CHAPTER VII SARVA SHIKSHA ABHIYAN: PERCEPTION OF PARENTSshodhganga.inflibnet.ac.in/bitstream/10603/17895/9/11_chapter 7.pdf · Parents Perception of the SSA 7.2 Table 7.1 shows the

CHAPTER VII

SARVA SHIKSHA ABHIYAN:

PERCEPTION OF PARENTS

Chapter VII SSA: Perceptions of Parents

154

CHAPTER VII

SARVA SHIKSHA ABHIYAN:

PERCEPTION OF PARENTS

Introduction

7.1 This chapter discusses the perceptions of the parents of children studying in primary

schools in the two blocks of Roorkee and Laksar in Haridwar District of Uttarakhand. This

follows the discussion of perceptions of the teachers on the SSA, the functions of the Primary

schools and the infrastructure available in them in the last chapter. The data from parents are on

the same lines as the teachers, but their perceptions are different.

Results and Discussion

Parents Perception of the SSA

7.2 Table 7.1 shows the distribution of parents interviewed for the study by blocks (Laksar

and Roorkee) and the regions (rural, urban). While 104 parents were interviewed from rural

areas, merely 34 parents were interviewed from urban areas. The study is thus heavily leaning on

the rural (69.3 per cent) rather than urban (30.7 per cent) Sarva Shiksha Abhiyan, for urban areas

generally are well endowed with educational infrastructures. But the distribution of parents is

equal in regard to the blocks, each having 50 per cent of the total samples: 75 each of the total

150 samples.

Table7.1: Parents Interviewed by Block and Region

S. No.

Region

# Parents

Roorkee Laksar Total

1 Rural 54 50 104 (69.3)

2 Urban 21 25 46 (30.7)

Total 75 75 150 (100)

* Values in the parenthesis are percentages


155

7.3 As it was in the case of the teachers, parents interviewed in the district also came from

the two blocks, in equal number, at 75 from Roorkee and Laksar blocks of Haridwar district of

Uttarakhand. (Table 7.2).

Table 7.2: Parents Interviewed by Blocks

S. No. Blocks # Parents

1 Laksar 75 (50)

2 Roorkee 75 (50)

Total 150 (100)


Plate No. 6 : Parents Sharing their views on SSA at Laksari in Dist. Haridwar

7.4 Table 7.3 is the distribution of parents interviewed in the district by gender. There were

80 males (53.3 per cent) with 39 males from Roorkee block and 41 from Laksar block. Similarly,

there were 70 females (46.7 per cent) with 36 from Roorkee block and 34 from Laksar block.

Overall however it is 75 parents each from the two blocks and 150 from the district.


156

Table 7.3: Distribution of Parents by Gender

S. No. Sex of Parents # Parents


1 Male 39 41 80 (53.3)

2 Female

36

34 70 (46.7)

Total 75 75 150 (100)


7.5 The parents have been chosen such that they also, like the teachers, represent different age

groups, young to middle and old ages. It must be pointed out that the older parents, male or

female, are indeed community leaders who have been considered in the study. They may indeed

have some grand children in the primary school system but it is not known how many

grandparents of children in the primary school system have been included. Table 7.4 shows their

distribution by age groups. There is a small proportion of parents who represent the youngest age

group of less than 29 years (2.7 per cent), followed by 24 per cent of parents in the age group of

21-30 years, 58.7 per cent of parents in the age group of 31-40 years, 12.7 per cent in 41-50

years and just about 2 per cent of 51-60 years of age. Parents of middle age group is thus

represented by a large number and parents beyond this age group rarely have their own children

in the primary schools of the district and thus are people who represent the communities rather

than parents of the children at school.

Table 7.4: Distribution of Parents by Age Group

S.No. Age group # Parents


1 Less than 20 years 2 2 4 (2.7)

2 21-30 21 15 36 (24.0)

3 31-40 41 47 88 (58.7)

4 41-50 9 10 19 (12.7)

5 51-60 2 1 3 (2.0)

Total 75 75 150 (100)



157

7.6 The parents have been drawn from both joint and nuclear families (Table 7.5) and that the

parents belonging to nuclear families constitute the majority of 64.7 per cent and the rest (35.3

per cent) represent joint families. Joint families are a rule rather than an exception in the district

and the blocks considered fro study and as such the aged parents are grandparents of the children

at school as well.

Table 7.5: Distribution of Parents by Family Structure

S. No. Type of Family # Parents


1 Joint Family 27 26 53 (35.3)

2 Nuclear Family 48 49 97 (64.7)

Total 75 75 150 (100)


7.7 According to the data available to us from the parents, some families have as many as 6-8

children in the elementary schools. This segment of the parents constitutes 15 per cent of the

parents interviewed for the study. In fact a very small proportion (3.3 per cent) of the parents

send only 1 child to the primary school. As much as 36 per cent of the parents send 2-3 children

and 37.4 per cent send 4-5 children. It is clear from Table 7.6 that 20.7 per cent each of the

parents send 3 and 4 children to the primary schools, respectively. These two groups make up

this 41.4 per cent of the parents and individually also the highest proportion of parents

interviewed as well.


158

Figure : 14 - Distribution of Parents by Family Structure

35.3

64.7

0

10

20

30

40

50

60

70

Family structure

In p

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Joint Family

Nuclear Family

Table7.6: Number of Children to Parents by Blocks

S. No. Children Group # Parents


1 1 2 3 5 (3.3)

2 2 12 11 23 (15.3)

3 3 23 19 42 (20.7)

4 4 18 13 31 (20.7)

5 5 11 14 25 (16.7)

6 6 6 7 13 (8.7)

7 7 2 6 8 (5.3)

8 8 1 2 3 (2.0)

Total 75 75 150 (100)

• Values in the parenthesis are percentages

7.8 Table7.7 is a distribution of children by gender. It is clear that there are children’s groups

1 from 6 + in both male and female children. The distribution is skewed. Most parents (84 per

cent) have 1-3 male children in the elementary schools and 74.7 per cent of the parents have 1-3

female children at the elementary school. Parents with more than 4 children, male or female, in

school are a minority, 16 per cent with male children and 25.3 per cent with female children.


159

Table 7.7: Gender and Children in different blocks

S.

No.

Male

children

Group

# Parents Female

children

Group

# Parents

Roorkee Laksar Total Roorkee Laksar Total

1 1 3 12 28 (18.7) 1 15 5 40 (26.7)

2 2 14 14 59 (39.3) 2 20 20 50 (33.3)

3 3 32 27 39 (26.0) 3 26 24 22 (14.7)

4 4 22 17 7 (4.7) 4 11 11 14 (9.3)

5 5 2 5 2 (1.3) 5 2 12 4 (2.7)

6 6+ 2 0 15 (10.0) 6+ 1 3 20 (13.3)

Total 75 75 150 (100) Total 75 75 150 (100)


7.9 The total number of children by blocks is given in Table 7.8 and there are 280 children

from Roorkee block and 304 children from Laksar block. Of these 301 children are males

constituting 51.5 per cent and 285 are females constituting 48.5 per cent. All told, 584 children

are in the school from the families of the parents interviewed for the study.

Table 7.8: Total Number of Children in Blocks by Gender

# Children by Blocks

S.

No. Roorkee Laksar

1 280 304

2 Total Male children Total Female children

3 301 (51.5) 283 (48.5)

Total 584* (100)


* This total number of children is not by blocks but by gender.

7.10 From the Table7.9, it is apparent not all children of the parents interviewed are in the

elementary schools, but only a total of 253 children, with 136 from Roorkee block and 117 from

Laksar block. The distribution shows children studying in various classes, with 39 in Class I, 63

in Class II, 53 in Class III, 52 in Class IV and 46 in Class V.


160

Table 7.9: Parents of children studying in classes at primary level

S. No. Class # Children in Blocks


1 I 24 15 39

2 II 39 24 63

3 III 24 29 53

4 IV 28 24 52

5 V 21 25 46

Total 136 117 253

7.11 Table 7.10 shows the distribution of schools managed by Government in the blocks and

the study, as indicated earlier, has considered only the Government schools and not even

Government-aided schools for the study.

Table 7.10: Schools Managed by Different Organization by Blocks

S. No. Organization Number of School


1 Government 75 75 150 (100.)

Total 75 75 150 (100)


7.12 As seen from Table 7.11, most children at school belong to Hindu religion (53.3 per cent)

while almost the rest belong to Muslim community (45.3 per cent) and a miniscule of the

proportion (1.3) account for Sikhs.

Table 7.11: Religion of Parents in Blocks

S. No. Religion # Parents


1 Hindu 36 44 80 (53.3)

2 Muslim 39 29 68 (45.3)

3 Sikh 0 2 2 (1.3)

Total 75 75 150 (100)



161

Figure : 15 - Religion of Parents in Blocks

4852

0

58.6

38.7

2.7

0

10

20

30

40

50

60

70

Hindu Muslim Sikh

In p

erc

en

tag

e

Roorkee

Laksar

7.13 In Table 7.12 is the distribution of parents by the community and by blocks. While 88.7

per cent of the parents interviewed belong to backward communities, 23.3 per cent belong to

scheduled castes and 10 per cent to other communities. There is a slight variation between the

blocks in terms of backward classes children at schools, 51 from Roorkee block and 49 from

Laksar block. Likewise, the community-based distribution of parents is more or less similar

between the blocks.

Table 7.12: Distribution of community of Parents in Blocks

S. No. Community Number of parents


1 Backward 51 49 100 (66.7)

2 Schedule Caste 17 18 35 (23.3)

3 Others 7 8 15 (10.0)

Total 75 75 150

(100)

Values in the parenthesis are percentages


162

Figure: 16 - Distribution of community of Parents in Blocks

6865.3

22.7 24

9.3 10.7

0

10

20

30

40

50

60

70

80

Roorkee Laksar

Number of parents

In p

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Backward

Schedule Caste

Others

7.14 As for income, the parents interviewed may be classified as those with less than

Rs.1,000 per month (47.3 per cent), between Rs.1,000 and Rs.3,000 per month (42.7 per cent).

Parents with more than Rs.3,000 are small in proportions, between Rs.3,000 and Rs.6,000 it is

8.7 per cent and those with incomes between Rs.6,000 and Rs.10,000 are 1.3 per cent (Table

7.13). While less than Rs.1,000 as income is much represented in Laksar block, it is the income

between Rs.1,000 and Rs.3,000 in Roorkee block.

Table 7.13: Distribution of Parents by their Income by Blocks

S. No. Income Group (Rs) Number of Parents


1 Less than 1000 29 42 71 (47.3)

2 1001-3000 40 24 64 (42.7)

3 3001-6000 5 8 13 (8.7)

4 6001-10,000 1 1 2 (1.3)

Total 75 75 150 (100)



163

Figure: 17 - Distribution of Parents by their Income by Blocks

38.7

53.3

6.7

1.3

56

32

10.7

1.3

0 10 20 30 40 50 60

Less than 1000

1001-3000

3001-6000

6001-10,000

Perc

en

tag

e

Income Group(Rupees)

Laksar

Roorkee

7.15 Table 7.14 presents data on the distribution of occupations of the parents and it

appears that farm labourers with children at school are a majority in both Roorkee block (28) and

Laksar block (44) constituting the largest proportion of parents with children at schools (48 per

cent). There are other communities as well.

Table 7.14 Distribution of parents by Occupation in Blocks

S. No. Type of occupation Number of parents


1 Farmer with own land 0 9 9 (6.0)

2 Farmer without own land 0 1 1 (0.7)

3 Farm laborer 28 44 72 (48.0)

4 Housewife 17 8 25 (16.7)

5 Dairying 1 0 1 (0.7)

6 Employee (organized

sector) 2 0 2 (1.3)

7 Artisan 5 1 6 (4.0)

8 Trader 5 3 8 (5.3)

9 Others 17 9 26 (17.3)

Total 75 75 150 (100)



164

Figure: 18 - Distribution of Parents by Occupation in Haridwar District

6%1%

48%

17%

1%

1%

4%

5%

17%

Farmer with own land

Farmer without own land

Farm labourer

Housewife

Dairying

Employee (organized sector)

Artisan

Trader

Others

7.16 Farm owners or cultivators, traders and others are all represented. While other represent

17.3 per cent of the parents, housewives alone account for 16.7 per cent. Among the occupations,

other than farms are also represented among the parents. The educational attainment of the

parents, as shown in Table 7.15, indicates that a majority of 42.7 per cent are illiterates whereas

24.4 per cent are less than 5th

standards, 13.3 per cent with 6-8th

standards, 12 per cent between

8th

and 10th

standards and 6.0 per cent with 10th

to 12th

standards. Parents with higher education,

either Diploma or Degree and above, constitute just 2.7 per cent only.

Table 7.15: Distribution of Parents by Education in Blocks

S. No. Category Number of Parents


1 Illiterate 28 36 64 (42.7)

2 Less than 5th

standard 24 11 35 (23.3)

3 6th

to 8th

standard 9 11 20 (13.3)

4 8th

to 10th

standard 7 11 18 (12.0)

5 10th

to 12 standard 5 4 9 (6.0)

6 Diploma/degree & above 2 2 4 (2.7)

Total 75 75 150 (100)



165

Figure: 19 - Distribution of Parents by Education in

Haridwar District

42.7

23.3

13.312

6

2.7

0

5

10

15

20

25

30

35

40

45

Illiterate Less than 5th

standard

6th to 8th

standard

8th to 10th

standard

10th to 12

standard

Diploma/degree &

above

In p

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tag

e

7.17 More than 72 per cent of the parents are aware of the SSA in the district, with 65 parents

from Roorkee block and 44 parents from Laksar block. Nearly 27 per cent of the parents are not

aware of the SSA and thus a sizeable number is not in the know of things as to what is happening

in the schools. Table 7.16 also shows the reasons why parents send their children to the schools.

Access, mid day meals, good infrastructure, quality of education, awareness of promoting social

justice, local community participation are some of the very important reasons for joining their

wards in the schools. Free education is also an attraction for the parents to put their children at

school.


166

Table 7.16: Parents with knowledge of the Government Initiative of SSA

S. No. Yes/No Number of Parents


A Yes 65 44 109 (72.7)

No 10 31 41 (27.3)

Total 75 75 150 (100)

B If yes what are the factors responsible for sending children (6-14 years) to

school under SSA

Access 8 15 23

Mid-Day-Meal 16 26 49

Good Infrastructure in school 24 9 33

Quality of education 2 3 5

Awareness on promoting social

justice 0 2 0

Free Education 7 2 8

Local community Participation in

school activities 7 7 14

To give education to children 6 3 9

All the above 5 3 7

Total 65 44 109


7.18 As shown in Table 7.17, 96 per cent of the parents feel that their children do get access to

education in the schools under the SSA and only 4 per cent of them are not aware of the SSA in

the district. The reasons for not being aware of the SSA could be several as shown in the table.

Household works, the school is away from home, there is poverty in the household sending

children to schools are the major reasons for not being aware of the access to education under the

SSA.

7.19 Information in Table 7.18 suggests that all parents participating in the study have heard

about the Government initiative for the SSA in primary education and are aware of the mandate

of the programme in the district. The parents have also indicated in the survey that the SSA is

devoted primarily to give quality education (82.7 per cent) and for necessary infrastructures and

awareness on promoting social justice among the population served and local community

participation. Except for 16 of the parents who felt the programme is average only, most others

felt it is excellent (Roorkee 17, Laksar 19, and Total 36 parents), very good (25, 10 and 35 in the

same order as before) and good (28, 18 and 46 parents).


167

Table 7.17: Do Parents feel their children get access Education under SSA



A Yes 75 69 144 (96.0)

No 0 6 6 (4.0)

Total 75 75 150 (100)

B If No, what are the reasons for children’s irregularity in attendance in school

Household works 0 3 3

Primary school is ways from home 0 1 1

Poverty 0 1 1

Poor environment of the school 0 1 1

Afraid of teachers harassment to children 0 0 0

Social and cultural restriction in the case

of women 0 0 0

Lack of bathrooms/toilets facilities 0 0 0

All the above 0 0 0

Not applicable 75 69 144

Total 75 75 150


Table 7.18: Do Parents think that their children get quality education under SSA



A Yes 70 54 124 (82.7)

No 5 21 26 (17.3)

Total 75 75 150 (100)

B If yes, how will you rank quality education according to your own

assessment in terms of ensuring reasonable learning outcome of the child

from school under the SSA

Excellent 17 19 36

Very good 25 10 35

Good 28 18 46

Average 0 7 7

Poor 0 0 0

Total 70 54 124



168

Figure: 20 - Parents perception of quality education under SSA in District

Haridwar

83%

17%

Yes

No

7.20 To a question whether or not the parents continue their children’s education until the end

of the primary education, 95.3 per cent of the parents answered in the affirmative while only 1.3

per cent of them said ‘no’ (Table 7.19) and the rest of them (3.3 per cent) have not reported on

the question at all.

Table 7.19; Whether parents continue their children and retention in school till

the end of the Primary Education



A Yes 75 68 143 (95.3)

No 0 2 2 (1.3)

Not Reported 0 5 5 (3.3)

Total 75 75 150 (100)

B If yes, what are the reasons for promoting of child’s participation into total

enrolment and retention

To give excellent/quality education 6 24 30

Free education 17 6 23

Accessibility 17 12 29

Mid Day meal 37 17 54

Infrastructure facility 8 0 8

Good education 9 2 11

Good /trained teaching 2 2 4

Available of Free text books 6 19 25

Scholarship 0 1 1

Total 75 68 143 * Values in the parenthesis are percentages


169

7.21 The parents give the reasons for promoting the children’s participation in the SSA as to

give excellent and quality education (6, 24 and 30 parents, for Roorkee, Laksar and the total

respectively), free education (17, 6 and 23 parents), access (17, 12 and 29 parents), mid day meal

(37, 17 and 54 parents), free textbooks (6, 19 and 25 parents) and so on.

7.22 Table 7.20 shows the distribution of parents feeling that the financial resources under the

SSA inadequate. It appears that 53.3 per cent of the parents (36 from Roorkee block and 44 from

Laksar block) feel it is inadequate while the rest of them (39, 31 parents or 46.7 per cent) it is not

inadequate.

Table 7.20: Do Parents feel that financial resources under SSA is inadequate



1 Yes 36 44 80 (53.3)

2 No 39 31 70 (46.7)

Total 75 75 150 (100)


7.23 The parents expressed satisfaction over the learning achievements of their children (Table

7.21) in the words given below: excellent 36 per cent, very good 20.7 per cent, good 22 per cent,

average 12.7 per cent and only 8.7 per cent of the parents have ever said it is bad.

Table 7.21: How will parents assess children’s learning achievement in primary

school under SSA

S. No. Assessment Number of parents


1 Excellent 26 28 54 (36.0)

2 Very good 16 15 31 (20.7)

3 Good 20 13 33 (22.0)

4 Average 10 9 19 (12.7)

5 Bad 3 10 13 (8.7)

Total 75 75 150 (100)



170

Figure: 21 - How will parents assess children's learning

achievement in Primary School under SSA

36

20.722

12.7

8.7

0

5

10

15

20

25

30

35

40

Excellent Very good Good Average Bad

Assessment

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Series1

7.24 In Table 7.22, there is evidence provided by the parents of the children covered under the

SSA in the district that the children have attained different learning achievements, namely,

reading (7 Roorkee, 10 Laksar and 17 total), arithmetic (3, 4 and 7 parents, respectively), writing

(6, 12 and 18 parents) and language proficiency (36, 20 and 56 parents). Other reasons for

learning achievement of the children are awareness and socializing.

Table 7.22: Parents indicates observation on attainment of components of

children’s learning achievement

Sl. No Observation of parents Number of Parents


1 Reading 7 10 17 (11.3)

2 Arithmetic 3 4 7 (4.67)

3 Writing 6 12 18(12)

4 Language Proficiency 36 20 56(37.33)

5 Awareness 5 8 13(8.67)

6 Socializing 0 4 4(2.67)

7 All the above 22 19 41(27.3)

8 None 0 7 7(4.67)

Total 75 75 150(100) * Values in the parenthesis are percentages


171

7.25 Although the parents say that these are indeed the reasons for their children’s learning

achievements, it is very difficult to relate them to reality, for reality is something else. But to a

question whether the parents think that primary education under SSA is bridging gender and

social equality, the answer is ‘yes’ for 93.3 per cent and ‘no’ for 6.7 per cent (Table 7.23). For a

large number of parents (44 or nearly 30 per cent of them: 17 for Roorkee and 27 for Laksar),

congeniality to girls’ education exist and socioeconomic environment around the schools are fine

enough (15, 23 and 39 parents). Good infrastructure and quality education is shown as the reason

by 27 parents, mainly, 18 from Roorkee and 9 from Laksar blocks.

Table 7.23: Whether parents think that primary education under SSA bridging

gender and social equality

S.

No. Yes/No

Number of parents


A Yes 75 65 140 (93.3)

No 0 10 10 (6.7)

Total 75 75 150(100)

B If yes, what are the reasons for reducing gender and social gaps in education

Congeniality to girls education 17 27 44

Socio-economic environment around

the school 15 23 39

Encouragement from local community 2 7 9

Due to good infrastructure facilities

and quality education 18 9 27

Others 0 0 0

All the above 32 16 48

None 0 3 3

Total 75 75 140**

*Values in the parenthesis are percentages

** Total will not tally as many respondents replied multiple answers

7.26 Only 48.7 per cent of the parents indicate that there is rampant teacher absenteeism in the

district while a majority feels no such event. It must be important here to remember what the

teachers themselves have said about this aspect. Given that it may be construed that the parents

are not aware of the critical situation in the district (Table 7.24). This is an important reason to be


172

taken into account while addressing the problem of the SSA in the district and improving it for

the benefit of the people.

Table 7.24: Do parents find that there is high level of teacher absenteeism



1 Yes 32 41 73 (48.7)

2 No 43 34 77 (51.3)

Total 75 75 150 (100)


Figure: 22 - Parents views on teacher absenteeism in Haridwar District

Yes

49%No

51%

7.27 Given the absenteeism that is rampant, what do the parents think about the number of

teachers at the schools and their adequacy. Only 40.7 per cent of the parents think they are

adequate while 59.3 per cent do not. Table 7.25 implies that the inadequacy is affecting the

working of the SSA in the district and that something needs to be done in the district to improve

the situation and spearheading movement for better education.

Table 7.25: Parents Opinion regarding number of teachers in the school

Sl No Adequate/inadequate Number of Parents


1 Adequate 30 31 61 (40.7)

2 Inadequate 45 44 89 (59.3)

Total 75 75 150 (100)



173

Figure: 23 - Parents opinion on number of teachers in the school in Haridwar District

Adequate

41%

Inadequate

59%

7.28 Precisely for the reason that the SSA must succeed the Government has set up Mother-

Teacher-Motivator groups in the communities where the SSA is being implemented and the

Table 7.26 shows that only 39.3 per cent of the parents are in the know of the group while 59.3

per cent of them are not. Those who are in the know of the group say that they are very good to

average and some of them even say they are bad in their performances.

7.29 Yet the parents are in the majority in suggesting that the community based monitoring

with full transparency operates to the benefit of the SSA. As much as 92 per cent of the parents

say the monitoring is on while a negligibly small proportion of them the monitoring does not

exist (Table 7.27).


174

Table 7.26: Whether parents know about Mother-Teacher-Motivator Groups

(MAMTA) formed for covering out of school girls in the vicinity



A Yes 35 24 59 (39.3)

No 49 50 89 (59.3)

Not Reported 1 1 2 (1.3)

Total 75 75 150 (100)

B If yes, how will the parents assess the functioning of the Mother Teacher

motivator Groups (MAMTA)

Excellent 1 0 1

Very good 10 9 19

Good 16 10 26

Average 5 3 8

Bad 3 2 5

Total 35 24 59 * Values in the parenthesis are percentages

Plate No.7 Parents’ Assessment on SSA

Table 7.27: Whether schools undergo community based monitoring with full

transparency

S.No. Yes/No Number of Parents


1 Yes 71 67 138 (92.0)

2 No 4 8 12 (8.0)

Total 75 75 150 (100)



175

Table 7.28: How parents assess role of community ownership of school based

intervention through active involvement

S. No. Role of community Number of Parents


1 Excellent 4 3 7 (4.7)

2 Very good 21 32 53 (35.3)

3 Good 33 24 57 (38.0)

4 Average 10 11 21 (14.0)

5 Bad 7 5 12 (8.0)

Total 75 75 150 (100)


Figure: 24 - Role of community ownership in school based

intervewntion through active involvement under SSA in Haridwar

District

4.7

38

14

8

35.3

0

5

10

15

20

25

30

35

40

Excellent Very good Good Average Bad

Parents assessment

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Series1


176

7.30 In assessing the role of community in the SSA, the parents have rated it as excellent (4.7

per cent), very good (35.3 per cent), good (38 per cent), average (14 per cent) and bad (8 per

cent). Looking at the table below one even gets the idea whether or not the parents know what

they are rating. In fact, they are rating themselves as they are the concerned community (Table

7.28). There is, it is suspected, an element of suspicion about the answers such as these, in the

foregoing paragraphs.

Plate No.8 Views of parents of Raisi Village School in Laksar Block, Dist. Haridwar


177

Table 7.29: Details of organization related to Primary Schools in blocks

S.

No. Yes/No

Number of Parents


A Is there Parents Teachers Association

Yes 0 2 2 (1.3)

No 75 73

148

(98.7)

Total 75 75

150

(100)

B Is there School Management Committee

Yes 64 73

137

(91.3)

No 11 2

13

(8.7)

Total 75 75

150

(100)

C Is there Village Education Committee

Yes 45 48

57

(38.0)

No 30 27

93

(62.0)

Total 75 75

150

(100)

D If yes, in any of the above three cases: what are the most effective strategy

adopted by the local community for the improvement of delivery system of

primary education

Panchayat/community ownership 25 35 60

Institutional capacity building 9 4 13

Panchayat/community based monitoring will

full transparency 16 30 46

Accountability to community 5 3 8

Priority to education of girls and other

disadvantaged groups 9 12 21

Thrust on quality 2 4 6

All the above 10 13 23

None 3 4 7 * Values in the parenthesis are percentages

7.31 And 38 per cent of the parents against 62 per cent of them indicate to the existence and

operation of a Village Education Committee. And as for the strategies adopted for the betterment

of elementary education (SSA), community ownership gets the approval of 60 parents (40 per

cent), whereas community based monitoring with full transparency gets the approval from 46


178

parents (a little more than 30 per cent) but priority for education of girls get approval only from

21 parents and accountability to community only from 8 parents.

7.32 From the Table 7.30 we get some perspectives on the conditions of classrooms in the

schools. The buildings are in good conditions, that is, without requiring any repairs, in the

opinion of 79.3 per cent of the parents. On the other hand, 14 per cent of the parents are of the

view that the conditions of the buildings are only average, needing minor repairs and

replacement of windows and walls.

Table 7.30: Conditions of classrooms (Used for Instrumental

Purposes/School building)

S. No. Conditions Number of Parents


1 Good (Building which does not require

any repairs) 59 60

119

(79.3)

2

Average (Need minor repair mainly

patch work or plastering of the floor or

roof or in walls or replacement of

broken door or window)

10 11 21

(14.0)

3

Bad (Need major repairs-including

reconstruction or structural changes of a

wall or a roof)

6 4 10

(6.7)

Total 75 75 150

(100)


7.33 As much as 94.6 per cent of the parents report that the school where their wards are

studying have hand pumps for drinking water purposes. One parent each indicates that there is

tap water as well as other sources of drinking water for the children at schools (Table7.31).

However, 4 per cent of the parents also report that there are no water sources in the schools of

their wards. There is however no information as to the cleanliness of the hand pump site and the

disposal of wastewater from the source.


179

Figure: 25 - Condition of Classrooms

79.3

14

6.7

0

10

20

30

40

50

60

70

80

90

Perception of parents

In p

erc

en

tag

e

Plate No. 9. A portion of dilapidated condition of a School in Haridwar District.


180

Table 7.31: Availability of drinking water facilities in schools by Block wise

S. No. Sources of drinking water facility Number of Parents


1 Hand Pump 74 68 142 (94.6)

2 Tap water 0 1 1 (0.7)

3 Other sources 1 0 1(0.7)

4 None 0 6 6 (4.0)

Total 75 75 150 (100) * Values in the parenthesis are percentages

94.6

0.70.

7 4

0

10

20

30

40

50

60

70

80

90

100

In p

erc

en

tag

e

Hand Pump Tap w ater Other sources None

Sources of drinking water

Figure: 26 - Availability of drinking water facilities in

schools in Haridwar District

7.34 As per the information available from the parents (in Table 7.32) there are common

toilets for boys and girls in their wards’ schools for 10 per cent of the parents, and there are

separate toilets for girls in the schools for 84.7 per cent of the parents and the schools with no

toilets is in the proportion of 5.3 per cent.


181

Table 7.32: The toilet facilities in schools by Block wise

S.No. Facilities Number of Parents


1 Common toilets for boys and girls 1 14 15 (10.0)

2 Separate toilets for girls 74 53 127 (84.7)

3 None 0 8 8 (5.3)

Total 75 75 150 (100)


10

84.7

5.3

0

10

20

30

40

50

60

70

80

90

In p

erc

en

tag

e

Com

mon

toile

ts

Sep

arat

e to

ilets

for g

irls

Non

e

Facilities

Figure: 27 - Toilet facilities in Schools in Haridwar District

7.35 In Table 7.33, there is information on the facilities available in the schools. Only 18

parents indicate that there are desks for the children to write on. And 136 parents are aware of

the cloth strips for seating in the schools of their wards. About 99 per cent of the parents are

aware of the blackboards available in the classrooms in the schools as well.


182

Table 7.33: Furniture available in schools for children

S. No. Facilities Number of Parents


1 Desk 3 15 18

2 Wooden plank 0 1 1

3 Cloth strips 62 74 136

4 Un tiled floors 3 0 3

5 Black Board 81 66 147

Total 75 75 150

Table 7.34: Is computer education available in the schools by Block wise

S.No Yes/No Number of Parents


1 Yes 7 10 17 (11.3)

2 No 68 65 133 (88.7)

Total 75 75 150 (100)


7.36 Table No. 7.34 shows that Computer facility is available only in the schools of the wards

of 11.3 per cent of the parents. A majority of 88.7 per cent of the parents says that the schools do

not have any computer facility, which is very true.

7.37 Table 7.35 shows that there is supply of teaching-learning materials to primary school

children under the SSA and the parents rate them as adequate (41 parents or just about 27 per

cent), inadequate (about 7 per cent), timely (80 per cent) and not on time (3 per cent).


183

Table 7.35: The Status of supply of Teaching –Learning materials to Primary

school children under SSA

S. No. Status Number of Parents


1 Adequate 16 25 41 ( 27)

2 Inadequate 0 10 10 ( 7)

3 Timely 59 36 95 (63)

4 Not on time 0 4 4 (3)

Total 75 75 150 (100)


Table 7.36: Type of school building by Blocks

S. No. Type Number of Parents


1 Pucca 75 67 142 (94.7)

2 Partly pucca 0 3 3 (2.0)

3 Kuccha 0 5 5 (3.3)

Total 75 75 150 (100)


7.38 Table 7.36 shows that according to 95% of parents revealed the type of buildings in the

Blocks of primary school under the SSA are Pucca (142 parents), and only 3% parents revealed

that Kuccha buildings which are factually correct.

Table 7.37: Ramp for disabled children (according to parents)

S.No. Yes/No Number of Parents


1 Yes 64 35 99 (66.0)

2 No 11 40 51 (34.0)

Total 75 75 150 (100)


7.39 As per the information available from the parents (in Table 7.37) there are 66 percent

parents expressed their views ramp facilities are available for disabled children in their wards’

schools and only 34 percent of the parents revealed that they do not have such facilities for

disabled children.


184

Summary

7.40 This chapter has presented the results of analysis of the data gathered from the parents of

the children who are covered in the SSA in the district. Overall, the SSA is not validated as

something very positively poised for there are quite a few problems that are surmountable but are

not given importance. On most counts of the programme attracting children to enroll and stay on,

the programme in the district has not fared very well. The information we have gathered in the

study clearly indicates to an inadequacy of the programme and the weaknesses of it in the district

as learned from the two select block of study. The school system is not very strong and the

threats are that there is lack of comfort for the children to study, lack of infrastructures such as

sanitary and water supply and even lack of ownership of the programme by the community. This

means that the programme has to be improved tremendously and with greater inputs than are at

the disposal of the district right now.

7.41 In the next chapter, how both by the teachers and the parents are perceiving the common

parameters of sociological aspect of Sarva Shiksha Abhiyan considering the importance of the

study.

CHAPTER VII SARVA SHIKSHA ABHIYAN: PERCEPTION OF PARENTSshodhganga.inflibnet.ac.in/bitstream/10603/17895/9/11_chapter 7.pdf · Parents Perception of the SSA 7.2 Table 7.1 shows the

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