio, mentioned in

the Schedule; this has to be maintained in each school.

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Teacher to perform the duties mentioned in the Right to Education Act, 2009. There

will be The Grievance Redressal Mechanism; non-educational work will be allotted to

the teachers except census, disaster management and elections. No private tuition or

private teaching practices by teachers.

State Academic Authority: Government of Maharashtra notified two academic

authorities i.e. Maharashtra state of Educational Research and Training, Vidya

Parishad, Pune and Maharashtra state Text Book Development and Research

Cooperation, Balbharati, Pune for state of Maharashtra for development of the

curriculum, Syllabus, Text books, Evaluation and Training for primary education.

Children Perspective: No mandate on child to pass any Board examination till class

8th means completion of elementary education. Every child will be awarded with a

certificate designed by Academic Authorities after completion of Elementary

Education.

Commissions for protection of Child Rights: NCPCR (National Commission for

Protection of Child Rights) constituted at National level and based in Delhi while

SCPCR (State Commission for protection of Child Rights) constituted in 2005 at state

level located in Mumbai under Department of Women and Child Development,

Government of Maharashtra for protection of Child Rights. Financial support is

provided to SCPCR under Sarva Shiksha Abhiyan for functioning and monitoring of

RTE provisions especially rights of children.

State Commission of Protection of Child Rights will launch free helpline for children

where contact can be made through SMC / telephone / letter or some other mode of

communication. Commission will act as a forum for submission of registering

complaint by children or their parents. Any complaint pertaining to violating of child

rights shall be registered under article no. 31 of the act in such way that, the name of

the complainant shall be registered, but will not be disclosed to anybody.

UNICEF, (2011) “Frequently Asked Questions”, UNICEF, regional Office, Mumbai

UNICEF has developed series of books on Right to Education Act, 2009 for

awareness of community, sensitization of Government Machinery, inculcate

ownership amongst stakeholders etc. School Management Committee is a focus and

central point of school for its effective functions. There is lot of questions, ambiguity,

confusion about School Management Committee functions, many of the litigations,

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RTI information being asked from various levels. To clarify the provisions prescribed

in the RTE Act, 2009, UNICEF developed booklet on Frequently Asked by taking

support of all the relevant documents. Some of the major questions which need to be

answered in context of selection, roles and responsibilities, function, meetings,

agenda, proceedings of meetings, maintenance of records, needs of the schools,

monitoring and implementation of various schemes, preparation of School

Development Plan in perspective of School Management Committee are clarified in

the “Booklet of Frequently Asked Questions” developed by UNICEF in the year

2012-2013.

Table: 2.8: Frequently Asked Questions on RTE No. Questions Answers

1. Can SMC ask question regarding

quality of pupils?

Yes. In every monthly meeting discussions

regarding progress of pupils, problems &

teaching process be carried on

2. Who can go through the proceedings &

decisions of meeting of school

management committee?

The proceedings & decisions of SMC meeting

can be submitted in village assembly. They are

open for all.

3. Who is empowered to utilize the grants

received by school?

Grants to be utilized with the approval of

school management committee.

4. Who has to maintain the accounts of

expenditure of grants received by

school?

It is the duty of member secretary (Head

teacher) of SMC.

5. Who has to identify the needs of

school?

SMC will identify the needs of school both

physical & educational. For that SMC members

shall know the opinions of teachers & pupils.

6. Who is responsible to monitor school

nutrition scheme & mid day meal

scheme?

SMC shall check the quality of mid day meal &

shall observe cleanliness and ensure that diet is

prepared on proper lines.

7. What is the role of SMC in

implementation of various Government

schemes?

To identify eligible beneficiaries and pursue

that they are benefited.

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No. Questions Answers

8. What is a school development plan? The school development plan (SDP) shall be a

3 year plan comprising of 3 annual sub - plan.

SDP shall contain estimates of class wise

enrollment for each year, requirement of the

number of additional teachers, infrastructure

and equipment and financial requirement and

other needs.

9. I am SMC member. My son has

completed class 4 in this school and is

admitted for class 5 in other school.

Can my membership continue?

If the ward of parent member of SMC leaves

the school his or her SMC membership

automatically ceases.

10. If majority of members are absent in

monthly meeting of SMC then what to

do?

SMC meeting shall not start unless the quorum

for the meeting is fulfilled. Attendance of

minimum 50% parent members is necessary for

fulfilling the quorum. If quorum is not

fulfilled, waiting for 1 clock hour is necessary

and after that the meeting can be started.

11. Can member / chairman of SMC resign?

SMC is empowered to grant resignation of the

chairman and vice chairman if they resign

willingly. However, chairman is empowered to

grant resignation of SMC members.

12. How to communicate decisions taken in

meeting of SMC to parents?

The main and important decisions taken by

SMC be displayed on board for bringing them

to the notice of parents. They shall be

submitted in parents’ assembly the proceedings

of the main decisions shall be submitted to the

local authority.

13. Are there levels of elementary

education? If yes, What are they?

Elementary education has two levels. Junior

primary - classes 1 to 5 and Senior primary -

classes 6 to 8.

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No. Questions Answers

14. Are only disadvantaged group and

weaker section beneficiaries as per the

Act?

No. All children in 6 to 14 years age group are

beneficiaries as per the Act.

15. Who is responsible to open school? Government and local authority are responsible

for that.

16. What is the alternative if birth

certificate is not available?

Register of record maintained by the hospital or

Auxiliary Nurse and Midwife (ANM),

Anganwadi record, a declaration by either

father or mother of the child stating the date of

birth in case of a child belonging to

disadvantaged group or weaker section, a

declaration of the age of the child by the parent

or guardian, certified by the Sarpanch of the

village or head master of the local school, or in

case of urban or semi- urban area, by an officer

notified by the Government in that behalf.

17. When admission can be taken in a year? The extended period of admission from the date

of commencement of the academic year of a

school shall be till the last date, before the end

of the first term. A child may be admitted in a

school even after the expiry of the extended

period.

18. If a child is deprived from his right,

whom to make an appeal?

A person having any grievance relating to the

right of child may make a written complaint to

the local authority which shall decide the matter

within a period of 3 months. Any person

aggrieved by the decision of the local authority

may prefer an appeal to the State Commission

for Protection Child Rights.

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No. Questions Answers

19. What are the duties of Head Teacher

regarding meeting of SMC?

Being member secretary of SMC, the head

teacher

1. Shall communicate the agenda of monthly

meeting prior to minimum 8 days.

2. The venue and time be convenient to the

members.

3. Ensure that the members are informed with

agenda before the meeting.

4. Shall prepare proceedings after the meeting

is over and keep documents under his

custody.

20. What shall SMC do for pupils who

remain absent continuously?

All SMC members and teachers shall visit the

houses of pupils who remain absent

continuously in the school. They shall solve

their problem and enable them attend the

school.

21. What is meant by age - appropriate

admission?

If a child is out of school and his / her age is

more than 6 years, he / she shall be admitted in

age - appropriate class. For example, a child 8

years old shall be admitted in class 3.

22. If a child is directly admitted in class 3,

what about his learning of class 1 and

2?

For that a special training shall be given to the

child by the school.

23. If a child fails in class 3, what to do?

RTE Act clearly says that no child admitted in

the elementary school shall be held back in any

class or expelled from school till the

completion of class 8th i.e. elementary

education.

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USAID, (2010), “School Management Committees/Parent-Teacher Councils”,

Pakistan

USAID organization conducted study on School Management Committees/Parent-

Teacher Councils and highlighted an experience and focused on importance in

capacity building of local institutions and their contributions to education in

earthquake-affected Pakistani communities in July 2010. Major findings of study are;

Schools as Healthy Learning Environments: Generally Government schools seen as

safe and healthy learning environments if parents are to trust them to nurture and

educate their children. The governments need to embrace and facilitate greater

community mobilization and development in the management and administration of

their schools. The integrated School Management Committees /Parent Teacher

Councils are in the administration of schools, then the more disposed they are to

change mindset and the more willing capacity they are to facilitate changes which will

result into desired outcomes in the improvement of education. The School

Management Committees /Parent Teacher Councils have sensitive ownership in the

education departments and communities. The practical role of School Management

Committees /Parent Teacher Councils played in school improvement and their sharing

of progress with the education officials have been contributed to their overall

acceptance by the education departments. In resulted that education managers really

feel confidence about School Management Committees /Parent Teacher Councils

capacity building to their three-year District Education Plans. The participatory

broader approach used in the mobilization of School Management Committees /Parent

Teacher Councils and their working style in a transparent manner have increased

community ownership of these School Management Committees /Parent Teacher

Councils. Thus, the communities extend significant support to stakeholders in their

owned initiatives to improve the environment of schools.

School Improvement Plans: It was focused and that each School Management

Committees /Parent Teacher Councils will develop its own school improvement plan.

School Management Committees /Parent Teacher Councils have provided basic

training from experts, they teamed up with the school teachers, students and local

communities to visualize and prioritize school needs with proper assessment to make

their ideal schools. The school improvement plans prepared by these groups then

presented to the district education officials for appraisal and further endorsement. The

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approved school improvement plans also served for demonstration of the schools’

prevailing issues in case the School Management Committees /Parent Teacher

Councils asked for outsider donor funds. The rigorous and consultative process was

adopted and it converted and resulted school improvement plan proved to be

important aspect that helped School Management Committees /Parent Teacher

Councils to prioritize their needs of schools’ and design strategies and find out

resources to fulfill them. School Management Committees /Parent Teacher Councils

were successful in motivating and make the communities convenience to provide

necessary support in realizing the priorities shortlisted in “School Improvement

Plans”; mainly these needs could be fulfilled by the School Management Committees

/ Parent Teacher Councils themselves locally. However, the Departments’ of

Education response to the school improvement plans was limited and not so much

accepted. Department of Education uses these School improvement plans for

development of realistic and need based Annual Work Plan and Budgets. RISE did

make an effort by organizing trainings for the district education managers on school

improvement plans but the impact of these one-off trainings was limited. There is

urgent need to merge and integrate the School Management Committees /Parent

Teacher Councils school improvement planning processes and the needs-based

realistic budgeting processes of the departments. In this regard, job training was

imparted to education managers with focus to sustain and follow-up will help for

concrete outcome.

Strengthening Local level Participation: The Government system from top to bottom

was not facilitating the issues of financing and its policy of School Management

Committees/Parent Teacher Councils bottom-up grass root planning. For communities

to remain engaged in contributing to the Government Department of Education

system, the Government Department needs to integrate and be more responsive

towards School Improvement Plans in their annual planning and budgeting. District

Education Officers need to develop a process through which School Management

Committees /Parent Teacher Councils can more readily access and account for the

availability of funds and its proper utilization.

Capacity Building in School Management and Utilization of Funds: Little bit funds

also improve planning and management skills of School Management Committees

/Parent Teacher Councils members and motivate them to work effectively on their

school improvement plans. Often, the District Education administrations were hesitant

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to distribute funds to School Management Committees /Parent Teacher Councils;

sometimes these funds were even not disbursed to School Management Committees /

Parent Teacher Councils due to lack of capacity. When these funds were actually

transferred, the school administration should encourage the School Management

Committees /Parent Teacher Councils to utilize the funds out of a fear of audit for

proper objective in real spirit for improvement of schools.

2.6 : Summary

There is sufficient material i.e. reports, books, journals, and papers on the subject of

participation of School Management committee in schools functionality. These

materials include theory research papers, monitoring and implementing reports, expert

opinions, program detailed descriptions, and Government Documents, Act, Rules,

Notifications, guidelines etc. for developing programme. These all materials, reports

are informative, significantly useful. 75% parents are the members of School

Management Committee and their involvement and other functions have become a

real challenge in the perspective of Right to Education, at present there is considerable

information available in various forms in public domain. The coordination between

teachers, parents and students and cooperation amongst each other is the right

equation for improvement in education system. Many teachers have concerns about

parental involvement at schools and academic preparation of their children and its

affect academic performances of the students. Parents as a member of committee are

unhappy that they were not well informed well in advance about the meeting their

students performance, rights of children, roles and responsibilities of parents in the

committee as per RTE Act. Everybody who is working and involved, participated in

education system such as stakeholder’s educationist, teachers, educators, civil

society’s partners practitioners, and community need to be consulted and make aware

them about effective functioning of schools. School Management Committee

members have to participate in decision-making, being a legal authority for schools

so, entire school system must educate the parent body about role and responsibilities,

Act, rules, notification, guidelines and framework. Active Participation in system also

depends on knowledge and capacity of members in understanding present policies and

practices etc. Government is taking lot of efforts and some schools are also putting

energy and efforts in bridging relationships between School, School Management

Committee and all other parents by using various methods such as trainings, monthly

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meeting, e-mails, and conferences. This chapter synthesizes information from various

sources and followed different documents related to title of research project.

2.7: Conclusion

The literature review is a vital part of the research process and gives a valuable

contribution at all the operational step. At the initial stages of research project it assist

researcher to institutionalize the theoretical foundation of study, clarify ideas and

develop own methodology, at later stage of the literature review it enhances and

consolidate knowledge and collate for integration of the findings with the current

knowledge system. The literature revealed provides the knowledge and experiences of

the development of new design and legal framework of School Management

Committee comprising 75% parents 50% women in Committee for betterment of

education. The literature provides techniques, tools and methods of study.

It is apparently seen that the overview of project that even if understanding of School

Management Committee status and effectiveness in the processes of educational

reformation, these changes have acknowledged across world over but for active

School Management Committee participation in school management and governance

remains a far away from desired dream. Studies on this project or related topics was

understood the importance of School Management Committee participation in school.

The current study has mandates of the importance and pertinence for finding out some

kind solution and effective ways and means which will help in strengthening of the

School Management Committee and consequently make School Management

Committee functional and efficient to achieve goals of decentralized management of

schools as envisaged in the Right to Education Act, 2009 could be achieved through

active participation and contribution of the School Management Committee members.