Status of implementation of the rte act 2009 in jharkhand

IMPLEMENTATION OF THE RTE ACT 2009
IN JHARKHAND: A STATUS STUDY
Project Coordinator
Dr Ramakanta Mohalik
Associate Professor in Education
REGIONAL INSTITUTE OF EDUCATION
(National Council of Educational Research and Training, New Delhi)
BHUBANESWAR-751022
March, 2018

ii
PREFACE
Elementary education is the foundation for secondary and higher education. It prepares
individual for democratic citizenship as well as for life. Realising its importance in
individual and national 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 the Right of Children to
Free and Compulsory Education since 1st
April, 2010 throughout India including the state
of Jharkhand. 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. The target date for effective implementation of all
the provisions of the Act was 31st
March 2013. The Government of Jharkhand has taken
initiatives for the implementation of the Act as per the norms and standards of the RTE
Act 2009. The Government of Jharkhand has requested to the State Coordination
Committee of the state to study the status of the implementation of the RTE Act 2009 in
Jharkhand. Accordingly, this study has undertaken up by the RIE Bhubaneswar.
This report consists of four chapters. The chapter-I gives theoretical background
of elementary education, status of elementary education in India and Jharkhand,
initiatives of Government for elementary education, historical evolution of the right of
education act and different provisions of the RTE Act 2009 and the RTE rules of
Jharkhand 20. The chapter-II explains methodology such as method, sample, tool, and
process of data collection and analysis. The chapter-III presents detailed data analysis in
tabular and graphic form followed by qualitative descriptions. The chapter-IV gives
major findings and education implications of the study.
Many people directly and indirectly helped in completing this research study. I
would like to place my sense of gratitude to Prof. H. K. Senapathy, Director, NCERT, for
granting this research project. I would like to express my heartfelt thanks to Prof. P. C.
Agarwal, Principal RIE Bhubaneswar for his continuous guidance and support in carrying
out the project. I am thankful to the Secretary, Department of School Education and

iii
Literacy, Government of Jharkhand, Director, Elementary Education Cum JCERT,
Government of Jharkhand and Deputy Director, Secondary Education Cum In-charge
JCERT for their help in giving all permission to collect data from different schools.
Thanks is due to the RDDE of Kolhan, South Chhotanagpur, North Chhotanagpur,
Santhal Parganas and Palamu and DSEs and BEOs of Chatra, Deoghar, East
Singhbhum and Ranchi for their cooperation during data collection. I express my sincere
thanks to all HMs, teachers and SMC members for giving data and participating in the
study.
I would also thankful to Prof. K B Rath, Former Principal, RIE, Bhubaneswar,
Prof. M. K. Sathpathy, Dean of Instructions, RIE, Bhubaneswar, Prof. B. N. Panda, Dean
of Research, Prof. S. K. Dash, Head Department of Extension Education and Prof. S. P.
Mishra, Head, Department of Education for their helps in every steps of this research
work. I am also grateful to Dr R Sethy, Assistant Professor, Mr D Ketaki, Assistant
Professor, Dr. Dhanya K, Assistant Professor, Dr R. P. Devi, Former Principal,
NDWCTE, Bhubaneswar, Dr A. Srivastav, Associate Professor, Vinaya Vhaban,
Santiniketan, Dr. P Dash, Retd. Reader in Education, RIE Bhubaneswar and Mr. P. Dash,
Retd. Deputy Director, SCERT, Odisha for their help in the process of tool development.
I would like to thank Mr. Vishal Kumar, JPF, Mr. Raviranjan Kumar, UGC-JRF, 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.
Date: 20/03/2018 Ramakanata Mohalik
Place: RIE Bhubaneswar

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CONTENTS
Title Page i
Preface ii
Contents iv
List of Tables vii
List of Figures ix
Abbreviations x
Executive Summary xi
Sl.
No.
CHAPTER-I (INTRODUCTION) Page No.
1.1 Significance of Elementary Education 1-2
1.2 Status of Elementary Education in India 2-6
1.3 Status of Elementary Education in Jharkhand 6-9
1.4 Government Initiatives for Universalization of Elementary
Education
9-10
1.5 Background of RTE Act 10-11
1.6 Major Provisions of the RTE Act 11-15
1.7 Norms and Standard of a School as Per the RTE Act 2009 15-16
1.8 The Jharkhand RTE Rule 2011 16
1.9 Research Perspectives on the RTE Act 16-19
1.10 Conclusion 19
CHAPTER-II (METHODOLOGY)
2.0 Introduction 20
2.1 Need of the Project 20-22
2.2 Objectives 23
2.3 Scope of the Project 23
2.4 Method 23
2.5 Sample 23-24
2.6 Tools 24-28
2.6.1 Questionnaire for HMs 25
2.6.2 Questionnaire for Teachers 26

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2.6.3 Questionnaire/ Interview Schedule for SMC Members 26-27
2.6.4 Observation Scheduled for Observing Classroom Teaching 27-28
2.6.5 Questionnaire for District Superintendent of Education (DSC)/
Block Education Officer (BEO)
28
2.7 Process of Data Collection 28-29
2.8 Data Analysis and Interpretation 29
2.9 Conclusion 29
CHAPTER-III (ANALYSIS AND INTERPRETATION)
3.0 Introduction 30
3.1 Awareness of Stakeholders about Different Provisions of the RTE
Act 2009
30-34
3.2 Status of Educational Provision in Elementary Schools 34-45
3.3 Initiatives for Educating Out of School Children (OSC), CWSN
and Weaker Section Student
45-48
3.4 Role of SMC/ Teachers/ HMs in Implementing the RTE Act 48-50
3.5 Curriculum Transaction and Evaluation 51-58
3.6 Major Issues and Concerns in the Implementation of the RTE Act
2009
58-60
3.6.1 Related to Admission of all Children 58
3.6.2 Related to Attendance of Students 58-59
3.6.3 Related to Preparation and Recommendation of School
Development Plan
59
3.6.4 Related to Providing Quality Education 59
3.6.5 Related to Mid-Day Meal 59
3.6.6 Achievements in School after Implementation of the RTE Act 2009 59
3.6.7 Suggestions for the Better Implementation of the RTE Act 2009 in
School
59-60
3.7 Conclusion 60

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CHAPTER-IV (MAJOR FINDINGS AND IMPLICATION)
4.0 Introduction 61
4.1 Major Findings 61-65
4.2 Educational Implication 65-69
4.3 Conclusion 69
REFERENCES 70-71
Appendix-A : List of Schools 72-73
Appendix-B : Questionnaire for HMs 74-87
Appendix-C : Questionnaire for Teachers 88-95
Appendix-D : Interview Schedule/ Questionnaire for SMC
Members
96-102
Appendix-E : Observation Schedule 103-104
Appendix-F: Questionnaire for DSC and BEOs 105-106
Appendix G: List of Experts 107

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LIST OF TABLES
Table No. Name of the Table Page
No.
1.1 Literacy Rates in Different Decades (in %) 3
1.2 Literacy Percentage in States and UTs 4
1.3 Number of Students in Different Years at Different Levels (in
Lakh)
5
1.4 Number of Teachers in Different Years (in Thousands) 6
1.5 Literacy Rates of Males and Females (in %) 7
1.6 Literacy Rates of SC & ST in rural and Urban Areas (in %) 7
1.7 Indicators of Primary Education 8
1.8 Proportion of SC, ST population, Literacy Rates and Gender
Gap
8
2.1 Distribution of Sample 24
2.2 Details of Questionnaire for HMs 25
2.3 Details of Questionnaire for Teachers 26
2.4 Details of Questionnaire for SMC Members 27
2.5 Details of Observation Schedule 28
2.6 Phases of Data Collection 29
3.1 Background of RTE Act 30
3.2 Awareness about Minimum Working Days and Hours 31
3.3 Awareness about Implementation of the RTE Act 32
3.4 Awareness about Child Protection in the RTE Act 33
3.5 Distance of School from Local Habitation 34
3.6 Type and Condition of School Building 35
3.7 Availability and Type of Boundary Wall 36
3.8 Availability of Rooms and Ramp 37
3.9 Availability of Safe Drinking Water Facilities 38
3.10 Availability of Toilets 39
3.11 Availability of Electricity, Light & Ventilation 40
3.12 Books Available in School Library 41
3.13 TLM Available in School 42
3.14 Availability of Sports Material in School 42
3.15 Availability of Teachers 43
3.16 Different Activity in Schools 44
3.17 Availability of Different Register 44
3.18 Regular HM and Contractual Teacher 44
3.19 Out of School Children (OSC) 45
3.20 Children with Special Needs (CWSN) 46
3.21 Socially Disadvantage (SD) and Weaker Section (WS) Student 47
3.22 Role of SMC Members 48
3.23 Role of HM in Identifying and Enrolment of Children 49
3.24 Role of HM in Holding Meeting with Different Stakeholders 50
3.25 Role of HM in Daily Activities of School 50
3.26 Process of Introducing the Class 51

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3.27 Relating to Presenting the Lesson 52
3.28 Relating to Questioning & Reinforcement 52
3.29 Relating to Use of Teaching Learning Materials 53
3.30 Relating to Interaction with Student 54
3.31 Relating to Use of Reflections and ICT 54
3.32 Assessing Learning in Class 56
3.33 Personality of Teacher 56
3.34 Curriculum and Evaluation Process 57

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LIST OF FIGURES
Figure No. Name of the Figures Page
No.
3.1 Awareness about Neighbourhood School 31
3.2 Awareness about Working Days in School 32
3.3 Awareness about Academic Authority 33
3.4 Distance of School from Local Habitation 35
3.5 Good Conditioned School Building 36
3.6 Availability of Boundary Wall and Play Ground 37
3.7 Availability of Class Room and Ramp 38
3.8 Availability of Safe Drinking Water Facilities 39
3.9 Availability of Toilets 40
3.10 Availability of Electricity 41
3.11 Availability of Teachers 43
3.12 Availability of Regular HM 45

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ABBREVIATIONS
UEE: Universal Elementary Education
UNESCO: United Nations Educational, Scientific and Cultural Organization
NPE: National Policy of Education
NUEPA: National University of Educational Planning and Administration
SSA: Sarva Shiksha Abhiyan
CSS: Common School System of Public Education
OB: Operation Blackboard
DIET District Institute of Education and Training
DPEP: District Primary Education Programme
SKP: Shiksha Karmi Projects
RTE: Right of Children to Free and Compulsory Act
CWSN: Children With Special Needs
EDI: Educational Development Index
DISE: Unified District Information System for Education
NCERT: National Council of Educational Research and Training
SMC: School Management Committee
DSE: District School Superintendent
BEO: Block Education Officer
HM: Head Master or Mistress
NCPCR: National Commission for Protection of Child Rights
SCPCER: State Commission for the Protection of Child Rights
NCF: National Curriculum Framework
JAC: Jharkhand Academic Council
MHRD: Ministry of Human Resource Development
ICT: Information and Communication Technology
TLM: Teaching Learning Material
SD: Socially Disadvantaged
WS: Weaker Section
OSC: Out of School Children
EFA: Education for All
MS: Middle School
UMS: Upgraded Middle School

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EXECUTIVE SUMMARY
The Right of Children to Free and Compulsory Education Act 2009 (RTE) has been
implemented all over India since 1st
April 2010 including Jharkhand. The goal of the Act
is to provide free and compulsory elementary education to all children with age group of
6 to 14 years of age. It is necessary to study the status of implementation of the different
provisions of the Act in different states. The main objective of the study is to; examine the
level of awareness of stakeholders about the various provisions of the Act, find out the
status of educational provisions at elementary level, study the initiatives taken for
education of out of school children, CWSN and weaker section children as per the Act,
examine the functioning of HMs, teachers and SMC members in implementing the Act
and study the curriculum, transaction and evaluation in the light of the Act.
The survey method was adopted with the sample of 44 elementary schools, 44
HMs, 44 teachers, 44 SMC members. These samples were selected from four districts i.e.
East Singhbhum, Chatra, Ranchi, and Deoghar of Jharkhand by using multistage
sampling technique. The data was collected by using self developed questionnaire and
interview schedule based on the different provisions of the Act.
The study found that i) all HMs, teachers and 88.63% of SMC members are aware
about the enforcement of the RTE Act 2009 in the state, ii) 45.46% of HMs, 52.27% of
teachers, and 47.72% of SMC members do not know the meaning of neighbourhood
school as specified in the RTE Act, iii) 20% of SMC members are not aware about the
age group of children covered under the Act but majority of HMs and teachers know
about it, iv) 14% of stakeholders do not know about the composition of the SMC as per
the Act in elementary school, v) 43.19% of elementary schools are located beyond 1KM
from the habitation of children., vi) all elementary schools have pucca building but
27.78% of school buildings are not in good condition, vii) 13.64% of elementary schools
do not have one room for one class and 15.91% of schools do not have ramp facilities for
physical disable students, viii) around 7% of elementary schools do not have drinking
water facilities. Only 19.23% of schools have separate toilets for girls and staff, ix) 35%
of schools does not have math and science teachers, 40% of schools do not have social
science teachers and 28% of schools do not have language teachers, x) 75% of
elementary schools do not have regular head teacher, which have serious bearing on
implementation of the Act, xi) majority of schools identified and admitted out of school
children but few schools have provided special training and bridge course to these
children as per the Act. 89% of school teachers are not oriented in teaching out of school
children, xii) 57% of teachers are oriented in teaching CWSN and 85% of schools does
not have special teacher appointed for dealing CWSN, xiii) 20.51% of teachers are poor
in creating readiness among learners and 35.89% of teachers are poor in testing the
previous knowledge before teaching, xiv) 43.58% of teachers are poor in using
appropriate strategy for introducing the topic and 15.38% of teachers are poor in

xii
presenting information in a clear and organized manner, xv) 33.33% of teachers are
poor in prompting learners for enquiry and 38.46% of teachers are poor in giving
appropriate reinforcement, xvi) 41.02% of teachers are poor in using activity or
discovery method in teaching learning process, xv) 51.28% of teachers have mastery over
content in subject and 64.10% of teachers are very poor in suggesting other learning
material for references to students, xvi) 91.30% of teachers are very poor in using ICT in
classroom and 48.71% of the teachers are poor on the process of the learning in the
class, xvii) 46.15 % of the teachers are very poor in encouraging pair/group work for
peer learning, xviii) 30.76% of teachers do not encourage divergent thinking among
students during teaching, xix) the major problems in implementing the Act are getting
enrollment of all children due to illiterate and poor parents, and xx) admitting and
educating out of school children in age appropriate class.
The study has suggested educational implications for effective implementation of
the Act such as; i) orientation programmes for HMs, teachers and SMC members must
be organized for creating better awareness about the Act, ii) Government should ensure
availability of neighbourhood school for each child within 1KM, arrange some space for
playground for every school, class room for each class and minimum teaching learning
materials, iii) urgent steps may taken by the Government to appoint regular HM in all
elementary schools, iv) the appropriate Government may need to fill the vacancy of
teachers on a priority basis as teachers are key to effective teaching. Especially science
and mathematics teachers must be provided to all elementary schools, v) all teachers
must be provided orientation or training in teaching through activity and discovery
method, vi) all schools must be equipped with ICT facilities, teachers must be oriented in
using ICT for teaching learning and teachers must be encouraged to utilize open and
online resources of MHRD, NCERT and other national and international agencies for
teaching learning, vii) student must be taught how to learn subject and process of
learning, viii) cooperative learning is very effective in elementary schools. Hence pair
work/group work method must be used in the class for teaching different subjects, ix)
effectiveness of teacher is based on enjoyment of teaching job, education authority must
find out reasons of poor enjoyment to teaching and take appropriate action, x) the
Government must think to stop the migration of parents from one place to another, which
creates problem for education of children. Different departments of government must
jointly work to stop migration of parents by providing jobs in locality, xi) all schools must
prepare school development plan with involvement of SMC members, xii) The existing no
detention policy need modification and CCE must be implemented in right spirit.
It is high time for all the stakeholders to work jointly in implementing the different
provisions of the RTE Act 2009. The vision of the Act shall be really achieved only when
all the children of 6-14 years of age will get quality elementary education.

CHAPTER-I
INTRODUCTION
1.1.Significance of Elementary Education
Education is the process of the acquisition of knowledge, skills, values, beliefs and
habits. Mahatma Gandhi the father of Nation, stated that the goal of education is to
bring all round development of a person such as physical, moral, intellectual, social,
spiritual and aesthetic development. In India, the formal education has been
categorised into four categories such as Elementary Education, Secondary Education,
Senior Secondary Education and University Education. Elementary education plays a
crucial role in the foundation of education in one’s life. It is the first formal step that
enables the child to acquire a minimum basic level of learning and is a compulsory
criterion for perusing secondary and university education. Education at an elementary
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 the nation. In fact,
elementary education flourishes preliminary preparation of future citizen. It generates
an appropriate environment for nurturing the child from every angle of human
personality including physical, intellectual, moral, social, emotional development of
the child from the very beginning stage of the study. It serves for satisfying the socio-
economic need of nation by providing the 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 elementary education to acquire
necessary educational, cultural, vocational, administrative skills to help themselves
and society.
The period of elementary education (classes I to VIII) is now recognized as
the period of 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 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.
Realising the importance of elementary education, different committees and
commissions has strongly recommended for spread of elementary education. The

2
NCERT (1977) has laid down the following objectives of elementary Education; to
acquire the tools for formal learning namely literacy, numeracy and manual skills, to
acquire the habits of cooperative behaviours within the family, school and
community, to develop social responsibility by inculcating habits, to appreciate the
culture and life styles of persons of other religions, regions and countries. The
National Policy of Education (NPE) 1986 and 1992 has given top priority for
achievement of goals of Universal Elementary Education (UEE). UNESCO (2000)
emphasised on education for all in the context of global movements which aims to
ensure that all children have to (access to free quality primary education by 2015, low
economic countries are under increasing international and domestic pre-sure to meet
these goals. The Noble laureate Amartya Sen (2011) speaking in the special
convocation of National University of Educational Planning and Administration
(NUEPA) said that through the elementary education we boost our economic
development because the making of simple products requires basics education like
elementary gadgets such as clocks and calculators computer hardware.
After independence, systematic and planned efforts were made in our country
to fulfil the national commitment enshrined under the 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 plans to achieve the target of 100%
literacy through compulsory and free education for the children up to 14 years.
1.2.Status of Elementary Education in India
For long sighted importance of elementary education towards social, intellectual,
moral and economic development, Govt. of India has taken many initiatives for the
betterment of elementary education. After the seven decades of independence, India
has 1.2 billion people, close to 200 million children study in primary and secondary
schools. The majority of these children are in rural areas, spread over 600,000
villages. According to the most recent published reports, the literacy rate is 74% about
82% for male and over 65% for female sub- population. Of course, some of the states
like Kerala (93.91%) and Mizoram (91.58%) have achieved high literacy rates but
many states like Bihar, Arunachal Pradesh, Jharkhand, Rajasthan and Uttar Pradesh
has less than 75% literacy rates. Thus, we are counted among World’s most populous,
poorest and most illiterate societies.
Despite all the struggles and limitations, the country has achieved significant
milestones. Presently, there is a school within 1 KM distance at primary level of most

3
children and almost every child is in school (Enrolment rates have gone up to 93%-
95% in most parts of the country). The government’s flagship program Sarva Shiksha
Abhiyan (SSA) has done this miracle. In previous years, SSA has achieved following:
Out of School children number has been brought down significantly, a big boost to
additional schools -195,000 Primary and more than 100,000 Upper Primary schools
sanctioned, 2 million additional teacher posts, 1.8 million additional classrooms
approved. 230,000 drinking water projects approved, Girls’ admission improved
dramatically, and the scheme supports 200 million children in 1.4 million schools in
the country.
Interestingly, private education has also gone up in the country. Estimates
suggest that 27% of all the children are in private schools. In urban areas, this ratio is
50%. With more and more urbanization happening, the future of private schooling
looks bright. So in a way, private schools have also contributed to universalization of
education in India. Recent status of elementary education of India according to Flash
statistics of DISE report of 2015-16 is; the densities of primary and upper primary
schools in India are 3.69 and 1.85 (per 10 sq. km.). In India 94.03% schools have
constituted SMC, 96.76% schools have drinking water facility. Gross Enrolment
Ratio at Primary level is about 99.21% compared to 92.81% at Upper Primary level.
About 49.82% of Primary schools have enrolment 150 and above have a Head Master
rather 51.30% upper primary schools having enrolment 150 and above has a Head
Master. 10.67% of schools are Single-Teacher. About 52.40% schools have
Electricity connection. On an average, a school imparting Elementary Education has
4.3 teachers. Punjab has the Lowest Girls enrolment at Primary Level (45.3%).
Rajasthan has the Highest SC Enrolment at Elementary Level.
The literacy rate has been increased in India since independence. The
increasing literacy rate of India is presented in the table-1.1 as per Census 2011.
Table-1.1: Literacy Rates in Different Decades (in %)
Census Year Total Literacy Males Females
1951 18.3 27.2 8.9
1961 28.3 40.4 15.4
1971 34.5 46.0 22.0
1981 43.6 56.4 29.8
1991 52.2 64.1 39.3
2001 64.8 75.3 53.7
2011 73.0 80.9 64.6

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Table-1.2: Literacy Percentage in States and UTs
Sl.No. Name of States Literacy Percentage
1 Kerala 93.91
2 Lakshadweep 92.28
3 Mizoram 91.58
4 Tripura 87.78
5 Goa 87.40
6 Daman and Diu 87.07
7 Puducherry 86.58
8 Chandigarh 86.43
9 NCT of Delhi 86.34
10 A N Island 86.27
11 Himachal Pradesh 83.73
12 Maharashtra 82.91
13 Sikkim 82.20
14 Tamil Nadu 80.33
15 Nagaland 80.11
16 Manipur 79.85
17 Uttarakhand 79.63
18 Gujarat 79.31
19 D N Haveli 77.65
20 West Bengal 77.08
21 Punjab 76.68
22 Haryana 76.64
23 Karnatka 75.60
24 Meghalya 75.48
25 Odisha 73.45
26 Assam 73.18
27 Chattishgarh 71.64
28 Madhya Pradesh 70.63
29 Uttar Pradesh 69.72
30 Andhra Pradesh 67.66
31 Jharkhand 67.63
32 Rajasthan 67.06
33 Arunachal Pradesh 66.95
34 Bihar 63.82
Sources: Census of India 2011
The table-1.2 indicates that the literacy percentage of states vary from 93.91% of
Kerala to 63.82% of Bihar. The literacy percentage of Jharkhand is 67.66%, which is
much lower to the National literacy percentage (73%). The literacy position of
Jharkhand is better than the states of Rajsthan, Arunachal Pradesh and Bihar. So the
state of Jharkhand need to take urgent steps for reaching the national literacy rate by
next Census.

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Table-1.3: Number of Students in Different Years at Different Levels (in Lakh)
Level/
Year
Primary (I-V) Upper Primary
(VI-VIII)
Secondary
(IX-X)
Boys Girls Total Boys Girls Total Boys Girls Total
1950-51 138 54 192 26 5 31 NA NA NA
1960-61 236 114 350 51 16 67 NA NA NA
1970-71 357 213 570 94 39 133 NA NA NA
1980-81 453 285 738 139 68 207 NA NA NA
1990-91 570 404 974 215 125 340 NA NA NA
2000-01 640 498 1138 253 175 428 116 74 190
2005-06 705 616 1321 289 233 522 145 105 250
2006-07 711 626 1337 299 246 545 149 110 259
2007-08 711 644 1355 311 262 573 159 123 282
2008-09 706 647 1353 314 270 584 165 130 294
2009-10 697 639 1336 317 278 595 169 138 307
2010-11 701 646 1348 327 292 619 175 143 319
2011-12 726 672 1399 331 299 630 186 155 341
2012-
13(P)
681 639 1321 329 314 643 181 162 343
2013-
14(P)
672 628 1300 337 320 657 195 175 370
The table-1.3 highlights the increasing the number of student enrolled in different
level of schools. It has also been noticed that during the last forty-five years, the
highest rates of growth have taken place during the period 1970 to 1971. Another
interesting feature of the trend in growth of enrolment is the higher rates of growth of
enrolment of girls at all periods of time that we have considered. Again, it has been
noticed that after the period 2000 to 2001, the growth rates in all variables showed
consistent decline.

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Table-1.4: Number of Teachers in Different Years (in Thousands)
Year/Level Primary Upper Primary
Male Female Total Male Female Total
1950-51 456 82 538 73 13 86
1960-61 615 127 742 262 83 345
1970-71 835 225 1060 463 175 638
1980-81 1021 342 1363 598 253 851
1990-91 1143 473 1616 717 356 1073
2000-01 1221 675 1896 820 506 1326
2005-06 1326 858 2184 998 673 1671
2006-07 1403 920 2323 1039 678 1717
2007-08 1288 1027 2315 1063 717 1780
2008-09 1285 944 2229 1110 789 1899
2009-10 1208 1009 2217 1014 764 1778
2010-11 1194 905 2099 1048 839 1887
2011-12 1259 995 2254 1168 889 2057
2012-13 NA NA 2656 NA NA 2427
2013-14 NA NA 2684 NA NA 2513
2014-15 NA NA 2670 NA NA 2560
Source – Educational statistics at a Glance U-DISE NA-Not Available
The above tables indicate that considerable expansion has been taken place in
elementary education with reference to enrolment, reduced drop outs and type of
school, teachers etc.
1.3.Status of Elementary Education in Jharkhand
Formed in 15th
November 2000, Jharkhand is one of the richest states in India in
terms of mineral and forest wealth. According to census 2011, Jharkhand has a
population of 32,988,134. The number of literates is 18,328,069. The literacy rate of
persons of seven years age and above is 66.41%, with 76.84% male and 55.42% is
female. The literacy rate is less than national literacy percentage, 74.04%, with male
82.14% and female 65.46%.
The literacy rate in Jharkhand has been increasing over time as is the case with
most parts of the country. The gains experienced by girls and tribal’s, the groups
which have recorded relatively lower literacy rates in the state are substantial.
Nevertheless, the gender differences remain and this is more of the socially
disadvantaged sections. There are also variations across districts of the state. The
literacy rates increased from 54 per cent to 66 per cent over the decade 2001-2011.
While the female literacy rates went up to 55 percent by 2011 from a low of 39
percent in 2001, the male literacy rates increased only by 10 points from 67 per cent

7
to 77 per cent over the same period. The literacy rates of Scheduled Castes is 53% and
literacy rates of Schedule Tribes is 57% which is much less than the literacy rate of
the Jharkhand. The increasing literacy rates of males and females shown in table-1.5
and the literacy rates of SC & ST is shown in table-1.6 according to census of India
2011.
Table-1.5: Literacy Rates of Males and Females (in %)
Source: Census of India 2011
Table-1.6: Literacy Rates of SC & ST in rural and Urban Areas (in %)
Source: Census of India 2011
In Flash Statistics DISE report (2015-16), it is notified that 5.80 schools per 10
sq.KM, percentage of single teacher’s school in Jharkhand is 24.54%. The average
Student Classroom Ratio (SCR) is 19.Retention rate at primary level is 75.17.Average
dropout rate is 7.40. Only 30.74% of teachers received in-service training. The Pupil
teacher ratio is 38. Average number of instructional days in academic year 2015 -16 is
244 days. This statistics also shows that only 53.34% of schools approachable by all
weather roads. 77.70% schools have constituted SMC and develop school
development plan.7.14% distribution of SC Teachers, 23.12% distribution of ST
teachers to total teachers.
The following table presents indicators of primary education in India and
Jharkhand in 2015-16.
Gender 2001 2011
Male 67 77
Female 39 55
Person 54 66
Location Scheduled Castes Scheduled Tribes
Persons Male Female Persons Male Female
Rural 53 64 41 55 67 43
Urban 67 77 57 75 83 68
Total 56 67 44 57 68 46

8
Table-1.7: Indicators of Primary Education
Sl.
No
Status Criteria India Jharkhand
2015-16 2015-16
1 Total number of Govt. schools 1076094 40437
2 Total number of teachers 8076756 181866
3 The density of school per 10 sq. KM 3.69 5.80
4 Total enrolment in schools 129122784 4453527
5 Average student classroom ratio (SCR) 23 19
6 Retention rate 84.27 75.17
7 Average dropout rate 5.13 7.40
8 Single-teacher schools with more than 15 students 8.56 24.54
9 Percentage of teachers received in-service training 23.17 30.74
10 Pupil teacher ratio 25 38
11 Percentage of teacher involved non-teaching
assignments
1.99 1.75
Source: Flash Statistics U-DISE 2015-16
Table-1.8: Proportion of SC, ST Population, Literacy Rates and Gender Gap
Sl.
No.
Districts Populations Literacy Rates Gender Gap in Literacy
Rates
SC
(%)
ST
(%)
Total
(%)
Females
(%)
Total
(%)
Rural
(%)
Urban
(%)
1 Pakur 3 42 49 41 17 17 10
2 Sahibjanj 6 27 52 43 17 17 13
3 Godda 9 21 56 44 24 24 12
4 West Singhbhum 4 67 59 46 25 27 14
5 Latehar 21 46 60 49 21 22 14
6 Chatra 33 4 60 50 20 20 13
7 Garhwa 24 16 60 48 25 25 17
8 Dumka 6 43 61 49 24 25 12
9 Giridih 13 10 63 49 28 29 13
10 Palamu 28 9 64 52 22 23 14
11 Khunti 5 73 64 54 20 21 11
12 Jamtara 9 30 65 52 24 25 14
13 Deoghar 13 12 65 52 25 28 13
14 Gumla 3 69 66 56 20 20 9
15 Kodarma 15 1 67 53 27 29 18
16 Lohardaga 3 57 68 58 20 21 9
17 Saraikola-
Kharsawan
5 35 68 56 23 26 13
18 Simdega 7 71 68 60 16 17 8
19 Hazaribagh 17 7 70 59 21 23 11
20 Bokaro 15 12 72 61 22 27 16
21 Ramgarh 11 21 73 63 19 24 11
22 Dhanbad 16 9 75 64 20 26 15
23 East Singhbhum 5 29 75 67 17 23 15
24 Ranchi 5 36 76 67 17 22 10
25 Jharkhand 12 26 66 55 21 24 13

9
The table-1.8 indicates that only 39 percent females in Sahibganj were recorded as
literate in 2011, while Simdega reported 58 percent. The rural male literacy rates
range from 56 in Pakur to 81 in Dhanbad.
1.4.Government Initiatives for Universalization of Elementary Education
A good quality education is the birthright of every child. In India, lots of efforts had
been made after Independence to provide free and compulsory elementary education
to every child without any discrimination. In Independent India, Article 45 of the
Constitution provided a basic framework in this direction. Afterward, various
Commissions and Committees appointed by the Government of India also gave
recommendations to universalize elementary education and lot of programmes such as
Mid-Day-Meal, Shiksha Karmi Project, DPEP, SSA and the RTE Act were initiated
in this direction.
Many policies and commissions recommended to promote the elementary
education and initiated lots of programme like Kothari commission (1964-66)
recommended a Common School System of Public Education (CSS) as the basis of
building up the National System of Education with a view to bringing the different
social classes and groups together and thus promoting the emergence of an egalitarian
& integrated society. National Policy on Education (1986) laid emphasis on the
creation of common school system as recommended by Kothari Commission. It also
reiterated the issues of equality of educational opportunity and free and compulsory
education for all children up to 14 years. After NPE 1986 many programme initiated
like Operation Black Board (OBB) was launched in 1987 to improve the facilities in
schools by providing more teachers, rooms and teaching learning equipments. The
OBB 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. District Institute of Education and Training (DIET) was initiated in 1987
to create viable institutional, academic and technical resource base for orientations,
training and continuous up-gradation of knowledge, competence and pedagogical
skills of elementary school teachers’ in the country. National Elementary Education

10
Mission (1992) objectives was Universal access and enrolment; Universal retention of
children up to 14 years of age; and a substantial improvement in the quality of
education to enable all children to achieve essential levels of learning. District
Primary Education Programme (1994) is a Centrally-Sponsored Scheme
Programme which was launched in 1994 as a major initiative to revitalize the primary
education system and to achieve the objective of universalisation of primary
education. National Programme of Nutritional Support to Primary Education
commonly known as Mid-Day Meal Scheme, launched as a centrally sponsored
scheme on 15th August1995 to attain universalization of primary education. Its
objectives were to increase enrolment, improve attendance and retention
simultaneously to have an impact on nutrition of students in primary schools. From
2008-09, the scheme was extended to all students up to Class VIII. Shiksha Karmi
(1987) and Lok Jumbish (1992) Projects, apart from DPEP, Lok Jumbish (Peoples'
Movement) and Shiksha Karmi Projects (SKP) 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. The main objective of Lok Jumbish is to
achieve Education for All (EFA) through people's mobilization and participation.
Whereas, Shiksha Karmi Project focuses its attention on universalisation and
qualitative improvement of primary education in remote, arid area and socio-
economically backward villages with primary attention given to girls. Sarva Shiksha
Abhiyan (2001) also an externally funded programme, towards achieving the long
cherished goal of UEE through a time bound integrated approach, in partnership with
State. SSA, which promises to change the face of the elementary education sector of
the country aims to provide useful and quality elementary education to all children in
the 6-14 age group. In the terms of the international discourse, SSA is the
Government of India’s main programme for the delivery of Millennium Development
Goal 2000, the achievement of universal primary education.
The latest initiative to universalize the elementary education is making elementary
education as a fundamental right of every child up to 14 years of age.
1.5. Background of RTE Act
The Right of Children to Free and Compulsory Education Act or Right to Education
Act (RTE) is an Act of the Parliament of India enacted on 4th
August 2009, which
describes the modalities of the implementation of free and compulsory education for

11
children between the age of 6 to 14 years in India under Article 21A of the Indian
Constitution. India became one of 135 countries to make education a fundamental
right of every child when the act came into force on 1st
April 2010. The title of the
RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that
no child, other than a child who has been admitted by his or her parents to a school
which is not supported by the appropriate Government, shall be liable to pay any kind
of fee or charges or expenses which may prevent him or her from pursuing and
completing elementary education. ‘Compulsory education’ casts an obligation on the
appropriate Government and local authorities to provide and ensure admission,
attendance and completion of elementary education by all children in the 6-14 age
groups. With this, India has moved forward to a rights based framework that casts a
legal obligation on the Central and State Governments to implement this fundamental
child right as enshrined in the Article 21A of the Constitution, in accordance with the
provisions of the Act. Present Act has its history in the drafting of the Indian
constitution at the time of Independence but is more specifically to the Constitutional
Amendment of 2002 that included the Article 21A in the Indian constitution making
Education a fundamental Right. This amendment, however, specified the need for a
legislation to describe the mode of implementation of the same which necessitated the
drafting of a separate Education Bill. It is the 86th amendment in the Indian
Constitution
A rough draft of the bill was prepared in year 2005. It caused considerable
controversy due to its mandatory provision to provide 25% reservation for
disadvantaged children in private schools. The sub-committee of the Central Advisory
Board of Education which prepared the draft Bill held this provision as a significant
prerequisite for creating a democratic and egalitarian society. Indian Law
Commission had initially proposed 50% reservation for disadvantaged section
students in private schools but finally in the Act 25% reservation is happen. On 7th
May 2014, The Supreme Court of India ruled that Right to Education Act is not
applicable to Minority institutions.
1.6. Major Provisions of the RTE Act
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which
represents the consequential legislation envisaged under Article 21A in the
constitution of India, came into force in the country on 1 April 2010. The whole RTE

12
Act 2009 has divided in seven chapters. Each chapter contains different sections
which express the Acts and Provisions. The major provisions of the Act in each
chapter are presented in following paragraphs:
Chapter I (Preliminary)
 It shall extend to the whole part of the India except Jammu and Kashmir
(Section 1.2).
 In this chapter meanings of the appropriate government, capitation fee, child,
child belonging to disadvantaged group and weaker section, elementary
education, guardian, local authority, National Commission for Protection of
Child Rights, notification, parents, prescribed, schedule, school, special
category, State Commission for Protection of Child Rights are clearly
mentioned( Section 2.a to 2.g).
Chapter II (Right to Free and Compulsory Education)
 Every child of the age of six to fourteen years shall have a right to free and
compulsory education in a neighbourhood school till completion of
elementary education (Section 3.1).
 No child shall be liable to pay any kind of fee or charges or expenses which
may prevent him or her from pursuing and completing the elementary
education (Section3.2).
 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(Section 4).
 Where in a school, there is no provision for completion of elementary
education; a child shall have the right to seek transfer to any other school
excluding the special schools (Section 5.1).
Chapter III (Duties of Appropriate Government, Local Authority and Parents)
 Appropriate government and the local authority shall establish, within such
area or limits of the neighbourhood, as may be prescribed a school, where it is
not so established, within a period of three years from the commencement of
this Act (Section 6).
 The Central government shall develop a framework of national curriculum
with the help of academic authority (Section 6.a); develop and enforce

13
standards for training of teachers (Section 6.b); provide technical support and
resources to the State Government for promoting innovations, researchers,
planning, and capacity building (Section 6.c).
 The Central Government and the State Governments shall have concurrent
responsibility for providing funds for carrying out the provision of this Act
(Section 7.1).
 The appropriate government shall provide free and compulsory elementary
education to every child ( Section 8.a); ensure compulsory admission,
attendance and completion of elementary education by every child of the age
six to fourteen years(Section 8.b); ensure that the child belonging to weaker
section and the child belonging to disadvantaged group are not discriminated
against and prevented from pursuing and completing elementary education on
any ground( Section 8.c); provide infrastructure including school building;
teaching staff and learning equipment (8.d); ensure and monitor admission,
attendance, and completion of elementary education by every child.
Chapter IV (Responsibilities of Schools and Teachers)
 No school or person shall, while admitting a child, collect any capitation fee
and subject the child or his or her parents or guardian to any screening
procedure (section 13.1).
 No child shall be denied admission in a school for lack of age proof
(Section14.2).
 No child admitted in a school shall be held back in any class or expelled from
school till the completion of elementary education (Section 16).
 No child shall be subjected to physical punishment or mental harassment
(Section 17.1).
 No school shall be established or recognized unless it fulfils the norms and
standards specified in the schedule (Section 19.1).
 A school, other than a school specified in sub- clause (iv) of clause (n), of
section 2, shall constitute a School Management Committee consisting of
elected representatives of the local authority, parents or guardians of children
admitted to such schools and teachers (Section21.).

14
 The School Management Committee shall perform monitor the working of the
School(Section 21.2.a.); prepare and recommend School Development
Plan(Section 21.2.b.); and monitor the utilization of the grants received from
the appropriate Government or Local Authority or any other source(Section
21.2.c); perform such other functions as may be prescribed (Section 21.2.d).
 Any person possessing minimum qualifications, as laid down by an academic
authority, authorized by the Central Government, by notification, shall be
eligible for appointment as a teacher (section 23.1).
 A teacher appointed under sub-section (I) of section 23 shall maintain
regularity and punctuality in attending school (Section 24.1.b.); complete the
entire curriculum within the specified time (Section 24.1.c); assessing the
learning ability of each child and accordingly supplement additional
instructions (Section 24.1.d); hold regular meetings with the parents and
guardians and appraise them about the regularity in attendance, ability to
learn, progress made in learning etc. (Section 24.1.e.)
 No teacher shall be deployed for any non-educational purposes other than the
decennial population census, disaster relief duties or duties relating to
elections to logical authority or the State Legislation or Parliament (Section
27).
Chapter V (Curriculum and Completion of Elementary Education)
 The curriculum and the evaluation procedure for elementary education shall be
laid down by academic authority (Section 29.1).
 No child shall be required to pass any Board Examination till completion of
Elementary Education (Section 30.1).
 Every child completing his elementary education shall be awarded a
certificate (Section 30.2).
Chapter VI (Protection of Right of Children)
 The National Commission for Protection of Child Rights or the State
Commission for the Protection of Child Rights Act 2005 shall have the power
to examine and review the safeguards for rights provided by or under this Act
and recommend measures for their effective implementation (Section 31.1.a);
inquire into complaints relating to child’s right to free and compulsory
education.

15
The Right of Children to Free and Compulsory Education (RTE) Act, 2009 was
amended in 2012 and the RTE Amendment Act came into force with effect from 1
August 2012. The Amendment Act provides : (i) inclusion of children with disability
as contained in the Persons with Disabilities Act 2005 and the National Trust Act
under the purview of RTE Act and providing them free and compulsory education,
and providing option for home-based education for children with severe disability; (ii)
protection of the rights of minorities provided under Article 29 and 30 of the
Constitution while implementing the RTE Act; (iii) exemption of Madrasas, Vedic
Pathsalas and educational institutions imparting religious instruction from the
provisions of the RTE Act. It was also amended in 2017.
1.7. Norms and Standard of a School as Per the RTE Act 2009
The RTE Act 2009 has given some specific norms and standards for an elementary
school, which are given in following paragraphs.
 Number of teachers: For Primary school Pupil-Teacher Ratio (excluding Head –
teacher) shall not exceed forty and for Upper Primary school at least one teacher
for every thirty five children, at least one teacher each for science and math, social
science, languages, A full time head teacher where admission is more than one
hundred and part time instructor for art education, health and physical education
and work education
 Building: At least one class room for every teacher and an office –cum-store cum-
HM room, barrier free access and separate toilet for boys and girls and a
playground.
 Minimum working days /Instruction hours in an academic year :Two hundred
working days/ eight hundred instructional hours for primary education and Two
hundred twenty working days/ One thousand instructional hours for upper
primary.
 Minimum working hour per week for a teacher: Forty Five teaching including
preparation hours in a week.
 Teaching Learning equipment must be available in all classes.
 Library: A library in each school having newspapers, magazines, and books
including story books.
 Play material: Minimum play materials must be available in each school.

16
All the norms and standards must be met by the states in all primary and upper
primary schools by 2013. It is the responsibility of state Government to provide above
mentioned infrastructure, TLM and teachers for quality elementary education.
1.8. The Jharkhand RTE Rule 2011
The Jharkhand Right of Children to Free and Compulsory Education Rules, 2011
made by the Governor of Jharkhand in exercise of the power conferred by the proviso
of article 309 of the Constitution of India under Section 38 of the Right of Children to
Free and Compulsory Education Act, 2009 (35 of 2009). This rule consists of total
nine chapters, which include all the seven chapters of the RTE Act 2009 and two
chapters is added extra; one for school management committee and one for teachers.
In the school management committee chapter it describe the composition and function
of the school management committee and in the teacher chapter they give the
minimum qualification and duties performed by teachers.
The part-I of the rule is preliminary and states about the definitions of various terms
used in the said rule. The part-II of the rule deals with the formulation of school
management committee and its roles and responsibilities. The part-III of the rule
discusses Right of Children to Free and Compulsory Education. The part-IV
concerned with duties and responsibilities of state government, local authority etc.
The part-V deals with responsibilities of schools and teachers. The part-VI says about
qualification and duties of teachers. The part-VII discusses on curriculum and
completion of elementary education. The part-VIII deals with protection of the right
of children. The last part describes miscellaneous issues of the Act.
In fact, the spirit of the Government of Jharkhand rule as regards to free
elementary education is same like that of the Right to Education Act, 2009. It includes
issues in relation to the implementation of rules in local conditions.
1.9. Research Perspectives on the RTE Act
The investigator reviewed the related research studies on different aspects of the RTE
Act 2009 in following pages.
Mohalik, R. (2017) conducted the study to examine awareness, initiatives, and
challenges in implementing the Right of Children to Free and Compulsory Education
Act (RTE) 2009 in Odisha. The study found that i) 95.83% of HMs and 93.75% of
SMC members are aware of the RTE Act 2009 ii) Government has taken steps for
developing training and assessment modules for admitting out of school children and
CWSN by providing facilities like ramp, aid and appliances, wheelchair, special

17
teachers and home service to these children iii) No out of school children has taken
admission in the school as per the activity iv) All the HMs as well as teachers are
active in implementing different provisions of the RTE Act by taking steps for
admission, teaching basing on activity and practicing continuous and comprehensive
evaluation in school.
Kumar, V. and Mohalik, R. (2017) studied the role of PRI members in elementary
education: an exploratory study. The study found that 90% of PRI members want
training programme related to their role. It also found that only 20% PRI members
involve in procuring infrastructure facilities.
Paikaray, L. (2015) studied on effectiveness of community participation in
Universalisation of Elementary Education in Odisha. 50% of rural MTA members
said that there are no separate latrine facilities for girls in their school, 70% rural
MTA members said that there is no separate Kasturba Gandhi Balika Vidyalaya for
girls, 50% of rural MTA members said that there is no boundary wall in their schools.
Bhattacharya, D. and Mohalik, R. (2015) examined the problems faced by the SMC
members in implementing the RTE Act, 2009.The study found that 34% of SMC
members expressed that lack of interest among parents to send their children to school
is the main problem in enhancement of enrolment, 46% of SMC members believed
that poor quality of teaching-learning process is the barrier in offering quality
elementaryeducation, 50% of SMC members feel that lack of skill among teachers is
the main constraint in implementation of Continuous and Comprehensive Evaluation
in school.
Bajpai, B.K. (2014) studied on the RTE norms and performance of elementary
education to assess the progress and implementation of RTE Act, 2009 for
development elementary education. The study found that development of elementary
education is highly affected by progress and implementation of the RTE Act, 2009.
Chandrappa, (2014) studied on Right to Education Act-Elementary Education:
Backbone of the Education System with the objective to find out the effectiveness of
the RTE Act in the elementary school education system. The study found that the
awareness among the people in this Act was very low. Capacity development is
required at various levels to operationalize the Act. At the community level, SMCs
and Panchayat Raj Institutions (PRIs) need to be trained about their roles and
responsibilities.

18
Das, R. (2014) studied on Implementation of Right to Education Act, 2009 in Hajo
Block of Rural Kamrup District’ with the objective to study the implementation of
Right to Education Act in the schools of Hajo block of rural Kamrup district in
Assam. The study found that more than half of the objectives of Right to Education
Act are implemented. Some objectives are not achieved due to some problems like
lack of proper finance, communication facility, lack of proper management,
leadership etc. If positive measures are taken, it will be easy to achieve the goals
framed by the Right to Education Act, 2009.
Deepthi. T. (2014) intends to explore the status of the implementation, awareness,
and understanding of the provisions of the RTE among parents, teachers and children
and also the issues and challenges before the teacher to implement it. In order to meet
the challenges, the nation should come together as a whole and work together to
overcome these challenges. There should be a great level of coordination among the
different agencies involved in this act.
Kumar, T.P. (2014) studied on awareness about the RTE Act among school teachers
in Bangalore city and found that there is a significant difference in awareness of the
RTE Act, 2009 between male and female teachers. Female teachers are more aware
than male teachers regarding the implementation of the RTE Act, 2009.
Lal, K. (2014) studied on awareness of the Right to Education Act among teachers
with the objective to compare awareness towards the RTE Act of male and female
teachers of the urban and rural area. The study found that in rural areas male teachers
are aware of the RTE Act rather than female teachers and in urban area female
teachers are aware of the RTE Act rather than male teachers.
Majhee, M. and Behera, L (2013) studied on awareness of stakeholders of
elementary education towards the RTE Act, 2009 in Khurda district with the objective
to find out the status of the RTE Act, 2009 in Khurda district. The study found that
headmaster, teacher and SMC member are not oriented about the RTE Act, 2009.
Malik Sarika & et al. (2013) studied on awareness of the Right to Education Act
among Prospective Teachers to find out the level of awareness of rural and urban
prospective teachers about the Right to Education. The findings of the study reveal
that the urban and rural prospective teachers ratio is high; there is a necessity to
develop the awareness towards the RTE, which in turn helps them to develop the
same among their students.

19
Rustagia, P. and Menon, R. (2013) conducted study literacy and elementary
education status in Jharkhand: challenges to universalization. The study found that
there are widespread variations across the state and among locations, especially
among socially disadvantaged groups in Jharkhand. Overall, the literacy rates and
educational indicators are still pretty low, however, there are some improvements
which are reflected in the increasing enrolment levels. Enrolment of girls and even
among children belonging to the backward communities, especially at the primary
school level are remarkable.
Considerable number of studies have been conducted on awareness of
stakeholders and status of implementation of the provisions of the Act in different
states. These studies are conducted on limited area such as one block and one district
etc. Most of the studies are survey in nature. The result indicates that in spite of all
efforts of Central and state Government, the provisions of the RTE Act 2009 has not
been implemented successfully in states. Even all stakeholders are not aware about
the provisions of the Act and their roles and responsibilities for implementation. It is
also observed that few researchers have attempted to study implementation of the Act
in Jharkhand covering entire state. Hence, it is very pertinent to study the status of the
implementation of the RTE Act in Jharkhand.
1.10. Conclusion
In the Chapter-I, the investigator focus on importance of Elementary education from
points of view of different committee and commissions, status of elementary
education India and Jharkhand, the background of the RTE Act and their Major
provisions. The investigator has also reviewed the related studies on the different
aspects of the RTE Act 2009 for setting a base for the present study. The details of
rationale, objectives and methods are presented in the chapter-II.

20
CHAPTER-II
METHODOLOGY
2.0: Introduction
This chapter deals with the methodology followed for undertaking the research
project. The methodology has been decided as per the objectives and nature of study.
The investigator has given a detailed account of need of the project, objectives, scope
of the project, method, sample, tools and process of data collection and techniques of
data analysis in the following pages.
2.1. Need of the Project
The tribal’s constitute one fourth of Jharkhand’s population as per the census
2011. The state’s share of tribal’s is the second highest in the country after Odisha.
The share of Scheduled Castes is lower at 12 percent but records very high poverty
levels among both the Scheduled Castes and Tribes. The SCs and STs dependence on
agriculture is very high. While 84 percent of the STs are in agriculture, with a bulk of
them as cultivators (53 per cent), for the SCs the share is 68 per cent, with a much
lower share of cultivators (only 19 per cent) and a majority (47 per cent) of them as
agricultural labourers.
The impetus on education reinforced with the Sarva Shiksha Abhiyan has
influenced enrolment to a substantial extent and is also reflected in the lowering child
labour across the country over time. Jharkhand is also moving in the same direction.
However, it continues to be among the worst states along with Bihar in terms of the
Educational Development Index (EDI) calculated by the NUEPA (DISE, 2011-
12).The EDI comprises of 13 indicators for four sub-indices pertaining to access,
infrastructure, teachers and outcomes. The infrastructure index improved especially
for the primary schools while the teacher’s index presents the gains in this sphere at
both primary and upper primary levels. Despite the index value improving for the
upper primary level schools, the rank of the state remains at 34-the second worst after
Bihar.
With a view to address these issues, the Right of Children to Free and
Compulsory Education Act (RTE) has been introduced to directly counter the
problems of illiteracy, poor quality infrastructure and learning level in the elementary
education. It came into force in India with effect from 1st
April 2010. The main

21
provisions in the RTE Act include the responsibilities of appropriate government and
local authorities towards establishing neighbourhood schools; sharing of financial and
other responsibilities; prohibition of capitation fee and screening procedure for
admission; prohibition of detention, expulsion and corporal punishment; specification
of norms and standards for schools including those related to the infrastructure and
teachers; laying down of teacher qualifications and their duties; prohibition of
deployment of teachers for non-educational purposes; and ensuring that curriculum
and evaluation is in accordance with the Constitution of India and as per child-centred
principles and values. Children with disabilities and those belonging to minority
communities are also covered under the Act.
Many researchers have taken interest on the RTE Act 2009 and its
influence on different aspects of the elementary education. Some of these are
discussed below.
Mohalik (2017) reported that 95.83% of HMs and 93.75% of SMC members are
aware of the RTE Act 2009, Government has taken steps for developing training and
assessment modules, admitting out of school children and CSWN by providing
facilities like ramp, aid and appliances, wheelchair, special teachers and home service
to these children. Kumar and Mohalik (2017) studied the role of PRI members in
elementary education: an exploratory study. The study found that 90% of PRI
members want to training programme related to their role. They also found that only
20% PRI members involve in procuring infrastructure facilities. Bhattacharya and
Mohalik (2015) reported that 68% of SMC members have never heard about the RTE
Act 2009, 34% of SMC members are performing their role in implementing the RTE
Act 2009, 38% of SMC members are monitoring MDM meal preparation, distribution
and cleanness and 32% of SMC members are participating in enrolment drive,
identifying out of school children, disabled children and 34% of SMC members are
involved in generating community awareness about RTE Act. Lal (2014) found that in
rural areas male teachers are more aware about RTE Act than female teachers and in
urban area female teachers are aware about RTE Act rather than male teachers.
Viswanat (2014) found that the Right to Education Act helps in India to achieve
millennium goals and the RTE Act, 2009 helps to create awareness among school
teachers, parents and community members in enhancing quality school education.
Gandhi and Yadav (2013) found that there is significant difference in awareness of
male and female primary school teachers working in government schools towards

22
Right to Education Act, 2009 and there is no significant difference in awareness of
teachers working in government and private school towards Right to Education Act,
2009. Mohalik (2012-13) found that all stakeholders are not aware about RTE Act-
2009. No school has identified out of school children in their locality. Schools are
lacking in separate toilets for boys and girls, safe drinking water, play materials,
teaching learning materials, playground, boundary wall, health check up facilities and
special teachers. Necessary steps required to be taken by educational authority for
providing all these facilities to elementary schools. Rustagi and Menon (2013)
reported that there is a widespread variation and difference in educational outcomes
within the state, across districts, social groups and other inequities relating to schools,
gender, learners’ achievements. Thote, Mathew, and Rathoure (2013) found that
there is a low level of awareness among primary school teachers about the RTE Act,
2009.NCERT (2012) reported that 23 states have framed the Model rules for the RTE
Act 2009, 24 states have issued notification regarding age appropriate admission, 19
states have revised the curriculum and textbook as per the Act. Mishra (2011)
reported that most of the parents are aware about the free education provided to the
students of elementary schools. But many of them are not aware of the other benefits
provided to the children. Head teachers are not very clear about procedures for
admission laid down in the Act, such as, how to give admission to a child of above six
years of age and so far not enrolled in the school; whether to give admission to a child
who has no transfer certificate, etc. Trivedi (2011) reported that there is a lack of
awareness among teachers and parents about the true content of the Act. In the states
local specific guidelines are prepared but there is little awareness among the
stakeholders.Lakshmi (2010) wrote on “Utilities of RTE” in her article emphasising
that the RTE should be implemented with the public spirit and the intention of govt.
must be dedicated then the RTE will be fruitful. It also stressed that the awareness of
the RTE should be mandatory.
The above studies indicate that majority of stakeholders are not aware
about the provisions and benefits of the RTE Act 2009 and schools have not taken
suitable steps for education of children as per the Act. On the other hand, no
comprehensive studies available on status of implementation of the RTE Act in the
state of Jharkhand. Against this background, studying elementary education in the
light of the RTE Act 2009 is highly relevant.

23
2.2. Objectives
1. To examine the level of awareness of stakeholders about the various
provisions of the RTE Act 2009.
2. To find out the status of educational provisions at elementary level.
3. To study the initiatives taken for education of out of school children, CWSN
and weaker section children as per the RTE Act 2009.
4. To examine the functioning of HMs, teachers and SMC members in
implementing the RTE Act 2009.
5. To study the curriculum, transaction and evaluation in the light of the RTE Act
2009.
6. To explore different issues and concerns in implementing the RTE Act 2009
especially in rural and tribal areas and among SC and ST population.
2.3: Scope of the Project
This research project is limited to 44 elementary schools selected from four district of
Jharkhand state i.e., Chatra, Deoghar, East Singhbhum and Ranchi.
2.4: Method
The present study was conducted on the elementary schools of four districts of
Jharkhand to know the status of the implementation of the RTE Act 2009. The aim of
the study is to find out the awareness level among different stakeholders of school,
adequacy of infrastructure, teacher-pupil ratio, resources available, functions of HMs,
teachers and SMC members in implementation of the RTE Act. Considering the
nature of the problem, the investigator used survey method of the study which is
commonly used in educational research to study the existing condition or the
phenomenon. This method was preferred because information is readily obtainable
from subjects in their natural environment, concerning their views on certain issues
about the implementation of the Act.
2.5: Sample
The sample for the study consists of HMs, Teachers, and SMC Members of 44
elementary schools of Jharkhand. Initially four districts i.e. East Singhbhum, Chatra,
Ranchi, and Deoghar were selected randomly from four commissionaires of

24
Jharkhand such as Kolhan, North Chotanagpur, South Chotanagpur, and Santhal
Pargna respectively. Further, two blocks from each district and six schools from each
block were selected randomly. The investigator involved District School
Superintendent (DSE) at district level, Block Education Officer (BEO) at block level
and HMs, one teacher and one SMC member from each selected school.
Total four DSEs, eight BEOs, 44 HMs, 44 Teachers and 44 SMC members are
selected as a sample by using multistage sampling techniques. The details of sample is
given in table-2.1.
Table: 2.1 Distribution of Sample
Sl.
No.
Name of
Commissionaires
Name of District Name of
Block
No. of
Schools
1 Kolhan East Singhbhum Tata Nagar 6
Ghatshila 5
2 North
Chotanagpur
Chatra Chatra 6
Gidhour 6
3 South
Chotanagpur
Ranchi Ranchi I 4
Ranchi II 5
4 SanthalPargna Deoghar Deoghar 6
Mohanpur 6
Total 4 4 8 44
Out of 44 Schools, 18 schools are rural and 26 schools are urban. The lists of schools
involved in the study attached in the Appendix-A.
2.6. Tools
The following self developed tools were used to collect data.
 Questionnaire for HMs to study awareness and implementation of the RTE
Act
 Questionnaire for teachers to study awareness and implementation of the RTE
Act
 Questionnaire/Interview Schedule for SMC members to study awareness and
implementation of the RTE Act
 Observation schedule for studying classroom transaction and assessment
 Questionnaire for DSE/BEO to study implementation of the RTE Act

25
2.6.1. Questionnaire for HMs
This questionnaire is intended to examine the awareness about different provisions of
the Act, status of the implementation of the Act with reference to children with
special needs, out of school children, role of teachers and SMC members, curriculum
transaction and evaluation and the major problems faced in implementing the Act. It
consist two parts; the part-1 deals with general information about the HMs and part-2
deals with specific information about the Act. Part -2 has total six sections; section-I
has total 20 items, in which 11 items are multiple choice questions and remaining are
yes/ no type questions related to the awareness of the provisions of the Act. Section-II
related to educational provisions in school according to the RTE Act. It has 48 items
which include types of building, availability of classroom, playground, library, HM
room, ramp, toilet facilities, drinking water facilities, availability of TLM, sports
materials and other thing. Section-III has three sub-sections; sub-section-I related to
out of school children (OSC) which has 13 items related to special provisions for
these children and problem faced in educating the out of school children, Sub-section-
II has total 12 items which is related to the provisions for CWSN, sub–section-III has
total 17 items related to the provisions for socially disadvantage section and weaker
section student and problem faced for educating these children. Section-III is related
to the roles and responsibilities of SMC members and teachers with respect to the Act.
Section-IV has 11 items related to curriculum transaction and evaluation such as
curriculum is revised or not, school implemented CCE and others. Section-V has 4
items based on the problems faced in discharging duties and responsibilities as per the
Act, and suggestions for implementing the Act. The questionnaire is attached in
Appendix-B.
Table-2.2: Details of Questionnaire for HMs
Sl. No. Aspects No. of Items
1 Awareness about the RTE Act 20
2 Educational Provision , Enrolment and Retention 48
3 Out of School Children 12
4 Child with Special Needs 12
5 Socially Disadvantage and Weaker Section student 17
6 Roles and Responsibilities of SMC Members 23
7 Roles and Responsibilities of Teachers 14
8 Curriculum and Teaching Learning process 11
9 Concerns and Issues for Implementing the Act 4
Total 161

26
2.6.2. Questionnaire for Teachers
This questionnaire is meant to examine the awareness level of teachers, role of HMs
and SMC members as per the Act and the major problems faced in implementing the
Act. It consists of two parts; the part-1 deals with general information about the
teachers and part-2 deals with specific information about the Act. Part–II has three
sections; section-1 has 20 items, of which 11 items are multiple choice questions and
remaining are yes/ no type questions based on the awareness about the provisions of
the Act. Section–II is related to the role of HMs and SMC members having 46 items,
23 items related to the role of SMC and 23 are related to the role of HMs. Section-III
has 4 items based on the problems faced in discharging duties and responsibilities as
per the Act, and suggestions for implementing the Act. Total number of items in this
questionnaire is 70.The questionnaire is attached in Appendix-C.
Table-2.3: Details of Questionnaire for Teachers
2 Roles and Responsibilities of SMC Members 23
3 Roles and Responsibilities of HMs 23
4 Concerns and Issues 4
Total 70
2.6.3. Questionnaire/ Interview Schedule for SMC Members
This questionnaire is intended to examine the awareness level of teachers, role of
HMs and teachers members and the major problems faced in implementing the Act. It
consists of two parts; the part-1 deals with general information about the SMC
members and part-2 deals with specific information about the Act. Part-II has three
sections; section-1 have total 20 items, 11 are multiple choice questions and
remaining are yes/ no type question related to the awareness about the provisions of
the Act. Section–II related to the Role of HMs and teachers having 37 items, 14 items
related to the role of teachers in school and 23 items related to the role of HMs in
school. Section–III has 4 items based on the problems faced in discharging duties and
responsibilities as per the Act, and suggestion for implementing the Act. Total
numbers of items in this tool is 61.The questionnaire is attached in Appendix-D.

27
Table-2.4: Details of Questionnaire for SMC Members
2 Roles and Responsibilities of Teachers 14
3 Roles and Responsibilities of HMs 23
4 Concerns and Issues 4
Total 61
2.6.4. Observation Schedule for Observing Classroom Teaching
The main aim of this tool is to study the teaching learning process followed by
teachers in elementary schools. The tool consists of statements based on teaching
learning behaviour and activities followed by five point scales such as Never,
Sometimes, Usually, Often, Very Often. The tool was based on the four major aspects
of teaching such as Introduction, Presentation, Assessment and Feedback and Teacher
personality. The details of each aspect are discussed in following paragraphs.
Introduction: In this aspect, the points such as gets the class settled prior to teaching,
creates readiness among learners, use appropriate strategy for introducing the topic
and last is states the topic before teaching etc are covered.
Presentation: In this aspect the focused statements for the class observation was;
teaching basing on what students already know, present information in a clear and
organize manner, uses locally available things as teaching learning materials, gives
appropriate reinforcement in the class, writes legible in the blackboard, allows to
learners to interact with each other, uses ICT in the classrooms, encourages divergent
thinning and asking question, relates the subjects with other school subjects and
summarize at the end of the class.
Assessment/Evaluation and Feedbacks: In this third aspects, the main focuses in
class observation was; assess learners understanding throughout the class, asks
question as per objectives of lesson, ask questions beyond the text, gives importance
on learners work in assessment, helps learners in self-assessment and provides home
assignments that requires enquire.
Teacher Personality: The fourth aspects was based on the personality of the class
teachers and it is measured through the statements like: remains active through ought
the class, dresses himself/herself properly, enjoys the classroom teaching, remains
empathetic to learners, ensures democratic practice in the classrooms, seeks to co-
operates of the students, ensures an inclusive classroom environment and maintain

28
flexibility in the movement during the class. Total number of items in this observation
schedule is 53. The observation schedule is attached in Appendix-E.
Table-2.5: Details of Observation Schedule
Sl. No Aspects No. of Items
1 Introduction 6
2 Presentation 32
3 Assessment/Evaluation or Feedback 6
4 Teacher Personality 9
Total 53
2.6.5. Questionnaire for District Superintendent of Education (DSC)/ Block
Education Officer (BEO)
This questionnaire was used to collect information from DSC and BEO about the
implementation of the different provisions of the Act. It consists of two parts. First
one deals with general information about DSC and DEO and second deals with
specific information about the Act. The items focus on different aspects of the Right
to Education Act related to the initiatives taken for create awareness among different
stakeholders, different provisions of the Act on TLM, Training to teachers for CWSN,
Out of school children, reservation of 25% for socially disadvantage children etc.
There are total 22 items in this tool. The questionnaire is attached in Appendix-F.
All the tools were developed by the Investigator and Project Fellow in consultation
with experts both from RIE and outside RIE. Initially, the items for the tools are
written basing on the available literature. Two days workshop was organized on 22
and 23 August 2017 at RIE Bhubaneswar where six experts from the fields of
education and research attended and discussed the tools. The list of experts is given in
Appendix-G. In the two days workshop the experts have given their valuable opinion
about tools. On the basis of the comments and suggestions, the tools were modified
and finalized. Hence the validity of the tools is ensured.
2.7: Procedure of Data Collection
The Investigator and Junior Project Fellow (JPF) personally visited all forty four
elementary schools of Jharkhand state. These forty four schools were situated in four
districts namely Deoghar, Chatra, East Singhbhum, and Ranchi. During the data

29
collection the JPF faced lots of difficulty when the schools were in remote areas i.e.,
(Ghatshila, Gidhaur). During the data collection, the fellow meet the all DSEs, Head
teachers, Teachers and SMC members and they fully co-operated for giving data. It is
a great pleasure for the research fellow to observe the teaching learning process in
classroom with students such was a unique experience. In the period of the data
collection one of the major hindrances faced by the research fellow that related to
enrolment and retention format because it has many column related to enrolment of
last six years with category specific but after all it is possible because of the teachers
and head teachers of the schools. All these data was collected from HMs, teachers,
students, SMC members, DSEs, and BEOs. Details of the data collection periods are
presented below:
Table-2.6: Phases of Data Collection
Phase Duration Place
I 13th
September to 26th
September 2017 East Singhbhum
II 5th
October to 27th
October 2017 Chatra, and Ranchi
III 30th
October to 30th
November 2017 Ranchi and Deoghar
IV 18th
to 21st
December 2017 East Singhbhum
V 22nd
to 23rd
March 2018 Ranchi
2.8: Data Analysis and Interpretation
After data collection from field, the Investigator prepared the code for entire tools for
entry into computer (Excel) for analysis. Accordingly, all the data sheets were entered
into the Excel and calculations were made as per the requirements. The investigator
calculated frequency, percentage, average and graphs for analysis and interpretation.
The SPSS 20 was also used for calculation. On basis of the analysis, interpretations
are drawn.
2.9: Conclusion
The present chapter has given detailed account of method, sample, tools, procedure of
data collection and analysis. The collected data were entered in MS Excel and
analysed and calculated in SPSS-20 as per the objectives of the study. The detailed
analysis and interpretation is presented in the chapter-III.

30
CHAPTER-III
ANALYSIS AND INTERPRETATION
3.0. Introduction
This chapter deals with analysis and interpretation of data. The collected data are
analysed as per the objectives of the study. The investigator used frequency,
percentage, and qualitative descriptions and accordingly interpretations are made. The
investigator has divided the chapter into six sections with tables and figures. The
detailed data analysis is presented in following pages.
3.1: Awareness of Stakeholders about Different Provisions of the RTE Act 2009
In this section, the investigator presents the awareness of HMs, Teachers, and SMC
members about the different provisions of the RTE Act 2009.
Table-3.1: Background of RTE Act
*percentage
The table-3.1 indicates that all the HMs, teachers and the majority of SMC members
(88%) heard about the RTE Act 2009.More than half of the HMs (54.54%), teachers
(52.37%), and SMC members (47.72%) knew about the meaning of a neighbourhood
school. 79.54% of SMC members also knew about the age group of children coming
under the Act whereas more than 90% of HMs (97.97) and teachers (95.45) knew
about it. Further, 95.45% of HMs and 86.36% of teachers knew about the funding
agency for the implementation of the RTE Act.
Sl.
No.
Items HM
(F & %)
Teacher
(F & %)
SMC
(F & %)
1 Heard about the RTE Act 44(100)* 44(100) 39(88.63)
2 RTE Act 2009 implemented in
school
35(79.54) 38(86.36) 30(68.18)
3 Meaning of the neighbourhood
school
24(54.54) 23(52.27) 21(47.72)
4 Age group of children under the
RTE Act 2009
43(97.97) 42(95.45) 35(79.54)
5 Funding for implementing of the
RTE Act
42(95.45) 38(86.36) 32(72.72)

31
Figure-3.1: Awareness about Neighbourhood School
It can be said that majority of HMs and Teachers are aware about the age
group of children coming under the Act and funding agencies for its implementation.
But 45.46% of HMs, 47.73% of teachers and 52.28% of SMC members are known
about the meaning of neighbourhood school.
Table-3.2: Awareness about Minimum Working Days and Hours
Sl.
No.
Item HM
(F & %)
Teacher
(F & %)
SMC
(N & %)
1 Working days in an academic year
in primary school
31(70.45) 30(68.18) 30(68.18)
2 Working days in an academic year
in upper primary school
32(72.72) 31 (70.45) 28 (63.63)
3 Working hours in an academic
year in primary school
24(54.54) 20 (45.45) 17 (38.63)
4 Working hours in an academic
year in upper primary school
20(45.45) 22(50) 18 (40.90)
The table-3.2 reveals that the awareness of the minimum working days and minimum
working hours in an academic year. It indicates that 70.45% of HMs, 68.18% of
teachers and SMC members knew about the minimum working days in an academic
year in primary school. Further, 72.72% of HMs, 70.45% of teachers and 63.63% of
SMC members knew about the minimum working days in an academic year in upper
primary school. Approximately half of the HMs (54.54%) knew about the minimum
61.36%
70.45%
54.54%
0
10
20
30
40
50
60
70
80
HM Teacher SMC Members

32
working hours in an academic year in primary school, but less than half of the
teachers (45.45%), and SMC members (38.63%) knew about the minimum working
hours in an academic year in primary school. This table also shows that less than half
of the HMs (45.45%), Teachers (50), and SMCs (40.90%) are known about the
minimum working hour in academic year in upper primary school as specified in the
RTE Act.
Figure-3.2: Awareness about Working Days in School
It can be concluded that around 30% of HMs, teachers and SMC members are
not aware about the minimum working days in primary and upper primary school as
per the Act. Further around 50% of HMs, teachers and SMC members did not know
about the minimum working hours in an academic year in primary and upper primary
schools.
Table-3.3: Awareness about Implementation of the RTE Act
Sl.
No.
Item HM
(F & %)
Teacher
(F & %)
SMC
(F & %)
1 Academic authority in your state 27 (61.36) 31(70.45) 24 (54.54)
2 Sharing of finance between centre and state 15 (34.09) 16(36.36) 15 (34.09)
3 Admission without proof of age 39 (88.63) 40(90.90) 35 (79.54)
4 Admission of out of school children 41 (93.18) 40(90.90) 39(88.63)
5 Teaching approach advocated by the Act 37(84.09) 39(88.63) 35(79.54)
70.45%
72.72%
68.18%
70.45%
68.18%
63.63%
58.00%
60.00%
62.00%
64.00%
66.00%
68.00%
70.00%
72.00%
74.00%
Working days in an academic year in
primary school
Working days in an academic year in upper
primary school

33
The table-3.3 indicates that 61.36% of HMs, 54.54% of SMC members and 70.45% of
teachers are known about the Academic authority for implementation of the RTE Act
in Jharkhand. Approximately, one-third of the HMs (34.09%), teachers (36.36%) and
SMC members (34.09%) are known about the percentage of sharing of finance
between centre and state for implementation of the RTE Act. 84.09% of HMs,
88.63% of teachers and 79.54% of SMC members knew that the child centred
teaching approach is advocated in the Act.
Figure-3.3: Awareness about Academic Authority
It can be inferred that around 30% of stakeholders did not know about the academic
authority in Jharkhand for implementing the RTE Act. Further, 65% of stakeholders
are not known about the sharing of fund by central and state government for
implementing the RTE Act in the state.
Table-3.4: Awareness about Child Protection in the RTE Act
Sl.
No.
Item HMs
(F & %)
Teacher
(F & %)
SMCs
(F & %)
1 No fee for elementary education 44(100) 37(84.09) 40 (90.90)
2 No physical punishment to the children 41(93.18) 41(93.18) 38(86.36)
3 NCPCR protect and monitor the rights of
the children
38(86.36) 43(97.72) 36 (81.81)
4 Composition of SMC members 38(86.36) 38(86.36) 35 (79.54)
5 Percentage of woman member in SMC 41(93.18) 37(84.09) 37 (84.09)
61.36%
70.45%
54.54%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%

34
The table-3.4 indicates that all the HMs, 84.09% of teachers, and 90.90% of SMC
members are aware that there is no fees required for completion of elementary
education by the child or his/her parents. 93.18% of the HMs, and teachers are aware
that teachers can’t give physical punishment to the children as per the Act. 86.36% of
HMs, 97.72% of teachers and 81.81% of SMC members are known that the NCPCR
and SCPCR protect and monitor the rights of the children under the RTE Act.
It can be said that majority of HMs, teachers and SMC members are well
aware about the no fees, no physical punishment, role of NCPCR and SCPCER in
protecting and monitoring rights of the child.
3.2: Status of Educational Provision in Elementary Schools
In this part investigator presented the availability of infrastructure facilities such as
distance of school from habitation, school building, types of boundary wall,
playground, laboratories, library, availability of electricity and fans, different teaching
learning materials, student teacher ratio and different activities organised in school.
Table-3.5: Distance of School from Local Habitation
Sl. No. Distance Rural
(F & %)
Urban
(F & %)
Total
(F & %)
1 < 1 KM 6 (33.33) 9(34.61) 15 (34.09)
2 1-2 KM 3 (16.66) 7(26.92) 10 (22.72)
3 2-3 KM 2 (11.11) 7(26.92) 9 (20.45)
4 > 3 KM 7 (38.88) 3(11.53) 10 (22.72)
Table-3.5 indicates that 33.33% of schools are located within 1 KM, 16.66% of
schools are within 1-2 KM, 11.11% of schools are within 2-3 KM and 38.88% of
schools are more than 3 KM from local habitation in rural areas. In urban areas,
34.61% of schools are within 1 KM, 26.92% of schools are within 1-2 KM, 26.92% of
schools are within 2-3 KM and 11.53% of schools are more than 3 KM from local
habitation.

35
Figure-3.4: Distance of School from Local Habitation
It can be said that around 34.09% of schools are within 1 KM, 22.72% of schools are
within 1-2KM, 20.45% of schools are within 2-3KM, and 22.72% of schools are
located beyond 3KM from local habitation.
Table-3.6: Type and Condition of School Building
Sl.
No.
Location Types of School
Building
Condition of School Building
Pucca (F & %) Good
(F &%)
Manageable
(F& %)
Poor
(F& %)
1 Rural 18 (100) 13(72.22) 4 (22.22) 1 (5.55)
2 Urban 26(100) 18(69.23) 8 (30.76) 0
3 Total 44 (100) 31(70.45) 12 (27.27) 1 (2.27)
Table-3.6 reveals that the building of all schools in rural and urban area is
pucca.72.22% of school building is in good condition, 22.22% of school building is in
manageable condition and 5.55% of building is in bad condition in rural areas. On the
other hand, 69.23% of school building is in good condition, 30.76% school building is
in manageable condition in urban areas of schools.
34.09%
22.72%
20.45%
22.72%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
< 1 KM 1-2 KM 2-3 KM > 3 KM

36
Figure-3.5: Good Conditioned School Building
It can be concluded that 70.45% of school buildings is in good condition,
27.27% of school building is in manageable condition and 2.27% of school building is
in bad condition.
Table-3.7: Availability and Type of Boundary Wall
Sl.
No.
Location Boundary wall Types of boundary wall Play ground
Yes (F& %) Concrete
(F& %)
Bio-fencing
(F& %)
Yes (F& %)
1 Rural 16 (88.88) 15 (83.33) 1(5.55) 7(38.88)
2 Urban 19 (73.07) 19 (73.07) 0 14(53.84)
3 Total 35 (79.54) 34(77.27) 1(5.55) 21 (47.72)
The table-3.7 indicates that 88.88% of rural schools have boundary wall, out of this
83.33% is concrete boundary wall and 5.55% is bio-fencing boundary wall.73.07% of
urban schools have boundary wall and all have concrete type of boundary wall.
21.46% of schools have no boundary wall. Overall 79.54% schools have boundary
wall. Only 38.88% of rural schools have playground and 53.84% of urban schools
have playground.
72.22%
69.23%
70.45%
67.50%
68.00%
68.50%
69.00%
69.50%
70.00%
70.50%
71.00%
71.50%
72.00%
72.50%
Rural Urban Total

37
Figure-3.6: Availability of Boundary Wall and Play Ground
It can be said that 79.54% of elementary schools have boundary wall and only
47.72% of elementary schools have playground. In other words, 20% of elementary
school does not have boundary wall and 52% of elementary schools does not have
playground.
Table-3.8: Availability of Rooms and Ramp
Sl.
No.
Location One Room for One
Class (F& %)
Ramp
(F& %)
HM Room
(F& %)
1 Rural 13(72.22) 13(72.22) 15 (83.33)
2 Urban 25(96.15) 24 (92.30) 26 (100)
3 Total 38 (86.36) 37 (84.09) 41 (93.18)
The table-3.8 indicates that total 86.36% of schools have one room for one class, but
only 72.22% of rural schools have one room for one class whereas 96.15% of urban
schools have one classroom for one class. Total 84.09% of schools have ramp
facilities, whereas 72.22% of rural schools have ramp facilities. This table also
indicates that 83.33% of rural schools have HM room but in urban area all schools
have HM room.
88.88%
38.88%
73.07%
53.84%
79.54%
47.72%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Boundary wall Play ground
Rural Urban Total

38
Figure-3.7: Availability of Class Room and Ramp
It can be concluded that 13.64% of elementary schools does not have one
room for one class and 15.91% of schools does not have ramp facilities for children
with physical disability.
Table-3.9: Availability of Safe Drinking Water Facilities
Sl. No. Location Drinking water
facilities (F& %)
Source of water facilities
Hand Pump (F& %) Tap (N& %)
1 Rural 16 (88.88) 15 (83.33) 1 (5.55)
2 Urban 25 (96.15) 17 (65.38) 8 (30.76)
3 Total 41 (93.18) 32 (72.72) 9 (20.45)
The table-3.9 points out that 93.18% of schools have safe and adequate drinking water
facilities, whereas 72.72% of schools have hand pump and other 20.45% of schools
have tap water facilities. This table also indicates that 30.76% of urban schools have
tap water facilities for drinking but only 5.55% of rural schools have tap facilities.
72.22% 72.22%
96.15% 92.30%
86.36% 84.09%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
One room for one class Ramp
Rural Urban Total

39
Figure-3.8: Availability of Safe Drinking Water Facilities
It can be said that 6.82% of elementary schools in Jharkhand does not have
drinking water facilities for students and teachers. Most of the schools have hand
pump for drinking water but only 20.45% of schools have tap water facilities.
Table-3.10: Availability of Toilets
Sl. No. Location Toilet Nature of Toilets
Yes (F &
%)
Common
(F & %)
Boys
(F & %)
Girls
(F& %)
Staff and
Teachers
1 Rural 18 (100) 16 (88.88) 0 0 2 (11.11)
2 Urban 26(100) 21 (80.76) 5 (19.23) 5 (19.23) 0
3 Total 44(100) 37 (84.09) 5 (11.36) 5 (11.36) 2 (04.54)
Table-3.10 reveals that all schools have toilet facilities, out of these schools 84.09%
of schools have common toilet facilities, and 11.36% have separate toilet facilities for
boys and girls. There is no school in rural area which has separate toilet facilities for
boys and girls. Further only 4.54% of schools have separate toilets for staff and
teachers.
88.88%
96.15%
93.18%
84.00%
86.00%
88.00%
90.00%
92.00%
94.00%
96.00%
98.00%
Rural Urban Total

40
Figure-3.9: Availability of Toilets
It can be concluded that toilets are available in all elementary schools of
Jharkhand but only 19.23% of schools have separate toilets for boys and girls and
staff and teachers.
Table-3.11: Availability of Electricity, Light & Ventilation
Sl.
No
Location Electricity
(F & %)
Fans
(F& %)
Light
(F & %)
Ventilation
(F & %)
Well Manageabl
e
Well Manageabl
e
1 Rural 14 (77.77) 12
(66.66)
18
(100)
0 17
(94.44)
1
(05.55)
2 Urban 22
(84.61)
19
(73.07)
23
(88.46)
3
(11.53)
24
(92.30)
2
(07.69)
3 Total 36
(81.81)
31
(70.45)
41
(93.18)
3
(06.81)
41
(93.18)
3
(06.81)
The table-3.11 reveals that 77.77% of rural schools have electricity facilities, but only
66.66% of schools have fan. In urban area, 84.61% of schools have electricity
facilities but 73.07% of schools have fan. All the rural area schools have sufficient
light but 88.46% of urban schools are well lighted. More than 90% of schools are well
ventilated.
88.88%
0 0
11.11%
80.76%
19.23% 19.23%
0
84.09%
11.36% 11.36%
4.54%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Common Boys Girls Staff and teachers
Rural Urban Total

41
Figure-3.10: Availability of Electricity
It can be said that around 18.19% of elementary schools does not have
electricity and 30% of schools does not have fan in the school.
Table-3.12: Books Available in School Library
Sl.
No.
Item Rural
(Average)
Urban
(Average)
Total
(Average)
1 Textbook 105 113.80 109
2 Story book 109.61 136.19 122.5
3 Journal 20.37 41.15 41.15
4 News Paper 0.72 0.53 0.53
Table-3.12 reveals that in average 113.80 text book, 136.19 story book, 41.15 journal
and 0.53 newspapers are available in school library. This table also shows that the
average of text book (1113.80), story book (136.19) and journal (41.15) in urban area
is more than the average of textbook (105), story book (109.61) and journal (20.37) in
rural areas school library.
77.77%
84.61%
81.81%
74.00%
76.00%
78.00%
80.00%
82.00%
84.00%
86.00%
Rural Urban Total

42
Table-3.13: TLM Available in School
Sl.
No.
Item Rural
(Average)
Urban
(Average)
Total
(Average)
1 Science TLM 6.38 5.65 5.95
2 Math TLM 5.61 2.63 3.63
3 Chart 24.83 9.88 18.15
4 Maps 8.05 4.69 6.06
5 Globe 1.16 0.84 0.97
It is found from the table-3.13 that the availability of different TLM in schools is in
average; 5.95 science, 3.63 math, 18.15 chart, 6.06 maps, and 0.97 globes. The
average of TLM in rural area; science (6.38), math (5.61), chart (24.83), maps (8.05)
and globe (1.16) is greater than the average of the different TLM in urban area like
science kit (5.65), math kit (2.63), Chart (9.83), maps (4.69) and Globe (0.84).
It can be conclude that all elementary school does not have globe which is very
necessary for teaching geography. On the other hand majority of schools have maps,
charts and science and math TLM for teaching learning.
Table-3.14: Availability of Sports Material in School
Table-3.14 reveals that average number of sports materials available in school is 2.5
ludo, 0.61 footballs, .40 crickets, .29 volleyball, 0.95 badminton. This table also
shows that the average of sports material like Ludo (3.05), Football (0.83), Cricket
(0.5), Volleyball (0.44), and Badminton (1.44) in rural area is more than the average
of sport materials Ludo (2.11), Football (0.46), Cricket (0.30), Volleyball (0.19) and
Badminton (0.61) in rural areas school.
Sl.
No.
Item Rural
(Average)
Urban
(Average)
Total
(Average)
1 Ludo 3.05 2.11 2.5
2 Football 0.83 0.46 0.61
3 Cricket 0.5 0.30 0.40
4 Volleyball 0.44 0.19 0.29
5 Badminton 1.44 0.61 0.95

43
Table-3.15: Availability of Teachers
Sl.
No.
Location Math &
Science
Teacher
Social
Science
Teacher
Language
Teacher
Part Time Teacher
(F & %) F & %) (F % %) Art
teacher
Physical
teacher
Work
teacher
1 Rural 11
(61.11)
9
(50.00)
11
(61.11)
0 0 0
2 Urban 17
(65.38)
17
(65.38)
21
(80.76)
0 0 0
3 Total 28
(63.63)
26
(59.09)
32
(72.72)
0 0 0
Table-3.15 reveals that 63.63% of schools have math & science teacher, 59.09% of
schools have social science teacher and 72.72% of schools have language teacher. No
school have Art teacher, Physical teacher, and Work teacher. This table also shows
that 61.11% of rural schools have math & science teacher but 65.38% of urban
schools have math & science teacher. 65.38 % of urban schools have social science
teacher but only 50% of rural schools have social science teacher.
Figure-3.11: Availability of Teachers
61.11%
63.85% 63.63%
50%
65.38%
59.09%61.11%
80.76%
72.72%
0
10
20
30
40
50
60
70
80
90
Rural Urban Total
Math & science teacher Social Science Teaher Language Teacger

44
It can be said that around 35% of schools does not have math and science
teachers, 40% of schools does not have social science teachers and 28% of schools
does not have language teachers.
Table-3.16: Different Activity in Schools
Sl.
No.
Location Sports
(F & %)
Literary
(F & %)
Cultural
(F & %)
Science
(F & %)
Bal Sansad
(F & %)
1 Rural 18 (100) 17 (94.44) 18(100) 16 (88.88) 18(100)
2 Urban 25(96.15) 25 (96.15) 26 (100) 24 (92.30) 26(100)
3 Total 43(97.72) 42 (95.45) 44(100) 40 (90.90) 44(100)
The table-3.16 indicates that all the rural and urban areas schools do cultural activity
and Bal Sansad. 96.15% of urban area schools and 94.44% of rural area schools
organise literal activity. This table also shows that 92.30% of urban area and 88.88%
of rural area school organise science activity. One thing is clear that all the elementary
schools of Jharkhand have Bal Sansad which is involved in managing different school
activities.
Table-3.17: Availability of Different Register
Sl.
No.
Location Attendance
Register
(F & %)
Enrolment
Register
(F & %)
SMC
Register
(F & %)
Cash
Register
(F & %)
Store
Register
(F & %)
1 Rural 18 (100) 18(100) 18(100) 18(100) 18(100)
2 Urban 26(100) 26(100) 26(100) 26(100) 26(100)
3 Total 44(100) 44(100) 44(100) 44(100) 44(100)
This table-3.17 indicates that all the schools have all the different type of registers like
attendance register, enrolment register, SMC register, cash register, store register,
which indicate that school has up-to date in maintaining the record.
Table-3.18: Regular HM and Contractual Teacher
Sl.
No.
Location Regular HM
(F & %)
Contractual Teacher
(F & %)
1 Rural 6(33.33) 6(33.33)
2 Urban 5(19.23) 11 (42.30)
3 Total 11(25) 17 ((38.63)

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