Vol. 7 Issue 5, May- 2017, pp. 393~409 ISSN(o): 2249-7382...

International Journal of Research in Economics and Social Sciences (IJRESS) Available online at: http://euroasiapub.org Vol. 7 Issue 5, May- 2017, pp. 393~409 ISSN(o): 2249-7382 | Impact Factor: 6.939 | Thomson Reuters Researcher ID: L-5236-2015

International Journal of Research in Economics & Social Sciences

Email:- [email protected], http://www.euroasiapub.org

(An open access scholarly, peer-reviewed, interdisciplinary, monthly, and fully refereed journal.)

393

UNIVERSALISATION OF ELEMENTARY EDUCATION: A STUDY OF ELEMENTARY

SCHOOLS ENROLMENTS OF UNDIVIDED ANDHRA PRADESH

Ravi Kumar Jain1

Director,

Symbiosis Institute of Business Management,

Hyderabad, Telangana, India

K.P.Venugopala Rao2

Associate Professor,

Symbiosis Institute of Business Management,

Hyderabad, Telangana, India

Abstract

This research paper attempts to examine and evaluate the enrolments in the elementary schools, and

the causality between the Mid Day Meal Scheme (MDMS) and the enrolments in the government

elementary schools in undivided Andhra Pradesh state for the period 2003 to 2014 employing regression

analysis, chi-square test and granger causality test. The study evaluates the enrolments in the

government schools in relation to the learning facilities and the Mid Day Meal Scheme (MDMS) in the

state. The results indicate that the enrolments in the private elementary schools increased and the

overall enrolments in the government elementary schools exhibited a declining trend. The enrolments

of the boys were proportionately higher than the girls in the private management schools. The GDP and

the growth in population of undivided Andhra Pradesh had no relationship on the enrolments in the

elementary schools in the state. The granger causality test suggests no causality between the enrolments

in the government elementary schools and the Mid Day Meal Scheme (MDMS). This leads to the

conclusion that the Mid Day Meal Scheme (MDMS) which is considered as an incentive for the parents

to enrol their children in the schools may not be effective medium to attract and retain enrolments.

Attention should be paid on providing better educational infrastructure for elementary school

enrolments in the state.

Keywords: School Enrolment, Universalization of Elementary Education, Andhra Pradesh, Elementary

Schools, Mid Day Meal Scheme (MDMS), Granger Causality.

1. Introduction:

India stands second among the world’s most populated countries spread across an area of 3.287

million sq kms, comprising of 29 states and 07 union territories. Endowed with a population of 1.252

billion (World Bank, 2013) of which 30 percent falls in the school going bracket India can propel into

the list of leading economies by drawing every child to school. Education is a precondition for

development. Economic development is dependent on the advanced technology, the human capital –

education, knowledge, skills, competencies and other attributes that are relevant to economic

International Journal of Research in Economics and Social Sciences (IJRESS) Vol. 7 Issue 5, May- 2017, ISSN(o): 2249-7382 | Impact Factor: 6.939


Email id: [email protected], http://www.euroasiapub.org (An open access scholarly, online, peer-reviewed, interdisciplinary, monthly, and fully refereed journals.) 394

activities. Education is a kind of capital; it is a stock of one’s own accumulated goods that enables

individuals to receive flows of income as if they were interest (Theodore Schultz, 1961). Literacy and

schooling influence individuals’ earnings (Green and Riddell, 2003). Literacy is the ability to read and

write with understanding in a language in his everyday life (UNESCO). But just being literate is not

enough to enter the labor force in the market; imbibing skills in workers ensure them more

permanent jobs and higher wage rates. Gray S Becker (1975) estimated that for every supplementary

year of education, income increases by 5.5 percent for college graduates, 7 percent for high-school

graduates and 15 percent for elementary school graduates. Investments in primary education

provide higher returns relative to higher education and considerable productivity differentials

between primary graduates and illiterate persons (Psacharopoulos and Patrinos, 2002). Studies also

suggest that Investment in secondary education yields considerable social and economic returns,

making it crucial for national development (World Bank, 1993, 2005, 2009; Tilak, 2001;

Mukhopadhyay, 2007; Mingat & Tan, 1996; Lewin and Caillods, 2001; Duraisamy, 2002). For a stable

and democratic society a minimum degree of literacy and education is necessary, this not only

benefits the individual but also produces the neighbourhood effect (Milton Friedman, 1955).

Inclusive approach and providing education to marginalised and vulnerable sections of the society

adds muscle to the workforce. Universal access to quality knowledge and skills ensures that

everybody has an equal opportunity in the society thus contributing to the growth of the economy in

the era globalisation (Alvarez, 2000; Lewin and Caillods, 2001).

Notions of equality are culturally determined world over. Studies in Britain showed that males and

females were expected to take up separate roles in the society, with men playing active role in the

public sphere and women in the private sphere (Vicinus, 1972; Hutt, 1972). Girls constitute a higher

proportion of the unpaid family workers in India, and hence are not enroled in the schools (Ministry

of Education & Social Welfare, GOI Report, 1974). The gender bias against the girl child in India is due

to the social norm where the female child after her marriage moves to her in laws family and the

parents consider the female as a burden as they get no returns from her, unlike the male child who

stays with his parents (Glick and Sahn, 2000). Early marriage of girls in their teens and departure

from the household also are determinants of girls’ lower school completion rates in Afghanistan

(Pamela Hunte, 2005). Obstacles to academic performance include poverty, family size and parents

in unskilled or low skilled employment, gender and parents’ education (Sammons, 1995). Girls' and

women's education is one of limited opportunity, numerous obstacles and questionable quality and

relevance (GOI Country Report for the Fourth World Conference on Women, Beijing, 1995). India lags

far behind Brazil, Russia, and China in providing access to secondary schooling to its population, 50

percent of students’ complete their schooling in the BIMARU (Bihar, Madhya Pradesh Rajasthan and

Uttar Pradesh) states, which can be improved, through greater access to schools (K. Biswal, 2011).

To propel and navigate the nation from a sluggish literacy rate of 74.04 percent as against the world

average of 84.1 percent, Government of India has taken up the mission of Universalisation of

Elementary Education (UEE). Universalisation of Elementary Education (UEE) is a Directive Principle

of State Policy that underlines the need to provide free and compulsory education for all children up

to the age of 14 years. A wide array of programmes like the District Primary Education Programme

(DPEP), Sarva Siksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA) are

implemented in the schools across the country focusing on achieving total literacy, universal and

quality elementary education for all by eradicating the gender bias, socio- economic and regional




disparities. Conditional Cash Transfer programs implemented around the world over the last 15

years demonstrate that financial and other incentives can effectively bring girls to school and keep

them in school (World Bank 2011). Providing subsidies and welfare schemes for education is

common across the world as education generates positive externalities like reduction in poverty,

unemployment and improvement in health and GDP. These positive externalities justify public

subsidies (Nerlove, 1972). This research paper attempts to examine and evaluate the enrolments in

the elementary schools and study the causality between the Mid Day Meal Scheme (MDMS) and the

enrolments in the government elementary schools in the state of undivided Andhra Pradesh for the

period 2003 to 2014, given the huge expenditure and resources committed.

The Government of India launched the Mid Day Meal Scheme (MDMS) in the year 1995, a welfare

scheme to encourage enrolments in the elementary sections in the government, government aided,

local body schools recognized as well as unrecognized madarsas / maqtabs supported under sarva

shiksha abhiyan (SSA), education guarantee scheme (EGS) and alternative & innovative education

(AIE) centres across the country. The Mid Day Meal Scheme (MDMS) is considered as an incentive for

the parents to enrol and retain their children in the schools.

The undivided Andhra Pradesh was India’s fourth largest state by geographical area with 275.05

thousand sq. kms and fifth largest by population. The economy fuelled by services sector, industry

and agriculture witnessed development positioning it among the major states that witnessed

development in sectors like IT and Telecom. Per Capita Income, a broad indicator of the standard of

living of people was Rs.88, 876 (provisional estimates of 2013-14, at current prices) compared to the

national average of Rs.74,920 standing ninth among the states in 2014-15. It stands at thirty second

position in literacy rate, lagging when compared to the nation’s average. The literacy rate in

undivided Andhra Pradesh state was 67.02 percent, when compared to the all India literacy rate of

74.04 percent (census 2011), given in Table 1. The affluence is in broad contrast with its literacy rate.

Table 1. a. Population Data of Undivided Andhra Pradesh State as per Census 2011

Urban Rural Total Male Female Total 56361702 28219075 84580777 42442146 42138631 84580777 SC ST Male Female Total Male Female Total 6913047 6965031 13878078 2969362 2948711 5918073

b. Literacy Rate of Undivided Andhra Pradesh State as per Census 2011

In Numbers In Percentage Male Female Total Male Female Total 28251243 22305517 50556760 74.88 59.15 67.02

Source: www.censusindia.gov.in

The article is organized into the sections examining enrolments in undivided Andhra Pradesh state.

The following section discusses literature review on impact of subsidies and lunch schemes provided

in schools on enrolments and educational outcome. The subsequent sections describe the

methodology used in the present study and conclusions based on relevant findings.




2. Literature Review:

There have been extensive studies on the education sector, economic development and

demographics suggesting positive outcome due to education. Sarbapriya Ray et al (2011) found that

economic growth and education expenditure are co-integrated in the long run. The granger causality

test indicated that there is no short-run causality between economic growth and education and vice-

versa, but a long run equilibrium relation between both the variables.

Vaman.S (2012) suggested that the unemployment, underemployment, poverty and unequal

distribution of wealth can be addressed by rectifying the low literacy rate prevailing in India.

Increased literacy rate also leads to decreased population growth rate thus providing an opportunity

for the country’s resources to be shared better among its people.

Sunitha Chug (2011) conducted a study on school drop outs and the causes for it. The variables that

influenced the dropout numbers were inappropriate curriculum, difficult subject and failure in

subjects, distance of school from home, non-availability of basic facilities at school, inefficient

teachers, faulty teaching methods, school time-table and homework. The economic conditions of the

nation determined the enrolments in schools. The enrolments also are based on the quality of

education being imparted and the availability of teachers, for which a study on the teacher

absenteeism in nine developing countries was conducted, it was found, on an average 19 percent of

all teachers were absent on any given day. It was found that the estimated average teacher

absenteeism in India was 25 percent (Michael Kremer et al, 2005). There was a significant loss of

instructional time in the developing world reducing the quality of education (Abadzi, 2007).

The five key factors to primary education effectiveness are curriculum, learning materials,

instructional time, class room teaching and student’s learning capacity (World Bank, 1990). Studies

to establish the relationship of factors that influence the enrolment in schools in the developing

economies have shown that subsidies and lunch schemes in schools encourage enrolments. The

evaluation of the meal schemes in the schools in the developing nations had a positive influence on

the enrolments. Ahmed et al (2002) evaluated the Food for Education (FFE) program in Bangladesh

and it was found that the program helped in the increase of enrolment and that the girls’ enrolment

was significantly higher than that of the boys. Results of the study on the impact of World Food

Programme's in-school feeding program on school attendance and the incentives to children versus

parents show that the in-school meals program increased enrolment for those children who were not

enroled at baseline, but had reached the recommended age of school entry. The children in grades 6

and 7 in School feeding program schools were significantly more likely to remain in primary school

(Harold Alderman et al, 2008). Manju Gera (2014) studied Mid Day Meal Scheme in the state of

Punjab and found that due to the Mid Day Meal Scheme a considerable growth in the enrolments was

registered bringing in all round development and social equity. Sen (2005) conducted a study on Mid

Day Meal Programme in West Bengal and found that Mid day Meal made a positive intervention in

universalisation of primary education by increasing enrolment, attendance of the children. The study

of the Mid Day Meal Scheme in Sikkim by Savitha Mishra (2013) showed that the lunch scheme helped

the schools to improve retention ratio of school children and arrest dropout rate. Maneesh (2015)

studied the Mid Day Meal scheme in Tamilnadu and found to have significant impact on class room

activities, intellectual capacity and social development. Venugopala Rao and Farha (2017) studied

the causation of enrolments in government elementary schools in India and found that the Mid Day

Meal Scheme caused enrolments in the government elementary schools. In a study by State Council




for Educational Research and Training (SCERT) on the Impact of Mid Day Meal Programme on school

enrolment and retention in the state of Chhattisgarh found that there has been a positive change in

enrolment, retention and attendance of students and enhanced the students’ learning ability

particularly in the rural locations due to the improvement in the nutritional status. The studies on

lunch scheme also found that there can be improvements made in the hygiene and nutrition, Satish

Y Deodhar et al (2007) suggested that the implementation of the Mid Day Meal scheme may be

improved in the area of nutrition and food safety. And the implementation of the HACCP (Hazard

Analysis and Critical Control Points) system in preparation and serving of the meals can provide

better quality of meals. Patrick J. McEwan, (2012), found that there was no evidence of additional

calories affect on education outcomes of public, rural schools and their students in Chile, suggesting

a shift in focus from calorific content to the nutritional composition of school meals. Mingat & Tan

(1992, 1998) find that there is insignificant relation, if any, between public spending and educational

outcomes.

3. Objectives of the Study:

The objectives of this study are to examine

a. The enrolments in the government and private elementary schools in undivided Andhra Pradesh

state for the period 2003 to 2014 and its evaluation in relation to economic factors.

b. Gender-wise enrolments in the government and private elementary schools in the state of

undivided Andhra Pradesh for the period 2003-2014.

c. The causality between Mid Day Meal Scheme (MDMS) and the enrolments in the government

elementary schools in the state of undivided Andhra Pradesh for the period 2003-2014.

4. Methodology:

The study is to evaluate the universalization of elementary education in context to the enrolments in

government and private elementary schools of undivided Andhra Pradesh state during the period

2003-04 to 2013-14 with a focus on availability of educational facilities and the enrolments in

relation to the Mid Day Meal Scheme (MDMS) provided in the government schools. In the year 2014

the undivided Andhra Pradesh state was bifurcated into two provinces as Residuary Andhra Pradesh

and Telangana, hence the period of study is taken till 2013-14. The study is based on secondary data

collected from the District Information System for Education (DISE), National University of

Educational Planning and Administration (NUEPA) and Mid Day Meal Scheme, MHRD, Department of

School Education & Literacy, Govt. of India. Statistical parameters and techniques like averages,

regression, granger causality and chi-square are used to analyse the data.

5. Hypotheses:

The Hypotheses to test the causality of the Mid Day Meal Scheme (MDMS) on the enrolments in the

government schools is as under:

Null Hypothesis: Total Expenditure of Mid Day Meal Scheme (MDMS) cannot granger cause

enrolments in government schools.

Alternate Hypothesis: Total Expenditure of Mid Day Meal Scheme (MDMS) granger cause enrolments

in government schools




6. Number of Schools in Undivided Andhra Pradesh State:

Statistics of the schools during the period 2003-04 to 2013-14, reveal that the government schools

outnumber the private schools in the state making it a dominant player in the school education space.

During 2003-04 the total number of schools in the state were 84,579 of which 73,934 were

government management and 10,645 were run by the private management and in the year 2013-14

the total number of schools in the state was 1,03,493 of which 75,089 were government schools and

28,404 were private schools indicating the continued dominance of government schools. The Figure

1 indicates that there has been a decline in the number of government schools during 2012-13 and

2013-14 this was due to the consolidation of these schools, on the flip side the private schools have

consistently grown during the study period. The government school numbers grew at a CAGR of 0.16

percent, while the private schools grew at a CAGR of 10.31 percent, indicating that the private

management schools were aggressive in establishing new schools when compared to the government

management schools.

Figure 1

Source: www.dise.in

7. Enrolments in Elementary Schools in Undivided Andhra Pradesh State:

The enrolments in the government and private elementary schools and population in the age group

of 06 to 14 years for the period 2003-2014 is presented in Figure 2. The total population of children

within the age group of 06 to14 years was 122.13 lakhs, while the total number of enrolments in

primary and upper primary sections in the state was 109.02 lakhs, translating to only 89.27 percent

of the school going population enrolled in the schools. The enrolments in the private schools

increased by a CAGR 8.06 percent and on the other hand the enrolments in the government schools

declined by a CAGR of 2.85 percent during the study period.

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No. of Government and Private Schools in Undivided Andhra Pradesh State 2003-04 to 2013-14

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http://www.dise.in/




Figure 2

Source: www.dise.in; Educational Statistics, MHRD

8. Gender-wise Enrolments in Government Elementary Schools in Undivided Andhra

Pradesh State

The total enrolments in government primary schools indicate a falling trend, but the gender wise

enrolments have mixed results. The government primary schools have registered a growth in the

girls’ enrolment. In the year 2003-04 there were 30.11 lakh boys’ enrolments which made up to 49.7

percent of the total enrolments in the government schools as against the girls’ enrolment of 30.47

lakhs which was 50.3 percent. In the 2013-14, boys’ enrolments in government primary schools

accounted for 47.9 percent versus the girls enrolment at 52.1 percent as presented in Figure 3. The

upper primary enrolments in government schools indicate that the total enrolments have increased

during the period of study, but the proportion of enrolments of the boys had reduced in 2013-14.

From the year 2006-07 onwards the enrolments of girls in the upper primary schools were more

than the enrolment of the boys. The strength of the boys constituted 52.4 percent in the year 2003-

04, which gradually reduced to 47.6 percent by 2013-14.

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Population in the 06 to 14 years Age Group and Enrolments in Govt. & Pvt. Elementary Schools in Undivided Andhra Pradesh

State-2003 to 2014

6-14 years Govt Enrol I-VIII Pvt Enrol I-VIII




Figure 3

Source: www.dise.in

9. Gender-wise Enrolments in Private Elementary Schools in Undivided Andhra

Pradesh State

The gender-wise enrolments in private elementary schools for the period 2003-04 to 2013-14 in

Figure 4 reveals that the enrolments of the boys were proportionately larger than the girls in the

private management schools. In 2003-04, the private management primary schools, enroled 8.37

lakh boys, which was 54.2 percent and continued to enrol the boys in higher numbers consistently,

which was 18.45 lakhs at 55.4 percent in 2013-14. In the case of upper primary sections a similar

trend was found with the boys’ enrolment at 54.3 percent in 2003-04, which climbed to 55.3 percent

in 2013-14. The larger proportion of the boys in the private management school indicates that the

parents preferred to enrol their girl child in the government management schools when compared

to the boys who were enroled in private management schools.

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Gender-wise Enrolments in Government Elementary Schools in Undivided Andhra Pradesh State-2003-2014

Primary Boys Primary Girls Upper Primary Boys Upper Primary Girls




Figure 4

Source: www.dise.in

The chi square test is employed to test the independence of gender and the total enrolments in the

elementary schools during the period 2003-04 to 2013-14. The hypotheses is framed as under

Ho: Gender and Enrolments in the elementary schools are independent

H1: Gender and Enrolments in the elementary schools are not independent

Table 2. Chi-Square Test

Gender Count Govt. School Pvt. School Total

Boys Observed 361 252 613 Expected 380 233 613

Girls Observed 383 205 588 Expected 364 224 588

Total Observed 744 457 1200 Expected 744 457 1200

Chi Square=5; Degree of freedom=1

The chi-square test result in Table 2 on the enrolments aspect revealed that the critical value is lesser

than the calculated value rejecting the null hypothesis. The enrolments of the boys and the girls are

not independent of the management of elementary schools. The enrolment in the elementary schools

between boys and girls are not due to random variation. The parents preferred to enrol boys in the

private management schools to the government management schools in both the primary and upper

primary sections, confirming the study of Glick and Sahn on the social norm of the Indian parents

who consider the cost of education of a girl child as a financial burden.

10. Infrastructure Facilities in the State of Undivided Andhra Pradesh Schools

Enrolments at the elementary school level in India have increased. Accordingly, to accommodate

increasing number of students it is indispensable to have more educational institutes and a strong

educational infrastructure in order to keep pace with the demand. Comprehensive infrastructure

provides a wonderful and effective learning to the students. It also helps in enhancing the

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Gender-wise Enrolments in Private Elementary Schools in Undivided Andhra Pradesh State-2003-2014

Primary Boys Primary Girls Upper Primary Boys Upper Primary Girls




deliverables, in turn improving the enrolments and retention of the students. Figure 5 presents the

percentage of schools in undivided Andhra Pradesh state with basic infrastructure facilities. All the

basic facilities like toilets, drinking water, boundary wall, ramp, electricity connection, computers,

library, playground and medical checkup received attention and were improved during the period.

The highest scale up among all the facilities was the ramp facility; this was available in 3 percent of

the schools in 2003-04, which climbed to 70 percent of schools in 2013-14. There was a steady

improvement in the drinking water facility, which climbed from 80 percent in 2006-07 to 90 percent

in 2013-14. The electricity facility in 2013-14 was provided to 88 percent of the schools from a mere

21 percent in the year 2003-04. The other facility that received attention was the girls’ toilets which

went up from 26 percent to 53 percent with quite some fluctuations during the period due to water

scarcity from time to time. The growth in the availability of playground was flat hovering in the range

of 51-57 percent of the schools during the period of study. The government of undivided Andhra

Pradesh state had brought in a relaxation in this facility considering the scarcity of land and the

escalating real estate prices.

Figure 5

Source: www.dise.in

11. Mid Day Meal Scheme (MDMS) in Undivided Andhra Pradesh Government

Elementary Schools

A hungry child is less likely to pay attention towards study; it drains their will and ability to learn

and severely impact the attendance in the school. The Government of India as a part of welfare

policies introduced the scheme of providing dry rations to school children in the year 1995, with

an objective of encouraging school enrolments and retention. It was assumed that this would

increase enrolments as this would lower the cost of schooling, by providing an implicit subsidy

to the parents and improve child nutrition. The Mid Day Meal Scheme (MDMS) is implemented

under Centrally Sponsored Scheme with 75 percent and 25 percent share of Central and State

Governments for I-VIII classes and the State Government provides 100 percent funding of the

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Percentage of Schools in Undivided Andhra Pradesh State with Infrastructure Facilities 2003-04 to 2013-14

% Schools with Girls Toilet % Schools with Boundry wall% Schools with Drinking water % Schools with Electricity Connection% Schools with Computers % Schools with Ramp% Schools with Library % Schools with Playground

http://www.dise.in/




Mid Day Meals Scheme for IX & X classes. Cooked Mid Day Meals are provided in all government

and government aided schools as per the directions of the Supreme Court, 2002. MDMS is the

world’s largest school meal programme covering 10.68 crore children across 12.12 lakh schools

in India (based on 2013-14). The main objectives of the programme is to boost the elementary

education by increasing the enrolment, attendance, retention and concurrently improving the

nutritional levels of children studying in elementary government, government aided and local

body schools.

11.1 Nutritional Norms of the MDMS:

The Mid Day Meal Scheme (MDMS) norms have been revised from time to time to provide

nutritional food to children. The nutritional value of food provided in the scheme is mentioned in

the Table 3. The National Institute of Nutrition (NIN), Hyderabad has prepared a standardized

menu taking into consideration the availability of food grains, vegetables and greens grown in

the state. The menu consists of pulihora, sambar, dal and vegetables. Egg or banana is provided

twice a week. The scheme is implemented by Development of Women and Children in Rural Areas

(DWCRA) / Community Development Society / Self Help Groups/ School Education Committees/

NGOs of proven track record.

Table 3. Nutritional Norms

Food Item Quantity in Grams Calories Protein

Primary Upper Primary



Food Grains (Wheat/ Rice) 100 150 350 510 6 12 Pulses 20 30 60 100 4 4 Vegetables 50 75 25 30 0 0 Oil & Fat 05 7.5 35 55 2 4 Any Other Item Twice a week 160 160 12 12 Total 175 262.5 630 855 24 32

Source: www.mdm.nic.in

11.2. Expenditure on Mid Day Meal Scheme (MDMS) by Central and State Governments

The year wise actual expenditure by the governments on the MDMS for the period 2003-04 to 2013-

14 is presented in Figure 6; the actual expenditure of Rs.748.81 crore in 2013-14 on the scheme

during the study period has grown at a CAGR of 13 percent.




Figure 6

Source: www.mdm.nic.in; MHRD Annual Reports, www.cag.gov.in

12. Results and Analysis :

12.1 Effect of Population and GDP on Enrolments in Elementary Schools of Undivided

Andhra Pradesh State:

A preliminary examination of variables that influence the enrolments in the schools was done.

Considering the factors like demographics, economic conditions, availability of infrastructure in the

school and the teaching staff, will have an influence on the outcome of the learning. To test whether

the population in the age group of 06-14 years and the economic factors of the family is significantly

related with the enrolments in the government elementary schools, the OLS regression is performed.

The GDP of undivided Andhra Pradesh state is taken as a proxy for the economic conditions. Year on

Year growth in enrolments in the government elementary schools is taken as dependent variable and

the independent variables being the population in the age group of 06-14 years and GDP. The

assumptions are checked before the analysis has been performed in order to ensure that they are not

violated. The first difference of the year on year growth in the enrolments in the government schools

for classes I to VIII, difference in enrolments in the private schools, growth in population in the age

group of 06-14 years and difference in GDP of undivided Andhra Pradesh state is analysed. The

results shown in Table 4 indicate that the growth in population and the economic conditions have no

relationship with the enrolments in the government elementary schools and also the private

elementary schools.

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Expenditure of Mid Day Meal Programme of Undivided Andhra Pradesh State-2003-04 to 2013-14

Expenditure

http://www.cag.gov.in/




Table 4. Effect of Population and GDP on Enrolments in Elementary Schools

Dependent Variable: Enrolments (I-VIII) in Govt. Schools & Pvt. Schools Method: Least Squares Sample (adjusted): 3 11 Included observations: 9 after adjustments

Govt. School

Variable Coefficient Std. Error t-Statistic Prob. C 27.90143 47.07642 0.592684 0.5750 Population 6 to 14 years

-2.09E-06 3.73E-06 -0.559410 0.5961

GDP of AP -7.80E-05 0.000173 0.449735 0.6687

Pvt. School

C -5788617 3737109 -1.548956 0.1653 Population 6 to 14 years

0.503653 0.289029 1.742565 0.1249

GDP of AP -7.127247 15.24865 -0.467402 0.6544

Computed from MHRD Annual Reports, planning commission.in, dise.in

12.2. Effect of Average Class Room and Average Teachers on Enrolments in Elementary

Schools of Undivided Andhra Pradesh State:

A further examination is done on the enrolments in the elementary schools in relation to the

availability of class rooms and the teachers in the government and private schools; the results are

given in Table 5. The first difference of the year on year growth in the enrolments for classes I to VIII

in the government schools, difference in enrolments for classes I-VIII in the private schools, first

difference of the log of year on year growth in government average classrooms, government average

teachers, difference in private average teachers and difference of log of private average class room is

analysed. The enrolments in the government schools showed no significant relation with the

variables like the average teachers and the average class rooms available in the school. The results of

the private schools indicated that the availability of average teachers was insignificant but the

average class rooms available in the school had a significant relation with the enrolments in classes

I to VIII. The availability of the physical infrastructure facilities like the buildings, classrooms, etc.

which are noticeable to the parents may have played a major role in their decision to admit their child

in the school. The softer aspects like the availability of the teachers and the quality of teaching which

is not noticeable may have been ignored.

Table 5. Effect of Average Class room and Average Teachers on Enrolments in Elementary

Schools

Dependent Variable: Enrolments (I-VIII) in Govt. Schools & Pvt. Schools Method: Least Squares Sample (adjusted): 3 11 Included observations: 9 after adjustments

Govt. School

Variable Coefficient Std. Error t-Statistic Prob. C -45.76915 35.58490 -1.286196 0.2458 Average Teachers 11.15667 8.626911 1.293240 0.2435 Average Class Room -0.497915 0.401307 -1.240732 0.2610

Pvt. School C 258943.3 65816.86 3.934301 0.0056 Average Teachers 50659.43 47369.12 1.069461 0.3203 Average Class Room 10386377 3329337. 3.119653 0.0169

Source: www.dise.com




12.3. Effect of Infrastructure Facilities on Enrolments in Elementary Schools of Undivided

Andhra Pradesh State:

The examination of the total enrolments for classes I to VIII (Government and Private Managements)

in relation with the facilities like drinking water, girls’ toilet, pupil teacher ratio, student classroom

ratio and library was done taking the enrolments as dependent variable and the facilities as

independent variables. The results given in Table 6 indicate that all the above variables are significant

except the library facility confirming the earlier findings that the parents consider the physical

infrastructure facilities while admitting their ward in the school.

Table 6. Effect of Infrastructure Facilities on Enrolments in Elementary Schools

Dependent Variable: Total Enrolments (Govt. & Pvt.) Method: Least Squares Sample (adjusted): 2 11 Included observations: 10 after adjustments Variable Coefficient Std. Error t-Statistic Prob.

C 11938026 414122.8 28.82726 0.0000 Drinking Water -13233.10 4580.970 -2.888711 0.0446 Girls Toilet -7438.375 1787.028 -4.162427 0.0141 Pupil Teacher Ratio -122863.4 24153.04 -5.086873 0.0070 Student Class Room Ratio -109568.2 23193.35 -4.724121 0.0091 Library 5030.721 2521.928 1.994792 0.1168

Source: www.dise.com

12.4. Vector Auto Regression Granger Causality Test:

A further examination of the influence of the Mid Day Meal Scheme (MDMS) on the government

school enrolments is made. Vector Auto Regression (VAR) is modeled to test the causality of the total

expenditure and the enrolments in the government elementary schools. The variables considered are

the number of government schools and the total expenditure of the Mid Day Meal Scheme. The result

of VAR Granger Causality/ Block Exogeneity Wald Test given in Table 7 reveals that the results are

significant at 5 percent level, rejecting the null hypothesis. Hence the expenditure on the Mid Day

Meal Scheme (MDMS) does not granger cause the enrolments in government elementary schools in

the undivided Andhra Pradesh state.

Table 7

VAR Granger Causality/Block Exogeneity Wald Tests Sample: 1 11 Included observations: 8 Dependent variable: Enrolments (I-VIII) in Govt Schools Excluded Chi-sq Df Prob. No. of Govt Schools 0.004561 1 0.9462 Total Expenditure (MDMS) 0.613612 1 0.4334 All 0.627041 2 0.7309

Source: www.dise.in, MHRD Annual Reports

13. Findings

a. The enrolments of boys and girls in the government schools have fallen during the study period

and the enrolments of the boys were proportionately larger than the girls in the private

management schools.




b. The gender-wise enrolments in the elementary schools are not independent of the management

of elementary schools. The parents preferred to admit male child in private schools.

c. The results of regression on enrolments for classes I-VIII with Population 06 to 14 years and GDP

of undivided Andhra Pradesh indicates that the growth in population and the economic

conditions have no relationship with the enrolments in the government elementary schools and

also the private elementary schools

d. The expenditure on the Mid Day Meal Scheme (MDMS) does not granger cause the enrolments in

government elementary schools in the state of undivided Andhra Pradesh.

14. Conclusion

The empirical results reveal that enrolments in the private elementary schools have increased in

comparison to the enrolments in the government schools, which saw a decline during the study

period. The growth in the enrolments in the government elementary schools exhibited a negative

trend. The increase in the enrolments in the private schools indicates improvement in the

educational facilities to attract enrolments and retain students as a response to the Mid Day Meal

Scheme (MDMS) offered in the government schools. Though providing of free meals to the students

is a sort of a subsidy to the parents to encourage them to send their children to the school, but other

facilities like the drinking water availability, toilet, pupil teacher ratio etc. also matter when the

parents decide on enroling their children in a school. Attention may be paid towards improvement

of educational infrastructure by the government to improve the enrolments.

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Vol. 7 Issue 5, May- 2017, pp. 393~409 ISSN(o): 2249-7382...

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