research methods rte act survey

Right to Education Act (India)

SURVEY PROJECT

Course:

Social research methods

Team members:

Farmanullah Nasri

Manar Ramadan

Manase Kollang

Sahil Patni

To study the level of awareness of TERI University students

about the Right to Free and Compulsory Education Act (“RTE

Act”)

RESEARCH QUESTION

• Enacted by the Parliament of India in 2009

• Emphasizes importance of free and compulsory education for

children between 6 and 14 in India

• Mandates private schools to reserve 25% seats for the poor and

other categories of children

• Fundamental right – Recognized by 135 countries

• Exceptional legislation that enforce education as a fundamental right

• Responsibility for enrolment, attendance and completion is borne

by the Government – Sam Carlson, World Bank Specialist for

India

• Criticisms – Backlash from private sector; barrier for orphans; caste-

based admissions

OVERVIEW OF “RTE ACT2

• To determine the level of awareness among TU students about

“ RTE Act”

• To find out the students’ perception on the following:

• Awareness of “RTE Act”

• Impact of “RTE” Act on enrollment

• Impact on the quality of primary education

RESEARCH OBJECTIVES

SAMPLE STRATEGY

SURVEY DESIGN

DATA COLLECTION

DATA ANALYSIS

KEY FINDINGS

METHODOLOGY

• Convenience sampling was used and the survey was conducted online

• Sample population was easy to reach

• University students would provide useful insights around student perception of the Act

• Sample size

- Survey administered to = ~100 students

- Total respondents: 31

- Net qualifying responses = 29

• Exclusions

- Two responses were discarded as they were not aware of the “RTE Act”

SAMPLING STRATEGY

• The survey questionnaire developed contains 15 questions related to the

level of awareness about the Right to Free and Compulsory Education

Act (RTE Act).

• TERI University’s students were the intended population for this study.

• Different types of charts were used for data analysis for example, (Bar, Pie,

column and … charts)

SURVEY DESIGN

The questions covered those three points regarding:

SURVEY DESIGN (CONT’)

Respondents description

Effectiveness

Social Inclusion

Public Vs. Private Schools

Online survey using Google documents forms. Link to survey was sent through TERI students email.

- Form Link: https://docs.google.com/forms/d/12YUvfOGentte_9YKZSthuWpddH79D8Kt5BsgM6vmc1E/viewform

DATA COLLECTION

DATA ANALYSIS

• Most respondents were from

Economics and ESRM, followed by

REEM and SDP

• Print and online forms of news media was

the most prevalent source of awareness,

followed by social discussionsNote: Respondents were allowed to make multiple selections; so a subject

selecting both news and radio would be counted once in each category


DATA ANALYSIS

• Most respondents were aware of the

RTE Act, especially the 21-25 age

group

• The gender distribution of

respondents aware of the Act was

close to split between males and

females


0 5 10 15 20 25 30

Awarness: Do you think whetherpeople who cannot afford school

education are aware of theirfundamental right to education

under the RTE Act?

Effectivness: Do you think the RTEAct has increased the overall

effectiveness in school education inIndia?

Enrolment: Do you think the RTEAct has increased the overall

enrollment in primary education?

Yes

No

NotSure

EFFECTIVENESS OF “RTE ACT”

22

18

7

11

29 29

0

5

10

15

20

25

30

Do you think low income socio-economic groups are the primary

beneficiaries of the RTE Actcompared to middle income?

Your opinion has the RTE Actmade any difference to such

people, especially in rural area?

Nu

mb

er

of

Stu

den

ts

Yes

No

Total

SOCIAL INCLUSION OF LOW INCOME

SOCIO ECONOMIC GROUPS

Based on the respondents’ answers its observed that out of 29 students, 20 responded with “No”, 1 responds with “Yes” and the remaining 8 respondents gave their own ideas as follow:

1. “yes as i have mention i have heard about this from people only”

2. “Yes, by talking to people and officials in schools”

3. “Yes, a friend works with underprivileged students to educate them about RTE and get them enrolled in school”

4. “yes, one of my friend who is civil officer has told me about this.”

5. “yes. i myself have tried and enrolled a few children in the govt schools.”

6. “Yes. For the children at risk I worked with in Make A Difference.”

7. “Yes I shared this knowledge in my hometown with many elders during evening snacks and discussion. Many were not aware about it .”

8. “Yes. People from village know about the act because of the awareness programs by the government.”

DID YOU SHARE OR DO YOU KNOW

ANYONE WHO HAS SHARED

KNOWLEDGE ABOUT RTE ACT IN

YOUR STATE/PROVINCE OR VILLAGE?

4

8

18

7

7

2

12

0 2 4 6 8 10 12 14 16 18 20

The quality of education servicesprovided in the government

schools system is good.

The RTE Act should haveincluded private schools toenhance equal education

opportunities for the children oflow income socio-economic

castes.Strongly Agreed

Not Sure

Disagreed

Agreed

PUBLIC VERSUS PRIVATE

0

5

10

15

20

25

30

Do you think RTE Act should administer privateschools and exclude children under age of six from

enrollment?

14 15

29

Nu

mb

er

of

Stu

den

ts

Yes

No

Total

PUBLIC VERSUS PRIVATE

1. Source of Awareness

• News media seemed to be the most prevalent source of awareness at 37%

• Social discussions was the second highest source of awareness for

respondents, at 25%

• It was found that, 19 respondents have shared knowledge with others about

the RTE Act in their respective States/ Provinces/ or Villages

2. Effectiveness

• 72% responses did not agree that under privileged people knew about their

right in education

• 45% were not sure if this Act was effective enough

• More than 65% believe that “RTE Act:” increased the over all enrolment in

school

KEY FINDINGS

3. Quality of education

• 18 respondents disagreed with the quality of education services rendered

in the government schools

4. Social Inclusion

• Low income socioeconomic groups were the primary beneficiaries of the

RTE Act, as such it makes difference in rural areas

5. Participation of private schools

• 12 respondents agreed for the RTE Act to include private schools, while 7

and 8 respondents disagreed and agreed, respectively

• 15 respondents said Yes for the RTE Act to administer private schools,

while 14 respondent said No

KEY FINDINGS