Sarva shiksha abhiyaaan@Sri ganganar by deepant kandoi_iit kharagpur

By: Deepant Kandoi (09HS2024)Guide: Mr. Vasudev Malawat

(CEO: Sri Ganganagar)

Quality Impact Analysis of Sarva Shiksha Abhiyaan in Sri Ganganagar District

CONTENTS

OBJECTIVE METHODOLOGY LITERATURE REVIEW SARVA

SHIKSHA ABHIYAAN

SRI GANGAPUR

OBSEVATIONS &

RESULTS

COMPONENT OF SSA

CHANGES PROPOSED

OBJECTIVE

Assessment of impact of the

components of SSA

To find whether children

are getting Quality

education

To find the factors

preventing proper

implementation of

educational policies

How to increase the efficiency of educational

policies

Impact of RTE ‘09 on education

sector

METHODOLOGY

• Interaction with various ranked officers IAS/RAS and also with people working in the rural areas

• Mathematical instruments: Correlation and Student-T test

• In order to get complete overview of SSA and to get acquainted with past works in this field

• Conduction of surveys in two stages: Preliminary & Final

Surveys followed by Feedback collection

Literature Review

Discussion of the final result

and report with the

stakeholders

Qualitative and quantitative

methods used to explain the observations

LITERATURE REVIEWREPORTS AND SURVEYS

• ASER: Annual Status of Education Report (2012)– 70% can read letters.– 40% incapable of doing subtraction.– 70% can’t recognize letters.

• TECHNOPAK: Strategic and Consulting Firm (2012)– India not keeping pace with time.– Rote learning techniques used– Ineffective assessment of students

• UNICEF-INDIA: United Nations Children's Fund (2011)– Good Infrastructure & Maximum Budget for Salary.

QUALITY EDUCATION

• “The Elusive triangle in Indian education” by J.P.Naik– Importance of quality education over literacy rate

• GMR: Global Monitoring Reports (2005)– Indicators for Quality education

• PROBE (2011) and Oxfam India (2010)– Increasing demand for good/ quality education.

• Sarva Shiksha Abhiyaan (SSA)- Started in 2004-05 at Sri Ganganagar district

MAIN FEATURES:• Flagship education Programme to attain Universal Elementary

Education (UEE)• A partnership between the Central, State and local government• Impart free and compulsory education up to class 8• Bring students from all categories under the umbrella of SSA• To bridge social, regional and gender gaps • Free clothes and materials; Scholarships; Food (mid-day meal)• Involvement of local people & stakeholders in planning through

active participation of the community in the management of schools.

INTRODUCTION

SRI GANGANAGAR DISTRICT

• Location - north-western border of Rajasthan

CHARACTERISTICS• Low population density• SC dominated area• Primary Occupation• Labour•Agriculture

Famously known as:Food basket of Rajasthan

Education Scenario in SGNR

• Educational awareness: Schools & Colleges back in 1920s

• Literacy rate: 64.74% in 2001 to 70.05% in 2011 (Higher than many other districts of Rajasthan)

• Schools with good Infrastructural facilities (ASER and UNICEF-INDIA)

• Teachers: Handsome salaries and continuous training

• Healthy environment : • Easy access to teaching material, • Sanitation facilities

• Awareness among rural as well as urban people is increasing day by day

INFRASTRUCTURE & FACILITIESMID DAY MEAL CLASS ROOM

PLAY GROUND CLASS ROOM

ACTUAL EDUCATION SCENARIO

Enrollment Ratio continuously going down (decreased by 4.5% in 2012-13)Drop out-rate 2.5% (stagnant).

Transition Rate came down from 95% in 2008-09 to 77% in 2011-12

Source: DISE, SGNR Source: DISE, SGNR

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

0100020003000400050006000700080009000

10000

3016.26

4635.331

6301.606

8211.5418615.075

Total money utilized (in lakhs)

Total money utilized (in lakhs)

2002-03

2000-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-130

102030405060708090

62.8357.34

5348.54

56.29

76.16 78 77

66 67

Passing percentage

Passing percentage

QUALITY EDUCATIONQuality Education speaks about:• Stimulates interest & creative thinking:• Focus on application of knowledge instead of rote learning

technique

Factors: • Households• Teachers• Learning environment• Other miscellaneous factors

Indicators: Student-teacher ratio and Enrolment ratio

RESULT I

• Impact of distance over Student-teacher ratioStatistical instrument: Co-relation coefficient (r) r = -0.1417 T calculated = -1.64 T table = -1.67 T calc> T table (hence significant)

SAMPLE• Data of 130 villages were considered from different blocks• Homogeneity: Villages with varying distance

BLOCK Condition Distance Range Example

Ganganagar Good 5-30 K.m Fatuhi and Kaalia

Padampur Average 35-90 K.m 36BB, 6MLD,, 9KD, 39RB

Gharsana Poor 120-180 K.m 7MLD, 9MLD ,2GMB

RESULT IIIndicator: Enrolment ratioConducted Student-T testHypothesis: Difference in Enrolment ratio in different blocksResults: T calc<T table (hence, Insignificant)

t-Test: Paired Two Sample for Means

Variable 1 Variable 2

Mean 0.4640371950.56064933

3

Variance 0.2051426880.20827736

5Observations 29 29

Pearson Correlation-

0.179661924

Hypothesized Mean Difference 0df 28

t Stat-

0.745001403

P(T<=t) one-tail 0.23123943

t Critical one-tail 1.701130934

P(T<=t) two-tail 0.46247886t Critical two-tail 2.048407142

OBSERVATION I

IMPACT OF RTE (since 2009)• Points of continuous discussion

• Abolishment of Board exams• No failing for students• No violence in school

• Resentment amongst teachers

Source: DISE, SGNR Source: DISE, SGNR

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

55

60

65

70

75

80

85

79 78.73 79.36

67.22 66.36 67.12 68.71 67.89

Passing Percentage for Class 8 board Pass Percentage

2002-03

2000-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-130

102030405060708090

62.8357.34

5348.54

56.29

76.16 78 77

66 67

Passing % for Class 10th board

Passing percentage

OBSERVATION II

• Lack of Required no. of teachers • Allotment of teachers: No subject wise allotment • Lack of motivation amongst teachers• Principal-Agent problem Possible Reason: a) Information Asymmetry b) Conflict of Ideas

• Possible Solutiona) Reward system(spill over impact) b) Monitoring & Vigilancec) Better use of Training program

COMPONENTS OF SSA

Component Observation Conclusion/ Changes Proposed

LEHAR Self-directed learning; teacher as facilitator; learning by doing

Soon to shut down

CALP Use of technology; e-content for students

+ feedback from teachers as well as students; teaching of computers is still to be added

CCE Track of all-round progress of student. Easy assessment for Parents and teachers

Recently added; Positive feedback

LIBRARY Mostly closed; books kept in stack; used as store room

Effective use of library period and books in there

Target: Impart Quality education within time constraint

SCHOOL VISITS

LEHAR CLASSES CALP CLASSES

EFFICIENT USE OF SCHOOL WALL

COMPONENTS OF SSA

Component Observation Conclusion/Changes Proposed

MIGRATORY HOSTELS At Gharsana and Rawla village

Presently not functional

NPEGEL Motivate parents; impetus to students

Reward system effective but presently not working

TOURS Activity based Very few tours; that too for reserved category only

Aanganbadi Pre primary education & Nutrition

Use the centers as alternative for nursery, LKG UKG

SMC- School Management Committee

Increase Parents participation also acts as third party vigilance

Very effective

Target: Prevent Dropout

LONG TERM CHANGE

Currently:•Outcomes are not proportional to the investment•Expenditure Increased but results not getting better•Lack of motivation amongst teachers

Alternative:• INSPECTION & INCENTIVES• READING HABITS: Makes students self-dependent • Reading is at the heart of all learning • Increase in attention span; develops life-long love for books; thirst for knowledge;

• DEVELOP COMMUNITY CENTER: Make efficient use of the existing resources i.e. merge resources: Library + CALP + New required resource

PARADIGM SHIFT

PRESENT STRUCTURE NEW MODELMonitoring difficult Less time & resource required

Schools in close vicinity; No distance problem 1 school for 10 villages; need of bus facility

Uneven TSR Balanced TSR

No Hostel facility & less extra-curricular activities

Hostel facility sustainable; Extra curricular works on large scale

Internet facility may be unsustainable Sustainable; Video conferencing

Management: ten personals for 10 school also problem of clerical staff exists

Less no. of personals required hence can select efficient ones

Current: Schools in every village: around 1138 Primary schools & 1089 Upper Primary schoolsAlternative: One School covering a radius of 10 K.m.

PARADIGM SHIFT

• One to one interaction still maintained because of balanced Teacher-Student ratio

• Wish for private schools: New model satisfies• Inter-community interaction increases• Active parents: Efficient SMC & participation increased

• DATA ANALYSIS5 groups: Each containing 10 schoolsTSR earlier: unevenly distributed (Ex: 33,16,0,9,13,27)TSR Final : Around 20 (this number is closer to the government norms regarding teacher-student ratio)

Pictorial representation: Facilities given to parents but education is a distant dream

ACTUAL SCENARIO

WHAT WE WANTED

OFFICIALS CONSULTED

• Mr. Prakash Raj Purohit (IAS,SDO; Sri Ganganagar)• Mr. Poorna Chandra Kissan (IAS, Collector; Hanumangarh) • Mr. Indiver Dubey (CPO, Sri Ganganagar)• Mr. Sanmati Jain (DDC, Sri Ganganagar)• Mr. Chanakya- Teacher at Alwar (President medalist)• Mr. Yash Bhatiya- Branch Manager, OBC Bank (Sri Ganganagar)• Officers at Sarva Shiksha Abhiyaan office at Sri Ganganagar• Various households and teachers at and around Sri Ganganagar

THANK YOU