tate education report madhya radesh (district khargaon), sendhwa (district badwani), and bajna...

STATE EDUCATION REPORT – MADHYA

PRADESH

PRIMARY, MIDDLE, AND SECONDARY EDUCATION

Prepared by

Anju Gupta, Independent Development Consultant

Catalyst Management Services (CMS) | CEI - India

Education status Report- Madhya Pradesh

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CONTENTS

ABBRIVIATIONS…………………………………………………………………………………………………………………3

1. EDUCATION IN INDIA…………………………………………………………………………………………5

2. LITERACY IN MADHYA PRADESH……………………………………………………………………….5

3. ENROLLEMNET IN PRIMARY AND UPPER PRIMARY SCHOOLS………………………………8

4. TEACHERS IN POSITION……………………………………………………………………………………12

5. STATE FIDNINGS ASER 2012……………………………………………………………………………13

6. MADHYA PRADESH BUDGET ALLOCATION UNDER SSA ……………………………………16

9. RIGHT TO EDUCATION

NORM………………………………………………………………………….Error! Bookmark not defined.

10. ARTICLE RELATED TO ELEMENTARY EDUCATION…………………………………………..21


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Abbreviations

ASER Annual Status of Education Report

Avr. Average

BRCs Block Resource Center

CRC Cluster Resource Center

DISE District Information system for Education

DPEP District Primary Education Programme

EBBs Educationally Backward Blocks

ECE Early Childhood Education

EGS Education Guarantee Scheme

Enr. Enrollment

GER Gross Enrollment Ratio

Govt. Government

GPI Gender Parity Index

ICDS Integrated Child Development Scheme

KGBV Kasturba Gandhi Balika Vidyalay

MIS Management Information System

MHRD Ministry of Human Resource Development

NLM National Literacy Mission

NER Net Enrollment Ratio

NPE National Policy of Education

NPEGEL National Program for Education of Girls at Elementary Level

OBC Other Backward Caste

P. Primary

PTR Pupil-Teacher Ratio

Pvt. Private

POA Program of Action

RTE Right To Education

RMSA Rashtriya Madhyamik Shiksha Abhiyan

SC Schedule Caste

Sch. School

SCR Student Class-room ration


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SEMIS Secondary Education Management Information System

Sec./H.Sec. Secondary/ Higher Secondary

ST Schedule Tribe

SSA Sarva Shiksha Abhiyaan

TLM Teaching learning Material

Unrec. Unrecognized

UP Upper Primary


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1. Education In India

Education is the fourth necessity for man after food, clothing and shelter, in today’s

competitive world. Education is a process of instruction which is aimed at the all round

development of individuals and the provision of necessary tools and knowledge to understand

and participate in day to day activities of today’s world. It forms the basis for lifelong learning

and inspires individuals with the confidence to face challenges. It provides individuals with the

skills to become more self reliant and enhances their ability to manage their health and

nutrition related activities and to plan for the future. Education is also a fundamental

requirement in a democracy. Through education people become more informed and

responsible citizens, capable of exercising wise choices and finding their voice in politics.

Allowing people to play more productive roles in society and to earn a better living is also

essential to poverty eradication.

The importance of education in India is indeed rising. Although India has always been a reputed

source of learning for many years, it still needs to improve not just on the quality of education

but also on the number of people being educated. In India, many are deprived of education

largely due to poverty and the inaccessibility of education services. Owing to a lack of

education, children are forced into child labour and crime. The Indian education landscape saw

significant developments during the 11th Plan after which there was a surge in school

enrollments as well as a decrease in the gender and socio-economic disparities. Through

expansion of school infrastructure and facilities access to schooling and incentives to attend

school were significantly widened. Moreover, child entitlements such as textbooks, mid day

meals and uniforms began to impact a considerably large number of children. The most

significant development, however, was that Article 21-A, inserted in the Constitution of India

through the Constitution (86th Amendment) Act, 2002 to make elementary education a

fundamental right, and its consequential legislation, the Right of Children to Free and

Compulsory Education (RTE) Act, 2009, became operative on 1st April 2010. This development

has far reaching implications for elementary education in that it implies that every child has a

right to elementary education of satisfactory and equitable quality in a formal school which

satisfies certain essential norms and standards.

2. Literacy in Madhya Pradesh

According to the 2011 census, Madhya Pradesh stood 24th in the country in literacy whereas in

2011 it has slipped to 28th position, same as in female literacy rate. The State literacy rate

presently is 70.6 per cent (source: Census 2011), which is close to the national literacy rate of

74.04 per cent. While the female literacy has considerably improved over the last decade, a


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great disparity persists in the literacy rates of males (80.5per cent) and females (60per cent).

Some blocks such as Alirajpur, (60per cent). Jobat (district Jhabua), Karahal (district Sheopur),

Jhirniya (district Khargaon), Sendhwa (district Badwani), and Bajna (district Ratlam) have

literacy rates below 35 per cent. The female literacy is below 20 per cent in two blocks i.e.

Karahal (15.1per cent) of Sheopur district and Alirajpur (19.9per cent) of Alirajpur district.

Status of literacy pertaining to different categories in the State

Category Literacy rate MP (2011)

Madhya Pradesh National

SC female 55.2 52.1

SC male 78.5 73

SC total 67.3per cent 62.8

ST female 47.8 52.1

ST male 65.6 70.7

ST total 56.9per cent 61.6

Sources: GOI, Ministry of Human Resource Development, Selected Educational Statistics 2011-12 and

NSSO.

2.1 Elementary Education Status

Below is the status of elementary education in terms of major educational indicators.

Distance from Cluster Resource Center

Distance of schools from

CRC by category:2011-12

All areas all management

Distance from CRC

(in Km.)

Primary

only

Primary

with

upper

primary

Primary with

UP and

Sec./H.sec

Upper primary

only

Upper primary

with

sec./H.sec

All schools

<1 10.21 27.52 23.64 17.53 17.1 14.03

1 to 5 43.1 60.81 67.54 36.02 70.47 44.14

<5 46.69 11.67 8.82 46.44 12.44 41.83

2.2 Schooling facilities in Madhya Pradesh


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The state has witnessed a substantial increase in the number of primary and upper primary

Schools in recent years. As per DISE Statistics of school education, 2011-12, in all 50 districts of

MP there are a total of 1, 40, 993 schools of which 1, 1, 2079 are government-run and 27, 148

are privately run. These schools are managed by the government, Local Bodies, Private aided,

and Private unaided managements. Out of 1, 40, 993 schools, 92, 053 are primary schools.

Elementary

education Primary only

Primary with

upper

primary

Primary with

upper

primary/Sec.

/H.Sec.

Upper

primary only

Upper

primary with

Sec./H.Sec. TotalTotal

schools(current

year) 92053 16483 2483 29781 193 140993

Government

schools 83407 75 39 28530 28 112079

Private schools 7542 15796 2419 1226 165 27148Madarsas &

Unrecognised

scools 1104 612 25 25 0 1766

Govt. schools

rural 79149 12 10 26349 20 105540

Private schools

rural 5020 7685 707 595 56 14063

Source- State Elementary education report card 2011-12

Alternative primary education facilities have also been established in addition to formal

elementary schools. This is to ensure that children who might not have access to the formal

education system can by way of an alternative facility, avail of an education which might

eventually lead them to mainstream into the formal education system. Below, are some details

accompanied by the status of the alternative facilities:

2.3 Alternative Educational facilities in Madhya Pradesh (2009-10)

Status of Residential facilities in Madhya Pradesh (2009-10)

S.No. Residential

Facilities Numbers Total

Beneficiaries

1 Kasturba Gandhi

Balika Vidyalaya 200 19668

2 Girls Hostel 295 19419


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3. Enrollment at primary and upper primary schools

Status of enrolment of children at primary and upper primary levels in terms of

GER

Source- Elementary Education in India: Progress towards UEE Analytical Tables 2011-12

Source- IPMS and LSA

Key

Indicator

Primary

only

Primary

with

upper

primary

Primary

with UP

&

sec./H.S

ec.

Upper

primary

only

Upper

primary

with

sec./H.Sec/

Total

Total enrollment 829430

1

304021 733390 3395435 30452 15493689

Enrollment in govt.

Schools

682230

2

27482 25538 3340399 5495 10221216

Enrollment in private

schools

783673 316262

2

808526 146346 19345 4920512

Ratio of

girls to

boys

enrollment

Ratio of

girls to

boys

enrollment

Ratio of

girls to

boys

enrollme

Boys Girls Total Boys Girls Total Boys Girls Total5318952

(51.16%)

5077665

(48.84%) 10396617

2454037

(49.87%)

2467174

(50.13%) 4921211

(53.10%)7

772989

7544839

(46.90) 15317828

3916829

(50.81%)

3792285

(49.19%) 7709114 0.97

1732658

(49.08%)

1797324

(50.92%) 3529982 1.04

5649487

(50.27%)

5589609(

49.73%) 11239096 0.99

Enrollment in primary and upper primary classes 2011-12 (All rural areas of all management)

Enrollment in primary and upper primary classes 2011-12 (All areas and of all management)

Classes 1-v Classes vi-viii Classes i-viii

0.95 1.01 0.97

Boys Girls Total

Primary 120.82 119.78 120.31

Upper primary 104.21 104.03 104.12

Elementary 114.86 114.25 114.57

Comparative GER of Madhya Pradesh

Year 2009-10Gross enrollment

ratio


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Enrollment in Madrsas &

unrecognized

90763 80447 2963 1927 0 176100

Enrollment in govt.

Schools rural

624230

5

2810 3485 2953970 4175 9206747

Enrollment in private

Schools rural

415519 131616

3

198005 57469 3864 1991020

Total teachers 224495 104179 23706 82496 1843 436719

Govt. teachers 191652 687 670 75198 264 268471

Private teachers 28584 107950 27396 5758 1045 170733

Teachers in madarsas 2965 2649 153 85 0 5852

Source- Elementary Education in India: Progress towards UEE Analytical Tables 2011-12

Enrolment levels of students in primary classes increased during last three years while it

declined in upper primary classes. In government managed primary schools enrollment in

primary and upper primary classes declined whereas in private schools it has increased. On the

other side if we look at the picture in rural areas the opposite is true as more students are

enrolled in primary schools than in government schools and enrollment in upper primary

classes was higher in private schools in rural areas i.e. total 1, 98, 005 students which is very

high as compared to 3485 of government schools.

3.1 Girls’ Enrollment

The government is trying hard to increase female enrolment in education. These figures reveal

that percentage of female enrollment is increasing. There has been a significant increase in

female Gross primary Enrollment Ratio (GER). The gap in male and female GER has also

narrowed which indicates that female enrollment has increased in past years.

Ratio of female to male enrolment and the percentage of female enrolment in primary and

upper primary classes reveal that there is consistent improvement both in ratio of female to

male enrolment and female share in enrolment. The average of 50 districts in 2011-12 indicates

a ratio of girls to boys’ enrolment of 0.95 in primary classes and 1.01 in upper primary classes.

GER at primary level is high at 119.78per cent and NER of girls is 99.10per cent. At upper

Primary level GER of girls is 104.03 per cent and NER of girls is 99.18per cent. High GER at

primary level, however, indicates the presence of over-age and under age children, possibly due

to early and late enrolment or repetition. There is a high gender gap at Upper Primary level. As

per IPMS data, girls remain out of school due to the following reasons - sibling care, economic

activities, cattle grazing, weak financial condition of parents and Reluctance to send girls to

school especially at the Upper Primary level due to the social beliefs and parental pressure her

is a high gender gap at Upper Primary level.


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GER at upper primary level is low i.e. 104.03per cent but had shown considerable improvement

in percentage points in the last four years between 2008 and 2012. The share of girls in the

total enrolment at primary and upper primary level was 48.84per cent and 50.13per cent

respectively in the year 2011-12.

In general, at the state level, the number of girls enrolled in all levels, i.e. primary, secondary

and higher education is less than their counterparts. However, the female-male ratio in

education has been steadily improving over the years. In primary and upper primary education,

the girls to boy’s enrollment ratio were 0.95per cent and 1.01per cent respectively in urban

areas and 0.97per cent and 1.04per cent in rural areas. This shows that girls enrollment is given

equal weight age in rural areas also.

3.2 Transition rate

The transition rate at both the primary and upper primary level has also been continually

increasing. The transition rate in 2011-2012 was 88.7 per cent.

Enrollment status of disadvantaged group

The issue of equity is central to education both because the delivery of education should be

targeted to the disadvantaged group which has been traditionally deprived of the opportunities

of education and education is understood as a process of empowerment. This involves a

distributive aspect as well as a qualitative one.


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Data reveals that the primary enrolment levels of SC and ST children account for 20 per cent

and 11 per cent respectively to total enrollment; it reduces to 18 per cent and 9 per cent

respectively at the upper primary level. Further, the dropout rates at 34 per cent and 58 per

cent at the primary and upper primary levels are disproportionately high among scheduled

tribes with. It is also high among scheduled caste children.

Madhya Pradesh, among the most educationally backward states, has witnessed considerable

increase in enrolment along with expansion of schooling facilities. As per the 2011-12 data, the

total number of elementary schools in MP is 1, 40,993. Data revealed that while the percentage

of SC enrolment at the elementary level is nearly 17 per cent in Madhya Pradesh, the

proportion of ST enrolment is 24 per cent. State has a high proportion of OBC population and

proportion of OBC enrolment is 42 per cent.

3.3 Out of School Children

The category of out-of-school children comprises of children who have never been enrolled in a

school as well children who have dropped out. Further their age wise details are also essential

to plan strategies. If we look at the 2012 statistics provided by the education department of

Madhya Pradesh then we will see that majority of school dropouts were in the age group of 11-

14 years. The total numbers of dropouts was 19,405 of which 8,550 were girls. One possible

reason behind school dropout is involvement of children in the labour work.

Source- Investigation report of RTE 2012 prepared by MPLSSM (MP Lok Sangarsh Sagha Manch), Bhopal

If we consider the dropout rate and the number of out of school children in rural areas then we

will find that total 3.1 per cent children in the age group of 6-14 years were out of school which


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indicates that they perhaps never enrolled in school. This is increasing in 7-16 years of children

i.e. 5.6 per cent children. If we look at the comparison between boys and girls of 7-10 years

then it is high in girls i.e. 2.2per cent as compared to1.8per cent of boys (State report cards

2011-12)

4. Teachers in position

Teachers 2011-12

Number of Teachers 4,45,056

Percentage of teachers in Govt.

Schools 59.9

Percentage of teachers in Aided

Schools 1

Percentage of teachers in Unaided

Schools 37.2

Percentage of teachers in

Unrecognised Schools 1.3

Source- DISE 2011-12

There has been a substantial increase in the availability of teachers at the elementary level in

the past few years. Availability of teachers in schools is an important variable for quality

education. The total number of teachers in 2011-12 suggests that about 4, 36, 719 teachers are

engaged in teaching at the elementary level in the state. The data also shows appointment of a

large number of teachers across the state consequent to the SSA interventions. All the schools

in the state now have an average of 3.2 and more teachers. But if we look school wise then at

all levels it has declined as compared to 2010-11.

The norm of 50 per cent of all teachers recruited under SSA to be female teachers has resulted

in an increase in the percentage of female teachers from 40.2 in 2010-11 to 41.2 in 2011-12.

The percentage of schools with at least one female teacher has also increased. Increase in the

number of teachers is also reflected in the pupil-teacher ratio which has shown consistent

improvement. Overall PTR was balanced around 34; it has reduced significantly from 35 in

2010-11.

There are 19, 297 single teacher schools in the state with highest concentration in Rewa. All

primary schools should have at least 2 teachers and middle schools should have 3 teachers. A

total of 4, 071 schools have single classroom (Each school should have 1 classroom for each


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teacher). 49 per cent primary schools and 47 per cent middle schools do not fulfill student-

teacher ratio norms which are 1:30 in primary and 1:35 in upper primary schools. A Head

Teacher is not posted in 70per cent of primary schools and 55per cent of upper primary

schools.

From 2011-12, there were 31 students per teacher at the primary level and 29 students per

teacher at the upper primary level. During the same period, there was an average of 26

students per classroom. This is a drop from which have dropped from 2010-11 when the

average number of students per classroom was 29.

The real challenge, however, lies in the imbalanced teacher deployment. The number of schools

that do not comply with the RTE norms of pupil teacher ratio is fairly high. As per a school-wise

analysis based on DISE Conducted in 2011-12 there are 14.9 per cent single teacher schools

which is same as 2010-11. But if we look at different levels of schools then it shows declining

figures.

The availability of professionally trained and regular teachers has proven to have a good impact

on student performance. In 2011-12 there were 86.9 per cent and 81.3 per cent regular trained

male and female teachers respectively.

5. State Findings of ASER 2012

Enrollment levels for the age group 6-14 were found to be quite high in the state. In

2012, 96.9per cent of all children in this age group were enrolled in schools. Since 2006

enrollment levels have been higher than 96per cent . In 2012, more than 75per cent of

the children in this age group are enrolled in government schools. Despite high

enrollment figures, the attendance of children in government schools remains low. On

average, only 60per cent of the enrolled children were found present in primary schools

during the survey. This is much lower than the national average of 71per cent .

Corresponding to the national trend the proportion of small schools is rising in Madhya

Pradesh, says the report. A total of 1,211 schools were visited in Madhya Pradesh during

ASER 2012. The report states that the proportion of government primary schools with

enrollment of 60 or fewer students has increased from 18.1per cent in 2009 to 26.1per

cent in 2012.

The proportion of children in primary grades who sit in multi-grade classrooms is also

high. For Class 2, this number has gone up from 68.9per cent in 2009 to 76.1per cent in

2012 and for Class 4; it is 67per cent in 2012.


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The report also states that private schools have spread in rural areas. In 2006 11.5per

cent rural children went to private schools. This number has increased to 18.2per cent

in 2012.

Year 2012 was designated as the year of mathematics in India. However, children in

Madhya Pradesh have turned poor in basic arithmetic last year. In 2011, 44.7per cent

children enrolled in Class 5 were able to solve simple two-digit subtraction problems.

This proportion declined to one-third (34.1per cent ) in 2012. These, and other similar

findings, are the conclusion of Annual Status of Education Report (ASER 2012),

facilitated by NGO Pratham.

Above figure shows the highest level in arithmetic achieved by a child. This clearly

indicates that in standard I 49.5per cent children cannot even recognized numbers 1-9,

39per cent can recognize up to 9 but not more. Only 9per cent recognize numbers up

to 99 but not able to subtract and divide. If we look at the total of standard VIII then it

shows that 18.8per cent cannot even recognize 1-9 numbers 25.4per cent can

recognize numbers to 99 but cannot do subtraction, 27.9per cent can do subtraction

but not division, and 34.9per cent can do division.

According to the survey report, basic reading and arithmetic continues to be a cause of

serious concern. Survey report maintains that 27.5per cent children in Class 5 were able

to read a 'standard level-II text' in government schools. This figure for private schools

stands at 64.5 per cent .

According to another annual Survey on Education Report 2012 on learning

achievements in MP shows that only 20 per cent of children in Std V can read Std I level

text, 22 per cent of children in Std V can do subtraction, 24 per cent of children in Std


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VIII can read English sentences and only 35per cent of children in Std VIII can do

division.

"Children's ability to read simple text and do basic arithmetic has declined in the last

few years. Despite the implementation of the RTE Act (right to education Act) and

greater efforts being made to improve facilities in schools, most children in school today

are at least three grade levels behind where they should be. Learning deficits from

primary school influences outcomes at the secondary school level too," said Gajanan

Sarode, head of MP operations of ASER.

Since the implementation of the RTE Act in 2010, school visits in ASER have included

indicators of compliance with norms and standards specified in the RTE Act that are


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easy to measure. In 2012, ASER visited more than 1,200 government schools in the

state.

Based on RTE norms, the pupil teacher ratio (PTR) has shown improvement over the

time. In 2010, 19.4per cent schools met the PTR norms, which improved to 32.9per cent

in 2012. School facilities in Madhya Pradesh have not improved much over time. In

2012, 70.5per cent of all schools visited had drinking water available. In 2012, less than

half (46.7per cent ) of all schools visited were found to have useable toilets. Only 65per

cent of schools visited had separate provision for girls' toilets. The midday meal was

observed being served in 90per cent of the schools that were visited.

6. Madhya Pradesh Budget Allocation under SSA

SSA budgets have more than doubled between 2009-10 and 2011-12. Per child allocation for

SSA increased from `1,974 in 2009-10 to `3,694 in 2010-11. In 2011-12, per child allocation

stood at `4,194. Teachers received the largest share of SSA resources between 2009-10 and

2011-12.

In 2001-10, Madhya Pradesh spent 89 per cent of its total allocation. In 2010-11, the state

spent 58 per cent.

EVERY RURAL GOVERNMENT PRIMARY SCHOOL IS ENTITLED TO EACH OF THESE SSA GRANTS EVERY

YEAR

How much goes to each school? For what purpose?

School Development Grant / School Grant

`5000 per year per primary school School equipment such as blackboard, sitting mats etc.

Also to buy

chalk, duster, registers, other office equipment.

`7000 per year per upper primary school

`5000 + `7000 = `12000 if the school is Std 1-7/8

School Maintenance Grant

(`5000 - `7500) per school per year if the school has

upto 3 classrooms

Maintenance of school building, including

whitewashing, beautification repairing of bathroom,

hand pump repairs,

building, boundary wall, playground etc

(`7500 - `10000) per year if the school has more than

three classrooms

Teacher Learning Material (TLM) Grant

`500 per teacher per year for all teachers in primary

and upper primary schools.

To buy teaching aids, such as charts, posters, models

etc.

Note: Primary and Upper Primary schools are treated as separate schools even if they are in the same premises.

Source- PAISA 2011 report by PRATHAM


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6.1 Categories for SSA budget

To understand budgetary prioritisation, PAISA classified the SSA budget into the following

categories:

Teachers: Teacher salaries, teacher training and teaching inputs such as Teaching-Learning

Material, Teaching-Learning Equipment and the School Development Grant.

School: Civil works, School Maintenance Grant and, if available, funds for building libraries.

Children: Entitlements such as textbooks, uniforms and transport provisions, along with

mainstreaming out-of-school children, remedial teaching, etc.

Management: Administrative costs for BRCs, CRCs, management and MIS, and research and

evaluation.

Quality: Innovation and Learning Enhancement Programme (LEP).

Miscellaneous: Community mobilization and community training.

Source- PAISA 2011 report by PRATHAM

Three types of grants are provided to all schools under SSA i.e. maintenance grant,

development grant and TLM grant. On average, 67 per cent schools reported receiving grants in

2008-09. This improved to 83 per cent in 2009-10 but dropped to 73 per cent in 2010-11. Total

78 per cent, 65 per cent and & 77 per cent of schools in 2010-11 received grants on

maintenance, development and TLM grant respectively.

Timing of grant receipts has fluctuated. By November 2009, 41 per cent schools reported

receiving grants. In 2010, grant receipts by November improved to 56 per cent but dropped to

42per cent in 2011.

The quantum of grants received in schools has fluctuated. In 2008-09, 40 per cent schools

received all 3 grants. This improved to 71 per cent in 2009-10 but dropped to 58 per cent in

2010-11. Between April 2010-November 2011, schools spent the bulk of their money on

Category 2009-10 2010-11

Teachers 111 88

School 61 42

Children 106 33

Management 89 77

Quality 85 36

Miscellaneous 0 7

Total 89 58

Expenditure trends (% of allocation) across categories


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essential supplies. 78 per cent schools whitewashed their walls and 52 per cent undertook

building repair work.


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7. Right to Education norms

To ensure that schools meet RTE requirements, the SSA infrastructure budget increased by 67

per cent between 2009-10 and 2011-12. There has been some improvement in the provision of

separate girls' toilets in schools in Madhya Pradesh between 2009 and 2011. Overall, the

shortfall reduced from 51 per cent in 2009 to 48 per cent in 2011. However, significant work

will need to be done if the state is to meet the RTE girls' toilet norms by 2013. In 2010, 41 per

cent schools had fewer classrooms than required by RTE. In FY 2010-11, 15 per cent schools

received the classroom grant. Another 11 per cent schools reported receiving the classroom

grant by November 2011, halfway through the 2011-12 financial years. Between April 2010 and

November 2011, 19 per cent reported initiating work on classroom construction. In 2011, 43

per cent schools had fewer classrooms than required. Based on unit costs available for teacher

salaries, toilet construction, classroom construction and drinking water facilities, PAISA has

estimated the total cost requirement for meeting RTE norms at Rs. 4,205 crore.

7.1 Pupil-teacher and classroom-teacher ratio

2010 2011 2012

Pupil-teacher Pupil teacher ratio 19.4 21.5 32.9

& classroomteacher Class teacher ratio 81.4 75 68.9

Office/store/office cum store 69.5 64.2 67.2

Playground 61.1 55.4 56.6

Boundarywall/ fencing 37.3 36.9 37.8

No facility for drinking water 13.4 19.3 17.3

Facility but no water available 8.1 12.11 12.2

Drinking water available 78.5 68.6 70.5

No toilet facility 20 24.3 11.3

Facility but toilet not useable 29.8 43.9 42.1

Toilet useable 50.3 31.9 46.7

% Schools with no separate provisions for girls toilets 50.8 43.8 35

Of schools with separate girls toilets, % schools with 8.5 6.2 10.9

Toilet locked 11.8 26.6 19.7

Toilet not useable 28.9 23.4 34.4

Toilet useable 43.7 41.3 29.1

No library 27.3 27.2 31.7

Library but no books being used by children on day of visit 29.1 31.5 39.3

Library books being used by children on day of visit 89.9 86.9 88

Kitchen shed for cooking mid-day meal 94.7 92.5 90.2

Mid-day meal served in school on day of visit 94.7 92.5 90.2

Girls Toilet

Library

Mid-day meal

Schools meeting selected RTE norms

% schools meeting following RTE norms

Building

Drinking water

Toilet


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The Pupil –Teacher ratio also plays a determining role in quality of education. The Economic

Survey 2011-12 points out that, at the all India level, there has been a marginal improvement in

the proportion of schools complying with RTE norms on pupil – teacher ratio from 38.9 per cent

in 2010 to 40.7 per cent in 2011. Based on RTE norms, the pupil teacher ratio in Madhya

Pradesh (PTR) has shown improvement over the time. In 2010, 19.4 per cent schools met the

PTR norms, which improved to 32.9 per cent in 2012. At state level, there has been a marginal

decline in the proportion of schools with at least one classroom per teacher, from 81.4 per cent

in 2010 to 68.9per cent in 2012.

7.2 Drinking water

School facilities in Madhya Pradesh have not improved much over time. In 2012, 70.5 per cent

of all schools visited had drinking water available which was less than 78.5 per cent in 2010.

Percentage of schools with no facility of water has also increased from 8.1 to 12.2.

7.3 Toilets

In 2012, less than half (46.7 per cent) of all schools visited were found to have useable toilets.

Only 65 per cent of schools visited had separate provision for girls' toilets in urban areas but if

we look at rural situation then only 10.9 per cent schools had separate provision for girls’ toilet

and no. of usable toilet decreased from 43.7per cent to 29.1per cent . Percentage of locked

toilets also increased from 11.8 to 19.7per cent.

7.4 Mid day meal

The midday meal was being served in 90 per cent of the schools visited but the figure shows a

decline in percentage of schools serving mid day meal as compare to 2010 figure of 94.7 per

cent.

7.5 School management committee

Total 1, 11, 891 schools have constituted school management committee.

25per cent QUOTA IN PRIVATE SCHOOLS

Total seats available 12,600

Total seats filled 5,678

Numbers of schools reimbursed 856


21

Per-child cost (per child per month) 217.2

School Management Committee

No. of Schools 1,11,891

No. of SMCs constituted 1,11,891

8. Articles related to elementary education

Necessities of RTE Act failed State Govt

Monday, 01 April 2013 | SR | Bhopal | in Bhopal

Madhya Pradesh government has failed to provide sufficient number of teachers, teaching aids

and necessary infrastructure in the government-run elementary schools even as the time

period provided under the Right to Education (RTE) Act, 2009 for provision of these necessities

expired on Sunday.

The RTE Act, which came into force on April 1, 2010 had laid down certain minimum norms

regarding Pupil-Teacher Ratio (PTR), provision of libraries and other necessary infrastructure

including toilets, drinking water facilities, play ground and boundary wall to be made available

in all the schools by March 31, 2013.

According to the District Information System for Education (DISE) 2011-12 provisional data, 49

per cent primary schools do not fulfill PTR norm of 1: 30 and 47 per cent middle schools do not

fulfill PTR norm of 1: 35 as required in the Act.

There are 19,297 single teacher schools in the State against the RTE Act norm that all primary

schools should have at least two teachers and middle schools should have at least three

teachers.

Rewa district has the highest concentration of such schools in the State. In terms of

infrastructure, nearly 29,000 schools lack separate toilet facilities for girls and boys. It should be

noted that lack of functional toilet has been identified as a major factor in pushing girl students

out of school.

Similarly, against the RTE Act norm that each school should have at least one classroom for

each teacher, 4071 schools are run with only single room. 55 per cent of the schools do not

have a functional library for the students.

Survey done by a voluntary organization had earlier revealed that the learning outcome in

government schools has come down over last few years coinciding with the implementation of

RTE Act.

Rajya Shiksha Kendra (RSK) Commissioner Rashmi Arun Shami, when asked by The Pioneer that

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if the government has another deadline to provide these facilities, said that the State

Government has no such deadline.

"The Act provides for resource sharing between the Centre and State government. So, as and

when the necessary resources are made available, the department will provide the

infrastructure. Meanwhile, we are trying to provide our best within the means available at

present," she said.

United Nations Children's Fund (UNICEF) State Field Office Chief Tania Goldner said, "The

passing of RTE Act was a historic moment for children of India. Madhya Pradesh has made

progress in this area, but we have challenges both in terms of infrastructure and learning levels,

which needs urgent attention."

"The Act specifies a three year timeline for meeting provisions related to the rights of children,

teachers, schools and monitoring with a focus on child friendly and child centered curriculum

while the provisions related to training of untrained teachers have been given an extra two

years and should be met by April 2015. The need now is to focus resources to make this Act a

reality for children," she added.

Madhya Pradesh misses RTE deadline

Rageshri Ganguly, TNN Mar 31, 2013, 12.30 A M IST

BHOPAL: With the state failing to adhere to Supreme Court deadline of March 31 for meeting

the Right to Education (RTE) Act parameters, large number of toilets, classes and boundary

walls are yet to be constructed. Besides, Madhya Pradesh is among the 13 states that have

asked the Union Government to relax the norms as far as minimum qualification goes to ensure

speedy compliance with RTE norms.

On January 11, commissioner Rajya Shiksha Kendra (RSK) Rashmi Arun Shami had written to

district collectors quoting the writ petition of October 3 of apex court which states that "toilet

facilities for boys and girls, drinking water facilities, sufficient classrooms, appointment for

teaching and non-teaching staff etc" should completed, latest by February 15.

However, education department sources say that despite repeated reminders to district

collectors, construction of toilets and boundary walls remains a sorry state.

Commissioner Shami had also stated that wherever teachers in government primary and high

schools are not according to pupil-teacher ratio (PTR) of 1:30 then contract teachers should be

employed till the time permanent teachers are appointed.

By government's own admission, as of January 2013, state-wide, there is still a dearth of over

32,000 toilets for girls and boys while boundary wall for 90,000 schools have to be constructed.

Interestingly, the letter stated that no libraries have to be constructed in any of the schools

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anywhere in the state.

In the state capital alone, 43 toilets for boys and 695 kitchen sheds had to be constructed in

1,191 schools.

The state had already missed deadline of providing details of progress of RTE Act

implementation in all government schools of the state to National Commission for Protection of

Child Rights, which is the monitoring authority.

RTE Act specifies a series of norms and standards for a school. Norms for number of teachers

vary according to the level of the school (primary or upper primary) and total student

enrollment.

Norms for classrooms require the school to have at least one classroom for every teacher.

Sadly, RTE norms regulate provision of facilities but not their usability.

Madhya Pradesh miles away from implementing Right to Education

Rageshri Ganguly, TNN Jan 15, 2013, 10.55PM IST

BHOPAL: As the Supreme Court deadline to implement the Right to Education (RTE) Act

approaches, the school education department has written a letter to all the collectors to ensure

the implementation of the provisions of the Act by mid February.

However, there is still a burgeoning gap between the existing facilities and what needs to be

done in the government schools. For instance, there is a dearth of over 32,000 toilets for girls

and boys while almost 90,000 boundary walls are yet to be constructed.

This comes in light of the Supreme Court deadline to implement the parameters latest by

March 31, when the Act would complete three years from the time it was brought into effect.

On January 11, commissioner Rajya Shiksha Kendra (RSK), Rashmi Arun Shami wrote to all the

district collectors quoting the writ petition of October 3 of the apex court which states that

"toilet facilities for boys and girls, drinking water facilities, sufficient classrooms, appointment

for teaching and non-teaching staff etc" should completed, latest by February 15.

The state has to fulfill all the provisions of the RTE by April 2013 as the Act completes three

years in that duration.

Hence, all the district collectors should ensure that the parameters laid down by the Act should

be met with, the letter stated. These include construction of a kitchen shed as well.

Commissioner Shami has also stated that wherever the teachers in the government primary

and high schools are not according to the pupil-teacher ratio (PTR) of 1:30, then contract

teachers should be employed till the time permanent teachers are appointed.

Interestingly, the letter states that no libraries have to be constructed in any of the schools

anywhere in the state.

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In the state capital, 43 toilets for boys and 695 kitchen sheds have to be constructed in 1191

schools in the district. A month ago, principal secretary, school education department had sent

a reminder letter to the district collectors, asking them to furnish details towards fulfillment of

the key provisions of the Act.

The state has already missed the deadline of providing details of the progress of the RTE in all

the government schools of the state to National Commission for Protection of Child Rights,

which is the monitoring authority for this in all states.

4.8per cent rise in upper primary enrolment, annual report shows

Akshaya Mukul, TNN | Sep 14, 2013, 04.14 AM IST

NEW DELHI: There has been a marginal fall in the primary school enrolment from 13.7 crore in

2011-12 to 13.4 crore in 2012-13, and 4.8 per cent rise in upper primary enrolment from 6.19

crore to 6.49 crore during the same period. The figures are part of the most comprehensive

school education report based on District Information of School Education data compiled by the

National University of Educational Planning and Administration (NUEPA). Sources said, "The fall

in primary school enrolment could be ascribed to cleaning up of enrolment data by many

states. There are cases of children being enrolled in government schools as well as private

schools in the neighbourhood" The decline in primary level enrolment is sharpest in Bihar at

11.6 per cent and lowest in Madhya Pradesh (3.9 percent). At primary level, retention rate has

increased from 75.9 per cent to 78.65 per cent. Upper primary enrolment has increased by

13per cent in Uttar Pradesh, Haryana and Sikkim (8per cent), Bihar (6per cent) and Chhattisgarh

and Rajasthan (4per cent). Girls' enrolment has increased marginally in both primary and upper

primary levels. Data also shows that 92.14 lakh children in the six-14 age group are still out of

school.

Like previous years, percentage of Muslim enrolment has increased from 12.79 per cent in

2011-12 to 13.52 per cent in 2012-13. In Delhi, the percentage of Muslim enrolment has

increased from 12.5 per cent to 15.5 per cent. Similarly, UP also showed a substantial increase

from 9.6 per cent to 13.2 per cent and Bihar had a negligible decline — 14.5per cent this year

from 14.7per cent in 2011-12. Government's emphasis on teachers has not resulted in them

being employed for non-teaching purposes. In 2012-13, an average 16 days were spent by

teachers doing non-teaching jobs. More than 5 per cent teachers were involved in this task. The

maximum non-teaching days at 46 has been reported from Madhya Pradesh, followed by

Sikkim (37), Chhattisgarh (32), Rajasthan (28), Bihar (23), UP (11) and Gujarat (8).

RTE Act's stress on maintaining proper student classroom ratio (SCR) is showing some early

results. SCR has come down to 1:29 from 1:30. This has decreased drastically in Bihar (from 79

to 65), Jharkhand (from 33 to 30) and Uttar Pradesh (34 to 31). However, in Delhi, it has

increased from 36 to 41. Number of districts with adverse SCR has dipped to 203 this year from

218 in 2011-12. In UP, the districts with adverse SCR have come down to 46 from 56 last year.

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There has also been a decline in number of districts with adverse pupil teacher ratio from 225

in the previous year to 175 this year. Re-deployment of teachers and fresh recruitment has

brought down the number of districts with adverse PTR in MP and UP to 29 and 62 (35 & 68 in

the previous year), respectively. Another positive highlight of the survey is increase in the

percentage of schools with girls' toilet from 72.16 per cent to 88.32 per cent. States with

maximum increase are Andhra Pradesh, Bihar, MP, UP and Chhattisgarh. Percentage of schools

with computers has gone up marginally to 42 per cent from 40 per cent last year.

Three years of RTE in Madhya Pradesh

April 5, 2013 at 3:56am

Schools not adhering to admission norms: study

Rise in cases of corporal punishment; dip in teaching hours

By Sravani Sarkar [email protected]

Bhopal: Three years after children in age group of six to 14 years in country were given legal

right to free and compulsory education, the dream of the young generation continues to face

several roadblocks in state with many provisions of the Right to Education (RTE) Act still not

being implemented with necessary sincerity.

Rather, during the course of last year situation on some of the important fronts – like hassle-

free admission process, corporal punishment, teaching hours, teachers-students ratio and

regularity of parents-teachers’ associations’ meetings have worsened, a state-level study by

NGO MP Lok Sangharsh Sajha Manch (MPLSSM) has shown.

The study was conducted in 121 schools in 90 villages and 3 urban areas (Bhopal, Indore and

Gwalior) of 10 districts in state and including 93 primary and 28 secondary (middle) schools.

The MPLSSM had conducted a similar study in year 2011 and the latest field study was

completed in 2012 end and following analysis, the report was compiled recently. The latest

study not only looks at the current situation of different aspects of RTE implementation in the

surveyed school but also compares the situation with that noticed in 2011 study.

The comparison brings out worrying trend that in some aspects the situation of RTE

implementation has worsened in the state, though in some aspects, the state has made some

positive strides.

Most important among the points coming out in the study is that 36per cent of the surveyed

schools resorted to corporal punishments to the students despite a very strict ban on any such

action under the section 17 of the RTE Act, 2009. The percentage of schools where students

were meted corporal punishment showed a rise of 15per cent , which is indeed quite worrying

trend, given fact that in December 2012, the death of a student in a government school in Betul

following physical punishment caused a great uproar.


26

It was also found that about 68per cent schools insisted on transfer certificate and 53per cent

on birth certificate during admissions despite clear guideline in the RTE Act that admissions

would not be denied or delayed for lack of such certificates. The number of such schools not

adhering to the RTE rule showed a rise of 20per cent between 2011 and 2012.

Similarly, the study noted that the number of middle schools dealing with paucity of teaching

staff had risen by 5per cent compared to 2011 and the number of single-teacher schools rose

from 7per cent to 11per cent during the course of one year. It was found that 37per cent

schools were not adhering to the teachers-students ratio norms. However situation had

improved for the primary schools with 43per cent of these schools found fulfilling the teachers-

students’ ratio norms – a rise of 8per cent compared to 2011. The number of single-teacher

primary schools was found to be only 6per cent - a dip of 11per cent during course of one

year.

Only 8per cent schools among those surveyed adhered to the norm of 45-hours a week

teaching norm. In year 2011, the percent of such schools was 13per cent and thus a 5per cent

dip was recorded in the number of schools that followed the RTE norm on teaching hours.

However, the study found that in some of the areas of implementation, the state managed to

do better in 2012 compared to 2011. This included admissions for children of migrated family at

schools in the place where the families migrated, the percentage of schools without toilets

dipped from 42per cent to24per cent , which means that about 76per cent schools were found

to have toilets on their premises. However half of these schools had only single toilet – meaning

no separate facilities for girls and boys.

Similarly the number of schools with no drinking water facility dipped from 47per cent to 33per

cent - an improvement of 14per cent over 2011. This means that now, 67per cent of the

schools have drinking water facilities.

The state did very well in the matter of providing playground and sports material as only 17per

cent schools were found having no playground compared to56per cent in 2011 and 40per cent

were found without sports material facility compared to 50per cent in 2011.

The number of schools with barbed wire fencing facility for security went up by 8per cent in a

year, yet even now as high as 79per cent of the surveyed schools have not to have a boundary

wall or wire fencing around them. In 2011, the number of such schools was found to be 87per

cent .

The MPLSSM team inclusive of Rajesh Bhadoria, Javed Anees and Upasana Behar of MPLSSM

have submitted the details of the report as well as a detailed memorandum of demands to

different authorities including the chief ministers’ office, the school education minister Archana

Chitnis’s office, Rajya Shiksha Kendra, the principal secretary of school education department,

the State Commission for Protection of Children’s Rights (SCPCR) and the MP Human Rights

Commission.


27

Upasana Behar, while talking to HT said that by undertaking a comparative study, the MPLSSM

wanted to find out the progress in different areas but apart from toilet facility, which has

improved significantly, most of the other infrastructure facilities are still wanting even at end of

the deadline of three years. “More important is the fact that the state looks quite far from the

objective of quality education for all children, which is basic premise of the RTE Act. It needs to

do much more in that direction,” she said.

While the principal secretary of school education department Sanjay Singh or commissioner of

Rajya Shiksha Kendra (RSK), Rashmi Arun Shami couldnot be contacted for comments despite

repeated attempts, the media in-charge of RSK made certain claims while talking to HT. He said

that the state had completed the target of providing one toilet in every school and work was on

for providing separate toilets for girls in all schools. He said that the state was the first in

country to achieve the 25per cent admissions for economically backward children to

neighbourhood schools and is targeting a fee reimbursement of Rs 45 crore during 2013 for this

purpose. He added that the state government has completed the recruitment process for 31,

599 assistant teachers, 26,026teachers, 6383 primary headmasters and 5547 middle school

headmasters to deal with paucity, but the appointments would depend on funds for salary

sanctioned by union government.

As for corporal punishment, the media in-charge said that there was strict rule of no corporal

punishment and action is initiated on any one flouting this norm. The implementation would be

made stricter, he said.


28

10 Articles and reports referred during preparation of State

education report

1. State Report cards 2011-12.

2. District Report cards 2011-12.

3. Elementary Education in India: Progress towards UEE Analytical Tables 2011-12.

4. District wise analysis of DISE data 2011-12.

5. Annual status of education report (rural) 2012.

6. PAISA 2011 report by PRATHAM. Do schools get their money?

7. Investigation of right to education 2012 by MP lLok Sangharsh Sagha Manch (MPLSSM)

8. News and articles related to RTE.

9. www.educationportal.mp.gov.in

10. www.ssamp.gov.in

11. Dalit kids served injustice at MP school By Sravani Sarkar and Mukesh Pandey, Hindustan

Times Bhopal/Harda, September 29, 2012.

12. Kids in rural MP show decline in learning levels HT Correspondent, Hindustan Times Bhopal,

January 19, 2013

http://www.educationportal.mp.gov.in/

http://www.ssamp.gov.in/

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