sarva shiksha abhiyaaan@sri ganganar by deepant kandoi_iit kharagpur
DESCRIPTION
Based on the internship by Deepant Kandoi @Shri Ganganagar underTRANSCRIPT
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