RIGHT OF CHILDREN TO FREE AND COMPULSORY

EDUCATION ACT-2009

Awareness, Initiatives and Challenges in Implementation

(Report on An Exploratory Study of Odisha)

Project Coordinator

Dr Ramakanta Mohalik

Assistant Professor in Education

REGIONAL INSTITTE OF EDUCATION

(National Council of Educational Research and Training, New Delhi)

April, 2013

ii

Preface

Elementary education is the foundation stone of all formal education. It prepares individual

for secondary education as well as for life. Realising its importance in individual life, M.K

Gandhi propagated it as Basic education and Gokhale demanded for all. The constitution of

India made Elementary education as Fundamental Right of individual. The Government of

India has implemented Right of Children to Free and Compulsory Education since Ist

April, 2010 through out India. The major provisions of the act are every child up to age 14

will get free and compulsory education in neighbourhood school, admission of all out of

school children, revision of curriculum as per national curriculum framework, no practice

of physical punishment and mental harassment, constitution of school management

committee in each school, continuous and comprehensive evaluation in school, maintain

proper teacher pupil ratio in school etc.

In this context, the Department of Elementary Education (DEE), NIE, NCERT, has

taken up research study entitled ‘status of implementation of right of children to free and

compulsory education act-2009 in states/UTs’. The DEE proposed to involve all Regional

Institute of Educations (RIE) in undertaking this study at regional level. So the RIE,

Bhubaneswar has conducted the study on Odisha state.

The report consists of five chapters. The chapter-1 gives theoretical background of

Elementary education, initiatives of Government, historical basis of right of education act

and different provisions of the act. The chapter-11 presents previous researches on right to

education. The chapter-III explains methodology such as sample, tools, design and process

of data analysis. The chapter-IV presents data in tabular form following qualitative

descriptions. The chapter-V gives brief summary, major findings as well as implications for

educations.

Many people directly and indirectly helped me in completing this research study. I

would like to place my sense of gratitude to Prof. P. Sinclair, Director, NCERT, for

granting this research project. I would like express my heartfelt thanks to Prof. B.K

Tripathy, J.D, NCERT and Mr. A. Verma for their approval of this project. I would also

thank Prof. Kiran Devendran, Head, DEE, Dr V.P Singh, Principal Coordinator for their

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supervision and monitoring of this project. I would offer thanks to the Director, OPEPA,

Bhubaneswar for his help in giving all permission to collect data from schools and giving

response to questionnaire. Thanks is due to the D.I of Cuttack, D.I of Mayurbhanj, HMs ,

teachers, students of all selected schools for their cooperation during data collection. I

would also thank Prof. K B Rath, Principal, RIE, Bhubaneswar, Prof. S Pattnaik, Dean,

RIE, Bhubaneswar, Prof. B K Parida, Head, DEE for their helps in every steps of this

research work. I am also grateful to Dr B N Panda, Associate Professor, Dr R Sethy,

Assistant Professor, Mr D Ketaki, Assistant Professor, Mr A Saha, Assistant Professor,

Prof. S M Pany, Retd. Principal, RNIASE, Cuttack, Dr R P Devi, Principal, NDWCTE,

Bhubaneswar, Dr A. Srivastav, Assistant professor, Vinaya Vhaban, Santiniketan. I would

like to thank Mr Bijar Kumar Mallick, Mr Siba Sankar Mallick, Project Assistant, Mr

Manoj Kumar Mohapatra, MTS, ICT cell, RIE, Bhubaneswar for their help in different

phase of this project. Lastly, I am also thankful to Sarala Graphic for typing and preparing

the report.

Ramakanata Mohalik

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Team Members

1. Dr D Ketaki, Assistant Professor Political Science, RIE, Bhubaneswar-751022

2. Dr R Sethy, Assistant Professor in Education, RIE, Bhuabneswar-751022

3. Dr A Saha, Assistant Professor in Mathematics, RIE, Bhuabneswar-751022

4. Dr V. P Singh, Associate Professor, Department of Elementary Education, NIE,

NCERT, New Delhi-110016

5. Dr B.P Bhardwaj, Associate Professor, Department of Teacher Education and

Extension, NIE, NCERT, New Delhi-110016

6. Dr S C Chauhan, Assistant Professor, Department of Education for Groups with

Special Needs, NIE, NCERT, New Delhi-110016

7. Dr Yogesh Kumar, Professor, Department of Elementary Education, NIE, NCERT,

New Delhi-110016

8. Dr Asha Kamath, Assistant Professor, Regional Institute of Education, Mysore

9. Dr V. Chandranna, Assistant professor, Regional Institute of Education, Mysore

10. Dr S K Makwana, Assistant professor Regional Institute of Education, Bhopal

11. Dr Ratnamala Arya, Associate professor, Regional Institute of Education, Bhopal

12. Dr N Hussain, Assistant professor, Regional Institute of Education, Ajmer

13. Dr Pramila Tanwar, Assistant Professor, Regional Institute of Education, Ajmer

14. Dr B Devi, Reader, North Eastern Regional Institute of Education, Shillong

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CONTENTS

Title Page i

Preface ii

Team Members iv

Contents v

List of Tables vii

Executive Summary ix

CHAPTER-I

Page No

1.1 Elementary education 2

1.2 Status elementary education in India 4

1.3 Status of primary education in Odisha 8

1.4 Government initiatives for elementary education 12

1.5 Right to education 16

1.6 Historical evolution of the concept of right to education in India 18

1.7 Key features of RTE act-2009 20

1.8 Challenges for implementing RTE Act-2009 22

1.9 Need of the study 25

1.10 Objectives of the study 27

1.11 Scope of the study 27

CHAPTER-II

2.1 Introduction 29

2.2 Studies relating RTE Act-2009 30

2.3 Conclusion 39

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CHAPTER-III

3.1 Introduction 40

3.2 Method 40

3.3 Population 40

3.4 Sample 40

3.5 Tools 43

3.6 Procedure of data collection 44

3.7 Procedure of data analysis 44

CHAPTER-IV

4.1 Introduction 45

4.2 Opinion of state project director on implementation of RTE act-2009 45

4.3 Opinion of HMs on implementation of RTE act-2009 48

4.4 Opinion of teachers on implementation of RTE act-2009 54

4.5 Opinion of students on implementation of RTE act-2009 63

4.6 Opinion of SMC members on implementation of RTE act-2009 71

4.7 Opinion of parents on implementation of RTE act-2009 76

4.7 Comparative opinion of stake holders on implementation of RTE act-2009 81

CHAPTER-IV

5.1 Introduction 87

5.2 Summary 87

5.3 Major findings 90

5.4 Educational implications and suggestions 101

Bibliography 104

Appendices

Appendix-A Copy of Right to Education Act2009.

Appendix-B Copy of state Rules.

Appendix-C List of Schools.

Appendix-D-I Questionnaire/ Interview schedule

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LIST OF TABLES

Table No Title Page No

1a:Literacy percentage of states and UTs 7

1: Indicators of primary education 10

2: District-wise literacy rate in Odisha 11

3: Sample of students 42

4: Sample of parents 43

5: Sample of teachers 43

6: Sample of HM 43

7: Sample of SMC 43

8: Awareness about RTE act-2009 49

9: Initiatives for age appropriate admission and disadvantaged section 50

10: Role and responsibility for implementation of RTE act 51

11: Development of curriculum, transaction and evaluation 51

12: Protection of childs right 52

13: Issues discussed in parents meetings 52

14: Salary and allowances as per RTE act 53

15: Awareness about RTE act-2009 54

16: Initiatives for age appropriate admission and disadvantaged section 55

17: Role and responsibility for implementation of RTE act 56

18: Development of curriculum, transaction and evaluation 57

19: Protection of childs right 58

20: Salary and allowances of teachers 59

21:Facilities available in school as per RTE Act norms /provisions 60

22: Working condition of facilities in school 61

23: Availability of teaching learning materials in schools 62

24: Languages used in school 62

25: Materials received from school 64

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26: Medium of instruction 64

27: Availability of facilities in school 65

28: Teachers regularity and punctuality 66

29:Teachers availability in subject wise in school 67

30: Availability of teaching learning materials in school 68

31: Special training for age appropriate admission 69

32: Teaching method 69

33: Protection of childs right 70

34: Evaluation procedure in school 70

35: Awareness about RTE Act-2009 71

36: Initiatives taken for disadvantaged group and age appropriate admission 72

37: Role and responsibility for implementation of RTE act 73

38: Development of curriculum, transaction and evaluation 74

39: Protection of childs right 74

40: Pupil teacher ratio as per RTE Act 75

41: Preparation of school development plan 75

42:Parents opinion about admission in elementary school 76

43:Awareness of parents about RTE Act 2009 77

44: Access of pre-school education 77

45: Appraisal of teachers performance 78

46: Disadvantaged, CWSN and out of school children 78

47: Protection of childs right 79

48: Meetings with parents by school authority 79

49: Mid-Day –Meals 80

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Executive Summary

The Right of Children to Free and Compulsory Education act-2009 has been

implemented from Ist April, 2010 throughout India. It is necessary to study extent of

implementation of different provisions of the act in the states of Odisha. The major

objectives of the study is find out the status of implementation of various provisions (

initiatives for age appropriate admission & CWSN, curriculum development, transaction

and evaluation, protection of childs right and issues and challenges) of RTE Act 2009 in

state of Odisha. The descriptive survey method was followed, with sample of two districts;

Cuttack (educationally advanced) and Mayurbanj (educationally backward), eight blocks;

Cuttack Sadar & Tangi Chowdar, Barang & Kantapara, Baripada & Udala, GB Nagar &

Khunta, 24 schools, 24 HMs, 48 teachers, 64 students, 64 parents and 16 SMC were

selected by using multi stage sampling techniques. The information relating to

implementation of different provisions of the were collected by using interview schedule/

questionnaire. The collected data were analysed both quantitatively and qualitatively.

The study found that i) 95.83% of HMs, all teachers, 93.75% of SMC members and

54.68% of parents are aware about the RTE Act-2009. ii) The SPD reported that present

strength of out-of-school children in the age group 6-14 years in Odisha state is 30,591

(CTS 2011-12). iii) 8.33% of HMs, 18.07% of teachers reported that they have identified

out of school children and the age appropriate admission under provision-4 of RTE Act. No

students found under age appropriate category as reported by students. iv) The SPD

reported that there is provision for admission related to the CWSN in the schools. The

facilities such as Ramp and Rails in School, aids & appliances, CWSN friendly, IE

volunteers for home-based education are provided for these children. 62.5% of HMs

revealed that they have the special provisions for the disabled children. v) The SPD

reported that state has taken initiatives for i) Compulsory admission of every child in age

of 6-14 years by Enrollment drive & Pravesh Utsav, Shiksha Chetna Abhiyan , RTE

awareness & Shiksha ka Haq Campaign. ii) Compulsory attendance of every child in age

of 6-14 years by Child friendly environment under Ama Vidyalaya, Barrier Free Access,

Supply of MDM, Textbook & Uniform and iii) Compulsory Completion of Elementary

Education of each child in age of 6-14 years by Quality Education, School Cabinet, Meena

Mancha, Ama Lekha, Ama Chitra etc. vi) . 95.83% of HM reported that they have

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implemented CCE in their school as per RTE Act and provisions. 87.5% of HM said that

they have the prepared Pupils Cumulative record as per RTE Act in their school. Vii) The

state has taken steps for monitoring of Child’s Right to Education by the State Commission

for protection of child’s Right. It has formed Odisha State Commissin for Protection of

Childs Right (OSCPCR) in the State, Initiation & Connection of shiksha samvad in all

districts at district and block level., audit in schools, student helpline and Redressal of RTE

violation / Cases by OSCPCR & Public hearing. Viii) All the HMs, students, parents and

teachers reported that there is no practice of physical punishment and mental harassment

their school after implementation of RTE act-2009. Ix) The SPD reported that major

impediment for implementation of RTE Act within the given time frame in Odisha state are

: 1. Providing infrastructure facilities like classroom, playground, drinking water etc. as per

the RTE Act, 2. Establishment /provision of neighbourhood school in small and scattered

habitations where number of children is less than ten. The reasons for non-

accomplishment of RTE act as expressed by HMs are lack of teachers, regional

language problem, ignorance of parents, heavy work load and in-adequate

classroom and school building etc. The reasons are lack of teachers, regional language

problem, ignorance of parents and heavy work load etc as reported by teachers and x) For

proper and timely implementation of the RTE Act in the state, the central government may

provide: 1. funds for infrastructure facilities like ACR, playground & boundary wall, 2.

Timely release of funds as per AWP&B, 2012-13 and 3. Extension of time limit for

achieving RTE compliance in all schools across the state as reported by SPD.

The study has educational implications for educational authority, HMs, teachers as

well as SMC members. i) All the stake holders such as HMs, teachers, SMC members,

parents and students are required to aware about different provisions of the act. So

initiatives for crating awareness among all stake holders are need to be taken on priority

basis. Because awareness of stake holders will lead to successful implementation of RTE

act in the state. ii) Urgent steps may be taken by opening of primary and upper primary

schools in said habitations. So that availability of neighbourhood school can be ensured for

each child. iii) Steps required to be taken by educational authority for identification of all

out of school children and admission in age appropriate class. Particularly all HMs,

teachers as well as SMC members are required to be involved and motivated for identifying

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out of school children in their locality. Very specifically, identification of out of school

children can be done by SMC members as they are familiar about children who are not

coming to school. Iv) Initiatives may be taken by rationalization of teachers so that all

school will confirm to pupil teacher ratio as per the act. Because one of the means of

ensuring quality education is maintain proper pupil teacher ratio in school. v) The

curriculum should conform to values enshrined in the Constitution, all round development

of the child, building up childs knowledge, potentiality and talent, development of physical

and mental ability to the fullest extent, learning through activities, discovery and

explanation in a child friendly and child centered manner. The in-service teachers as well

as prospective teachers are required to be trained to act as facilitator of learning rather than

giver of information and organize different activities making all students to participate.

CHAPTERT-I

INTRODUCTION

Education, simply stated, is the process of gaining knowledge, learning forms of proper

conduct and acquiring technical competency in a specific field. It involves cultivating the

mind and instilling values that enable an individual to distinguish between the right and the

wrong. It includes developing skills pertaining to a specific field and also aims at achieving

overall development. Formal education is divided into phases starting from primary school,

continuing through higher education followed by education in a specific field

(specialization).

The fundamental purpose of education is to teach a person to read and write, that is

to make him literate. Reading abilities that are acquired in school, go a long way in

enabling an individual to read more and more. And every bit read, is a new lesson learned.

The fundamentals of science and math which one acquires during school, are pillars on

which his understanding of life is based.

Education is believed to be responsible for the cultivation of a civilized society. Imparting

education to people enables the development of a responsible society. Education helps in

imbibing moral values in individuals and their education, in turn, helps in the creation of a

cultured society. Education gives one a deep understanding of living, making him capable

of living.

Education brings about overall progress of society. Education gives an individual,

better prospects of earning a living. It makes an individual self-sufficient. Education

produces individuals who are not just resources but assets for the society. It develops

individuals who can contribute to wealth creation in the country. While people are earning

for themselves, they are also creating wealth for the organization they work with. With

every flourishing organization, the government earns (in the form of taxes paid or direct

profit-making in case of government organizations). The educated lot in a country helps it

earn money, the means of living.

Education helps an individual acquire social skills, which enable him to interact with

people around, maintain social relations and blend well with others in society. Educations

2

is an individual's tool to thrive in society. As a part of the educational system, every

individual learns with a group of other individuals of his age. Education also helps in the

building of interpersonal skills. This is what education is aimed at - development of social

skills.

It's on the basis of education that an individual can pursue his dreams. Education

helps a person meet his career objectives and achieve economic growth. Education builds

resourceful human beings out of illiterate individuals. Education gives a sense of personal

fulfillment. An educated individual having experienced its positive effects, encourages the

idea of education. An educated individual promotes education in his family. Thus he

contributes to the spread of education, starting from a small unit of society - his family. The

idea of education and a strong belief in its benefits on individuals and the society, are

transferred from one generation to another. One educated individual can prove to be

instrumental in the educational development of his family, the future generations and in

turn, the society.

1.1 Elementary Education

Elementary education is essential for all as it is considered as fundamental to all

round development of the individual. It has an accelerating role which refines and

redefined sensitive and perception and contributes to national cohesion. Elementary

education is known to lead to better family health and slower population growth. It creates

in the individual the capacity to take advantage of the technological change, leading to

enhancement and bring benefit from one generation to another. Education is a fundamental

human right and essential for the exercise of all other human rights. It promotes individual

freedom and empowerment and yields important development benefits. Yet millions of

children and adults remained deprived of educational opportunities many as a result of

poverty.

The period of elementary school (from classes I to VIII) is now also recognized as

the period to compulsory schooling vide the 86th

constitutional amendment making

education a Fundamental Right. The beginning of this period marks the formal introduction

of the child to reading, writing and arithmetic, culminating in the introduction of the formal

3

disciplines such as the sciences and the social sciences towards the end of elementary

school. The period of eight years is one of tremendous cognitive development, shaping

reason, intellect and social skill, as well as the skills and attitudes necessary for entering

work place.

After independence, systematic and planned efforts were made in our country to

fulfill the national commitment enshrined under article 45 of the constitution for providing

free and compulsory education for children up to the age of 14 years. Efforts were made

through successive five year plan to achieve the target of 100% literacy through

compulsory and free education for the children up to 14. The National Policy of Education

(NPE) 1986 and 1992 has given top priority for achievement of goals of Universal

Elementary Education (UEE).Various programmes and incentives were initiated for

universalizing the quality of elementary education in India. But in spite of all it was not up

to the satisfaction of all.

Universalisation of Elementary Education (UEE) is a constitutional provision and

national commitment in India. Elementary education is recognized as a fundamental right

of all citizens in India. The directive principles of state policy envisage UEE as one of the

major goals to be achieved and man dated in a time frame of 10 years. The Supreme Court

in its judgment in Unnikrishnan Case (1993) has held that at all citizens has a fundamental

right to education up to 14 years. The government of India introduced 83rd

Constitutional

Amendment Bill in Parliament in 1997 to make education a fundamental right of all

children of 6-14 years. The 73rd

and 74th

Constitutional Amendments has provided a

statutory base far decentralized education planning. The fact is that the 20th

century has

witnessed global upsurge in UEE.

NCERT (1995) observed "The NPE has besides many other things envisaged

expansion of educational facilities to remove disparities in educational opportunities

making education relevant to the society needs, decentralization of management etc. which

are not likely to be achieved without active participation of the community. It emphasized

decentralization and creation of a spirit of autonomy for educational activities as well."

UNESCO (2000) Education for all had emphasized in the context of global movements

which aims to ensure that all children have to (access to free quality primary education by

4

2015, low economic countries are under increasing international and domestic pre-sure to

meet these goals.

The historic Right to Education law, providing free and compulsory schooling to

children in the 6-14 years age came into force with Prime Minister Manmohan Singh

asking the states to join in this national effort with full resolve and determination. The

Right to Education Programs is one of the largest public service exercises in the world. The

passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009 marks

a historic moment for the children of India. The bill was approved by the cabinet on 2 July

2009.Rajya Sabha passed the bill on 20 July 2009 and Lok Sabha on 4 August 2009. It

received Presidential assent and was notified as law on 3 Sept 2009 as the Children's right

to free and compulsory Education Act.

1.2 Status Elementary Education in India

Primary education plays a crucial role for foundation of education in one’s life. It is

the first step that enables the child to acquire minimum basic level of learning and is a

compulsory criterion for perusing secondary and university education. Education at

primary stage not only tries to mould the young child to become an effective human being

but also provide guidance and direction for becoming a good citizen of nation. Actually,

primary education flourishes preliminary preparation of future citizen. Primary education

generate a appropriate environment for nurturing the child from every angle of human

personality including physical, intellectual, moral, social, emotional development of child

from very beginning stage of study. It serves for satisfying the socio-economic need of

nation by providing initiative to construct educated and qualified citizens who are

responsible for bringing future success and development of society. Therefore, all children

are required to gain primary education to acquire necessary educational, cultural,

vocational, administrative skills to help themselves and society. Primary education is the

one of the strongest dimension of system that facilitates fundamental learning, enriches

child with affection, transmits values within her/him and prepares strong and effective

manpower for rapid progress of nation. Promotion of economic progress, transmission of

culture from generation to generation, and the cultivation of children's intellectual and

moral development of the country dependent on the quality and facility of primary

education. It is a fertile field that produces efficient and valuable human resources for the

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whole civilization. In fact, significance of primary education for individual, society, and

nation and for whole humanity is noteworthy.

To achieve the goal of Universal Elementary Education, the constitution of India

provided free and compulsory education to all children up to the age of 14 years for

ensuring the universalisation. It is found in expressedion in article 45 of Indian

constitution: Directive principle of state policy where it read under caption provision for

free and compulsory education for children. The state shall endeavor to provide within a

period of ten years from commencement of the constitution for the free and compulsory

education of all children until they complete the age of fourteen years. In 2002 insertion of

a new article 21 (A) under Eighty Sixth Amendment Act took place, that states- The state

shall provide free and compulsory education to all children of the age six to fourteen years

as such a manner as the State, by law, determine. (December 2002). Also, substitution of

article 45 has taken place that entails, State shall endeavor to provide early childhood care

and education for all children until they complete the age of six years. This task should

have completed by 1960.However this could not be accomplished on account of several

problems. The National Policy on Education 1986 (as revised in 1992) resolves to provide

free and compulsory education of satisfactory quality to all children up to fourteen years of

age before the commencement of the twenty first century. The goals, targets and strategies

for tenth plan include universal access, enrolment, retention and achievement as well as

bridging all gender and social gap. With the world declaration on Education For All (EFA)

adopted in Jometein in 1990, basic education in all its facets has been the focus of

international attention. These international developments together with several positive

developments within the country brought the need of recognizing basic education as the

fundamental right of every citizen to the center stage.

According to Census reported, it was observed that during the period of 1950 –51 to

1999-2000 the number of primary school has increased more than three times from

2,10,000 in to 6, 42,000. According to recent Flash Statistics DISE 2007-08 report density

of Primary schools per 10 sq. km. is 3.11 in 2008.Total enrollment at primary level (grade-

V) increased from 19.6 million in 1950-51 to 113.61 million in 1999-2000.Although it is

still not able to attain the constitutional goal of universalisation enrolment of children up to

6

the age of 14.The percentage share of girls in total enrolment increased. The Gross

Enrollment Ratio (GER) at primary level increased significantly between 1950-51 and

1999-2000 from 42.6 to 94.9 in case of primary level. The gap between boys and girls in

GER at primary level has declined to 28 points in 1990-91 to 19 in 1999-2000. In 2008, the

percentage of girl enrollment is 48.22.

The Net Enrollment Ratio (NER) obtained by subtracting the number of underage

age and overage children enrolled in grades I-V was significantly lower than GER in case

of both boys and girls. The NER for boys and girls was 78% and 64% respectively in 1997-

98. The overall NER at primary level was 71%, which suggests that at least 29% of

children in the 6 to 10 age group continued to remain out of school in 1997-98.

Educationally backward states and within them backward districts have lower NER than all

India average.

In primary education total number of teachers increased from 6,24,000 in 1950-51

to 3.2 million in 1999-2000 an increase of more than 5 times. The percentage of female

teachers to total teachers increased from 15.2% (1950-51) to 35.6%(1999-2000). As per

Flash Statistics DISE 2007-08 report the total number of primary and upper primary

teacher in 2007-08 was 5634589.The percentage of distribution of female teacher was

42.72, that of professionally trained teachers was 77.68, percentage of teachers received in-

service training in 2007-08 was 43.44 and percentage of teachers aged 55 and above in all

school in the same academic year was 3.23

During 1950-51 the Teacher Pupil Ratio TPR was 1:24. The ratio increased to 1:43

in primary school. In DISE report 2009, it was notified that percentage of single teachers

school in India is 13.73. Percentage of school having Pupil Teacher Ratio more than 60 and

100 was 14.22 and 4.11 respectively. The average Student Classroom Ratio (SCR) was 37.

Percentage of school having Development grant and TLM grant was 81.42 and 78.70

respectively. Retention rate at primary level is 73.71, among which percentage of boys is

73.53 and that of girls is 73.91. Despite of the increase in number of habitation and

population the coverage of both primary increased significantly .Of the one million rural

habitation in country, 5,28,000 had a primary school within one-kilometer distance.

Presently about 1,00,000 habitations remain unserved as prescribed norms.

7

The figures available in the Selected Educational Statistics (2000-2001) shows that

the dropout rate from Class I to V was 40.67 per cent in 2000-2001. This, however, is not

much different from the figures for 1990-1991 when the drop out rate was 42.6%. In 2000-

2001, 39.7 percent of the boys who enrolled in schools dropped out before reaching class

V. The dropout rate for girls was higher as 41.9 per cent left school at the primary level. In

1990-1991, the statistics were more or less same — 40.1 per cent boys dropped out of

primary schools while the dropout rate for girls was 46 per cent. But in DISE report 2009 it

is found that there is a remarkable decrease in drop out rate in 2008 i.e.9.36.

The literacy rate has been increased in all Indian states since independence. The

literacy rate Indian states is presented in following table as per Census 2011.

Table:1.a: Literacy percentage of States and UTs

Sl No Name of States Literacy Percentage

1 Keral 93.91

2 Lakshdweep 92.28

3 Mizoram 91.58

4 Tripura 87.78

5 Goa 87.40

6 Daman and Diu 87.07

7 Pudichery 86.58

8 Chandigarh 86.43

9 NCT of Delhji 86.34

10 A N Island 86.27

11 Himachal Prad.73esh 83.73

12 Maharastra 82.91

13 Sikim 82.20

14 Tamil Nadu 80.33

15 Nagaland 80.11

16 Manipur 79.85

17 Uttarakhand 79.63

18 Gujurat 79.31

19 D N Haveli 77.65

20 West Bengal 77.08

21 Punjab 76.68

22 Haryana 76.64

23 Karanatak 75.60

24 Meghalaya 75.48

25 Odisha 73.45

26 Assam 73.18

27 Chattishgarh 71.64

8

28 Madhy Pradesh 70.63

29 Uttar Pradesh 69.72

30 Andhra Pradesh 67.66

31 Jharkhand 67.63

32 Rajastan 67.06

33 Arunachal Pradesh 66.95

34 Bihar 63.82

Sources: Census 2011

1.3 Status of Primary Education in Odisha

The state of Odisha is situated in eastern part of India. According to census 2011, Odisha

has a population of 36,911,708 . The number of literates is 27,112,376. The literacy rate of

persons of seven years age and above is 73.45%, with 82.40% male and 64.36% is female.

The literacy rate is slightly less than national literacy percentage, 74.04%, with male

82.14% and female 65.46%.

There are about 6.7 million children (6 – 14 years) in about 70,000 educational

institutions which include 18, 000 EGS center and 6000 private schools in state as per

report of OPEPA. According to OPEPA (2006), the total enrolment in primary level [class

1 to 7] is estimated as 54.62 lakhs. There are 42104 primary schools [class 1 to 5] and

11510 upper primary schools [up to class 7] totaling 53614 schools. This excludes schools

in the private sector, and non-formal.44, 416 Primary Schools with 52.54-lakh enrolment

and 97 lakh teachers in the State as on 2003-2004. There is one Primary School for every

3.5 sq. km. area. As per Flash Statistics DISE 2007-08 report, the total number of primary

and upper primary teacher in 2007 - 08 is 222375. The percentage of distribution of female

teachers in 2007-08 is 33.15 that of professionally trained teachers is 85.89, percentage of

teachers received in-service training is 35.71 and percentage of teachers aged 55 and above

in all school in same academic year is 1.03.

In Flash Statistics DISE report 2007-08, it is notified that percentage of single

teachers school in Odisha is 16.67 in 2008. Percentage of school having Pupil Teacher

Ratio (PTR) more than 60 and 100 was 8.81 and 1.10 respectively. The average Student

Classroom Ratio (SCR) is 29.Percentage of school having Development grant and TLM

grant are 83.77 and 81.73 respectively. Retention rate at primary level is 77.44, among

9

which percentage of boys is 76.49 and that of girls is 78.85. Mid day Meal Programme has

been operational since 1995. In 2003-04, 46.32 lakh children in 51,931 schools were

brought under this scheme and 14.233 Upper Primary Schools as on 2003-04. There is one

Upper Primary School for each 10.94 km area in the State.

Overall dropout rate at the primary stage was 33.6%, the dropout rate for girls was

35.4% and for boys 31.9% during 2003-04. Dropout rate at upper primary stage has

decreased from 59% in 2002-03 & 57.5% in 2003-04: 56.5% boys dropped out in upper

primary stage in 2003-04 while 58.6% girls dropped out in the same year. In DISE report it

is found that the drop out rate, at primary level, for the year 2007 is 21.02

The missing children who do not come to school have been identified under various

programs in most of the districts, and in about half of the districts the process of

identification is continuing. Most of the missing children belong to a few categories:

children of migrant laborers, those in urban slums, scheduled tribe girls particularly among

people living in remote areas, children in remote areas irrespective of gender or caste/ tribe,

children who have lost one or both parents, and those who are marginally mentally

disadvantaged and need special care. All the missing children are being identified, and

several strategies are being adopted in various areas, to bring them into the education fold.

Free textbooks are being provided in 16 districts where the District Primary

Education Program is in operation. In other districts, book banks to help indigent students

are being set up from 2002. DPEP provides for school and hostel buildings, additional para

teachers, construction of toilets, free textbooks, and support to anganwadi centers for early

childhood education. The Village Education Committees (VEC) have been empowered,

and the process of empowerment continues. Now they have better control and

responsibilities in management of schools. It will be their responsibility to identify all

missing children, and get them to school. The power of engagement of para teachers has

been handed over to them under many programs, further devolution of powers to them is

continuing schools run by Village Education Committee (VEC) and NGOs. The following

table presents indicators of primary education in India and Odisha.

Table-1: Indicators of Primary Education

10

S.N. Status Criteria India Odisha

2005-

06

2006-

07

2007–08 2005-

06

2006-

07

2007–08

1 Density of Primary School

per 10 sq km.

- - 3.22 - - 3.11

2 Percentage of Schools

Received School

Development/TLM Grant

- - 81.42/

78.70

- - 83.77/

81.73

3 Average Student

Classroom Ratio (SCR)

- - 37 - - 29

4 Retention Rate at Primary

Level

70.26 73.71 71.74 77.44 -

5 Average Dropout Rate 9.96 8.61 9.36 6.95 21.02 -

6 Percentage of Distribution

of Female Teachers

40.33 41.86 42.72 34.05 33.61 33.15

7 Percentage of Distribution

of Professionally Trained

Teachers

70.78 78.21 77.68 77.40 89.74 85.89

8 Percentage of Teachers

Received In service

Training

- 40.46 43.44 - 52.63 35.71

9 Percentage of Teachers

Aged 55 and above in

Govt. Schools

- - 3.71 - - 1.03

Source: Flash Statistics DISE 2007-08

The literacy rate of Odisha has been increased to 73.45% since Independence. This is due

to many initiatives taken by Govenement of India and Odisha. In spite of all efforts,

Literacy status of India is still lagging behind in comparision to states such as Kerala

(93.91), Mizoram (91.58), Karnatak (75.60) etc. The reason may be tribal dominated

districts where provision of neigherhood school is not available and poverty of people. The

literacy rate of different districts is presented in table-2.

11

Table-2: District-wise Literacy Rate in Odisha

Sl.

No.

District Overall Literacy

in %

Male Literacy

in %

Female

Literacy in %

1. Anugul 78.96 87.06 70.44

2. Bargarh 75.16 84.28 65.84

3. Bhadrak 83.25 89.92 76.49

4. Balasore 80.66 80.06 72.95

5. Balangir 65.50 77.08 53.77

6. Boudh 72.51 84.49 60.44

7. Cuttack 84.20 90.51 77.64

8. Deogarh 73.07 82.62 63.36

9. Dhenkanal 79.41 87.08 71.40

10. Gajapati 54.29 65.48 43.59

11. Ganjam 71.88 81.85 61.64

12. Jagatsinghpur 87.13 93.20 80.88

13. Jajpur 80.44 87.36 73.37

14. Jharsuguda 78.36 86.27 70.05

15. Kalahandi 60.22 73.34 47.27

16. Kandhamal 65.12 78.41 52.46

17. Kendrapara 85.93 92.45 79.51

18. Keonjhar 69.00 79.22 58.70

19. Khurdha 87.51 92.55 82.06

20. Koraput 49.87 61.29 38.92

21. Malkangiri 49.49 60.29 38.95

22. Mayurbhanj 63.98 74.92 53.18

23. Nuapada 58.20 71.55 45.21

24. Nabarangpur 49.20 59.48 37.22

25. Nayagarh 79.17 86.63 71.08

26. Puri 85.37 91.84 78.67

27. Rayagada 50.88 62.61 39.87

28. Sambalpur 76.91 85.17 68.47

29. Subarnapur 74.42 84.78 63.63

30. Sudargarh 74.13 82.13 65.93

Source: Census 2011

The state government of Odisha is committed to the universalisation of elementary

education in the state with the aims of fulfilling the constitutional obligation with the

assistant of central government. Keeping in view the need for universalisation of

elementary education, there has been expansion at primary and upper primary stage of

education, in the govt. sector as special in rural areas as well as backward areas. The Das

Committee Report laid special emphasis on elementary education and intended to cover

12

three major aspects in this context: (a) universal access and enrolment, (b) universal

retention of children up to 14 years of age, and (c) substantial improvement in the quality

of education to enable all children to achieve essential levels of learning.

1.4 Government Initiatives for Elementary Education

Since independence, India has made considerably progress towards the goal of UEE.

However, past trends do not indicate that the goal is right now in the sight. However, the trend

can be reversed and goal may be achieved earlier than projected, if concerted efforts are made

to bring all concerned under the umbrella of education. The Union Government initiated a

number of projects and programmes under the Centrally Sponsored Schemes most of which

have been initiated after the National Policy of Education was evolved in 1986 and World

Conference on Education for All held at Jomtien in 1990. Some of these projects in terms of

their objectives and major achievements are briefly discussed below.

The Scheme of Operation Blackboard

The scheme of Operation Blackboard (OB) was launched in 1987 to improve facilities in

schools by providing for more teachers, rooms and teaching learning equipments. The OB

Scheme seeks to bring both the quantitative and qualitative improvements in primary

education. The scheme had three components, namely (i) an additional teacher to single

teacher primary schools; (ii) providing at least two classrooms in each primary school; and

(iii) providing teaching-learning equipment to all primary schools. The scheme is

implemented through the State Governments with 100 per cent assistance from the Central

Government towards the salary of additional teachers and teaching learning equipments.

District Institutes of Education and Training

The scheme to strengthen teacher education by establishing quality training institutions,

such as, the District Institutes of Education and Training (DIET) was initiated in 1987. The

scheme proposed to create viable institutional, academic and technical resource base for

orientations, training and continuous up-gradation of knowledge, competence and

pedagogical skills of school teachers’ in the country. The guidelines provided seven

13

academic units with 22 faculty positions that cover different areas such as planning and

management, education technology, material development etc. Since then 433 DIETs have

been sanctioned of which 401 are functional. Below the district level, under DPEP, Block

Resource and Circle Resource Centres have been established that ensure capacity building

at the grassroots level. In non-DPEP districts, such institutions are not in existence.

However, the Sarva Shiksha Abhiyan envisages creating BRC and CRC in non-DPEP

districts.

Non-Formal Education

The Non-Formal Education (NFE) scheme was initiated in 1979 to cater learning needs of

working children and children in difficult circumstances is one of the other important

centrally sponsored schemes. The NFE programme is for the children of 6-14 age group

who remain outside the formal system due to various reasons. In 1999, there were 297

thousand NFE centers, which had a total enrolment of 7.42 million. The duration of NFE

course is two years and a locally recruited and trained instructor is provided to impart

education (equivalent to formal system) at a time and place most convenient to learners in

smaller groups. A large number of voluntary agencies are also involved in NFE

programme. The total number of centers run by voluntary agencies was 59 thousand in

1998-99. An amount of Rs. 1,195 million to States & UTs and Rs. 400 million to voluntary

agencies was released in 1998-99 for the implementation of the programme. The scheme is

recently revised and named as Scheme of Alternative and Innovative Education. The

scheme envisages that all habitations that do not have an elementary education centre

within a radius of one kilometre will have one at the earliest.

Total Literacy Campaigns

The Total Literacy Campaigns mobilize communities and contributed to greater

participation of children in schools. So far 450 districts have been covered under the TLC

of which 250 campaigns have moved into post-literacy and 65 to continuing education

stage. The campaigns cover an estimated 148 million persons. Of 94 million persons

enrolled, so far 73 million persons have been completed level III. The uniqueness of the

14

TLC lies in the fact that it is delivered through voluntarism. The programme is being

implemented through the Zilla (district) Saksharata Samities created for the purpose.

National Programme for Nutritional Support (Mid-day Meal)

The National Programme for Nutritional Support to Primary Education (launched in 1995)

provides food grains/cooked meals to children in primary classes. The programme assures

100 grams of grains per day for attending schools for at least 80 per cent of the total school

days in a month. The programme had benefited more than 98 million children spread over

0.69 million schools. In the latest year, about 9.90 million children are covered under the

scheme and allocated 2.71 million metric tones of grains (Annual Report: MHRD, 1999-

2000). Along with teachers, local community is also given responsibility in the

distribution of grains. In previous years, a significant gap has been noticed in quantity of

food grains sanctioned and actually lifted. A few states are not keen to implement the

scheme because of the administrative problems or states like Punjab even do not need such

type of programme. Punjab is the highest food grains produced state of the country. In

difficult areas, the administrative cost is much higher than the actual cost of the food

grains. The evaluation of the programme shows that on one hand it has given boost to

enrolment in a few states, on the other hand it has had a positive impact on attendance in

other states.

District Primary Education Programme

The state specific basic education projects in Bihar (Bihar Education Project), Rajasthan

(Lok Jumbish & Shiksha Karmi), Andhra Pradesh (Andhra Pradesh Primary Education

Project), Uttar Pradesh (Uttar Pradesh Basic Shiksha Project) and the District Primary

Education Programme are of recent origin. Among these, the scope and coverage of DPEP

is much more wider than other programmes of similar nature. The programme that was

first introduced in 1994 in 42 districts spread over seven states is now under

implementation in about 240 districts of fifteen states. The programme is structured in such

a fashion so that it can provide additional inputs over and above the provisions made by the

state governments for elementary education. Eighty five per cent of the project cost is

15

shared by the Government of India and the rest 15 per cent by the concerned project states.

The Government of India share is resourced by external funding from IDA, European

Community, Government of Netherlands, DFID (UK) and UNICEF.

Lok Jumbish and Shiksha Karmi Projects

Apart from DPEP, Lok Jumbish (Peoples' Movement) and Shiksha Karmi Projects are the

other two important programmes, which are, received attention at the international level.

Both these projects are under implementation in Rajasthan since 1992, which is one of the

most educationally backward states of India. Lok Jumbish and Shiksha Karmi are funded

by SIDA. The main objective of LJP is to achieve EFA through people's mobilization and

participation. Whereas, SKP focuses it attention on universalisation and qualitative

improvement of primary education in remote, arid area and socio-economically backward

villages with primary attention given to girls. The project identifies teacher absenteeism as

a major obstacle in achieving the goal of UEE. The LJ Parishad, an autonomous society,

implements the LJP. Two phases of LJP during 1992 & 1994 and 1994 & 1998 are already

over and the third phase (1999-2004) with the assistance of Department of International

Development (UK) is currently under implementation. For the first two phases, about Rs.

1,110 million were invested and for the third phase, an amount to the tune of Rs. 2,250

million is allocated. It has undertaken environment-building activities in 8,675 villages and

has completed school mapping exercise in 6,974 villages. 529 new schools have been

opened and another 268 were upgraded. LJP has been able to set-up innovative

management structures incorporating the principles of decentralization and delegation of

authority as well as building partnership with local communities and the voluntary sector.

It has also set-up vibrant block and cluster resource groups for providing academic

supervision and regular training of primary school teachers.

Sarva Shiksha Abhiyan

The Government of India has also initiated an ambitious programme called Sarva Shiksha

Abhiyan (SSA): An Initiative for Universal Elementary Education to achieve the goal of

UEE. The programme is initially planned to initiate in about 50 low female districts spread

over fifteen states. It is envisaged that all the districts of the country will come under the

16

programme before the end of the Ninth Plan (MHRD, 2006). Unlike the District Primary

Education Programme, the SSA envisages to develop district-specific elementary education

plans within the framework of decentralized management of education with a focus on

Panchayati Raj Institutions. In the DPEP, the focus was only on the primary level. In these

districts, it would be the first attempt to develop plans with the active involvement of local

people in a participatory planning mode. District planning teams in these districts have

already been formed and training in planning methodology is being imparted.

SSA proposes to provide funds for the renewal of school equipments, which is otherwise

not covered in any other scheme. In addition, a variety of incentive schemes have also been

proposed. During the recent past, a number of primary schools are opened under the

Education Guarantee Scheme (EGS). Under the EGS, the government is bound to provide a

primary school within 90 days. Para Teachers (low paid teachers without diluting academic

qualifications) are appointed in EGS schools that are recommended by the community. The

SAS proposes to upgrade 15 per cent of the EGS schools and alternative schooling centres.

It also proposes to make available funds for maintenance and repair of school buildings.

Further, the SSA provides for an over a 6 per cent ceiling on management and 15 per cent

on civil works cost. Unlike DPEP, SSA will not have ceiling on plan size and also its

duration so that districts can develop realistic plans which itself is debatable. It is also not

clear from the guidelines how SSA will become a movement and will be different than

other programmes of similar nature implemented in the past.

1.5 Right to Education

India is a signatory to the Universal Declaration of Human Rights, 1948, which recognizes

the right of children to free and compulsory education. The Convention on the Rights of

Child, 1986, also stresses upon the importance of education for a brighter future of

children. Free and compulsory education for the children had been a part of the Directive

Principles of State Policy enshrined in the Indian Constitution since the beginning in the

form of Article 45. The Honourable Supreme Court granted free and compulsory education

between the age of six and fourteen years. The judgment which resulted right to education

as a fundamental right by Supreme Court in 1992 stemmed from Mohini Jain vs. State of

17

Karnatak. The Supreme Court through a division bench comprising of justices Kuldip

Singh and R.M Sahai, decided on the constitutionality of the practice of charging capitation

fee. The two judge bench of the Supreme Court held that ‘the right to education flows

directly from the right to life. The right to life and the dignity of an individual cannot be

assured unless it is accompanied by the right to education.’ The decision in Mohini Jain

marks a watershed in the history of judicial interpretation of Article 21.In an another

famous case of Unni Krishnan Vs. State of Andhra Pradesh court reviewed the judgment in

Mohini Jain. The Supreme Court emphasized the importance of education and held that

right to education up to the age of 14 years forms a part of the right to life under Article 21

of the constitution. In TMA Pai Foundation vs. State of Karnataka while deciding on

minority rights the 11- judge bench of the Supreme Court held that state cannot interfere if

the admission was on merit and a reasonable fee was being charged. However, minority

educational institutions receiving aid from the state would have to admit a reasonable

number of students from non-minority groups.

In consonance with its international commitments and national objectives the

Parliament enacted the 86th Constitutional Amendment Act, 2002, adding Article 21-A to

the Indian Constitution which provides that every child between the age of 6 and 14 years

has the right to free and compulsory education. The Right of Children to Free and

Compulsory Education Act, 2009 seeks to give effect to this amendment. It received

Presidential assent, was notified as a law on 3rd September, 2009 and was enforced on

April 1, 2010. The Act applies to schools fully or partially owned by the Central or State

Governments or schools receiving any kind of grant from the Central or State

Governments. The expenses for carrying out the provisions of the Act have to be borne by

both the Central and State Governments. Most developed countries have legislated free and

compulsory education for all. The Right of Children to Free and Compulsory Education

Act or Right to Education Act (RTE), which was passed by the Indian parliament on 4

August 2009, describes the modalities of the provision of free and compulsory education

for children between 6 and 14 in India under Article 21A of the Indian Constitution. India

became one of 135 countries to make education a fundamental right of each and every

child.

18

1.6 Historical Evolution of the Concept of Right to Education in India

The Indian concept of right developed during the freedom movement with the

demand for Indian governance and total independence from the colonial rule, culminated

into Part III of the Indian Constitution on 'Fundamental Rights'. These Fundamental Rights

are close to those embodied in the UN's Universal Declaration on Human Rights. The most

important fundamental right impacting on the life of common people in India happens to

be Article 21, which guarantees right to life and personal liberty'. It declares: 'No person

shall be deprived of his life or personal liberty except according to procedure established

by law'. This right is akin to the French concept of Right of Man, which draws from the -

principle that the people's life chances should not be restricted by irrelevant considerations.

Education is key to assuring 'people's life chances'.

The right to education issue has been debated in India for more than a century. A

substantial part of the memorandum presented by Mahatma Jotirao Phule to the Indian

Education Commission (i.e. the Hunter Commission) in 1882, dwelt upon how the British

Government's funding of education tended to benefit "Brahmins and the higher classes"

while leaving "the masses wallowing in ignorance and poverty." Another attempt to get

elementary education recognized a right, was made, though obliquely, way back in 1909

when G. K. Gokhale introduced a Bill under the Indian Council Act of 1909, to make

primary education compulsory, and deserving of State funding. However, the Bill was

defeated by a large majority. while addressing the legislatures, Gokhale made the

emotional observation that the issue would keep coming up again and again until all

children realized their right to free and compulsory education. In 1937, at the National

Education Conference held at Wardha (Maharashtra), Mahatma Gandhi had to use all the

moral powers at his command to persuade the Ministers of Education of the newly elected

congress governments of seven provinces to give priority to basic education (under Nai

Talim) of seven years and allocate adequate funds for this purpose. The Ministers kept on

pointing out that there was no money. In spite of this, the Wardha Conference passed four

revolutions among which the first one stated: 'That in the opinion of this Conference, free

and compulsory education be provided for seven years on a nation-wide scale.' This

19

resolution on free and compulsory education was re-iterated by the 51st annual session of

Indian National Congress held at Haripura in February, 1938.

In 1950, the country adopted its own Constitution, which provided Fundamental

Rights to equality, to freedom, against exploitation, to freedom of religion, to constitutional

remedies and cultural and educational rights of the minorities. The right to free and

compulsory education was retained in Part IV of the Constitution that incorporates the

Directive Principles of State Policy. Article 45 of Part IV of the Constitution declared: 'The

State shall endeavor to provide, within a period of ten years from the commencement of

this Constitution, for free and compulsory education for all children until they complete the

age of fourteen years'. This policy directive did show some sense of urgency as it suggested

a timeframe to provide free and compulsory education to children below the age of 14.

However, the Nehruvian policy of development followed in the early years after

independence gave priority to investments in higher and technical education, but public

spending on school education remained grossly inadequate. In 1986, when the first

National Education Policy was being formulated, more than half of the children and two-

thirds of the girls in this age group, were out of school. The distinction between

Fundamental Rights and Directive Principles of State Policy is well settled under the Indian

Constitution. While the former is absolute and legally enforceable, the latter is a policy

directive to the State. However, the 1980's and the 1990's saw a very liberal interpretation

of Article 21 of the Indian constitution by the Indian judiciary. The most relevant of them

from education point of view was the Supreme Court's Unnikrishnan Judgement (1993).

The Court ruled that Article 45 of the Directive Principles of State Policy must be read in

harmonious conjunction with Article 21 since fight to life and personal liberty loses its

meaning if a child is deprived of elementary education (Unnikrishnan v. State of Andhra

Pradesh., 1993, Supreme Court of India 217). Thus this Judgment made right to free &

compulsory education as good as a fundamental right. In other liberal interpretations of

Article 21, the Court elevated to the status of fundamental rights, right to environment

protection, to public health, to food and shelter and to rehabilitation in the case of bonded

labourers. According to the relevant Court verdicts, these rights are vital to the life and

liberty of a person. The Supreme Court also held that economic and financial constrains

could not be ground for restricting the State from making provisions of post-basic and

20

higher education, but not elementary education. The Unnikrishnan Judgment activated

several civil society groups to demand the incorporation of right to education as a

Fundamental Right in Part III of the constitution. The government finally agreed to bring a

bill to amend the Constitution in order to elevate right to education to the status of a

fundamental right. This became the new Article 21A of the constitution in December 2002,

which reads: 'The State shall provide free and compulsory education to all children of the

age 6 to 14 years in such manner as the state may, by law, determine. 1 Notably, the

Amendment was rightly introduced after Article 21, keeping in view the connection

between this right and right to life . This was in the spirit of the interpretation of Article 21

by the Supreme Court of India. Many legal luminaries and educationists have emphasized

the wide ramifications of the right to education. For example, Justice (Retd) J. S. Verma,

the former Chief Justice of India and also the former Chairman of the National Human

Rights Commission, observes that providing free elementary education is an 'essential

sovereign function' of the welfare state2. Justice (Retd.) V. R. Krishna Iyer (2005) has

observed that education is a cardinal component of human dignity, and access to it is

enshrined in the Indian Constitution. The right to education is absolutely fundamental and

'judicial construction cannot jettison this right, based on the subconscious impact of the

dubious mantra of privatisation' (The Hindu, 26 November, 2005, page 11). The expert

group set up by the Government of India after the Unnikrishan Judgment, on the financial

implications of RTE, with economist Tapas Mujumdar as Chair, chose the right-based

approach to providing elementary education. The report Mid: "From being an incremental

development goal in the process of education for all, universalisation of elementary

education has in consequence of the Unnikrishan Judgment, now become the legal right of

every Indian child...entitlements sanctioned by the Constitution cannot be deferred by the

State at its convenience. The State has to make the necessary reallocation of resources, by

superseding other important claims, if necessary, in a manner that the justifiable

entitlement can become a reality."

1.7 Key Features of RTE act-2009

The RTE Act is a detailed and comprehensive piece of legislation which includes

provisions related to schools, teachers, curriculum, evaluation, access and specific division

21

of duties and responsibilities of different stakeholders. The salient features of the Right of

Children for Free and Compulsory Education act are -

Free and compulsory education to all children of India in the six to 14 age

groups;

No child shall be held back, expelled, or required to pass a board examination

until completion of elementary education;

A child above six years of age has not been admitted in any school or though

admitted, could not complete his or her elementary education, then, he or she

shall be admitted in a class appropriate to his or her age; Provided that where a

child is directly admitted in a class appropriate to his or her age, then, he or she

shall, in order to be at par with others, have a right to receive special training, in

such manner, and within such time limits, as may be prescribed: Provided

further that a child so admitted to elementary education shall be entitled to free

education till completion of elementary education even after fourteen years.

Proof of age of the child is required for the purposes of admission to elementary

education. The age of a child shall be determined on the basis of the birth

certificate issued in accordance with the provisions of the Births. In case the

child fails to produce the birth certificate, he shall not be denied admission in a

school for lack of age proof.

A child who completes elementary education shall be awarded a certificate;

The Act has also fixed student-teacher ratio for both primary and upper primary

levels;

The Act is applied to all of India except Jammu and Kashmir;

Provides for 25 per cent reservation for economically disadvantaged

communities in admission to Class One in all private schools;

Mandates improvement in quality of education;

School teachers will need adequate professional degree within five years or else

will lose job;

School infrastructure (where there is problem) to be improved in three years,

else recognition cancelled;

Financial burden will be shared between state and central government.

22

1.8 Challenges for Implementing RTE Act-2009

There are various challenges before the right to education such as awareness,

implementation, monitoring, social participation, indifference teachers and different

problems.

Financial Constraints: The Right to Education Act is already plagued with various

financial hurdles and challenges. The fiscal burden is to be shared between the centre and

the states in the ratio of 65: 35 and 90: 10 for the North-Eastern States. This project is

going to involve funds to the tune of Rs. 15,000 crores. Many states have already voiced

their inability to mobilize funds and entered into a dispute with the centre. Odisha in fact

wants the same status enjoyed by the North Eastern states with respect to the Act. The

success as far is the financial issues are concerned largely depends upon the centre-state

cooperation. Since the Act involves improving the infrastructure of schools, training

teachers, creating more facilities besides the manifold increase in intake, huge finances

would be involved and it is difficult to envisage how the economics of it all will be worked

out.

Dearth of Qualified Teachers: The dearth of good and qualified teachers is going to be

one of the most crucial challenges faced in implementing the act. In the absence of

competent teachers who are considered the pillars of education, it would be next to

impossible for the Act to realistically achieve its goals. It is a fact that at any given point,

about 25% teachers are on leave in India and a majority of them are unable to do full

justice to their professions due to a myriad of reasons.

As it is evident from the Act that school drop outs and others would be brought back into

the education stream again, it would entail hiring almost double the number of teachers. It

would be a challenge to find quality teachers without any performance based salaries or

any incentives. The salary mechanism will need some serious revisions and the disparities

removed before any influx of efficient teachers can take place. It is going to be a challenge

to bridge the gap even by introducing teacher's training programs. There are hundreds of

students in one class and there is a huge gap between the training imparted to teachers and

what they practice on ground. Our HRD Minister himself has acknowledged that there is a

23

shortage of about five lakh teachers. In the face of this, how will it fulfil its promise of

providing quality education to all? It is going to be a huge challenge.

Problems related to Infrastructure: In a survey on 'Elementary Education in India',

conducted by the National University of Educational Planning and Administration

(NUEPA), it has been found that almost half of the recognized elementary schools in the

country do not have separate toilet for girls. This goes out to prove and depict the sorry

state that our schools are in. It is going to be a challenge to provide the requisite

infrastructure that the Act expects. The Act demands that the building of all the schools

should be weather proof.

The Act suggests barrier free entries for all the schools whereas presently, only about 40%

of the schools have ramps. Basic facilities like access to drinking water is also lacking in

many schools. The Act stipulates a playground for every school. Looking at the current

scenario it looks like it is going to be extremely challenging to provide the necessary

infrastructure and that too with an increased intake of teachers and students. The other

major infrastructure challenge will be to establish a balance between Centre and State.

Several regulatory measures can only be taken after individual inputs from state

governments. There are no clear demarcations between the responsibilities of the centre

and state and it would be a challenge to work out the details.

Challenge to provide Equality and Quality in Education: HRD Minister has paved the

way for huge challenges ahead by promising quality education to all. It has already been

seen that it will be difficult to do so in the absence of good teachers. The Act said that no

student would be dropped from school or not passed till the age of 14. With the mix of such

students in class, it would be very difficult for the teachers to ensure quality. Substantial

efforts would be required to maintain and impart quality education. Teachers and the

supporting

staff of schools will find it tough to remain impartial and treat all the students on an equal

footing without any biases. Besides this, they will also be responsible for encouraging

harmony amongst the varying strata of students.

24

Problem of 25% Quota for Weaker Sections: It remains to be seen whether this clause to

reserve 25% of seats for weaker sections by Private unaided schools will turn out to be a

boon or a bane. On one hand the Act aims at removing this bipolarity in education and on

the other it is feared that interfering in the functioning of private schools will have an

adverse effect on the quality of education. It is going to be a challenge for the government

to

work out modalities which can strike a balance between a six year old child who has just

entered school and a child who has been to a school since the age of 3. It will be a cultural

and social shock for him. Since it will be mandatory not to fail any child till standard 8th,

the classes would be full and ensuring quality education in the light of this a huge

challenge. The biggest challenge in this is going to be the definition of weaker sections.

This is where malpractices can creep in. A monitoring mechanism will also have to be set

up to ensure its fair implementation.

What will happen when a child belonging to the quota category wants to change school in

higher classes? Logistics need to be worked out for a smooth transition there also. Will this

help in eradicating the socioeconomic divide? It is tough task to bring together children

from varying economic and social backgrounds on the same platform. It would indeed be

challenging for the teachers to maintain equilibrium and create an environment for them to

blend together.

Challenge to Bring Child Labourer’s to Schools: Now that right to education has

become a fundamental right of each and every child, it should also be applicable to those

thousands of students who are being used as child labourers and have been denied

education till now. Unless and until a special provision is made in the Act, it would be

challenging to bring back these children to school. These are some of the problems that

have littered the path but our HRD Minister is quite confident of overcoming these

challenges and propels India towards even greater heights.

This Act has put India in the same league as U.S.A. and 130 other Nations as far as the

right to education is concerned. Nothing can change overnight but there is a ray of hope. A

25

hope that if all these hurdles and shortcomings are overcome and the loopholes removed,

then this will become the road leading towards an Educated India, a Proud India.

In spite of various obstacle at last in a landmark judgment on April 12, 2012, the Supreme

Court upheld the constitutional validity of the provision in the Right to Education Act,

2009 that makes it mandatory for all schools (government and private) except private,

unaided minority schools to reserve 25% of their seats for children belonging to “weaker

section and disadvantaged group”. So many confusions are over in the way of Right to

Education.

1.9 Need of the Study

Education plays an important role in bringing a continuous change and development

in human life. The individual aims as well as the social aims of education are meant for the

perfection of all individuals in which he is capable of. The aims of education are correlated

with the ideal of life. That is why education is regarding as one of the best instruments to

guide and change the behaviour of an individual in a desirable ways. That is also the reason

why need of education is felt more in the most backward areas. Recognizing this, need the

constitution makes a provision of universalisation of education for that fall in the age group

of 14 yrs. Among different programme launched by the central government and the RTE is

one of them.

The people of Indian celebrated with bliss and joy as it has become one of the

countries with free and compulsory education on April1, 2010 when right of children to

free and compulsory education Act (2009) became effective though 86th

Amendment in

2002. Even before the enactment of right to education Act 2009, the dream of

universalisation of elementary education has almost been achieved in India with the

implementation of Sarva Shiksha Abhiyan (SSA), mid-day-meal scheme and many other

schemes at different point of time. The right to education act 2009 is also revolutionary and

will bring a revolutionary change in the field of primary education while implementing it

all the concern should work hand in hand, correlating the objectives and practice. It has

become the responsibility of the government to provide funds, infrastructure, recruit

26

teachers and facilitate everything that is required for the universalisation of elementary

education.

The Right of children to Free and Compulsory Education Act 2009 (RTE Act 2009)

has envisaged free and compulsory education of all children of the age of six to fourteen

years, till completion for elementary stage, in a neighborhood school. The act has provision

for every child who is above six years of age and has not been yet admitted to any school or

could not complete his / her elementary education due to any reason to be admitted in a

class appropriate to his or her age. In order to be at par with other children of the class, the

child has a right to receive special training or additional instruction. There is an important

concern over implementation of RTE act in the school system with reference to the special

training or instruction, its modalities and execution. The states are expected to respond to

the situation arising out of the implementation of the act. States and UTs are required to

pay special attention to cope with situation in terms of appointment of qualified teachers,

development of special trading programmes for out of school children admitted to age

appropriate classes and preparation of relevant teaching materials.

The RTE Act 2009 has given prominent place to teachers because it is the teachers

who can play a vital role by providing quality and need-based education at elementary

school level. So, it is the duty and responsibilities of the teachers of the entire country to

understand their role properly and do as good as for the school and the society as a whole.

The role of parents, SMC members and students is equally important. Lakshmi (2010)

wrote on “Utilities of RTE” in her article emphasis that the RTE should be implemented

with the public spirit and the intention of govt. must be dedicated then the RTE will be

fruitful. She also stressed that the awareness of RTE should be mandatory. Kumar (2011)

in the study titled “Role of SMCs” highlighted that school management committee will

lead the awareness among the parents, teachers and all the important decisions will be

taken by the SMCS. It should be very effective and in effective education result oriented

sense of system. The headmasters, teachers, students, parents and SMC members must be

aware of the RTE Act 2009 and utilize their experience and efficiency for transforming the

cemented school building into the school of knowledge.

27

The present study has been designed to know the status of implementation of

various provisions of RTE act in states of Odisha and UT’s also their concerns and

problems to implement the act. As the act has been implemented from 1st April 2010, states

and UT’s need to take up lot of preparatory activities in this regard. The would explore

what steps they have been able to take so far and what further is needed to be done. It

would be important to access the level of preparedness of states and UT’s to able to take

effective steps for the Implementation of the act at various levels. It would also be

important to know how far they are ready to take steps forward in a regard to RTE

implementation. The readiness of state would mean awareness of various stake holders to

take advantage of the act.

1.10 Objectives of the study

The objectives of the study are as follows:

i. To study the initiatives taken for age appropriate admission of out of school

children, preparation of teaching learning material (bridge course) for them and

strategies evolved for completion of their elementary education.

ii. To assess the awareness level of stakeholders to implement RTE Act 2009.

iii. To find out the concerns and challenges for effective implementation of RTE Act

2009

1.11 Scope of the Study

The study was confined to 24 elementary schools, 24 HMs, 48 teachers, 64 students, 64

parents and 16 SMC from district of Cuttack and Mayurbhanj of Odisha state.

28

CHAPTER-II

REVIEW OF RELATED RESEARCH STUDIES

2.1. Introduction

One of the early activities in the research process is the review of research

literature- the body of research information related to the problem. In simple terms, the

similar or related studies carried out by the research workers at various levels are called

review of related literature. The survey of relevant studies serves as the basis of most of the

research projects in physical, natural and social science and also in humanities. Realizing

the importance of the review of related literature, Good (1966) remarked, “The survey of

related literature might provide guiding hypothesis, suggestive method of investigation,

comparative data for interpretative purposing. Sometimes, textbook & subjective insights

and hypothesis may, will have a place in the survey of related literature.” The review of

29

related literature provides the investigator with necessary knowledge and insights, to

investigate about what to start, where to start and how to start.

The investigator consulted the related literature available from, Journals on

Educational Research, Encyclopedia of Educational Research, surfed net etc. for having a

knowledge regarding the potentiality of the problem from all these and other sources, the

investigator was able to know that problem in hand was interesting, significant and

feasible.

The research studies on Right to free and compulsory education of children is an

important and new area of educational research. Since the RTE Act-2009 has implemented

through out country on Ist April, 2010, very few research studies are available in this area.

Still the investigator has taken an attempt to collect research studies from various books,

textbooks, journals, periodicals, abstracts, encyclopedias, dissertations, thesis and

newspapers. The literature directly or indirectly related to the present investigation is

discussed in following paragraphs.

2.2. Studies Relating RTE Act-2009

Niranjanaradhya & Kashyap (2006) in their study “the ‘Fundamentals’ of the

Fundamental Right to Education in India” have briefly traced the demand for Free and

Compulsory Education (FCE). They reported that starting from the period around the

freedom struggle, there has been a consistent demand for FCE. The Constitution originally

provided for FCE as a Directive Principle of State Policy, and now provides for a

fundamental right to FCE, ‘as the State by law determines.’ Under the Constitution, both

the Centre and the States have concurrent legislative powers with respect to education.

However, in order to maintain uniform standards across India and to create a ‘common

language’, it is imperative to enact skeletal Central-level legislation in such a manner that it

allows room for local need-based innovations.

30

Further, there have been concerns that the freedom given to the State to enact a law

(implementing the right to education) may be used to dilute the scope of the right itself. In

order to respond to such concerns, this paper has explored some elements that form the

backbone of a rights-based approach. Therefore, these elements may be used to evaluate

policies and proposed laws to ensure that they fall within a rights framework. Legislation,

if viewed as the sole method implementing a human right, will not be successful in

achieving its objective. Therefore, any model of implementing human rights should

incorporate coercive as well as non-coercive rules. Moreover, the first step in any

legislative process is the formulation of clear policy directives. Before enacting skeletal

legislation, the Centre should undertake a detailed evaluation of all existing educational

policies and schemes using the suggested rights-based approach. This will help identify

aspects of such policies that fall within and outside a rights framework. There is an urgent

need to consolidate the experiences of providing school education in the last five decades

and evolve a realistic pro-child rights-based policy on education, which may then be

translated into legislation. The institutional framework required to implement such a policy

can be determined only after the policy itself is evaluated and updated using a rights

matrix.

Govinda & Bandyopadhyay (2008) study on “Access to Elementary Education in

India Country Analytical Review” The Sarva Shiksha Abhiyan, the main vehicle for

elementary education development in the country, is based on an integrated programme

which interlinks various inputs flowing through a number of component activities.

Awareness among teachers and parents is very necessary to achieve the main motto of

elementary education. It is in line with this way of thinking that all component activities

are designed and incorporated into a perspective plan for each district. It is on the basis of

such ‘district plans’ that substantial amounts of funds are spent in every district. Important

research questions in this regard include: what efforts have been made to track cumulative

change and improvements in the districts, some of which have received financial support

for nearly a decade under DPEP and SSA? Do the district plans for successive periods

reflect the changed realities in quantity as well as quality of elementary education at the

district level? Such analyses will be extremely important to understanding the educational

31

conditions and processes as they unfold in each district, and to incorporate the lessons

emerging from them into the design of subsequent annual and long-term district plans.

Jain & Dholakia (2009) in the article on “Feasibility of Implementation of Right to

Education Act” argue that even an allocation of 6% of the gross domestic product to the

education budget would not be sufficient to fund universal school education until the very

distant future if the government school system is used as the only instrument. The only way

to meet the Right to Education obligation is to rely on low cost private schools as a

significant instrument of the government education policy. On the contrary, the proposed

RTE bill introduces provisions that would oppose low cost private schools. Therefore, the

legislation for RTE. needs to be modified and framed with specific provisions for private-

public partnerships.

Madhavan (2009) “Column: For schools, the angel is in the details” The Standing

Committee has also opined against the idea of not failing any child. It felt the need to

“motivate the child to compete and improve”, and the need for “an element of fear through

proper evaluation lest the non-performers may become a liability to society”. It

recommended a minimum level of grading or standardisation for the child to be promoted

to the next class. Indeed, this sentiment touches upon the issue of quality of education. That

is, whether the children in school are able to meet standard learning norms and any

remedial measures are taken to help the laggards. The only provision in the bill is to say

that the duty of the teacher includes learning assessment and supplemental additional

instruction.

Rangaraju (2009) studied on “The Devil is in the details” where he stated that Right

to Education is good tool for Indian society but it is likely that the government will employ

a method of calculation that will result in a lower per child expenditure figure which could

motivate it to be dishonest in its calculations and the problem of governance and

implementation is also a big challenge before it. There should be honesty in the mind of

administrator.

Bhargava (2010) “RTE Act: Some rights and some wrongs” The RTE Act and its

Rules and Regulations are destined not to work. We should recognise that if we do not take

32

appropriate care of school education, agriculture and left-wing extremism – and all the

three are related – we may be creating conditions that would encourage internal turmoil.

Goyal and Pandey (2010) wrote a paper on “How do Government and Private

Schools Differ?” This paper uses survey data from representative samples of government

and private

schools in two states of India, Uttar Pradesh and Madhya Pradesh, to explore systematic

differences between the two school types. We find that private school students have

higher test scores than government school students. However, in both private and

government schools the overall quality is low and learning gains from one grade to the

next are small. There is large variation in the quality of both school types; and observed

school and teacher characteristics are weakly correlated with learning outcomes. There is

considerable sorting among students, and those from higher socio-economic strata select

into private schools. Private schools have lower pupil-teacher ratios and seven to eight

times’ lower teacher salaries but do not differ systematically in infrastructure and teacher

effort from government schools. Most of the variation in teacher effort is within schools

and is weakly correlated with observed teacher characteristics such as education, training,

experience. After controlling for observed student and school characteristics, the private

school advantage over government schools in test scores varies by state, school type and

grade. Private unrecognized schools do better than private recognized schools. Given the

large salary differential, private schools would clearly be more cost effective even in the

case of no absolute difference in test scores.

Jackson & Allan (2010) studied on “Fundamental elements in examining a child’s

right to education: A study of home education research and regulation in Australia”. In

Australia education is seen as a human right. The law in Australia plays an important role

in protecting such a right. All jurisdictions provide for compulsory education. The

responsibility for choosing where and how that education takes place then lies with parents

and their children. The law facilitates such choice by recognising home education as a

legitimate way to meet compulsory education requirements.

Lakshami (2010) wrote on “Utilities of RTE” in her article, emphasis that the RTE

should be implemented with the public spirit and the intention of Govt. must be dedicated

33

then the RTE will be fruitful .She also stressed that the awareness of RTE should be

mandatory.

Mehta & Kapoor (2010)studied on “Implementing Right to Education Act” In this

study both writers highlight various issues in the contest of implementation and

responsibility of Government. They argued that India is facing different types of problems

so that it seems very difficult to work in a proper direction and place but the provision of

school management committee is a milestone in the direction of parent’s involvement in

decision making regarding good and quality education. So RTE is good step towards

achieving MGD’s goals.

Mittal and Shah (2010) wrote on “Reservation in Private Schools under the Right to

Education Act: Model for Implementation” Section 12 of the Right of Children to Free and

Compulsory Education Act 2009 (the Act) has made it compulsory for every private

unaided school to admit at least 25% of its entry level class from children belonging to

weaker and disadvantaged groups. For this category of students the state government will

reimburse schools an amount equal to either the fees charged by the school or the per child

expenditure in state schools, whichever is lower. Through this document the Centre for

Civil Society seeks to highlight the lacunae in the current framework for 25% reservation

for weaker and disadvantaged groups in unaided private schools and seeks to provide

inputs on effective implementation of the same.

Rai and Rana(2010)in their work entitled “Study on Right to Education in India

“mentioned that the government has taken number of steps to realize its goal of achieving

maximum literacy in the state. But these rules and regulation should be properly executed

and followed by all in order to make India a wholly literate and developed nation.

Reddy & Sinha (2010) studied on “School Dropouts or Push outs?”, and found the

followings. Overcoming Barriers for the Right to Education-Dropping out of school usually

implies the inability of children to continue in school for some reason. Most often the child,

his/her family circumstances or macro-economic factors are considered to be responsible

for them dropping out. In perceiving it as such, the emphasis is on the inability of children

34

to continue in school. On the other hand, if the issue is seen as children being ‘pushed out’

of school, then the onus of responsibility is on the system to ensure that they stay in school.

The teachers need to be included in the process of data collection and encouraged to report

correctly. It is only by focusing on the school and school data, that correct information

about children in and out of school, can be identified. Data at the moment involves entering

the names of children in the attendance register, rather than those children who actually

attend school.

Singh (2010) studied on “Right to Education and Right to Educate: A Study of the

Impact of Right to Education Act on Unrecognised Schools in Delhi.” The paper examined

the status of unrecognised schools after the implementation of the Right of Children to Free

and Compulsory Education Act (RTE Act). Field visits were conducted in recognised and

unrecognised schools in Shahadara to gather information about which of State norms and

RTE norms could not be met. These were land norms, teacher salary and the playground

requirement for all schools and additionally, teacher salary for the unrecognised schools.

While the schools might not meet any of these norms, parents continue to send their

children to unrecognised schools. They preferred to government schools as charged a lower

fee than the recognised ones. Group discussions with teachers from these schools also

showed that they were passionate about teaching children to the best of their ability. The

paper argues that while it is good to provide recognition and make every school meet a

certain minimum standard, the regulations should not be such that every unrecognised

school would face closure. If the schools need to survive without assistance, there has to be

concession in space requirement, adjustment of teacher salary with fee- even if not

completely market driven, greater number of teacher training centres and reconsideration of

playground norms.

Adlakha and Sharma (2011) highlighted on Right to Education (RTE) Act. In this

study the main points are Lack of Awareness, Grievance Redressal Mechanism absent,

Violations, Challenge from Private School and Shortage of Teachers but above all it is

good step for education.

35

Godbole (2011) studied on “Rights to Education “where he mentioned that

Education is a fundamental human right, without which capabilities for a decent life and

effective participation in society are less likely to be developed. Since the RTE Act has

provided us the tools to provide quality education to all our children. It is now imperative

that we, the people of India, join hands to ensure the implementation of this law in its true

spirit. The Government is committed to this task though real change will happen only

through collective action and we must come forward willingly for the same.

Kumar (2011) in the study titled “Role of SMCs” highlighted that school

management committee will lead the awareness among the parents, teachers and all the

important decisions will be taken by the SMCs. It should be very effective and result

oriented in sense of effective education system.

Shah, P. (2011) in the study “The Right to Education Act: A critique” finds out

many good issues and drawbacks but overall highlights the philosophy of implementation,

awareness of society and dedication of teachers. He emphasised that the teachers should be

more responsible to spread educational awareness.

Pushkarna (2011) wrote on “State’s new poster campaign to boost RTE awareness”

While the Delhi government is responsible for implementing the Right to Education Act in

the city, its own schools seem to be the worst offenders. Delhi Commission for Protection

of Child Rights (DCPCR) has received 14,752 complaints since April 1 last year when

RTE was enforced. Of these, as many as 12,332 complaints were related to government and

MCD schools. These complaints were either received in bulk through NGOs or from

individual parents. Even as the government tries to look within, DCPCR is starting a poster

campaign to increase awareness about RTE provisions among government schoolteachers.

"A bulk of complaints received so far has been against government schools. About 9,000

complaints were related to denial of admissions. There is a lack of awareness and many

government schools don't even have adequate infrastructure," said Amod Kanth,

chairperson, DCPCR. He added, "We need to reach out to children who have not yet been

integrated into schooling. Since there is no role of NGOs defined in the RTE Act, only

schools can do this job. So, it's important to provide them with all the information on RTE.

36

Raina (2011) studied on “Analyses whether the Right to Education Act” which

came into force in 2010, was to highlight the triple challenges of access, equity and quality

in elementary education-Even though nearly all educationally developed countries attained

their current educational status by legislating free and compulsory education -- Britain did

so in 1870 -- India has dithered and lagged behind in introducing such legislation, with

grave consequences. Of the nearly 200 million children in the age group between 6 and 14

years, more than half do not complete eight years of elementary education; they either

never enrol or they drop out of schools. Of those who do complete eight years of schooling,

the achievement levels of a large percentage, in language and mathematics, is unacceptably

low. It is no wonder that a majority of the excluded and non-achievers come from the most

deprived sections of society -- Dalits, Other Backward Classes, tribal’s, women, Muslims

and financially backward -- precisely those who are supposed to be empowered through

education. With heightened political consciousness among the deprived and marginalised,

never in the history of India has the demand for inclusive education been as fervent as

today. Yet, even a cursory examination of the Act shows some glaring shortcomings.

Rai & Rana (2011) in “Study on Right to Education in India” the government has

taken this important step to realize its goal of achieving maximum literacy in the state. But

these rules and regulation should be properly executed and followed by all in order to make

India a wholly literate and developed nation.

Rana (2011) studied on “Right to Education and Challenges before It-Equity,

Quality and Accessibility”. The much awaited Right to Education (RTE) Act which has

just been passed by the parliament would play an important role in achieving universal

elementary education in India. The success and failure of RTE would largely depend on

consistent political attention. Budgetary allocation of funds should be sufficient in this

respect. Every literate person should also come forward and spread the usefulness of

education to illiterate parents who are unable to appreciate the relevance of education in

curbing the social evils. Social inequalities and monopolization by any group should not be

permitted at any cost. Education which is free of cost up to a certain level must be

accessible to all. The Act clearly prohibits physical punishment, expulsion or detention of a

child and deployment of teachers for non-educational purposes other than census or

37

election duty and disaster relief. As teachers are the pillars of the education system, the Act

lays down that teachers ensure that the children complete elementary education with

requisite learning competencies.

UNICEF and UNESCO (2011), conducted study by the Assessment Survey Evaluation

Research Centre. It points out the critical challenges in rural Indian school education. The

study brings forth six major issues that are hindering the teaching and learning processes in

rural schools, including age-appropriate grade and grade appropriate learning levels;

textbooks having unrealistic expectations about what children can do and learn during an

academic session; about a teacher's ability to teach regardless of his/her professional

qualifications; the need for providing children-friendly environment in class through best

practices; children absenteeism and of the importance of implementing the Right To

Education (RTE) Act to ensure that children have a solid foundation.

Rural schools function on certain assumptions, which are creating a challenge in the

teaching and learning process. "The government is not paying attention to what happens to

children in schools. The school framework is built on assumptions that age-appropriate

grades and grade-appropriate learning levels are the same for all children; that all children

learn at the same pace, have the same learning skills and aspirations; that schools are places

where both teachers and students learn.

Besides addressing absenteeism of children in schools, there needs to be a focus on

teachers and their development also. "The government is incapable of investing in teacher

education because it has frozen investment in the sector. Teachers get the least attention. In

rural areas, teachers need to be attracted to school teaching through incentives. We keep

investing on the macro parameters like books, but need to work at the grassroots level,

promoting and encouraging individuals to become teachers. It is the teacher who can

provide a healthy atmosphere conducive to learning," he adds.

Giridhar (2012) studied on “There’s need for a reward and recognition system for

teachers” Highlighting on the ‘Wipro-education initiatives study’ the researcher mentioned

that we were even worse off in 2011 as compared to 2006. Government schools expectedly

turned in a pathetic performance but the supposedly elite private schools were hardly better

38

and their students did well only on questions that tested ‘rote memorisation’ and did not do

well on questions that tested conceptual understanding and application. And then

Assessment Survey Evaluation Research conducted the internationally accepted

Programme for International Student Assessment (PISA) test in Himachal Pradesh and

Tamil Nadu, and these showed that both states are right at the bottom among 70 odd

nations. Before you castigate the two states, please commend the guts of their education

bureaucrats who must have been pretty sure of the results and gone for it only to force

everyone into action.

Gupta (2012) studied on “Education is going down” -In this article he highlights the

problems of quality education, low standard of understanding the subject matter and

quantity of students is increasing but the quality of education is going cheaper. There is

need to work properly on Right to Education and its implementation to provide quality of

education to society.

Singh (2012) stated in his study “Right to Education: An Assessment” that Right to

Education Act (2009) is landmark initiative of the government to strengthen the education

system in India. Under this Act it is mandatory to complete elementary education of all

children, who reside in Indian Territory. Now Education is fundamental right of every

Indian. It is very necessary to involve the Panchayat Raj Institution in rural area for

universalizing the elementary education. Whenever PRIs in rural areas have taken the

initiatives to protect child rights, development indicators in areas like education, health and

child trafficking have improved dramatically. Right to Education Act (2009) has given

ample scope to PRIs in rural area for the universalization of elementary education as a

fundamental right. If PRI members are monitoring the enrolment procedure of their

Jurisdiction, Success will come.

2.3:Conclusion

From the analysis of the above research studies on Right to Education Act-2009, it

can be said that many scholars has taken interest in studying RTE act-2009 and related

issues and problems in successful implementations. One of key points came out is that their

is a need to create awareness among different stake holders such as parents, SMC

39

members, teachers as well as HM s regarding different aspects of RTE act-2009. Another

important point is willingness of Governments both state and central for timely

implementation by providing infrastructure, teacher as well as finance to schools. The main

focus should be on disadvantage section, school drop outs and children from rural and

tribal area. So on basis of review need was felt to study status of implementation of RTE

act-2009 in states of Odish.

CHAPTER-III

DESIGN OF THE STUDY

3.1 Introduction

This chapter deals with the plan and procedure followed in carrying out the

present research. Research methods are of utmost importance in a research process.

Careful planning and systematic execution is most essential part of research study

and it should be scientific and logical in order to arrive at sound and accurate

conclusions. The present chapter includes information regarding method ,

population, sample, tools, procedures of data collection and procedure of

tabulation of data and statistical techniques. The details of design of study are

discussed in following sections.

40

3.2 Method

The present study is a descriptive type research, and survey method was used. It was

designed to explore the status of implementation of the Right of the Children to Free

and Compulsory Education Act-2009 in Odisha State. The opinion of stake holders such as

parents, children, SMC members, teachers and HMs regarding implementation of different

aspects of RTE act-2009 were taken.

3.3 Population

Population refers to the entire mass of universe having similar characteristics. For the

present study the population was all the primary and upper primary school teachers,

students , parents, HMs, and SMC members of Odisha state.

3.4 Sample

The sample for the present study consisted of two districts, 8 blocks, 24 schools, 24

HMs, 48 Teachers, 64 students, 64 parents and 16 SMC members. This sample was

selected by using multi stage sampling techniques.

Initially, two districts namely Cuttack (educationally advanced) and Mayurbhanj

(educationally backward) were selected out of 30 disrticts. Cuttack was selected as

educationally advanced district having literacy percentage of 77.64 as per 2011 census and

Mayurbhanj was selected as educationally backward having tribal dominated area with

53.18% of literacy as per 2011 census. The district Cuttack is located in eastern part of

Odisha and close to capital Bhubaneswar. The district Mayurbhanj is located in north

Odisha and dominated by tribal people.

Further four blocks; two rural and two urban were selected from each district, three

schools were selected from each blocks, all the HMs, two teachers from each school, five

students from each school were selected randomly. Two urban blocks such as Cuttack

Sadar and Tangi Chowadar and two rural blocks such as Baranga and Kantapara were

randomly selected from 18 blocks of Cuttack district. Similarly, two urban blocks such as

Baripada and Udala and two rural blocks such as GB Nagar and Khunta were randomly

selected from 30 blocks of Mayurbhanj district. The details of schools is given in

Appendix-C

41

The director, OPEA of Odisha also involved in the research process. Due to non-

availability of students with age appropriate admission, sample of students were limited to

64. From each school, 05 children were selected, preferable, 02 children out of school

children group, 02 children from regular children group, and 01 child from special needs/

category groups. The following flow chart gives detail idea about selection of sample.

Figure-1: Sampling Design

42

The following tables gives details about sample with respect to male and female, rural and

urban.

Table-3 Sample of students

Table -4 Sample of parents

Odisha state

District-1(Cuttack) Educationally Advanced

2 Rural Blocks

Barang

Kantapara

6 schools(Primary-3, Upper Primary-3)

2 Urban Blocks

Cuttack

Chowduar

6 Schools(Primary-3, Upper Primary-3)

District-2 (Mayurbhanj)Educationa

lly Backward

2Rural blocks

GB Nagar

Khunta

6 Schools (Primary-3, Upper Primary-3)

2 Urban Blocks

Baripada

Udala

6 Schools (Primary-3, Upper Primary-3)

Sex Status Area Total

Boys Girls Regular Age

appropriate

admission

Children

With

Special

Needs

Rural Urban 64

31 33 48 0 16 34 30

43

Table -5 Sample of Teachers

Table-6 Sample of H. M

Table-7 Sample of SMC

Focus Group Discussions check points was prepared for focus group discussion

with the members of SMCs. From each district, at least 3 to 4 focus group interview were

organized under this study .Accordingly, 16 focus group meeting were organised in Odisha

state within 24 schools .

3.5 Tools

Tools for this study were developed jointly in the workshops held at Department of

Elementary, NIE, NCERT, New Delhi. Faculty members from RIE Bhubaneswar,

Ajmeer, Mysore, Bhopal and Shilong along with faculty from Department of

Elementary Education, NIE, New Delhi. Name of the six tools are as follows:

1. Interview schedule for the SPD/Director of Elementary Education/SCERT on

different aspects of RTE act-2009.

2. Interview schedule for Head Teachers on different aspects of RTE act-2009

3. Interview schedule for the teachers on different aspects of RTE act-2009

4. Interview schedule for students on different aspects of RTE act-2009

5. Interview schedule for parents on different aspects of RTE act-2009

Sex Area Total

Male Female Rural Urban 64

58 06 31 33

Sex Area Total

Male Female Rural Urban 48

10 38 24 24

Sex Area Total

Male Female Rural Urban 24

13 11 12 12

Area Total

Rural Urban 16

08 08

44

6. Focus group discussion for SMC members on different aspects of RTE act-2009

Tools have been attached as appendix-D, E, F ,G, H and I respectively.

3.6 Procedure of Data Collection

For the collection of data , we visited different Elementary schools of the mentioned

districts in Odisha and meet D.I and HMs of concerned district and schools. After getting

necessary permission from D.I and HMs, all the tools were administered on selected

sample. The investigator collected data from parents and SMC members with the help of

school HMs, teachers and students.

3.7 Procedure of data analysis

The collected data were scrutinized and verified manually to find out any missing items

and responses. Then the all data are entered in MS Excel with variables such as male and

female, rural urban etc. All the items in questionnaire and interview schedule were

quantified in terms of percentage to yes or no responses. On basis of themes/objectives of

the study, data were tabulated. The data were analysed by using frequency and percentage.

The detail analysis and interpretation was done in the three days workshop held at Regional

Institute of Education, Bhubaneswar from 28-02-2013 to 01-03-2013. Resource persons

from inside faculty of Department of Education as well as out side were involved in data

analysis. All the aspects of tools were thoroughly discussed, analysed and finalized during

the workshop.

The details of data tabulation and analysis is presented in following chapter.

45

CHAPTER-IV

DATA ANALYSIS 4.1: Introduction

The present chapter deals with analysis and interpretation of data. The data were analysed

as per the objectives of the study. The collected data are analyzed qualitatively and using

percentage. The investigator separately presented opinion of stake holders followed by

consolidated views of all the stake holders.

4.2: Opinion of State Project Director on Implementation of RTE act-2009

The investigator collected information from State Project Director, Odish on

different aspects of implementation of RTE act-2009 in state, which is presented in

following paragraphs.

The RTE act is implemented in Odisha from 1st April, 2010. As per the act state has

to notify and develop state rules. Accordingly the state has prepared i) State rules notified

(Notification of Odisha RCFCE Rule, 2010 [on 27 Sep, 2010], ii) Issuance of Various

notification & guidelines in Conformity to the Act, iii) Dedicated RTE Cell, Pedagogy

Cell, Performance Tracking Cell and School Student Helpline Cell established for

successful implementation of the act. The Model Rules for RTE Act have been framed by

the state and it is also approves by Competent authority; Govt. of Odisha . The model rule

has been implemented in the state since 27th

Sept, 2010. The target year for

accomplishment of goals of RTE Act in state is March, 2013 (As per Act, 2009) .

The state has not constituted State Advisory Council for implementation of RTE Act.

But steps have been initiated by School & Mass Education (S&ME) Department.

(Nomination of Members). The Academic Authority been designated for curriculum and

evaluation in our State is Teacher Education and State Council of Educational Research

and Training (TE&SCERT). It has taken steps for Continuous and Comprehensive

Evaluation (CCE) Package and Special Training Package(SANJOG). The steps have been

take up by the Academic Authority with regard to revision of curriculum /syllabi in the

spirit of provisions under 29 (1&2) in the RTE Act: 1. State curriculum revisited in

46

accordance with 8 factors given in the RTE Act., 2. Age appropriate curriculum & syllabi

prepared in line with the contents reform and 3. CCE being Rollout.

The grants related to implementation of RTE Act in state are: Central Govt. 65%

and State Govt. 35%. The teacher pupil ratio at present in state is i) Primary--------------1:

(29) ii) Upper primary-------1: (25). The state has comfortable position in this regards.

The teacher pupil ratio as per RTE act can be attended by rationalization of teachers and

new recruitment.

The schools are spread over in our state in rural & urban areas: Primary Level-

Rural (within 1 kms), and Urban (within 1 kms). Upper Primary Level Rural (Within 3

kms and Urban (within 3 kms). The target of neighbourhood school as per RTE Act will

be achieved in the state, by updated school mapping. As per the school mapping, out of

88520 habitations 4701 habitations are not having primary school within 1 km and 3320

habitation are not having Upper primary school. For this, the state is i) Opening of primary

and Upper primary schools as per norm and ii) For Scattered habitation having less

number of children, residential schools are being proposed.

The state has taken steps for monitoring of child’s Right to Education by the State

Commission for protection of child’s Right (OSCPCR). It has formed OSCPCR in the

State, Initiation & Connection of shiksha samvad in all districts at district and block level.,

audit in schools, student helpline and Redressal of RTE violation / Cases by OSCPCR &

Public hearing.

The state has taken initiatives for i) Compulsory admission of every child in age of

6-14 years by Enrollment drive & Pravesh Utsav, Shiksha Chetna Abhiyan , RTE

awareness & Shiksha ka Haq Compaign. ii) Compulsory attendance of every child in age

of 6-14 years by Child friendly environment under Ama Vidyalaya, Barrier Free Access,

Supply of MDM, Textbook & Uniform and iii) Compulsory Completion of Elementary

Education of each child in age of 6-14 years by Quality Education, School Cabinet, Meena

Mancha, Ama Lekha, Ama Chitra etc.

The present strength of out-of-school children in the age group 6-14 years in Odisha

state is 30,591 (CTS 2011-12). The strategy such as provision of residential hostels for

urban deprived children, seasonal hostels for children from migrant families and

residential & non-residential special training centers for OOSC [Out of School Children]

47

has been evolved in the state to main streaming of these children. The circular been issued

with regard to age appropriate admission of out of School Children. The arrangements have

been made in the state to organize special training for out-of-School Children with help

of special training module from class I-VII, developed by SCERT and residential &

seasonal hostel guidelines prepared.

The BRCs and CRCs, Head teachers and teachers in dealing with cases of age

appropriate admission and special training: HM training module has been developed

training of HM (one day) was held at OPEPA from 18-23, December, 2012. The

assessment tools and training package/module been developed for capacity building of

teachers keeping in view the admission of out-of-school children in their age appropriate

grade: Four (4) days teachers training module and one-day HMs training module has been

developed by TE & SCERT for special training to out of school children.

The state has plan for providing free pre-school education as suggested in RTE Act

through Anganwadi centres (AWCs) run by department of women and child development,

Govt. of Odisha.

The directions been issued for constitution of SMCs as per RTE Act. Guidelines for

composition & functions of SMC in Elementary School. Except 166 schools, all schools

have constituted SMCs as per RTE Act, till date.

The CWSN are not denied for admission in the schools. The facilities such as Ramp

and Rails in School, aids & appliances, CWSN friendly, IE volunteers for home-

based education are provided.

The following guidelines has been issued for non discrimination of children a)

Admission (Govt/Local body/public aid/private untrained) School: 1. Guideline for

admission is private unaided schools, 2. Notification for prohibiting and 3. Notification

on district inspector of schools in the Local Authority in respect of Elementary School

b) Non-discrimination of the children: Communication to all district project offices

The number of untrained teachers are in the state: 14074. Already untrained teachers

training have been started.) The steps have been taken to create awareness about RTE Act

among teachers, parents and community: 1. Team of trainees developed & trained at state,

district & block level, 2. Multi-stakeholder sensitization meet at state, district & block

48

level, 3. Zonal level sensitization meet for private school, 4. Shiksha chetana Abhiya and

5. Shiksha Adhikar Abhiyan.

The mechanisms have been instituted to redress the grievances of teachers: 1.

Grievance redressal cell & school student helpline cell setup &functional. The GRC is

actively engaged is hearing inquiry, follow-up and redressal of cases from teachers,

officers, parents and children.

The steps have been taken for rationalization of teacher’s posts: This activity has been

under taken by Directorate of Elementary Education. The guidelines and /or action points

have been prepared for ensuring 25% admission in neighborhood schools from the weaker

and marginalized sections of the society:

The major impediment for implementation of RTE Act within the given time frame in

Odisha state are : 1. Providing infrastructure facilities like classroom, playground, drinking

water etc. as per the RTE Act, 2. Establishment /provision of neighbourhood school in

small and scattered habitations where number of children is less than ten.

For proper and timely implementation of the RTE Act in the state, the central

government may provide : 1. funds for infrastructure facilities like ACR, playground &

boundary wall, 2. Timely release of funds as per AWP&B, 2012-13 and 3. Extension of

time limit for achieving RTE compliance in all schools across the state.

4.3: Opinion of HMs on Implementation of RTE act-2009

The investigator collected data on different aspects of RTE act-2009 from

HMs. The information relating to awareness level, initiatives for age appropriate

admission, initiatives for weaker section and CSWN, role and responsibility for

implementation, development of curriculum, transaction and evaluation, protection

of child right and issues and challenges for implementation are collected, which is

presented in tabular form followed by discussion in following paragraphs.

49

Table-8: Awareness about RTE act-2009

Items Gender: Number (%) Area: Number (%) Total:

Number (%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Awareness

about RTE act

12

(92.30

)

1

(7.6)

11

(100)

0

12

(100)

0

11

(91.66

)

1

(8.33)

23

(95.83

)

1

(4.16)

Copy of RTE 9

(69.23

)

4

(30.76

)

11

(100)

0

10

(83.33)

2

(16.66

)

10

(83.33

)

2

(16.66

)

20

(83.33

)

4

(16.66

)

Model Rules of

RTE Act

developed by

state

6

(46.15

)

7

(53.84

)

3

(27.27

)

8

(72.72

)

3

(25.00)

9

(75.00

)

6

(50)

6

(50)

9

(37.5)

15

(62.50

)

Any other

circular/docume

nts related to

RTE Act

4

(30.76

)

9

(69.23

)

3

(27.27

)

8

(72.72

)

2

(16.66)

10

(83.33

)

5

(41.66

)

7

(58.33

)

7

(29.16

)

17

(70.83

)

Have you

studied the RTE

Act, 2009 and

circulars

12

(92.30

)

1

(7.6)

11

(100)

0 11

(91.66)

1

(8.33)

12

(100)

0 23

(95.83

)

1

(4.16)

Have you been

oriented to RTE

Act2009?

11

(84.61

)

2

(15.38

)

9

(81.81

)

2

(18.18

)

9

(75)

3

(25)

11

(91.66

)

1

(8.33)

20

(83.33

)

4

(16.66

)

Number in parentheses indicates percentage

The table-8 indicates that 95.83% of HM is aware about the RTE Act-2009. 92.30% of

male and 100% of female teachers are aware about RTE Act. In respect to rural and urban

teachers , it indicates that all the rural HMs and 91.66% of urban teachers are aware about

RTE Act. The table-8 indicates that 83.33% of HM viewed that their school have the copy

of RTE Act-2009 .37.5% of HM viewed that they do have the Model Rules of RTE Act in

their School. 29.16% of HM revealed that they do have the other circular/documents

Related to RTE Act-2009. 95.83% of HM expresseded that they have been studied the

RTE Act- 2009 and Circulars. 83.33% of HM said that they have been oriented about RTE

50

Act 2009. All HMs attended three days orientation programme organized by Govt of

Odisha.

Table-9: Initiatives for Age appropriate admission and disadvantaged

section

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Identification of out

of school children

2

(15.38

)

11

(84.61

)

0 11

(100)

2

(100)

10

(83.33)

0

12

(100)

2

(8.33

)

22

(91.

66)

Admission of out of

school children to age

appropriate class

2

(15.38

)

11

(84.61

)

0 11

(100)

1

(8.33)

0 2

(16.6

6)

10

(83.3

3)

2

(8.33

)

22

(91.

66)

Special measures

taken for training of

out school children

1

(7.69)

12

(92.30

)

0 11

(100)

0 0 1

(8.33

)

11

(91.6

6)

1

(4.16

)

23

(95.

83)

Special provisions for

the disabled children

in your

6

(46.15

)

7

(53.84

)

9

(81.81

)

2

(18.18

)

7

(58.33

)

5

(41.66)

8

(66.6

6)

4

(33.3

3)

15

(62.5

)

9

(37.

5)

Number in parentheses indicates percentage

The table-9 indicates that 91.66% of HM reported that they have not identified out of

school children in local community as per RTE Act. Only 8.33% HM accepted that they

have admitted students under age appropriate admission of RTE Act in their school. 4.16%

of HM said that they have the special training for out school children in their school as per

act and provisions. 62.5% of HM revealed that they have the special provisions for the

disabled children in their school as per Act 2009.

51

Table-10: Role and responsibility for implementation of RTE Act

Items Gender: Number (%) Area: Number (%) Total:

Number (%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Free and Compulsory

Education in the

school

13

(100)

0 11

(100)

0 12

(100)

0 12

(100)

0 24

(100)

0

Constitution of SMC

as per RTE Act

13

(100)

0 11

(100)

0 12

(100)

0 12

(100)

0 24

(100)

0

Preparation of school

development plan by

SMC

13

(100)

0 11

(100)

0 12

(100)

0 12

(100)

0 24

(100)

0

Number in parentheses indicates percentage

The Table-10 indicates that all the HM reported that they have implemented the Free and

Compulsory Education provisions of RTE ACT2009 in their School. All the HM expressed

that they have the constituted SMC as per the RTE act. All the HM said that they have the

prepared school development plan by SMC.

Table-11: Development of curriculum, transaction and evaluation

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Implementation of

Continuous

Comprehensive

Evaluation (CCE) in

your School

13

(100)

0 10

(90.9

0)

1

(9.09

)

12

(100)

0 11

(91.6

6)

1

(8.3

3)

23

(95.8

3)

1

(4.1

6)

Preparation of pupil

Cumulative record

13

(100)

0 8

(72.7

2)

3

(27.2

7)

11

(91.6

6)

1

(8.33

)

10

(83.3

3)

2

(16.

66)

21

(87.5

)

3

(12.

5)

Improving quality of

education

13

(100)

0 11

(100)

0

12

(100)

0

12

(100)

0 24

(100

)

0

52

Number in parentheses indicates percentage

The table-11 reveals that 95.83% of HM reported that they have implemented CCE in their

school as per RTE Act and provisions. 87.5% of HM said that they have the prepared

Pupils Cumulative record as per RTE Act in their school. The table-11 also indicates that

all HMs improved the quality of teaching learning in their school.

Table-12: Protection of childs right

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Physical punishment/mental

harassment in your school

0 13

(10

0)

0 11

(100)

0 12

(100

)

0 12

(10

0)

0 24

(10

0)

Number in parentheses indicates percentage

All the HM reported that there is no practice of physical punishment and mental

harassment their school after implementation of RTE act-2009.

Table-13 Issues discussed in parents meetings

Items Gender: Number (%) Area: Number (%) Total:

Number (%)

Male Female Rural Urban

Yes No Yes No Yes No Yes No Yes No

Parents

cooperate in

sending their

children to

school

regularly

8

(61.5

3)

5

(38.4

6)

8

(72.7

2)

3

(27.2

7)

6

(50)

6

(50

)

10

(83.3

3)

2

(16.6

6)

16

(66.6

6)

8

(33.3

3)

Regular

meetings with

parents/guardi

ans

13

(100)

0 11

(100)

0 12

(100

)

0 12

(100)

0 24

(100)

0

Appraising

parents about

the regularity

of children in

the school

13

(100)

0 11

(100)

0 12

(100

)

0 12

(100)

0 24

(100)

0

53

Progress made

by the children

in learning

13

(100)

0 11

(100)

0 12

(100

)

0 12

(100)

0 24

(100)

0

Number in parentheses indicates percentage

The Table-13 indicates that 66.66% of HMs reported that parents/guardian co-

operate in sending their children to school regularly. We got cooperation from parents by

creating awareness among the parents , campaign and home visit etc. The table-13 also

reveals that all the HMs viewed that they have regular meetings with parents/guardians

monthly. The issues such as the appraising parents about the regularity of children in the

school , progress made by the children in learning etc are discussed in the meeting.

The meetings with parents develops positive relationships with parents and

get their cooperation for smooth running of academic work, good academic result

obtained by the students in examination and more enrollment of children.

Table-14: Salary and allowances as per RTE act

Items Gender: Number (%) Area: Number (%) Total:

Number

(%) Male Female Rural Urban

Yes No Yes No Yes No Yes No Yes No

Teacher pupil ratio as per

RTE act

6

( 50)

6

(50

)

6

(50)

6

(50

)

6

(50)

6

(50

)

6

(50)

6

(50

)

12

(50)

12

(50)

Salary and allowances are paid

to teachers as per the provision

of the Act

13

(100

)

0 11

(10

0)

0 12

(100

)

0 12

(10

0)

0 24

(100

)

0

Grievance redressal

mechanism for teachers

0 13

(10

0)

0 11

(10

0)

0 12

(10

0)

0 12

(10

0)

0 24

(10

0)

Number in parentheses indicates percentage

The Table-14 indicates that 50% of HM reported that they have PTR norm as per

the RTE Act in their School. The table indicates that all the HM said they are getting their

salary and allowances as per RTE Act and provisions. It also indicates that all the HMs

viewed that they do have no grievance redressal mechanism for HM /Teachers in their

school after the provisions of RTE Act. 2009.

The investigator explored reasons for non-accomplishment of different

provisions of RTE act. The reasons as expresseded by HMs are lack of teachers,

54

regional language problem, ignorance of parents, heavy work load and in-adequate

classroom and school building etc.

The constraints and challenges in the implementation of RTE Act, 2009 as

reported by HMs are little place for punishment, discipline maintenance and direct

admission procedure etc.

4.4: Opinion of Teachers on Implementation of RTE act-2009

The information relating to awareness level, initiatives for age appropriate

admission, initiatives for weaker section and CSWN, role and responsibility for

implementation, development of curriculum, transaction and evaluation, protection

of child right and issues and challenges for implementation are collected from

teachers, which is presented in tabular form followed by discussion in following

paragraphs.

Table-15: Awareness about RTE act-2009

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male(10) Female (38) Rural (24) Urban (24) Yes No

Yes No Yes No Yes No Yes No

Awareness about RTE act-

2009

10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Copy of RTE Act 10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Model Rules of RTE Act

developed by state

3

(30)

7

(70)

15

(39.4

7)

23

(60.52

)

8

(33.3

3)

16

(66.6

6)

10

(41.6

6)

14

(58.

33)

18

(37.

5)

30

(62

.5)

Any other

Circular/documents

related to RTE Act

2

(20)

8

(80)

7

(18.4

2)

31

(81.57

)

5

(20.8

3)

19

(79.1

6)

4

(16.6

6)

20

(83.

33)

9

(18.

7)

39

(81

.25

)

Studied the Act and Circulars 2

20

8

80

11

28.94

27

71.05

8

33.34

16

66.67

6

25

18

75

14

29.1

7

34

70.

84

Oriented to RTE Act 2009 7

(70)

3

(30)

28

(73.6

8)

10

(26.31

)

17

(66.6

6)

7

(33.3

3)

18

(75)

6

(20.

83)

35

(72.

91)

13

(27

.08

)

Number in parentheses indicates percentage

55

Table-15 Indicates that all teachers (both male and female, rural and urban) are aware

about RTE Act 2009. All the teachers expresseded that their sources of awareness is copy

of RTE act-2009 and it is available in their school. Only 37.5% of teachers say that they

have model rules of RTE Act developed by state. The table further indicates that 70.84%

of teachers have not studied the RTE act-2009. But 72.91% of teachers have reported that

they have been oriented about RTE Act 2009 by the state authority.

Table-16: Initiatives for age appropriate admission and disadvantaged

section

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Involved in identification of

out of school children

0 10

(100

)

0 38

(100)

5

(20.8

3)

19

(79.1

6)

4

(16.6

6)

20

(83.

33)

9

(18.

7)

39

(81

.25

)

Number of out of school

children admitted in your

school in class appropriate to

their age under RTE Act.

1

(10)

9

(90)

1

(2.63

)

37

(97.36

)

0 24

(100)

2

(8.33

)

22

(91.

66)

2

(4.1

6)

46

(95

.83

)

Special measures taken for

training of children mentioned

above

1

(10)

9

(90)

1

(2.63

)

37

(97.36

)

14

(58.3

3)

10

(41.6

6)

4

(16.6

6)

20

(83.

33)

18

(37.

5)

30

(62

.5)

Special provisions for the

disabled children in your

school

5

(50)

5

(50)

29

(76.3

1)

9

(23.6)

8

18

(75)

6

(25)

20

(83.3

3)

4

(16.

66)

38

(79.

16)

10

(20

.83

)

Beginning back dropout

children to school

0 10

(100

)

0 38

(100)

0 24

(100)

0 24

(100

)

0 48

(10

0)

Number in parentheses indicates percentage

The table-16 reveals that only 18.07% of teachers reported that they have been involved in

identification of out of school children. Only 4.16% of teachers say that they have been

admitted age appropriate students in their school under RTE Act. Only 37.05% of teachers

say that their school have taken special measures for the training of the children. 79.16%

of teachers reported that their school have taken special provisions for disabled children.

The table also expressed that all teachers reported that they have brought drop outs to their

school.

56

The investigator explored about special measures taken for disable children in

school. It is found that provisions such as ramp , special teacher appointment and home

service etc are available in their school.

Table-17: Role and responsibility for implementation of RTE act

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Free and Compulsory

Education in the school

10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Constitution of SMC as per

RTE Act

10

(10)0

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Preparation of School

Development plan by SMC

9

(90)

1

(10)

37

(97.3

6)

1

(2.6)

6

(25)

16

(66.6

60

8

(33.3

3)

14

(58.

3)

14

(29.

16)

32

(66

.6)

Maintenance of Attendance

Record

9

(90)

1

(10)

26

(68.4

2)

12

(31.57

)

19

(79.1

6)

5

(20.8

3)

24

(100)

0 43

(89.

58)

5

(10

.41

)

Parents cooperation in sending

their children to school

regularly

8

(80)

2

(20)

30

(78.9

4)

8

(21.05

)

19

(79.1

6)

5

(20.8

3)

19

(79.1

6)

5

(20.

83)

38

(79.

16)

10

(20

.83

)

Regular meetings with parents

/guardians

10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Number in parentheses indicates percentage

Table-17 indicates that all teachers reported that free and compulsory education is

implemented and SMC is constituted as per the RTE Act in their school. Only 29.16% of

teachers reported that SMC is involved in designing school development plan. 89.58% of

teachers reported that they have been maintain attendance record of students in their

school. It also indicates that all teachers view that they hold regular meetings with parents

. The meeting is held monthly and quarterly. The outcomes of meetings are cooperation

received from parents for academic issues and smooth running of school, good academic

result, more enrollment of children.

57

The investigator explored about other responsibility of teachers other than

teaching. It is found that teachers are engaged in other works such as mid day meal

inspection, home visit of students and gardening work of school.

Table-18: Development of curriculum, transaction and evaluation

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Participation in training

programs

8

(80)

2

(20)

38

(100)

0 20

(83.3

3)

4

(16.6

)

22

(91.6

)

2

(8.3

)

42

(87.

5)

6

(12

.5)

Participation in curriculum

development

7

(70)

3

(30)

38

(100

0

0 18

(75)

6

(25)

24

(100)

0 42

(87.

5)

6

(25

)

Developing the training

modules

7

(70)

3

(30)

33

(86.8

)

5

(13.15

)

16

(66.6

)

8

(33.3

)

24

(100)

0 40

(83.

3)

8

(16

.6)

Development of textbooks 6

(60)

4

(40)

23

(60.5

2)

15

(39.47

)

12

(50)

12

(50)

15

(62.5

)

9

(37.

5)

37

(77.

08)

11

(28

.9)

Implementation of continuous

comprehensive evaluation

(CCE) in your school

10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Preparation of pupils

cumulative record (Health, Co-

curricular activities, Games

and Sports etc.)

9

(90)

1

(10)

34

(89.4

7)

4

(10.52

)

19

(79.1

6)

5

(20.8

3)

24

(100)

0 43

(89.

58)

5

(10

.41

)

Appraising parents about the

regularity of children in the

school

10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Progress made by the children

in learning

10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Improving quality of

education

10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Motivation for adopting

innovative teaching learning

strategies

7

(70)

3

(30)

32

(84.2

)

6

(15.7)

17

(70.8

3)

7

(29.1

6)

22

(91.6

)

2

(8.3

)

39

(81.

2)

9

(18

.7)

Support from CRCs and BRCs 10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100

)

0

Number in parentheses indicates percentage

58

Table-18 indicates that 87.5% of teachers reported that they are participated in training

programmes and curriculum development. 83.3% of teachers expresseded that they are

involved in developing the training modules, 77.8% of teachers are involved in

development of text books and 35.4% of teachers say that they have participated in

development of TLMs. All the teachers reported that their school have been implemented

the continuous comprehensive evaluation . 89.58% of teachers say that their school have

been prepared the Pupil Cumulative Record (Health, Co-curricular activities ,Games and

Sports etc.) 89.58% of teachers say that their school have maintained the attendance

record . 66.66 % of teachers accepted that they have been organized other curricular

activities in their school. All the teachers reported that they are appraising parents about

learning progress of their wards during parent-teacher meeting. 27.8% of teachers say that

they are the members of SMC. Teachers performed role of School representative and

Meeting Co-ordinator in SMC meetings.

Table-18 reveals that 81.02% of teachers have developed innovative teaching

strategy whereas 18.07 of teachers have not reached up to that level. Teachers got

innovative idea from personal experience, training, expert s analysis/Interaction. It also

indicates that all teachers have accepted that they have been received supports from

both CRCs and BCCs for transacting smooth school work. They got support for classroom

decoration, preparation of progress chats/TLMs and lesson plan.

Table-19: Protection of childs right

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male Female Rural Urban Yes No

Yes No Yes No Yes No Yes No

Physical punishment in

your school after the

implementation of RTE

Act

0 10

(100)

0 38

(100)

0 24

(100)

0 24

(100

)

0 48

(100)

59

Number in parentheses indicates percentage

The table-19 indicates that all teachers reported there is no practice of physical punishment

and mental harassment in their school after implementation of RTE act-2009.

Table-20 Salary and allowances of teachers

Items Gender: Number (%) Area: Number (%) Total:

Number (%) Male Female Rural Urban

Yes No Yes No Yes No Yes No Yes No

Salary and allowances are

paid to teachers as per the

provision of the Act

8

(80)

2

(20)

33

(86.84

)

5

(13.1

5)

23

(95.83

)

1

(4.1

6)

18

(75)

6

(25)

41

(85.4

1)

7

(14.58

)

Grievance redressal

mechanism for teachers

0 10

(100

)

0 38

(100)

0 24

(100

)

0 24

(100

)

0 48

(100)

Number in parentheses indicates percentage

Table-20 indicates that 85.41% of teachers reported that they are receiving salaries as per

the Act and 14.58 % of teachers have expressed that salaries not paid as per the Act . The

reason for less salary is lack of interest from Government and SSA rules of state. The table

also reveals that all teachers viewed that they do not have any grievance redressal

mechanism in place of work.

Table-21 indicates that 66.66% of teachers reported that their school have at least

one classroom for class, 50% of teachers viewed that their school have an office-cum-

store-cum-head teachers room, 79.16% of teachers say that their school have separate

toilet for boys and girls, 43.75% of teachers say that their school have safe and adequate

drinking water facilities, 50% of teachers expresseded that their school have kitchen for

mid-day meal preparation, 58.33 % of teachers say that their school have play ground,

83.03% of teachers say that they have barrier free access for children with special need

(CWSN) in their school, 58.03% of teaches say that their school have library facilities,

45.83 % of teachers say that their school have teaching learning material (TLM) and

29.16% of teachers say that their school have play material in their school.

60

Table-21 Facilities available in school as per RTE Act norms /provisions

Items Gender: Number (%) Area: Number (%) Total:

Number

(%) Male Female Rural Urban

Yes No Yes No Yes No Yes No Yes No

At least one classroom for

every class

7

(70)

3

(30

)

23

(60.5

2)

15

(39.4

7)

14

(58.

33)

10

(41.

66)

18

(75)

6

(25)

32

(66.

66)

16

(33.3

3)

An office-cum-store-cum-

head teachers room

6

(60)

4

(40

)

18

(47.3

6)

20

(52.6

3)

12

(50)

12

(50)

12

(50)

12

(50)

24

(50)

24

(50)

Separate toilet for boys n

girls

8

(80)

2

(20

)

28

(73.6

8)

10

(26.3

1)

20

(83.

33)

4

(16.

66)

18

(75)

6

(25)

38

(79.

16)

10

(20.8

3)

Safe and adequate drinking

water facilities

6

(60)

4

(40

)

21

(55.2

6)

14

(36.8

4)

16

(66.

66)

8

(33.

33)

14

(58.3

3)

10

(41.

66)

21

(43.

75)

18

(37.5

)

Kitchen for mid-day meal

preparation

5

(50)

5

(50

)

19

(50)

19

(50)

18

(75)

6

(25)

6

(25)

18

(75)

24

(50)

24

(50)

Playground 7

(70)

3

(30

)

21

(55.2

6)

17

(44.7

)

20

(83.

3)

4

(16.

6)

8

(33.3

)

16

(66.

66)

28

(58.

33)

20

(41.6

6)

Barrier free access for

children with special Need

(CWSN)

8

(80)

2

(20

)

30

(78.9

4)

8

(21.0

5)

18

(75)

6

(25)

22

(91.6

)

2

(8.3

)

40

(83.

3)

8

(16.6

)

Library 6

(60)

4

(40

)

28

(73.6

8)

10

(26.3

)

12

(50)

12

(50)

16

(66.6

)

8

(33.

3)

28

(58.

3)

20

(41.6

6)

Teaching Learning Material

(TLM)

4

(40)

6

(60

)

22

(57.8

9)

16

(42.1

0)

10

(41.

6)

14

(58.

3)

12

(50)

12

(50)

22

(45.

83)

26

(54.1

6)

Play Materials 2

(20)

8

(80

)

14

(36.8

4

24

(63.1

5)

6

(25)

18

(75)

8

(33.3

)

16

(66.

6)

14

(29.

16)

34

(70.8

3)

Number in parentheses indicates percentage

61

Table-22: Working condition of facilities in school

Items

Male number% Female number% Total number%

Yes No Yes No Yes No

At least one classroom for every

teacher

4

(40)

6

(60)

18

(47.36)

20

(52.63)

22

(45.83)

26

(54.16)

An office-cum-store-cum-head

teachers room

5

(50)

5

(50)

17

(44.73)

21

(55.26)

22

(45.83)

26

(54.160

Separate toilet for boys and girls 6

(60)

4

(40)

18

(75)

20

(52.63)

24

(50)

24

(50)

Safe and adequate drinking water

facilities

8

(80)

2

(20)

28

(73.68)

10

(26.3)1

36

(75)

12

(25)

Kitchen for mid-day meal preparation 6

(60)

4

(40)

24

(63.15)

14

(36.84)

30

(62.05)

18

(37.5)

Playground 8

(80)

2

(20)

31

(81.57)

7

(18.42)

39

(81.25)

9

(18.75)

Barrier free access for children with

special Need (CWSN)

7

(70)

3

(30)

26

(68.42)

12

(31.57)

33

(68.75)

15

(31.25)

Library 5

(50)

5

(50)

19

(50)

19

(50)

24

(50)

24

(50)

Teaching Learning Material (TLM) 4

(40)

6

(60)

18

(47.36)

20

(52.63)

22

(45.83)

26

(54.16)

Play Material 2

(20)

8

(80)

2

(5.26)

36

(94.73)

4

(8.33)

44

(91.66)

Number in parentheses indicates percentage

Table-22 reveals that 45.83% of teacher reported that at least one classroom for every

class is in working condition, 45.83% of teachers said an office-cum-store-cum-head

teachers room is working condition, 50 % of teachers said that separate toilet for boys

and girls is in working condition, 75% of teachers viewed that the facility of safe and

adequate drinking water is in working condition, 62.5% of teachers said that Kitchen for

mid-day meal preparation is in working condition, 81.25% of teachers said that the play

62

ground is working condition, 68.75 % of teachers reported that the Barrier free access

for children with special Need (CWSN) is in working condition, 50% of teachers said

that the library is in working condition, 45.83% of teachers said that the Teaching

Learning Material (TLM) is in working condition and 8.33% of teachers said that the

play materials in working condition.

Table-23: Availability of teaching learning materials in schools

Number in parentheses indicates percentage

Table-23 reveals that all the teachers reported that their school have black board,

Charts/Photographs/Paintings, models, maps , science kit and mathematics. Further it

indicates that 75% of teachers said that their school do not have Information and

Communication Technology (ICT).

Table-24: Languages used in school

Items Gender: Number (%) Area: Number (%) Total: Number

(%) Male Female Rural Urban

Yes No Yes No Yes No Yes No Yes No

Mother Tongue of

Children

10

(100

)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100)

0

Regional

Language

6

(60)

4

(40)

12

(31.5)

26

(68.4)

12

(50)

12

(50)

6

(25)

18

(75

)

18

(37.5)

30

(62.5)

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Male Female Rural Urban

Yes No Yes No Yes No Yes No Yes No

Blackboard 10

(100)

0 36

(94.7)

2

(5.2)

24

(100)

0 24

(100)

0 48

(100)

0

Charts/Photographs/

Paintings

10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100)

0

Models 10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100)

0

Maps 10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100)

0

Science kit 10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100)

0

Mathematics’ kit 10

(100)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100)

0

Information and

Communication

Technology

3

(30)

7

(70)

9

(23.6)

29

(76.3

)

2

(8.3)

22

(91.6

)

10

(41.6

)

14

(58.

3)

12

(25)

36

(75)

63

Hindi 10

(100

)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100)

0

English 10

(100

)

0 38

(100)

0 24

(100)

0 24

(100)

0 48

(100)

0

Number in parentheses indicates percentage

Table-24 indicates that all the teachers reported that they followed Mother Tongue

while imparting teaching in class room, 37.5% of teachers said that they sometimes follow

regional language while teaching . All the teachers say that they followed English while

teaching English

The researcher find out reasons for non-accomplishment of provisions of RTE act-

2009 from teachers. The reasons are lack of teachers , regional language problem,

ignorance of parents and heavy work load etc.

The constraints and challenges in the implementation of RTE Act-2009 in your

school as reported by teachers are no criteria of punishment, heavy work load, direct

admission procedure etc.

The investigator also enquired from teachers about their expectation from school

authority. It is found that school authority should provide facilities for disabled children,

extra classes for students preparing for NVS examination and quality education to all

students.

The suggestions for proper implementation of RTE Act-2009 are recruitment of

more teachers on class-wise/Subject wise, proper utilization of resources, adequate

classroom facilities and awareness programme for parents on RTE Act through school.

4.5: Opinion of Students on Implementation of RTE act-2009

The investigator collected data on different aspects of RTE act-2009 from

students. The information relating to awareness level, initiatives for age appropriate

admission, initiatives for weaker section and CSWN, role and responsibility for

implementation, development of curriculum, transaction and evaluation, protection

of child right and issues and challenges for implementation are collected, which is

presented in tabular form followed by discussion in following paragraphs.

64

Table-25: Materials received from school

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Boys Girls Rural Urban Yes No

Yes No Yes No Yes No Yes No

School Uniform 31

(100)

0 33

(100)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

School Bag 0 31

(100)

0 31

(100)

0 32

(100

)

0 32

(10

0)

0 64

(10

0)

Text Books 31

(100)

0 33

(100)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Stationary 4

(12.90)

27

(87.09

)

5

(15.1

5)

28

(84.8

4)

6

(18.7

5)

26

(81.2

5)

26

(81.2

5)

6

(18.

75)

32

(50)

32

(50

)

Mid-day Meal 31

(100)

0 33

(100)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

School Uniform 31

(100)

0 33

(100)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Number in parentheses indicates percentage

The table-25 indicates that all students are getting school uniform, text books and mid day

meals from school. The same table also reveals that no students are getting school bag

from school. It also reveals that 50% of students say they are getting stationary from

school.

Table-26: Medium of instruction

Items Gender: Number (%) Area: Number (%) Total:

Number (%) Boys Girls Rural Urban

Yes No Yes No Yes No Yes No Yes No

Medium of instruction in

your class

31

(100

0 33

(10

0 32

(100)

0 32

(100)

0 64

(100)

0

65

Number in parentheses indicates percentage

Table-26 reveals that all the students both boys and girls reported that their school follow

the mother tongue as the medium of instruction

Table-27: Availability of facilities in school

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Boys Girls Rural Urban Yes No

Yes No Yes No Yes No Yes No

Classroom 31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Separate toilet for Boys &

Girls

19

(61.2

9)

12

(38.

70)

19

(57.5

7)

14

(42.4

2)

19

(59.3

7)

13

(40.6

2)

18

(56.2

5)

14

(43.

75)

37

(57.

81)

27

(42

.18

)

Safe and adequate drinking

water facilities

26

(83.8

7)

5

(16.

12)

29

(87.8

7)

4

(12.1

2)

32

(94.1

1)

0 26

(86.6

6)

6

(18.

75)

58

(90.

62)

6

(9.

37)

Playground 20

(64.5

1)

11

(35.

48)

21

(63.6

3)

12

(36.3

6)

24

(70.5

8)

12

(37.5

)

17

(53.1

2)

11

(34.

37)

41

(64.

06)

23

(35

.93

)

Barrier free access for

Children With Special

Need

27

(87.0

9)

4

(12.

90)

25

(75.7

5)

8

(24.2

4)

26

(81..

25)

6

(18.7

5)

29

(90.6

2)

3

(9.3

7)

55

(85.

93)

9

(14

.07

)

Library 26

(83.8

7)

5

(16.

12)

26

(78.7

8)

7

(21.2

1)

13

(38.2

3)

9

(26.4

7)

27

(84.3

7)

5

(16.

66)

40

(62.

5)

14

(21

.87

)

Teaching Learning

Materials

19

(61.2

9)

12

(38.

70)

22

(66.6

6)

11

(33.3

3)

25

(73.5

2)

7

(20.5

8)

22

(73.3

3)

10

(33.

33)

47

(73.

43)

17

(26

.56

)

Play Materials 14

(45.1

6)

17

(54.

83)

12

(36.3

6)

21

(63.6

3)

18

(52.9

4)

14

(41.1

7)

16

(53.3

3)

16

(53.

33)

34

(53.

12)

30

(46

.87

)

Boundary wall of the

school

19

(61.2

12

(38.

19

(57.5

14

(42.4

25

(73.5

7

(20.5

16

(53.3

16

(53.

41

(64.

23

(35

) 0)

66

9) 70) 7) 2) 2) 8) 3) 33) 06) .93

)

Health checkup

facilities/first aid box

16

(51.6

1)

15

(48.

38)

19

(57.5

7)

14

(42.4

2)

13

(38.2

3)

19

(55.8

8)

17

(56.6

6)

15

(46.

87)

30

(46.

87)

34

(53

.12

)

Number in parentheses indicates percentage

The table-27 indicates that classrooms are available in all primary schools. 57.81% of

schools have separate toilet facilities for boys and girls. 90.62% of schools have safe

drinking water, 64.6% of schools have playground, 85.93% of schools have ramp for

special children, 62.5% of schools have library, 73.43% have teaching learning materials,

53.12% of schools have play materials, 64.06% of schools have boundary wall and 46.87%

of schools have health check up facilities. All these facilities are in working condition as

reported by students.

Table-28: Teachers regularity and punctuality

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Boys Girls Rural Urban Yes No

Yes No Yes No Yes No Yes No

Teachers regular to the

school

31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Teachers punctual to the

class

31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Number in parentheses indicates percentage

Table- indicates that all the students admitted that their teachers are regular to the school

and punctual in attending classes.

67

Table-29: Teachers availability in subject wise in school

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Boys Girls Rural Urban Yes No

Yes No Yes No Yes No Yes No

Language 4

(12.9

0)

27

(87.

09)

7

(21.2

1)

26

(78.7

8)

0 32

(100

)

10

(33.3

)

22

(73.

3)

10

(15.

6)

54

(84

.4)

Science and Mathematics 3

(9.6)

28

(90.

32)

4

(12.1

2)

29

(87.8)

5

(15.6

2)

27

(84.3

7)

1

(3.3)

31

(96.

87)

6

(9.7

)

58

(90

.3)

Social studies/ Social

Science

3

(9.6)

28

(90.

32)

3

(9.0)

30

(90.9

0)

2

(6.25

)

30

(93.7

5)

1

(3.12

)

31

(96.

7)

3

(4.6

)

61

(95

.3)

Art Education 0 31

(10

0)

0 33

(100)

0 32

(100

)

0 32

(10

0)

0 64

(10

0)

Health and physical

education

0 31

(10

0)

0 33

(100)

0 32

(100

)

0 32

(10

0)

0 64

(10

0)

Work Education 0 31

(10

0)

0 33

(100)

0 32

(100

)

0 32

(10

0)

0 64

(10

0)

Number in parentheses indicates percentage

Table - indicates that only 15.06 % of students reported that there school have language

teachers, 9.7% of students say that there is science and mathematics teachers in their

school, 4.6% of students say that there is social studies and social science teachers in

their school, all the students say that there is no art education teacher in their school, all

the students say that there is no health and physical education teacher in their school and

all the students say that there is no work education teacher in their school.

68

Table-30: Availability of teaching learning materials in school

Items Gender: Number (%) Area: Number (%) Total:

Number

(%)

Boys Girls Rural Urban Yes No

Yes No Yes No Yes No Yes No

Blackboard 31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Charts 31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Models 31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Maps 31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Science Kit 31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Mathematics Kit 31

(100

)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(10

0)

0

Information and

Communication

Technology

5

(16.1

2)

26

(83.

7)

0 33

(100)

3

(9.37

)

29

(90.6

2)

4

(12.5

)

28

(87.

5)

7

(10.

9)

57

(89

.06

)

Number in parentheses indicates percentage

Table-30 reveals that all the students reported that they do have black board , charts,

models, maps, science kit and mathematics kit in their school. The table also indicates that

89.06% of students said that they do not have ICT in their school.

69

Table-31: Special training for age appropriate admission

Number in parentheses indicates percentage

Table-31 indicates that neither a students enrolled in midsession nor provided any specific

training/ instruction to them. No students found under age appropriate category.

The investigator explored about procedure used for your admission by the school. It

is found that all school follows direct admission on basis of birth certificates.

Majority of school follow school timing 10AM-4 PM, having seven periods. One

library period is allotted every week. One period is allotted for cultural activities in every

Saturday. All the school follow six day per week. The school have Meena Mancha and

Meena Cabinet;

Table-32: Teaching method

Items Gender: Number (%) Area: Number (%) Total:

Number (%) Boys Girls Rural Urban

Yes No Yes No Yes No Yes No Yes No

Likeness of teaching

method of your teachers

31

(10

0)

0 33

(10

0)

0 32

(100)

0 32

(100)

0 64

(100

)

0

Number in parentheses indicates percentage

Items Gender: Number (%) Area: Number (%) Total:

Number (%) Boys Girls Rural Urban

Yes No Yes No Yes No Yes No Yes No

Specific training was

provided to you, if

admitted in mid session

0 31

(10

0)

0 33

(10

0)

0 32

(100

)

0 32

(100

)

0 64

(100

)

If your admission was

under age appropriate

category was any specific

training / instruction

provided to you

0

31

(10

0)

0 33

(10

0)

0 32

(100

)

0 32

(100

)

0 64

(100

)

70

Table- indicates that all the students say that they like the teaching method of teachers.

Because teachers followed the activity based methods (50), teachers used more TLMs and

pictures to make teaching more simple and clear (14) and teachers followed story telling

method (4). Majority of students feel that teachers behaves friendly, cooperative and

familiar and good and kind enough.

Table-33: Protection of childs right

Items Gender: Number (%) Area: Number (%) Total: Number

(%) Boys Girls Rural Urban

Yes No Yes No Yes No Yes No Yes No

Regularly attending

class

31

(10

0)

0 33

(10

0)

0 32

(10

0)

0 32

(10

0)

0 64

(100

)

0

Detained in any class 0 31

(10

0)

33

(10

0)

0 0 32

(100)

0 32

(100)

0 64

(100)

Classmate got

harassed or punished

by the teachers

0 31

(10

0)

0 33

(10

0)

0 32

(100)

0 32

(100)

0 64

(1000

Classmate ever been

discriminated by the

teachers

0 31

(10

0)

0 33

(10

0)

0 32

(100)

0 32

(100)

0 64

(100)

Number in parentheses indicates percentage

Table-33 indicates that all the students reported that they are regularly attending the

classes, never detain in their class and got physical punishment in their school. Majority of

students expresseded that their parents visit school monthly and few parents visit school

quarterly for discussion with teachers and HMs.

Table-34: Evaluation procedure in school

Items Gender: Number (%) Area: Number (%) Total: Number

(%) Boys Girls Rural Urban

Yes No Yes No Yes No Yes No Yes No

Are tests held in

your class

31

(10

0)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(100)

0

Shown the answer

scripts in the school

after evaluation by

teacher

31

(10

0)

0 33

(100

)

0 32

(100

)

0 32

(100

)

0 64

(100)

0

Individual 21 10 21 12 14 18 27 5 41 23

71

instruction after the

tests

(67.

74)

(32.2

5)

(63.6

3)

(36.

36)

(41.1

7)

(52.9

)

(84.3

7)

(15.

62)

(64.0

6)

(35.93)

Number in parentheses indicates percentage

Table-34 shows that all the students expresseded that their school conducts tests for

evaluation of learning progress. The tests are held quarterly. All the students reported that

they have shown their answer scripts after the evaluation by the concerned teacher.

64.06% of students have admitted that they received individual instruction after the test

from their teachers .

4.6 Opinion of SMC Members on Implementation of RTE act-2009

The investigator collected data on different aspects of RTE act-2009 from

SMC members. The information relating to awareness level, initiatives for age

appropriate admission, initiatives for weaker section and CSWN, role and

responsibility for implementation, development of curriculum, transaction and

evaluation, protection of child right and issues and challenges for implementation

are collected, which is presented in tabular form followed by discussion in following

paragraphs.

Table-35: Awareness about RTE Act-2009

Items Locality number% Total number%

Rural Urban

Yes No Yes No Yes No

Awareness about Act 7

(87.5)

1

(12.5)

8

(100)

0 15

(93.75)

1

(6.25)

Awareness about constitution of

SMC as per the Act

7

(87.5)

1

(12.5)

8

(100)

0 15

(93.75)

1

(6.25)

Oriented about role of SMC under

Act

6

(75)

2

(25)

5

(62.5)

3

(37.5)

11

(68.75)

5

(31.25

)

SMC been constituted as per Act 8

(100)

0 8

(100)

0 16

(100)

0

Number in parentheses indicates percentage

Table-35 reveals that 93.75% of SMC members are aware about RTE Act 2009. It

also indicates that all urban SMC members are aware about the RTE act while 87.5% of

members of rural area are aware about the act. The investigator explored the source of

72

information regarding RTE act-2009. It is found that school is the main sources of

information for SMC members, besides news paper, TV, Panchayat etc.

Table-35 further indicates that 93.75% of SMC members have knowledge on

constitution of SMC as per the RTE Act-2009. All SMC members from urban area have

knowledge of formation of SMC as per RTE act-2009 while 87.5% of SMC members from

rural area have this knowledge.

Table-35 indicates that 68.75% of SMC members have been oriented about RTE

act- 2009. Again 75% of rural and 62.5% of urban SMC members have been oriented about

the RTE act-2009. The investigator also find out duration of orientation programme, it is

found that majority have attended one day orientation programme on RTE act-2009. All

SMC members opined that SMC is constituted as per the RTE Act 2009.

Table-36: Initiatives taken for disadvantaged group and age appropriate admission

Number in parentheses indicates percentage

Table-36 indicates that 50% of SMC members have admitted that they have

taken measures for weaker section students for admitting in neighbor schools. They have

taken measure such as stationary distribution, creating awareness on educational facilities

among weaker and disadvantaged section of children. All the SMC members agreed that

they do not provide any special training for weaker/disadvantage students

All the SMC members have admitted that no child is admitted into school under age

appropriate category of RTE act-2009..

Items Locality number % Total number %

Rural Urban

Yes No Yes No Yes No

Measures to admit the children

belonging to weaker or disadvantaged

sections

5

(62.5)

3

(37.5)

3

(37.5)

5

(62.5)

8

(50)

8

(50)

73

Table-37: Role and responsibility for implementation of RTE act

Items Locality number % Total number %

Rural Urban

Yes No Yes No Yes No

Generating community awareness 8

(100)

0 8

(100)

0 16

(100)

0

Pupils regularity and punctuality in

attending school

8

(100)

0 8

(100)

0 16

(100)

0

Teachers regularity and punctuality in

attending school

8

(100)

0 8

(100)

0 16

(100)

0

Holding regular meetings with parents and

guardians

8

(100)

0 8

(100)

0 16

(100)

0

Non engagement of teachers in private

tuition

0 8

(10

0)

0 8

(100

)

0 16

(100)

No over burdening of teachers in non

academic works

8

(100)

0 8

(100)

0 0 16

(100)

Implementation of the Mid-Day Meal in

the school as per norms

8

(100)

0 8

(100)

0 16

(100)

0

Submission of audited accounts of the

receipts and expenditure of the school

8

(100)

0 8

(100)

0 16

(100)

0

Number in parentheses indicates percentage

Table-37 shows that all SMC members (both rural and urban) are involved in creating

awareness in community about the RTE act. All the SMC members viewed that teachers

are regular and punctual in attending schools. All the SMC members reported that thy hold

regular meetings with parents and guardians and apprise them about the regularity in

attendance, ability to learn , progress made in learning and other relevant information

about the child. All the SMC members said that there is non engagement of teachers in

private tuition in their school. All the SMC members said that there is no over burdening

of teachers in non academic works (excepting for election, census and disaster

management) in their school. All the SMC members reported that Mid-Day Meal is

implemented as per norms in their school. All the SMC members admitted that they

submit audited accounts of the receipts and expenditure of the school.

74

Table:38 Development of curriculum, transaction and evaluation

Items Locality number % Total number %

Rural Urban

Yes No Yes No Yes No

Completion of the curriculum by teachers 8

(100)

0 8

(100)

0 16

(100)

0

Achieving quality of learning for all

children

8

(100)

0 8

(100)

0 16

(100)

0

Assess and remedial teaching to each

child by teacher

8

(100)

0 8

(100)

0 16

(100)

0

Number in parentheses indicates percentage

The table-38 reveals that all the SMC members reported that course is completed within

specified time by the teachers. Further, all the SMC members expressedes that their school

provides quality learning to all children. It is due to classroom inspection, engagement of

local educationist and special monthly meeting with teachers by the SMC memebrs. All

the SMC member said that teacher assess the learning ability of each child and accordingly

supplement additional instruction to learners.

Table-39: Protection of childs right

Items Locality number % Total

number% Rural Urban

Yes No Yes No Yes No

Monitor the identification and enrollment disabled

children

8

(100

)

0 8

(100)

0 16

(100

)

0

Ensuring the enrollment and attendance of all the

children

8

(100

)

0 8

(100)

0 16

(100

)

0

Bring to the notice of the local authority any

deviation from the rights of the child

8

(100

)

0 8

(100)

0 16

(100

)

0

Number in parentheses indicates percentage

All the SMC members said that they monitor the identification and enrollment of and

facilities for learning by disabled children, and ensure their participation in and completion

75

of elementary education in their school. All the SMC members say that they do Ensuring

the enrollment and continued attendance of all the children from the neighbourhood in their

school. All the SMC members reported that they do bring to the notice of the local

authority any deviation from the rights of the child, in particular mental and physical

harassment of children, denial of admission , and timely provision of free entitlements.

Table-40: Pupil teacher ratio as per RTE Act

Items Locality number % Total

number % Rural Urban

Yes No Yes No Yes No

Pupil teacher ratio in the school is as per RTE Act 5

(62.5

)

3

(37.

5)

7

(87.5)

1

(12.

5)

12

(75)

4

(25)

Grievance redressal mechanism for teachers in the

school

0 8

(10

0)

0 8

(10

0)

0 16

(100

)

Number in parentheses indicates percentage

Table-40 indicates that 75% of SMC members said that their school having the pupil

teacher ratio in the school is as per RTE Act specification. Further it points that 62.5% of

members from rural area reported that pupil teacher ratio is as per RTE act but 87.05% of

members from urban area said that. Table indicates that all the SMC members said that

there is no grievance redressal mechanism for teachers in their school.

Table-41: Preparation of school development plan

Number in parentheses indicates percentage

Table-41 indicates that all the SMC members expressed that they are involved in

designing school development plan. They are involved in school activities such as school

Items Locality number % Total number%

Rural Urban

Yes No Yes No Yes No

Involved in designing school development

plan

8

(100)

0 8

(100)

0 16

(100)

0

Involved in developing the school

infrastructure

8

(100)

0 8

(100)

0 16

(100)

0

76

beautification work, construction of temporary boundary wall , classroom decoration and

school campus cleanness etc.

Table-41 indicates that all the SMC members viewed that they are involved in

developing the school infrastructure . They are involved in activities such as raw materials

arrangement, supervision , expenditure work/audit etc.

The investigator explored about achievement of SMC after Implementation of RTE

act-2009. It is found that SMC achieved many things such as punctuality and regularity in

students and teachers, quality teaching learning and more enrollment in school.

The researcher also finds out difficulties in implementing RTE act. The difficulties

as reported by SMC members are discipline maintenance and students are becoming more

way ward etc.

4.7: Analysis of Parents Opinion on Implementation of RTE act-2009

The investigator collected data on different aspects of RTE act-2009 from

parents. The information relating to awareness level, initiatives for age appropriate

admission, initiatives for weaker section and CSWN, role and responsibility for

implementation, development of curriculum, transaction and evaluation, protection

of child right and issues and challenges for implementation are collected, which is

presented in tabular form followed by discussion in following paragraphs.

Table-42 Parents opinion about admission in Elementary school

Items Locality number % Total number%

Rural Urban

Yes No Yes No Yes No

Any of your children not going to

school

0 32

(100)

0 32

(100)

0 64

(100)

Any of your child has been denied

admission in any Govt school

0 32

(100)

0 32

(100)

0 64

(100)

Any of your child has gone

through any admission test for

admission to class-1

0 32

(100)

0 32

(100)

0 64

(100)

Any kind of payment or donation

to the school for the admission

0

32

(100)

0

32

(100)

0

64

(100)

Number in parentheses indicates percentage

77

Table -42 indicates that all the parents expressed that all their children are going to school.

They also said that their child has not been denied admission in any Govt. school. All the

parents opined that their child has not faced any of the procedures/admission test to get

admission in class I after April 1, 2010. All parents have also admitted that they have not

paid any kind of payment or fees for admission

Table-43 Awareness of parents about RTE Act 2009

Items Locality number % Total number%

Rural Urban

Yes No Yes No Yes No

Awareness about RTE Act-2009 17

(53.1

2)

15

(46.87)

18

(56.25)

14

(42.42)

35

(54.68)

29

(45.31

)

Number in parentheses indicates percentage

Table-43 reveals that 54.68% of parents are aware about RTE Act-2009 when total sample

is taken into consideration. But only 53.12% of parents from rural area and 56.25% of

parents from urban area are aware about RTE act-2009. The same table also indicates that

the sources of RTE act of parents are Newspaper, TV, School , Panchayat, and Education

Dept . Majority of parents knew about RTE act from the school.

The investigator enquired about different provisions of RTE act. The parents

responded that they appreciate the Govt for this useful and crucial step at elementary

level. It is a good policy of the Govt to provide quality education at elementary level. This

act provides better platform at elementary level , which makes learning more easy and

enjoyable and This act is most welcome at elementary level.

Table-44 Access of pre-school education

Items Locality number % Total number%

Rural Urban

Your child has received any pre-

school education

Yes No Yes No Yes No

17

(54.83)

15

(48.38)

0 32

(100)

17

(26.56)

47

(73.43)

Number in parentheses indicates percentage

Table -44 gives clear picture that only 26.56% of children have received pre school

education before entering into elementary schools on the other hand 73.43% of children has

78

not received any pre school education. The investigator explored about source of pre-

school education. The major source of pre-school education is Anganwadi and Balwadi.

Table-45: Appraisal of teachers performance

Number in parentheses indicates percentage

Table-45 reveals that 54.68% of parents are fully satisfied with performance of teachers

when total sample is considered. But 56.25% of parents from rural area and 53.12% of

parents from urban area are satisfied with teachers performance. The reasons for their

satisfaction as reported by the parents are teachers are knowledgeable and capable to

handle our children, my child’s progress. Though teachers are experienced and

knowledgeable but I found no changes in my child.

Table-46: Disadvantaged, CWSN and out of school children

Items Locality number% Total number %

Rural Urban

Yes No Yes No Yes No

Your child belongs to any of the

following categories:

Yes No Yes No Yes No

Children with special needs

8

(25)

24

(75)

6

(18.18)

26

(78.78)

14

(21.87)

50

(78.12

)

Out of school child

0 32

(100)

0 32

(100)

0 64

(100)

Disadvantaged(SC/ST)

15

(46.8

7)

17

(53.12)

3

(9.35)

29

(90.62)

18

(28.12)

46

(71.87

)

Number in parentheses indicates percentage

Items Locality number%

Total number % Rural Urban

Satisfaction with the

performance of teachers of your

children

Yes No Yes No Yes No

18

(56.25)

14

(43.75)

17

(53.12)

15

(46.87)

35

(54.68)

29

(45.31)

79

Table-46 indicates that 21.87% of parents admitted that they have children with special

need are enrolled in school. All parents have revealed that out of school children is 0%

and 28.12% of parents admitted that Disadvantage(SC/ST) are enrolled in school. Some of

the parents informed that school has provided wheel chair, home services and escort

allowances to CWSN.

Table -47: Protection of childs right

Items Locality number % Total number %

Rural Urban

Yes No Yes No Yes No

Child has ever reported of

discriminatory practice in the

school

0 32

(100)

0 32

(100)

0 64

(100)

Child has ever reported any kind of

physical punishment or mental

harassment faced in the school

0 32

(100)

0 32

(100)

0 64

(100)

Complained about this to the

school or any other authority

0 32

(100)

0 32

(100)

0 64

(100)

Action was taken by school/ any

other authority

0 32

(100)

0 32

(100)

0 64

(100)

Number in parentheses indicates percentage

Table-47 reveals that all parents have recognized that they never noticed any kind of

discriminatory attitude of teachers towards students. Again all parents opined that their

children never punished by teachers in school.

Table-48: Meetings with parents by school authority

Items Locality number % Total number%

Rural Urban

Yes No Yes No Yes No

Invited for meeting by school

authority

32

(100)

0 32

(100)

0 64

(100)

0

Informed about your child’s

cumulative progress by the

teachers/ school

32

(100)

0 32

(100)

0 64

(100)

0

80

Number in parentheses indicates percentage

Table -48 indicates that all parents have opined that they have been invited for meetings

by the school authority. The school has given written report on academic issues, report on

childs progress and regress, report on co-curricular report etc. All parents have received

their children’s progress report.

Table-49: Mid-Day -Meals

Items Locality number % Total number

% Rural Urban

Yes No Yes No Yes No

Mid day meal provided regularly in your

school

32

(100)

0 32

(100)

0 64

(100)

0

Satisfied with quality of food 32

(100)

0 32

(100)

0 64

(100)

0

Table-49 reveals that all parents are fully satisfied with Mid-Day –Meals in respect

to food quality, quantity and taste . The parents are satisfied in mid day meal because its

standard is good, new items are being served in school such as soyabean, egg curry etc and

food s are tasty.

The investigator asked parents expectation from school. They opined that school

should provide facilities for disabled children, take extra class for students preparing for

JNV, need to provide quality education.

The researcher also asked about parents suggestions for better implementation of

RTE act. The parents opined that more teachers class wise, proper utilization of resources

in school, adequate classroom facilities, awareness programme on RTE act for parents.

81

4.8: Comparative Opinion of Stake Holders on Implementation of RTE act-2009

4.7.1: Awareness of stake holders about RTE act-2009

One of the objectives of the study was to find out level of awareness of stakeholders

regarding RTE act-2009.

95.83% of HMs are aware about the RTE Act-2009, of which 91.66% are rural and 100%

are urban. Whereas all teachers have reported that they are aware about RTE act-2009.

93.75% of SMC members are aware about RTE Act 2009. All urban SMC members and

87.5% of members of rural area are aware about the act. 54.68% of parents are aware about

RTE Act-2009 when total sample is taken into consideration. But only 53.12% of parents

from rural area and 56.25% of parents from urban area are aware about RTE act-2009.

The sources of their awareness the copy of RTE act-2009 as reported by 83.33%

HMs, 100% teachers. Copy of model rules is available in school as reported by 37.5% of

HMs and teachers. The main source of awareness of RTE act for SMC members and

parents is school, besides TV, News paper and Panchayat.

It can be concluded that all stake holders are not aware about RTE act-2009. The

SMC members and parents are less aware than HMs and teachers. So necessary steps may

be taken for creating awareness among SMC members and parents regarding different

provisions of the act.

4.7.2: Initiatives for Age Appropriate Admission

The investigator also studied initiatives taken by stakeholders for age appropriate

admission and admission of weaker sections in the neighbourhood school. The SPD

reported that present strength of out-of-school children in the age group 6-14 years in

Odisha state is 30,591 (CTS 2011-12). Only 8.33% of HMs reported that they have

identified out of school children and the age appropriate admission under provision-4 of

RTE Act. Only 18.07% of teachers reported that they have been involved in identification

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of out of school children and only 4.16% of teachers admitted age appropriate students in

their school under RTE Act. All the SMC members have admitted that no child is admitted

into school under age appropriate category of RTE act-2009. No students found under age

appropriate category as reported by students.

The SPD also reported that BRCs and CRCs, Head teachers and teachers in dealing

with cases of age appropriate admission and special training have been trained: HM

training module has been developed training of HM (one day) was held at OPEPA from 18-

23, December, 2012. The assessment tools and training package/module been developed

for capacity building of teachers keeping in view the admission of out-of-school children in

their age appropriate grade: Four (4) days teachers training module and one-day HMs

training module has been developed by TE & SCERT for special training to out of school

children. Only 4.16% of HMs reported that their school has facility of special training for

out school children. Only 37.05% of teachers reported that their school have taken special

measures for the training of the children

It can be concluded that 30,591 out of school children are their in Odisha. The

government has taken steps for developing training and assessment modules and also

trained HMs and BRCs, CRCs. But at school level, HMs and teachers are not known about

out of school children in the local area. The efforts may taken for identifying out of school

children in each habitation, training and admission in age appropriate classes.

4.7.3. Initiatives for weaker section/disadvantaged children and CWSN

The SPD reported that there is provision for admission related to the CWSN in the

schools. The facilities such as Ramp and Rails in School, aids & appliances, CWSN

friendly, IE volunteers for home-based education are provided for these children. 62.5% of

HMs revealed that they have the special provisions for the disabled children. 79.16% of

teachers have taken special provisions for disabled children. The school has provisions

such as ramp, special teacher and home service etc for disable children. 83.03% of

teachers reported that they have barrier free access for children with special need

(CWSN). 50% of SMC members have admitted that they have taken measures for weaker

section students for admitting in neighbor schools. They have taken measure such as

stationary distribution , creating awareness on educational facilities among weaker and

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disadvantaged section of children. Some of the parents informed that school has provided

wheel chair, home services and escort allowances to CWSN.

It seems that government has taken steps for providing free and compulsory

education to CSWN by providing facilities like ramp, aid and appliances, wheel chair,

special teachers and home service to these children.

4.7.4: Role and Responsibility for Implementation of RTE Act-2009

The SPD reported that state has taken initiatives for i) Compulsory admission of

every child in age of 6-14 years by Enrollment drive & Pravesh Utsav, Shiksha Chetna

Abhiyan , RTE awareness & Shiksha ka Haq Compaign. ii) Compulsory attendance of

every child in age of 6-14 years by Child friendly environment under Ama Vidyalaya,

Barrier Free Access, Supply of MDM, Textbook & Uniform and iii) Compulsory

Completion of Elementary Education of each child in age of 6-14 years by Quality

Education, School Cabinet, Meena Mancha, Ama Lekha, Ama Chitra etc.

All the HMs accepted that they have implemented the provision of Free and

Compulsory Education, constituted SMC, prepared the school development plan in their

school. 95.83% of HMs said that they have implemented the continuous and

comprehensive evaluation and 87.5% of HM said that they have prepared cumulative

record of children in their school 50% of HMs accepted that they have pupil teacher ratio

as per the RTE Act and all HMs expresseded that there is no practice of physical

punishment in their school. All the HMs said they are getting their salary and allowances as

per RTE Act and provisions. All the HMs reported that they do not have grievance

redressal mechanism for HM /Teachers in their school.

All teachers reported that free and compulsory education is implemented and SMC is

constituted as per the RTE Act in their school. Only 29.16% of teachers reported that

SMC is involved in designing school development plan. Teachers performed role of school

representative and meeting Co-ordinator in SMC meetings. Majority of teachers (64.58%)

said their school does not have teacher pupil ratio (1:30) as per RTE act-2009 and only

(35.41%) teachers opined that they have teacher pupil ration as per RTE act-2009.

All SMC members are involved in creating awareness in community about the RTE

act. All the SMC members viewed that teachers are regular and punctual in attending

schools. All the SMC members reported that thy hold regular meetings with parents and

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guardians and apprise them about the regularity in attendance, ability to learn , progress

made in learning and other relevant information about the child. All the SMC members

said that there is non engagement of teachers in private tuition in their school. All the

SMC members said that there is no over burdening of teachers in non academic works

(excepting for election, census and disaster management) in their school. All the SMC

members reported that Mid-Day Meal is implemented as per norms in their school. All the

SMC members admitted that they submit audited accounts of the receipts and expenditure

of the school.

It can be concluded that the provision of free and compulsory education is

implemented in all school as reported by SPD, HMs and teachers. All the HMs as well as

teachers are active in implementing different provisions of RTE act by taking steps for

admission, teaching basing on activity and practicing continuous and comprehensive

evaluation in school.

4.7.5: Curriculum Development, Transaction & Evaluation

The SPD reported that Academic Authority been designated for curriculum and

evaluation in our State is TE&SCERT. It has taken steps for CCE Package and Special

Training Package(SANJOG). The steps have been take up by the Academic Authority with

regard to revision of curriculum /syllabi in the spirit of provisions under 29 (1&2) in the

RTE Act. 95.83% of HM reported that they have implemented CCE in their school as per

RTE Act and provisions. 87.5% of HM said that they have the prepared Pupils Cumulative

record as per RTE Act in their school. All HMs improved the quality of teaching learning

in their school. All the teachers reported that their school have implemented the

continuous comprehensive evaluation . 89.58% of teachers said that their school have

been prepared the Pupil Cumulative Record (Health, Co-curricular activities ,Games and

Sports etc.) 89.58% of teachers say that their school have maintained the attendance

record and 66.66 % of teachers accepted that they have been organized other curricular

activities in their school.

54.68% of parents are fully satisfied with performance of teachers when total sample

is considered. But 56.25% of parents from rural area and 53.12% of parents from urban

area are satisfied with teachers performance. The reasons for their satisfaction as reported

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by the parents are teachers are knowledgeable and capable to handle our children, my

child’s progress. Though teachers are experienced and knowledgeable but I found no

changes in my child. All the students say that they like the teaching method of teachers.

Because teachers followed the activity based methods, teachers used more TLMs and

pictures to make teaching more simple and clear and teachers followed story telling

method. Majority of students feel that teachers behaves friendly, cooperative and familiar

and good and kind enough. All the SMC members reported that course is completed within

specified time by the teachers. Further, all the SMC members expressedes that their school

provides quality learning to all children. It is due to classroom inspection, engagement of

local educationist and special monthly meeting with teachers by the SMC members. All

the SMC member said that teacher assess the learning ability of each child and accordingly

supplement additional instruction to learners.

It can be conclude that government has designated TE and SCERT as academic

authority for RTE act. The academic authority has initiated steps for revision of curriculum,

examination procedure and teacher training. The continuous and comprehensive evaluation

is implemented in all school and all school also preparing cumulative report card for

students. The students are also satisfied the methods of teaching of teachers as teachers are

using activity based teaching.

4.7.6: Protection of Childs Right

The state has taken steps for monitoring of child’s Right to Education by the State

Commission for protection of child’s Right. It has formed Odisha State Commissin for

Protection of Childs Right (OSCPCR) in the State, Initiation & Connection of shiksha

samvad in all districts at district and block level., audit in schools, student helpline and

Redressal of RTE violation / Cases by OSCPCR & Public hearing. All the HMs and

teachers reported that there is no practice of physical punishment and mental harassment

their school after implementation of RTE act-2009. All the students reported that they are

regularly attending the classes, never detain in their class and got physical punishment in

their school. All parents have reported that they never noticed any kind of discriminatory

atitude of teachers towards students. Again all parents opined that their children never

punished by teachers in school. All the SMC members reported that they do bring to the

notice of the local authority any deviation from the rights of the child, in particular mental

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and physical harassment of children, denial of admission , and timely provision of free

entitlements.

It can be said that state has taken steps for protecting childs right to education by

OSCPCR. All the HMs, teachers and SMC members are reported that no practice of

physical punishment and mental harassment of students in the school.

4.7.7: Issues and challenges

The SPD reported that major impediment for implementation of RTE Act within the given

time frame in Odisha state are : 1. Providing infrastructure facilities like classroom,

playground, drinking water etc. as per the RTE Act, 2. Establishment /provision of

neighbourhood school in small and scattered habitations where number of children is

less than ten. The reasons for non-accomplishment of RTE act as expresseded by

HMs are lack of teachers, regional language problem, ignorance of parents, heavy

work load and in-adequate classroom and school building etc. The reasons are lack of

teachers , regional language problem, ignorance of parents and heavy work load etc as

reported by teachers.

For proper and timely implementation of the RTE Act in the state, the central

government may provide : 1. funds for infrastructure facilities like ACR, playground &

boundary wall, 2. Timely release of funds as per AWP&B, 2012-13 and 3. Extension of

time limit for achieving RTE compliance in all schools across the state as reported by SPD.

The school authority should provide facilities for disabled children, extra classes for

students preparing for NVS examination and quality education to all students. The

suggestions for proper implementation of RTE Act-2009 are recruitment of more teachers

on class-wise/Subject wise, proper utilization of resources, adequate classroom facilities

and awareness programme for parents on RTE Act through school.

The school should provide facilities for disabled children, take extra class for

students preparing for JNV, need to provide quality education as reported by parents. For

better implementation of RTE act, parents opined that more teachers class wise, proper

utilization of resources in school, adequate classroom facilities, awareness programme on

RTE act for parents.

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CHAPTER-V

SUMMARY AND CONCLUSION

5.1: Introduction

This chapter deals with summary and conclusion. The investigator briefly summaries the

whole report for benefit of reader. It also includes major findings and suggestions relating

to various provisions of the RTE act-2009.

5.2: Summary

Education plays an important role in bringing a continuous change and development

in human life. The individual aims as well as the social aims of education are meant for the

perfection of all individuals in which he is capable of. The aims of education are correlated

with the ideal of life. That is why education is regarding as one of the best instruments to

guide and change the behaviour of an individual in a desirable ways. That is also the reason

why need of education is felt more in the most backward areas. Recognizing this, need the

constitution makes a provision of universalisation of education for that fall in the age group

of 14 yrs. Among different programme launched by the central government and the RTE is

one of them.

The people of Indian celebrated with bliss and joy as it has become one of the

countries with free and compulsory education on April1, 2010 when right of children to

free and compulsory education Act (2009) became effective though 86th

Amendment in

2002. Even before the enactment of right to education Act 2009, the dream of

universalisation of elementary education has almost been achieved in India with the

implementation of Sarva Shiksha Abhiyan (SSA), mid-day-meal scheme and many other

schemes at different point of time. The right to education act 2009 is also revolutionary and

will bring a revolutionary change in the field of primary education while implementing it

all the concern should work hand in hand, correlating the objectives and practice. It has

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become the responsibility of the government to provide funds, infrastructure, recruit

teachers and facilitate everything that is required for the universalisation of elementary

education.

The Right of children to Free and Compulsory Education Act 2009 (RTE Act 2009)

has envisaged free and compulsory education of all children of the age of six to fourteen

years, till completion for elementary stage, in a neighborhood school. The act has provision

for every child who is above six years of age and has not been yet admitted to any school or

could not complete his / her elementary education due to any reason to be admitted in a

class appropriate to his or her age. In order to be at par with other children of the class, the

child has a right to receive special training or additional instruction. There is an important

concern over implementation of RTE act in the school system with reference to the special

training or instruction, its modalities and execution. The states are expected to respond to

the situation arising out of the implementation of the act. States and UTs are required to

pay special attention to cope with situation in terms of appointment of qualified teachers,

development of special trading programmes for out of school children admitted to age

appropriate classes and preparation of relevant teaching materials.

The RTE Act 2009 has given prominent place to teachers because it is the teachers

who can play a vital role by providing quality and need-based education at elementary

school level. So, it is the duty and responsibilities of the teachers of the entire country to

understand their role properly and do as good as for the school and the society as a whole.

The role of parents, SMC members and students is equally important. Lakshmi (2010)

wrote on “Utilities of RTE” in her article emphasis that the RTE should be implemented

with the public spirit and the intention of govt. must be dedicated then the RTE will be

fruitful. She also stressed that the awareness of RTE should be mandatory. Kumar (2011)

in the study titled “Role of SMCs” highlighted that school management committee will

lead the awareness among the parents, teachers and all the important decisions will be

taken by the SMCS. It should be very effective and in effective education result oriented

sense of system. The headmasters, teachers, students, parents and SMC members must be

aware of the RTE Act 2009 and utilize their experience and efficiency for transforming the

cemented school building into the school of knowledge.

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The present study has been designed to know the status of implementation of

various provisions of RTE act in states of Odisha and UT’s also their concerns and

problems to implement the act. As the act has been implemented from 1st April 2010, states

and UT’s need to take up lot of preparatory activities in this regard. The would explore

what steps they have been able to take so far and what further is needed to be done. It

would be important to access the level of preparedness of states and UT’s to able to take

effective steps for the Implementation of the act at various levels. It would also be

important to know how far they are ready to take steps forward in a regard to RTE

implementation. The readiness of state would mean awareness of various stake holders to

take advantage of the act.

5.1.1: Objectives

The objectives of the study are as follows:

iv. To assess the awareness level of stakeholders on RTE Act 2009.

v. To study the initiatives taken for age appropriate admission of out of school

children, preparation of teaching learning material(bridge course) for them and

strategies evolved for completion of their elementary education.

vi. To study the initiatives taken by the state authority for development of curriculum,

transaction and evaluation as per the act.

vii. To find out the concerns and challenges for effective implementation of RTE Act

2009 in Odisha.

viii. To find out the status of implementation of various provisions of RTE Act 2009 in

state of Odisha.

5.1.2: Research Questions

i. What is the level of awareness of stakeholders regarding RTE act-2009?

ii. What are the initiatives taken for age appropriate admission of out of school

children, preparation of teaching learning material(bridge course) for them and

strategies evolved for completion of their elementary education?

iii. What are the initiatives taken by the state authority for development of

curriculum, transaction and evaluation as per the act?

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iv. What are the concerns and challenges for effective implementation of RTE Act

2009 in Odisha.

v. What is the status of implementation of various provisions of RTE Act 2009 in

state of Odisha?

5.1.3: Methodology

The present study is a descriptive type research, and survey method was used. It

was designed to explore the status of implementation of the Right of the Children to

Free and Compulsory Education Act-2009 in Odisha State. The opinion of stake holders

such as parents, children, SMC members, teachers and HMs regarding implementation of

different aspects of RTE act-2009 were taken.

The sample for the present study consisted of two districts, 8 blocks, 24 schools, 24

HMs, 48 Teachers, 64 students, 64 parents and 16 SMC members. This sample was

selected by using multi stage sampling techniques.

Tools for this study were developed jointly in the workshops held at Department of

Elementary, NIE, NCERT, New Delhi. Faculty members from RIE Bhubaneswar, Ajmeer,

Mysore, Bhopal and Shilong along with faculty from Department of Elementary

Education, NIE, New Delhi. Name of the six tools are as follows:

7. Interview schedule for the SPD/Director of Elementary Education/SCERT on

different aspects of RTE act-2009.

8. Interview schedule for Head Teachers on different aspects of RTE act-2009

9. Interview schedule for the teachers on different aspects of RTE act-2009

10. Interview schedule for students on different aspects of RTE act-2009

11. Interview schedule for parents on different aspects of RTE act-2009

12. Focus group discussion for SMC members on different aspects of RTE act-2009

The collected data were scrutinized and verified manually to find out any missing items

and responses. Then the all data are entered in MS Excel with variables such as male and

female, rural urban etc. All the items in questionnaire and interview schedule were

quantified in terms of percentage to yes or no responses. On basis of themes/objectives of

the study, data were tabulated.

5.3: Major Findings

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5.2.1. SPD

1. The RTE act is implemented in Odisha from 1st April, 2010. As per the act state

has to notify and develop state rules. Accordingly the state has prepared i) State

rules notified (Notification of Odisha RCFCE Rule, 2010 [on 27 Sep, 2010],

The Model Rules for RTE Act have been framed by the state and it is also

approves by Competent authority; Govt. of Odisha . The model rule has been

implemented in the state since 27th

Sept, 2010. The target year for

accomplishment of goals of RTE Act in state is March, 2013 (As per Act, 2009)

.

2. The Academic Authority been designated for curriculum and evaluation in our

State is TE&SCERT. It has taken steps for CCE Package and Special

Training Package(SANJOG).

3. The teacher pupil ratio at present in state is i) Primary--------------1: (29) ii)

Upper primary-------1: (25). The state has comfortable position in this regards.

The teacher pupil ratio as per RTE act can be attended by rationalization of

teachers and new recruitment.

4. The schools are spread over in our state in rural & urban areas: Primary Level-

Rural (within 1 kms), and Urban (within 1 kms). Upper Primary Level Rural

(Within 3 kms and Urban (within 3 kms). As per the school mapping out of

88520 habitations 4701 habitations are not having primary school within 1 km

and 3320 habitation are not having Upper primary school.

5. The state has taken steps for monitoring of child’s Right to Education by the

State Commission for protection of child’s Right. It has formed OSCPCR in

the State, Initiation & Connection of shiksha samvad in all districts at district

and block level., audit in schools, student helpline and Redressal of RTE

violation / Cases by OSCPCR & Public hearing.

6. The state has taken initiatives for i) Compulsory admission of every child in

age of 6-14 years by Enrollment drive & Pravesh Utsav, Shiksha Chetna

Abhiyan , RTE awareness & Shiksha ka Haq Compaign. ii) Compulsory

attendance of every child in age of 6-14 years by Child friendly environment

under Ama Vidyalaya, Barrier Free Access, Supply of MDM, Textbook &

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Uniform and iii) Compulsory Completion of Elementary Education of each

child in age of 6-14 years by Quality Education, School Cabinet, Meena

Mancha, Ama Lekha, Ama Chitra etc.

7. The present strength of out-of-school children in the age group 6-14 years in

Odisha state is 30,591 (CTS 2011-12). The BRCs and CRCs, Head teachers and

teachers in dealing with cases of age appropriate admission and special training:

HM training module has been developed training of HM (one day) was held at

OPEPA from 18-23, December, 2012. The assessment tools and training

package/module been developed for capacity building of teachers keeping in

view the admission of out-of-school children in their age appropriate grade:

Four (4) days teachers training module and one-day HMs training module has

been developed by TE & SCERT for special training to out of school children.

8. The state has plan for providing free pre-school education as suggested in RTE

Act through Anganwadi centres (AWCs) run by department of women and child

development, Govt. of Odisha.

9. The directions been issued for constitution of SMCs as per RTE Act. Guidelines

for composition & functions of SMC in Elementary School. Except 166 schools,

all schools have constituted SMCs as per RTE Act, till date.

10. The number of untrained teachers are in the state: 14074. Already untrained

teachers training have been started.) The steps have been taken to create

awareness about RTE Act among teachers, parents and community: 1. Team of

trainees developed & trained at state, district & block level, 2. Multi-

stakeholder sensitization meet at state, district & block level, 3. Zonal level

sensitization meet for private school, 4. Shiksha chetana Abhiya and 5.

Shiksha Adhikar Abhiyan.

11. The mechanisms have been instituted to redress the grievances of teachers: 1.

Grievance redressal cell & school student helpline cell setup &functional. The

GRC is actively engaged is hearing inquiry, follow-up and redressal of cases

from teachers, officers, parents and children.

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12. The guidelines and /or action points have been prepared for ensuring 25%

admission in neighborhood schools from the weaker and marginalized sections

of the society:

13. The major impediment for implementation of RTE Act within the given time

frame in Odisha state are : 1. Providing infrastructure facilities like classroom,

playground, drinking water etc. as per the RTE Act, 2. Establishment /provision

of neighbourhood school in small and scattered habitations where number

of children is less than ten.

14. For proper and timely implementation of the RTE Act in the state, the central

government may provide : 1. funds for infrastructure facilities like ACR,

playground & boundary wall, 2. Timely release of funds as per AWP&B, 2012-

13 and 3. Extension of time limit for achieving RTE compliance in all schools

across the state.

5.2.2: HMs

1. 95.83% of HMs are aware about the RTE Act-2009. 92.30% of male and 100%

of female, 91.66% of rural and 100% of urban teachers are aware about RTE

Act and 91.66% are urban teachers. 83.33% of HM reported that they have the

copy of RTE act-2009, 37.5% have model rules of RTE act, 29.16% have other

circular of RTE act in their school. 95.83% of HM expresseded that they have

been studied the RTE act 2009 and Circulars. 83.33% of HM said that they

have attended three days orientation programme on RTE Act 2009.

2. Only 8.33% HMs reported that they have identified out of school children and

the age appropriate admission under provision-4 of RTE Act. Only 4.16% of

HMs reported that their school has facility of special training for out school

children. 62.5% of HMs revealed that they have the special provisions for the

disabled children.

3. All the HMs accepted that they have implemented the provision of Free and

Compulsory Education, constituted SMC, prepared the school development

plan in their school. 95.83% of HMs said that they have implemented the

continuous and comprehensive evaluation and 87.5% of HM said that they have

prepared cumulative record of children in their school

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4. 50% of HMs accepted that they have pupil teacher ratio as per the RTE Act

and all HMs expresseded that there is no practice of physical punishment in

their school.

5. All the HMs said they are getting their salary and allowances as per RTE Act

and provisions. All the HMs reported that they do not have grievance redressal

mechanism for HM /Teachers in their school.

6. 66.66% of HMs expresseded that parents/guardian co-operate in sending their

children to school regularly. We got cooperation from parents by creating

awareness among the parents , campaign and home visit.

7. All the HMs viewed that they have regular meetings with parents/guardians

.The meetings are held monthly and quarterly. The issues such as the appraising

parents about the regularity of children, progress made by the children in

learning are discussed. The outcomes of meetings are s positive

relationships with parents and getting their cooperation for smooth

running of school, good academic result obtained by the students in

examination and more enrollment.

8. The reasons for non-accomplishment of different provisions of RTE act as

reported by the HMs are lack of teachers, regional language problem,

ignorance of parents, heavy work load and in-adequate classroom and

school building etc.

5.2.3: Teachers

1. All teachers are aware about RTE Act 2009. The major source is copy of RTE act-

2009 and it is available in their school. Only 37.5% of teachers reported that they

have model rules of RTE Act developed by state. 70.84% of teachers have not

studied the RTE act-2009 and 72.91% of teachers have reported that they have been

oriented about RTE Act 2009..

2. Only 18.07% of teachers reported that they have been involved in identification of

out of school children and only 4.16% of teachers admitted age appropriate

students in their school under RTE Act. Only 37.05% of teachers reported that their

school have taken special measures for the training of the children and 79.16% of

teachers have taken special provisions for disabled children. The school has

95

provisions such as ramp, special teacher and home service etc for disable

children. 83.03% of teachers reported that they have barrier free access for children

with special need (CWSN),

3. All teachers reported that free and compulsory education is implemented and SMC

is constituted as per the RTE Act in their school. Only 29.16% of teachers reported

that SMC is involved in designing school development plan. Teachers performed

role of school representative and meeting Co-ordinator in SMC meetings.

4. Majority of teachers (64.58%) said their school does not have teacher pupil ratio

(1:30) as per RTE act-2009 and only (35.41%) teachers opined that they have

teacher pupil ration as per RTE act-2009.

5. All the teachers reported that their school have been implemented the continuous

comprehensive evaluation . 89.58% of teachers say that their school have been

prepared the Pupil Cumulative Record (Health, Co-curricular activities ,Games and

Sports etc.) 89.58% of teachers say that their school have maintained the

attendance record and 66.66 % of teachers accepted that they have been organized

other curricular activities in their school.

6. 85.41% of teachers are reported that they are receiving salaries as per the Act and

14.58 % of teachers have expresseded that salaries not paid as per the Act . The

reason for less salary is lack of interest from Government and SSA rules of state.

All the teachers viewed that they do not have any grievance redressal mechanism in

place of work. All teachers have reported that there is no physical punishment or

mental harassment for students in their school

7. 79.16% of teachers opined that they get co operation from parents for sending

children regularly to school. They get cooperation by visiting home of children and

enrollment campaign in village. All teachers view that they hold regular meeting s

with parents monthly. The outcomes of meetings are positive cooperation received

from parents for academic issues and smooth running of school, good academic

result and more enrollment.

8. 66.66% of teachers reported that they have at least one classroom per class , 50% of

teachers viewed that have an office-cum-store-cum-head teachers room , 79.16% of

teachers said that they have separate toilet for boys and girls, 43.75% of teachers

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said that they have safe and adequate drinking water facilities , 50% of teachers

expresseded that they have Kitchen for mid-day meal preparation, 58.33 % of

teachers said that they have play ground, 58.03% of teaches said that they have

library facilities, 45.83 % of teachers said that they have Teaching Learning

Material (TLM), 29.16% of teachers say that they have play material and 45.8% of

teachers say that they do have any other activities in their school.

9. 87.5% of teachers reported that they are participating in training programmes,

87.5% of teachers said that they are participating in curriculum development,

83.3% of teachers expresseded that they are developing the training modules,

77.8% of teachers viewed that they have been participated in development of text

books, 35.4% of teachers said that they have participated in development of

TLMs, 27.8% of teachers said that they do have the members of SMC. All the

teachers reported that they have black board, Charts/Photographs/Paintings ,

models, maps, science kit and mathematics kit in school. 75% of teachers say that

they do not have Information and Communication Technology (ICT) in their school.

10. All the teachers reported that they have followed Mother Tongue in class room,

37.5% of teachers said that they sometimes follow regional language while

teaching . All the teachers said that they followed Hindi in their school while

teaching Hindi. All the teachers say that they followed English while teaching

English. Teacher taught by following methods given in training module supplied by

Govt. of Odisha. It is mainly based on activity based method.

11. All teachers revealed that their students never misbehave with them and they never

use physical punishment in their school. They suggested alternative to physical

punishment is physical work.

12. Teachers opined that they identify individual learning problems by loud reading, C

C E, Questioning/ oral test and experience. Teacher used strategy such as

Educationally weak students-Remedial teaching/ use of more TLMs/Pictures,

Educationally bright students-Guidance/ recapitalization/revision of topics and

Disabled Children-Special care.

13. 81.02% of teachers have developed their innovative teaching strategy whereas

18.07% of teachers have not reached up to that level. Teachers got innovative idea

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from personal experience, training, Experts analysis/Interaction. All teachers have

accepted that they have been received supports from both CRCs and BCCs for

transacting smooth school work. They got support for classroom decoration,

preparation of progress chats/TLMs and lesson plan.

14. The reasons for non accomplishment of RTE act as reported by teachers are lack of

teachers , regional language problem, ignorance of parents and heavy work load etc.

15. The constraints and challenges in the implementation of RTE Act-2009 in your

school are no criteria of punishment, heavy work load, direct admission procedure

etc.

16. The suggestions for proper implementation of RTE Act-2009 are recruitment of

more teacher class-wise/subject wise, awareness programme for parents on RTE Act

through school.

5.2.4: Students

1. All the students are getting school uniform, text books and mid day meals and no

students are getting school bag from school. Only 50% of students reported that

they are getting stationary from school.

2. All the students both boys and girls viewed that their school follow the mother

tongue as medium of instruction. All the students admitted that their teachers are

regular to school and punctual in attending classes.

3. All the students said classrooms are available in their schools. 57.81% of schools

have separate toilet facilities for boys and girls. 90.62% of schools has safe drinking

water, 64.6% of schools has playground, 85.93% of schools has ramp for special

children, 62.5% of schools has library, 73.43% has teaching learning materials,

53.12% of schools has play materials, 64.06% of schools has boundary wall and

46.87% of schools has health check up facilities.

4. 15.06 % of students reported that there is language teachers, 9.7% of students

said that there is science and mathematics teachers, 4.6% of students said that

there is social studies and social science teacher in their school. All the students

say that there is no art education teacher, no health and physical education teacher

and no work education teacher in their school

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5. All the students say that they have black board , charts, models, maps, science kit

and mathematics kit in their school. 89.06% of students reported that they do not

have ICT in their school.

6. No students enrolled in midsession and no students found age appropriate

category. All school follows direct admission on basis of birth certificates.

7. Majority of school follow school timing 10AM-4 PM, having seven periods. One

library period is allotted every week. One period is allotted for cultural activities in

every Saturday. All the school follows six day per week. The school have Meena

Mancha and Meena Cabinet for making students participate in school

managements.

8. All the students expresseded that they like the teaching method of teachers. Because

teachers followed the activity based methods, teachers used more TLMs and

pictures to make teaching simpler and clear and teachers followed story telling

method. Majority of students feel that teachers behave friendly, cooperative and

familiar and good and kind enough.

9. All the students said that they are regularly attending the classes, never detain in

their class and got physical punishment in their school. Majority of students

expresseded that their parents visit school monthly and few parents visit school

quarterly for discussion with teachers and HMs.

10. All the students expresseded that their school conducts tests quarterly for evaluation

of learning progress, they have shown their answer scripts after the evaluation by

the concerned teacher. But 64.06% of students expresseded that they received

individual instruction after the test from their teachers .

5.2.5: SMC Members

1. 93.75% of SMC members are aware about RTE Act 2009. All urban SMC

members and 87.5% of members of rural area are aware about the act. The school is

the main sources of information for SMC members, besides news paper, TV,

Panchayat etc. 93.75% of SMC members have knowledge on constitution of SMC

as per the RTE Act-2009. All SMC members from urban area and 87.5% of SMC

members from rural area have knowledge of constitution of SMC as per RTE act-

2009. 68.75% of SMC members have been oriented about RTE act- 2009 and

99

31.25% of SMC members have not been oriented about RTE Act 2009. Again

75% of rural and 62.5% of urban SMC members have been oriented about the RTE

act-2009.

2. 50% of SMC members have admitted that they have taken measures for weaker

section students for admitting in neighbor schools. They have taken measure such

as stationary distribution , creating awareness on educational facilities among

weaker and disadvantaged section of children. All the SMC members have admitted

that no child is admitted into school under age appropriate category of RTE act-

2009.

3. All the SMC members expresseded that they are involved in designing school

development plan. They are involved in school activities such as school

beautification work , construction of temporary boundary wall , classroom

decoration and school campus cleanness etc.

4. All SMC members are involved in creating awareness in community about the RTE

act, see teachers regularity and punctuality in attending schools, course being

completed within specified time, school achieving quality of learning for all

children, hold regular meetings with parents and guardians and apprise them about

the regularity in attendance, ability to learn , progress made in learning and any

other relevant information about the child and there is non engagement of teachers

in private tuition in their school.

5. All the SMC members reported that there is no over burdening of teachers in non

academic work , monitor the identification and enrollment of disabled children, and

ensure their participation in and completion of elementary education, ensuring the

enrollment and continued attendance of all the children from the neighbourhood,

bring to the notice of the local authority any deviation from the rights of the child,

in particular mental and physical harassment of children, denial of admission , and

timely provision of free entitlements.

6. All the SMC members viewed that Mid-Day Meal is implemented as per norms in

their school. All the SMC members admitted that they do submission of audited

accounts of the receipts and expenditure of the school.

100

7. 75% of SMC members said that their school have the pupil teacher ratio in the

school is as per RTE Act specification. Further it points that 62.5% of members

from rural area said that pupil teacher ratio is as per RTE act but 87.05% of

members from urban area said that. All the SMC members say that there is no

grievance redressal mechanism for teachers in their school.

8. The investigator explored about achievement of SMC after RTE act. It is found that

SMC achieved many things such as maintaining punctuality and regularity of

teachers and students, improving quality of education and more enrollments.

5.2.6: Parents

1. All the parents expresseded that all their children are going to school; their child has

not been denied admission in any Govt. school, their child has not faced any kind of

the procedures/admission test for admission to class I after April 1, 2010 and they

have not paid any kind of payment or donation for admission

2. 54.68% of parents are aware about RTE Act-2009 when total sample is taken into

consideration. But only 53.12% of parents from rural area and 56.25% of parents

from urban area are aware about RTE act-2009. Majority of parents knew about

RTE act from the school.

3. Only 26.56% of child has received pre school education before entering into

elementary schools. The major source of pre-school education is Anganwadi and

Balwadi.

4. 54.68% of parents are fully satisfied with performance of teachers when total

sample is considered. But 56.25% of parents from rural area and 53.12% of parents

from urban area are satisfied with teachers performance.

5. All parents have revealed that they do not have any out of school children. Some

of the parents informed that school has provided wheel chair, home services and

escort allowances to CWSN.

6. All parents has expresseded that they never noticed any kind of discriminatory

attitude of teachers towards students and their children never punished by teachers

in school.

101

7. All parents have opined that they have been invited for meetings by the school

authority. The issues such as academic issues, report on Childs progress and

regress, report on co-curricular report etc are discussed during the meeting.

8. All parents are fully satisfied with Mid-Day Meals in respect to food quality,

quantity and taste . The parents are satisfied in mid day meal because its standard is

good, new items are being served in school such as soyabean, egg curry etc and

food s are tasty.

9. The parents expect that school should provide facilities for disabled children, take

extra class for students preparing for JNV, need to provide quality education.

10. The parents has given suggestions such as more teachers class wise, proper

utilization of resources in school, adequate classroom facilities, awareness

programme on RTE act for parents for better implementation of RTE act.

5.4: Educational Implications and Suggestions

1. The study reveals that all stake holders are not aware about RTE act-2009.

Orientation programmes for HMs, teachers and SMC members especially from

female and rural area are required to be organized. Because without awareness of

stakeholders about RTE act-2009, it can not be implemented successfully in school.

Along with RTE act-2009, model rules of state and circulars relating RTE act are

required to be sent to all HM of school. The HMs and teachers are key player for

successful implementation of the act in schools. The HMs as well as teachers are

required to go through the RTE act, Model rules and other circulars so that they can

better implement the provisions of act. All the stake holders such as HMs, teachers,

SMC members, parents and students are required to aware about different

provisions of the act. So initiatives for crating awareness among all stake holders

are need to be taken on priority basis. Because awareness of stake holders will lead

to successful implementation of RTE act in the state.

2. The act assigns duties to school authority for preparing children above the age of

three years for elementary education and to provide early childhood care and

education for all children until they complete the age of six years. But the study

found that only 26.56% of parents said their child has received pre school education

102

before entering into elementary schools. The appropriate government may make

necessary arrangement for providing free pre-school education for all children.

3. The free and compulsory education need to be provided to all children. For this the

Government should ensure availability of neighborhood school for each child. The

OPEPA reported that as per the school mapping out of 88520 habitations 4701

habitations are not having primary school within 1 km and 3320 habitation are not

having Upper primary school. So urgent steps may be taken by opening of primary

and upper primary schools in said habitations. So that availability of neighbourhood

school can be ensured for each child.

4. One of the provision of the RTE act-2009 is to bring all out of school children to

school, provide training and admit them in class appropriate to their age. The study

reveals that no school has identified out of school children in their locality. So

necessary steps required to be taken by educational authority for identification of

all out of school children and admission in age appropriate class. Particularly all

HMs, teachers as well as SMC members are required to be involved and motivated

for identifying out of school children in their locality. Very specifically,

identification of out of school children can be done by SMC members as they are

familiar about children who are not coming to school. At the same time training

modules; bridge course required to be ready and HMs and teachers need to be

trained for using. The OPEPA and SCERT may decide criteria for placing out of

school children in particular class. Similarly children from weaker and

disadvantaged section, disabled children are to be brought to school. They need

special training or extra instruction for coming to main stream along with free

teaching learning materials. All elementary schools are required to be free from

social discrimination and physical barriers.

5. The elementary school should have pupil teacher ratio as per the RTE act-2009. But

the study found that 50% of HMs reported their school does not have pupil teacher

ratio as the RTE act. Necessary steps may be taken by rationalization of teachers so

that all school will confirm to pupil teacher ratio as per the act. Because one of the

means of ensuring quality education is maintain proper pupil teacher ratio in school.

103

6. One of the duties assigned to school authority by the act is to provide infrastructure

including school building, teaching staff and learning materials to all school. The

students revealed that schools are lacking in separate toilet for boys and girls, safe

drinking water, play materials, teaching learning materials, playground, boundary

wall, health check up facilities, special teachers. Necessary steps required to be

taken by educational authority for providing all these facilities to elementary

schools.

7. Every school should constitute school management committee consisting of elected

representatives of local authority, parents or guardians and teachers. The

committees need to monitor the functioning of the school, help in bringing all

children to school including children from weaker section, disable and out of

school. The study found that only 50% of SMC members have admitted that they

have taken measures for weaker section students for admitting in neighbor

schools. The SMC need to sensitize about their roles and functions , preparation of

school development plan in the context of RTE act-2009.

8. There should be a redressal mechanism for teachers in work place as per the RTE

act-2009. The study found from teachers as well as parents there is no redressal

mechanism in work place of teachers. So steps may taken by the government for

setting redressal mechanism in work place of teachers.

9. The academic authority should revise the curriculum, textbook and examination

procedure in elementary education. The curriculum should conform to values

enshrined in the Constitution, all round development of the child, building up childs

knowledge, potentiality and talent, development of physical and mental ability to

the fullest extent, learning through activities, discovery and explanation in a child

friendly and child centered manner. The in-service teachers as well as prospective

teachers are required to be trained to act as facilitator of learning rather than giver

of information and organize different activities making all students to participate.

10. The continuous and comprehensive evaluation procedure need to implemented in

schools. All children are to require to be evaluated continuously and in different

aspects of learning. It helps teacher to identify learning problems of each and every

104

child and provide remedial teaching accordingly. So all the teachers may be

oriented on process of organizing continuous and comprehensive evaluation.

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