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Chapter 7 IMPACT OF COMMUNITY PARTICIPATION ON
ELEMENTARY EDUCATION
There must be adequate cooperation and coordination among all the
stakeholders in order to achieve the goal of Universalization of Elementary
Education (UEE) in Assam. Healthy community participation and the role
played by School Managing Committee are very important for the success of
programmes such as the Sarva Shisksha Abhiyan. For community participation
to be successful, sufficient time must be devoted in engaging communities in
discussions of the problems in their schools and possible solutions. It is important
to recognize and to overcome the real limits to community partnership where
communities lack political clout and certain skills (power and influence;
administrative and managerial skills), otherwise only a minimum commitment to
community ownership is likely to be generated. Community participation will be
reinforced if the capacity of local organizations (SMCs or similar bodies) to
negotiate with teachers and local authorities is strengthened, and district
education offices respond to problems of poor teacher performance. It is more
appropriate for teachers rather than communities to engage in developing local
projects to improve teaching methods and techniques, which are considered to be
key factors in improving the quality of teaching and learning; communities
should still have a significant role to play in managing schools. They should be
engaged in issues of teachers and pupils’ attendance, monitoring children's
homework, teacher-community relations and monitoring the learning outcomes.
Creating the right balance between teacher and community empowerment has
institutional implications. There is need of adequate institutional structures to
ensure that the planning of teacher development, community participation and
management is integrated from the centre down to local levels. However,
statistics reveal that in Assam, a considerable number of children are ‘out of
school’ and hence if the trend continues the goal of Universalization of
Elementary Education will remain a distant dream. If SSA is the ‘present’ of the
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UEE, then, Peoples’ Committees are the ‘future’ of the UEE. If SSA is the brain
behind achieving the goal of UEE, peoples’ committees are the process of the
UEE and only the effective instrument to achieve the goal of UEE. One of the
main emphasis of SSA is on mainstreaming out-of-school children through
diverse strategies, as far as possible, and on providing eight years of schooling for
all children of 6-14 age groups. The thrust is on bridging of gender and social
gaps and a total retention of all children in schools. This chapter assesses the
impact of community participation on elementary education in schools under
SSA. The nature and impact of community’s participation is analysed in terms of
dropouts at school level, steps taken by SMC to bring back the dropout children
to school, special drive conducted by SMC to increase enrolment of children in
school , special activity conducted by SMC for retention of children at school,
measures taken by SMC for improvement of the enrolments in schools, roles of
community people for quality education of their children, participation of SMC in
bringing the out-of-school children within the purview of education, community
participation in bridging the gender gap and uplifting girls’ education,
participation of community members in bridging the social gap (SC/ST/OBC,
minority and differently able child), utilization and implementation of the annual
school grants by the SMC, supervision and monitoring of annual school grants
and other grants by SMC, participation of SMC in the children’s teaching -
learning process, usefulness of education in community members livelihood and
major obstacles faced by the people’s committee in universalization of
elementary education. The discussion taken up is as follows:
DROPOUTS AT SCHOOL LEVEL
The out-of-school children (OoSC) comprise the never-enrolled and
dropout that is used to access required data and information through District
Information System for Education (DISE). The DISE is the database collected by
SSA from all schools for the planning of interventions under SSA in every fiscal
year. To bring down the out-of-school children to zero is the main objective of
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SSA. Various types of intervention were made to minimize it and it has been
observed that the out-of-school children are reducing every year in Cachar
district. Global campaign for education stated that high dropout rate in school is
not only as a result of poor quality, but if effective learning is not taking place in
school, parents are more likely to withdraw children from school early or they
will not send them at all. Improving quality of education is therefore essential to
achieve 2015 Millennium Development Goal (MDG) of universal access to
education. Without active involvement of the community in school management,
quality improvement is not possible. To analyze whether there is any dropouts,
SMC members of schools were interviewed. It is found that over four fifths (86.7
percent) of the respondents were of the view that there are no dropouts in their
schools while the rest (13.3 percent) pointed out that there are still few dropouts
in their respective schools.
STEPS TAKEN BY SMC TO BRING BACK THE DROPOUT CHILDREN TO
SCHOOL
Though existing percentage of dropouts in school is very low, that is,
(13.3 percent) in 40 schools, still a few dropouts remain even after nine years of
Sarva Shisksha Abhiyan in Cachar district. It is not only the duty of Government
to take up some special programmes like enrolment drive or Utsav Vidyarambha
for dropout children but also it is the duty of the members of peoples’ committee
to take up different steps at their own level to bring back those dropout children
to school. Thus, to analyze the type of steps taken by the SMCs having dropout
children, the respondents are classified into four categories: Urgent SMC meeting
on dropout issue, Sorted list of Dropout children by SMC, Door to door visit for
dropout child and Meeting as well as motivating the parents of dropout children.
The distribution of the respondents’ views is shown in the following table:
232
Table 7.1
Steps Taken by SMC to Bring Back the Dropout Children to School
Type of Step taken by SMC No. of Respondents
Percentage
Urgent SMC meeting on dropout issue 10 25.0 Sorted list of dropout children by SMC 7 17.5
Door to door visit of dropout child 2 5.0
Motivate the parents of dropout children 21 52.5
Total 40 (100) 100.0
Source: Field Data Collected during January - June 2012
The study reveals that over half of the respondents (52.5 percent) conduct
meeting and motivate the parents of dropout children whereas one fourth (25.0
percent) respondents carry out urgent SMC meeting on dropout issue. 17.5
percent respondents sorted list of dropout children and only 5.0 percent were of
the view that they use to do door to door visit to bring the dropout children. After
cross-checking the attendance register the teachers find out the dropout students
and in the subsequent month during the SMC meeting the dropout student list is
placed before the SMC. The SMC after taking the resolutions give responsibility
to some of their members to visit the listed student’s houses and talk to their
parents. Thus, it can be said that most of the dropout-prone schools organize
meetings with and motivate the parents of dropout children in Cachar district.
This shows that community participation is playing a great role in this regard to
bring back the dropouts to schools.
SPECIAL DRIVE CONDUCTED BY SMC TO INCREASE ENROLMENT OF
CHILDREN IN SCHOOL
Some special drives were conducted by SSA with the help of people’s
committee in order to increase and ensure enrolment of all targeted children
(freshers, mainstreamed learners, drop out children) and to welcome them at the
gateway of their journey towards education. The people’s committee like school
managing committee, PRI members, senior citizens, members of local area,
mothers’ group was entrusted to carry out manifold school development
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activities, out of which ensuring enrolment of all fresh and drop-out children
under the age group of 6-14 years is one of them. To analyze how far the school
managing committees are involved to increase the enrolment of children the
respondents are classified into four different categories; Utsav Vidyarambha at
school level, special enrolment drive at GP/School level, rally conducted by
SMC at village level and meeting of SMC with all guardian and community
members. The distribution of the respondents in to different types of special
drives used to increase enrolment is shown in the following table:
Table 7.2
Special Drives Conducted by SMCs to Increase Enrolment of Children in Schools
Type of Special Drive Used to Increase Enrolment
No. of Respondents Percentage
Utsav Vidyarambha at school level 112 37.3 Special enrolment drive at GP/School level 21 7.0
Rally conducted by SMC at village level 35 11.7 Meeting of SMC with all guardians and community members 132 44.0
Total 300 100.0
Source: Field Data Collected during January - June 2012
The data indicate that over two fifths (44.0 percent) of the respondents
attended meetings of school managing committee with all guardians and
community to increase enrolment of children in school, followed by nearly two
fifths (37.3 percent) attended actively during the Utsav Vidyarambha held in
January every year for new enrolment at school level. The month of January is
starting month of new enrolment in schools and various activities are to be
implemented in the villages for ensuring enrolment in schools. The Back to
School Drive in the highly drop out prone areas are implemented through the
Meena Clubs. Secondly, readiness and remedial teaching, namely Prastuti is also
implemented from 1st January at every schools. During the Prastuti, free text
book were distributed step by step to the children. The mass awareness to
enhance enrolment namely Utsav Vidyarambha are implemented in schools for
collaborating above activities and monitoring the other activities as well. Some
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activities are performed like printing and display of poster and leaflet in various
places. To enhance enrolment in schools campaign through public announcement
and street meeting were also conducted from district level. During Utsav
Vidyarambha each elementary schools of the Cachar district carry out three day
programme from 1st January to 3rd January every year with SMC members,
student Government and mothers group of all schools and perform various
activities for increasing of enrolment. Over one tenth (11.7 percent) of the
respondents conducted rallies at village level as special drive to increase
enrolment of children in schools, only 7.0 percent respondents attended the
special enrolment drive namely Shikha Jagaran Sabha at Goan Panchayat or
school level. Thus, it is found that more than 80% of the respondents attended
meeting of school managing committee with all guardians and actively involved
during the Utsav Vidyarambha to increase enrolment of children in school.
SPECIAL ACTIVITY CONDUCTED BY SMC FOR RETENTION OF
CHILDREN AT SCHOOL
One of the major objectives of the SSA is universal retention by 2010.
SSA focuses on increasing access enrolment and retention of all children as well
as improving the quality of education. It also relieves the elder siblings,
especially girls, from siblings care, thus, facilitating their enrolment and retention
in schools. To find out the special activities conducted for retention of children at
school by the concerned school managing committees, the respondents’
responses are classified into four categories: co-curricular activities conducted by
SMC at school, various competitive functions conducted at schools, regular SMC
meetings with teachers and guardians and informed only SSA officials to take
steps. The distribution of the respondents in different special drives to increase
enrolment is shown in the following table:
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Table 7.3 Special Activity Conducted by SMC for Retention of Children in School
Source: Field Data Collected during January - June 2012
The data reveal that over two fifths (42.0 percent) of the respondents
attended the regular SMC meetings with teachers and guardians for retention of
children at school, followed by one third (33.0 percent) who participated and
conducted co-curricular activities. About one fourth (24.3 percent) were involved
in competitive functions conducted in schools and only 0.7 percent of the
respondents informed only SSA officials and they were reluctant to do anything
by their own. The activities that are conducted in school level for retention of
children are by organizing of games & sports competitions , various cultural
programme and competitions through the programme namely; Rangmela, Kishori
Mela, Shishu Samaroh etc. All the programmes are conducted at school level,
block level and then district level and the successful children are also awarded for
encouragement. The head teachers are also instructed to conduct regularly SMC
meetings at schools to gear-up the SMC members.
Thus, over half (57.3 %) of the respondents actively participated and
conducted co-curricular activities and various competitive functions respectively
at schools to make children more attractive and attentive towards schools which
will fulfill the retention policy through co-scholastic activities at school level.
Where as 42% of the respondents attended SMC meetings with teachers and
guardians for retention of children at school. Many activities were designed to
prevent the drop out rate in targetted blocks and areas as well as to reduce the
same. Encourage contextual planning, special sub-plans and projects for
Special drive to increases enrolment No. of Respondents Percentage
Co-curricular activities conducted by SMC at school
99 33.0
Various competitive functions conducted in schools 73 24.3 Regular SMC meeting with teachers and guardians 126 42.0 Informed only SSA officials to take steps 2 0.7 Total 300 100.0
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disadvantaged pockets and groups. Even though the SSA intervention heads seem
to suggest a uniform, norm-based approach, there is actually inadequate scope for
implementation of sub-projects for specific areas and groups. These would
include geographically difficult and remote areas, migrant groups, minority
committees, flood or drought-prone areas and urban deprived children. These
plans have been proposed under innovative activities. The mass mobilization
drive will be designed for promoting the retention like street play, street drama
and one act play on the basis of local area specific language and needs with the
join collaboration of non-Government organization and SSA.
MEASURES TAKEN BY SMC FOR IMPROVEMENT OF THE ENROLMENT IN
SCHOOLS
It is a responsibility of every School Managing Committee to extend its
support for improvement of the enrolment in schools of their local area. In this
connection the respondents were asked whether the SMC conducted any
measures for improvement of the enrolment of their school. It is observed that
over four fifths (82.0 percent) of the respondents are interested for improvement
of the enrolment of children in schools and only 18.0 percent respondents are not
interested to take part for improvement of the enrolment. As 82.0 percent (in 246
schools) of the respondents who were interested to take measures for
improvement of enrolment in the schools. So, the interested respondents were
asked the type of measures their SMC had taken for improvement of the
enrollment of the school. The responses of the respondents are classified into
three major categories: special SMC meeting conducted with teachers and
guardians, village level meeting was conducted and house to house survey and
listing of absentees. The distribution of the respondents regarding the measures
taken by SMC for improvement of the enrolment is shown in the following table:
237
Table 7.4 Type of Measures taken by SMC for Improvement of the Enrolment
Source: Field Data Collected during January - June 2012
The data indicate that 70.7 percent of the respondents were interested to
participate in special SMC meetings conducted with teachers and guardians for
improvement of the enrolment of school whereas over one fifth (22.8 percent) of
the respondents were involved in conducting village level meetings. A few (6.5
percent) participated in house-to-house survey and enlisting absentees so that the
parents of the absentee would be aware about their children education and send
their children regularly to the schools. Thus, over 70% of the SMC members
participated in special SMC meetings conducted with teachers and guardians for
improvement of the enrolment of children in school, which reflects that SMC
members are more conscious about their children’s enrolment.
ROLES PLAYED BY COMMUNITY PEOPLE FOR QUALITY EDUCATION
OF THEIR CHILDREN
To achieve its goals SSA broke down its objectives into components. One
of its major components is Community Mobilization Component as community
plays a very vital role to ensure quality education to every child and different
developmental activities of school. In this attempt to universalize elementary
education by community participation and ownership of the education system in
schools, SSA has come to play a vital role. The SSA programme is an attempt to
provide an opportunity for improving individual capabilities to all children,
through provision of community-owned quality education in a mission mode. To
analyze, the roles of the community people for quality education of their
children’s in Cachar districts, the respondents’ views were classified into four
Type of Measure Taken by SMC No. of Respondents
Percentage
Special SMC meeting conducted with teachers and guardians 174 70.7
Village level meeting was conducted 56 22.8
House-to- house surveying and listing of absentees 16 6.5
Total 246 (100) 100.0
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categories: taking feedback from children about the classroom teaching, checking
notebooks of the children, taking oral and written tests of the children at home
and tallying the course taught with syllabus. The distribution of different roles of
the community people for quality education is shown in the following table:
Table 7.5
Roles of Community People for Quality Education of their Children
Roles of community people for quality education of their children studies
No. of Respondents Percentage
Taking feedback from children about the classroom teaching 128 42.7
Checking notebooks of the children. 40 13.3
Taking oral and written tests of the children at home 79 26.3
Tallying the course taught with syllabus 53 17.7
Total 300 100.0
Source: Field Data Collected during January - June 2012 The data exhibit that two fifths (42.7 percent) of the respondents are
taking feedback from their children about the classroom teaching, over one fourth
(26.3 percent) take oral and written tests of the children at home. One fifth (17.7
percent) and over one tenth (13.3 percent) of the respondents are tallying the
course taught with syllabus and checking the notebooks of the children
respectively. Thus, it can be said that more than 40% of the respondents are
vigilant about their children’s quality education and are regularly taking feedback
from their children about the classroom teaching done by the teachers.
THE PARTICIPATION OF SMC IN BRINGING THE OUT-OF-SCHOOL
CHILDREN IN SCHOOL
Among the other objectives the two major objectives of the SSA are – ‘All
children in school, to-School camp by 2003’ and ‘All children complete eight
years of elementary schooling by 2010’. To fulfill these objectives SSA had
started many interventions for out-of-school children. The Education Guarantee
Centres were started in unserved habitations, bridge courses and remedial courses
239
to school campus with a focus on mainstreaming the Out-of-School Children
(OoSC) in regular schools. To activate the above programmes the peoples’
committee has taken a great role and responsibility and stood as a pillar behind
the success of SSA. To analyse how community participation helps in bringing
the out-of-school children within the purview of education, the respondents were
classified into five categories: weekly/ fortnightly conducted dropout children
guardian meeting, motivational/awareness programme, listed the dropout children
and did house to house survey, using Mother Group/ Meena Club members for
checking enrolment and SMC inform SSA officials. The participation of
respondents into different activities is shown in the following table:
Table 7.6
Participation of SMC in Bringing the Out-of-School Children in School
SMC Participation in Different Activities for Bringing the Out-of-School Children in School
No. of Respondents Percentage
Weekly/ fortnightly conduct of dropout children’s guardians meetings
26 8.7
Motivational/Awareness Programme 143 47.7
Listed the dropout children and did house to house survey
15 5.0
Using Mother Group/ Meena Club members for checking enrolment
105 35.0
SMC inform SSA officials 11 3.6
Total 300 100.0
Source: Field Data Collected during January - June 2012
The data reveal that nearly half (47.7 percent) of the respondents participated in motivational and awareness programme and over one third (35.0 percent) were using Mother Group and Meena Club members for checking enrolment, while near about one tenth (8.7 percent) of the respondents conducted weekly or fortnightly dropout children guardian meeting and only 5.0 percent participated in enlisting of the dropout children and did house to house survey. 3.6 percent of the respondents just informed the SSA officials for bringing the out of school children within the purview of education. Thus, nearly 50% of the respondents participated in various motivational and awareness programme at SMC level for bringing the out-of-school children within the purview of
240
education, which were executed as per the SSA guidelines like rally at habitation/village level, special campaign at highly out-of-school-prone area and mass mobilization campaign through street plays in collaboration with NGOs specially in tea-gardens, SC, ST and minority dominated area.
THE COMMUNITY PARTICIPATION IN BRIDGING THE GENDER GAP AND PROMOTING GIRLS’ EDUCATION
SSA has a special focus on girls’ education and children with special needs. SSA also seeks to provide computer education to bridge the digital divide. The SSA is an effort to recognize the need for improving the performance of the school system and to provide community owned quality elementary education in mission mode. To know about the community participation in bridging the gender gap and promoting girls’ education, the respondents were asked about the activities they have taken for. The respondents’ views were distributed into four categories: Mother Groups attending the meetings at school for bringing the girl child to school, SMC involves the Meena Club members and SMC members for checking the girls’ dropout children, conducting the SSA programme related to girls education and constituted Meena Club at school for promoting the girls’ education The distributions of respondents’ activities for bridging the gender gap is shown in the following table:
Table 7.7 Community Participation in Bridging Gender Gap and
Promoting Girls' Education
Source: Field data collected during January to June 2012 The table reveals that over one third (37.4 percent) of the respondents
attended meeting at school for bringing the girl child to school with the help of
Activities for bridging gender gap and uplifting girls’ education
No. of Respondents Percentage
Mother Group were attending meeting at school for bringing the girl child to school
112 37.4
SMC involves the Meena Club members and SMC members for checking the girls’ dropout children
61 20.3
Conducting the SSA programme related to girls education.
79 26.3
Constituted Meena Club at school for uplifting of girls’ education
48 16.0
Total 300 100.0
241
mother group, over one fourth (26.3 percent) conducted the SSA programmes
related to girls education. One fifth (20.3 percent) pointed that SMC involved the
Meena Club members and SMC members for checking the girls’ dropout children
whereas, 16.0 percent constituted Meena Club at school for promoting girls’
education which is less but it shows a good example of engaging the Meena Club
members in such an activity. For bridging the gender gap and promoting girls'
education, the girl child week and National Girl Child Day is observed every year
in Cachar district from 18th January to 24th January. All the schools observe these
special days with Pravat ferry, morning assembly, speech on great woman leaders
by teacher and other SMC members. Topic like value education and life skills are
discussed in school with the learners. The meena club members also observe the
Girl Child week and National Girl Child Day particularly in SC, ST, tea garden
and minority area with pravat ferry, rally and co-curricular activities.
Thus, it is observed that, nearly 40% of the SMC members specially the
mother groups were attending meetings at school level for bringing the girl child
to school and also in bridging the gender gap and uplifting the girls’ education in
the society. Few schools also involved Meena Club members (a women body
constitutes of 10 to 20 members) for checking the girls’ dropout children and
promoting the girls’ education, which is a new concept of SSA to motivate and
increase girls’ education in special focused area.
THE PARTICIPATION OF COMMUNITY MEMBERS IN BRIDGING THE
SOCIAL GAP
Bridging all gender and social category gaps like SC/ST/OBC/ minority
and differently able child at primary stage is one of the major objectives of SSA
with the active participation of the community in the management of schools. The
SSA is to provide useful and relevant elementary education for all children. It
develops the human potential both spiritually and materially. It is a process of
value based learning that allows children an opportunity to work for each other’s
well-being. SSA seeks to provide quality elementary education including life
skills. SSA focuses on increasing access enrolment and retention of all children
as well as improving the quality of education. The objectives of SSA can be
242
realized for all the Children with Special Needs (CWSN) also called as
differently able child that are included under the ambit of elementary education.
To analyze whether community participation helped in bridging the social gap
(SC/ST/OBC/ minority and differently able child) at the level of elementary
education, the respondents were asked about the type of activities they were
involved in. The answers are classified into five different categories: attending
meetings at school for reducing the social gap, SMC involves participation and in
conducting SC/ST and minority intervention programmes of SSA, SMC involves
in exposure visit and summer camp programmes, constitute Meena Club at
school for promoting the girls’ education and conducting the co-curricular
activities at school level with CWSN. The distribution of the types of activities
among the respondents is shown in the following table:
Table 7.8
Participation of Community Members in Bridging the Social Gap
Type of Activity for Bridging the Social Gap No. of Respondents Percentage
Attending meetings at school level for bringing the social gap
62 20.6
SMC involves participating and conducting SC/ST and minority intervention programmes of SSA
99 33.0
SMC involves in exposure visit and summer camp programme
48 16.0
Constitute Meena Club at school for promoting the girls’ education
26 8.7
Conducting the co-curricular activities at school level with CWSN
65 21.7
Total 300 100.00
Source: Field Data Collected during January - June 2012 Above table shows that for bridging the social gap one third (33.0
percent) of the respondents pointed out that SMC involved in participating and
conducting SC/ST and minority intervention programmes of SSA. As every year
SSA planned some activities specially for SC/ST and minority intervention
programmes like the Meena Campaign, street play by NGO, Over one fifth, each
(21.7 percent and 20.6 percent) of the respondents are engaged in conducting the
co-curricular activities at school level with differently able child and attending
243
meetings at school level for bringing the social gap particularly the bal mela and
for CWSN. Nearly one tenth (16.0 percent) of the respondents are involved in
exposure visit and summer camp programme. As SSA, Cachar at district level
conducts a learning visit for the children of special focus group or areas. Learning
visit is restricted to the children studying in class V-VII in Govt., Prov.,
Recognized schools particularly from SC, ST, tea garden, and minority area. The
students of that area are given learning exposure visit to the places like Assam
University- National Institute of Technology, Medical College, Industrial
Training Institute (Srikona), Gandhi Park Silchar and Normal School Silchar.
Whereas, only 8.7 percent of them constituted Meena Club at school (a girls
student body constitutes of 10 to 20 members of below 18 years both school
going and not going) for promoting the girls education for bridging the social gap
among SC/ST/OBC/ minority and differently able child. The Meena club
members are trained up on different topic like life skill development, personality
development, vocational training, environmental protection at school level, in
bringing out-of -school in school and girl child protection etc. The Meena
members were also given vocational training on handy craft and product with
waste paper and other unused materials and the Meena Club members are train up
the girls’ student at school level.
Thus, most of the respondent 33% are participating and conducting SC/ST
and minority intervention programmes of SSA which are particularly designed
for the SC/ST and minority. As Cachar district is dominated by minority and tea
tribe communities and having a little population of SCs and STs , so it is targeted
like every year with some special interventions under SSA annual work plan and
budget. Some activities are also designed like Utsav Vidyarambha, co-scholastic
camp for children of Meena Clubs, mass mobilization campaign through street
plays in collaboration with NGOs, miking and learning exposure visit from
special focused area SC, ST, minority and tea garden area and also conducting
training to the SMC members for bridging the social gap.
244
THE UTILIZATION AND IMPLEMENTATION OF THE ANNUAL SCHOOL
GRANTS BY THE SMC
Every year the school managing committee’s account receives annual
school grants like infrastructure development and maintenance grants for
repairing schools, fund for procurement of teaching learning materials for each
teachers, fund for learners uniform, fund for civil works- school building, rooms,
toilet, drinking water etc from SSA. All the schools also receive funds for school
uniform, fund for civil works for school building constructions, toilets, drinking
water facilities and fund for mid-day meal etc. As per SSA guideline, the school
Infrastructure & Maintenance Grants, which are released to all categories of
schools through a School Managing Committee (SMC) must utilize with utmost
transparency and effectively through a SMC meeting after taking proper
resolutions.
Thus, communities are empowered about its effective use for the
betterment of their concerned schools. The school grants are released every year
to each Government, Provincialised and Recognised (LP & ME, MV, MEM and
Pre Sr. Madrassa) and Composite schools and the newly Government Lower
Primary School (Up-graded EGS). The annual school grants are released direct
through bank transfer from SSA, State Mission Office to the SMC account by the
following norms- (a) the annual school maintenance grant of Rs. 5,000/- is
released to each school having up to three classrooms and the schools having
more than three classrooms, each, are released up to a maximum amount of
Rs.10, 000/-. The Head Teachers’ room and office room will not be considered
under this norm and district average should be Rs. 7500/-, (b) the annual school
infrastructure grants of Rs. 5,000/- per Lower Primary school and Rs. 7000/- per
Upper Primary school. The amount for Upper Primary schools includes the items
for science laboratories and computer education and (c) TLM per teacher Rs
500/-. Moreover, these grants may be used as principal capital to mobilize local
resources. Thus, communities members need to be sensitized to prepare an
inventory of local resources for its effective use in school functioning. There are
some sub-activities at block level for productive utilization of school,
245
maintenance and teacher grants and mobilization of local resources; a day-long
cluster level orientation workshop to the President of SMCs for utilization of
school grants etc (Training will be done in cascade mode on book and account
keeping), printing and distribution of leaflet as Information Education and
Communication to SMC members, sensitizing community through print media on
productive utilization of grants and a day-long block level workshop to the
Member-Secretary of SMCs for collection of Utilization Certificates of school
grants etc. To analyze how the SMCs involve in utilization and implementation
of the annual school grants provided by SSA, the respondents were interviewed
and their responses were classified into four different categories: conduct SMC
meeting and adopt the matters in resolution as per Government guidelines as
provided by SSA, not as per Government guidelines and only follow-up as per
decision taken by SMC members, use some amount as per guidelines and some
amount as per SMC’s decision and do not know how. The distributions regarding
the step s taken by the SMCs is shown in the following table:
Table 7.9
Utilization and Implementation of the Annual School Grants by the SMC
Source: Field Data Collected during January - June 2012
The data indicate that about two thirds (65.7 percent) of the respondents
conducted SMC meeting and adopted the matters in resolution as per
Government guidelines provided by SSA, over one fifth (21.7 percent) utilized
some amount as per guidelines and some amount as per SMC’s decision while
Steps taken by SMC to utilize and implements the annual school grants
No. of Respondents Percentage
Conduct SMC meeting and adopt the matters in resolution as per Government guidelines as provided by SSA
197 65.7
Not as per Government guidelines only follow up as per decision taken by SMC members
16 5.3
Use some amount as per guidelines and some amount as per SMC’s decision
65 21.7
Don’t Know 22 7.3
Total 300 100.0
246
few respondents 7.3 percent did not know how the grants were utilized and were
also not aware about the guidelines of SSA and about 5.3 percent of the
respondents utilized the grants without following the Government guidelines and
only follow-up as per decision taken by SMC members. During the data
collection it was observed that most of the schools were able to show the item
made and purchased as per guidelines like science corners, school sign board,
school display board, teaching learning materials, science materials (equipments
for science practical) , sports kits and desk and benches etc. But few schools
utilized the fund for building construction as decided by SMC which is not as per
guideline as building construction fund is also allotted separately to the schools.
Thus, more than 65 % of the respondents utilized the annual school
grants as per government guidelines by conducting the SMC meeting and adopted
the resolutions before utilizing the grants. But, still nearly 35% of the respondents
violating the Government guidelines regarding utilization of annual school grants
and do as desired by the SMC body.
THE SUPERVISION AND MONITORING OF ANNUAL SCHOOL GRANTS
AND OTHER GRANTS BY SMC
As the school managing committee receives the annual school grants for
infrastructure development & maintenance, fund for teaching learning materials,
fund for learners’ uniform, fund for civil works- school building, rooms, toilet,
drinking water etc and it is duty of all the committee members to supervise and
monitor actively regarding proper utilization of the grants. Thus, the respondents
were asked what types of activities were conducted by SMC to monitor the
annual school grants and the answers are classified into four different categories:
Monitoring was done by all SMC members, monitoring by some members of
committee as empowered by SMC, monitoring only by President and Member
Secretary of the SMC and don’t Know . The distribution of the respondents is
shown in the following table:
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Table 7.10 Supervision and Monitoring of Annual School Grants and Other
Grants by the SMC Activity conducted by SMC to monitor the annual school grants
No. of Respondents Percentage
Monitoring was done by all SMC members 101 33.7
Monitoring by some members of committee as empowered by SMC
87 29.0
Monitoring only by President and Member Secretary of the SMC
82 27.3
Don’t Know 30 10.0
Total 300 100.0
Source: Field Data Collected during January - June 2012
The data reveal that one third (33.7 percent) of the respondents opined
that the monitoring of annual school grants was done by all SMC members
followed by this over one fourth (29.4 percent) pointed out that monitoring was
done by selected members of committee as empowered by SMC. About one
fourth (27.3 percent) of the respondents pointed out that monitoring was done
only by the President and the Member Secretary of the SMC and one tenth (10.0
percent) of the respondents replied that regarding the monitoring of annual school
grants and other grants by the SMC it is not known to them which reflects that
they are not at all aware of any grants. As per SSA norms all the members must
attend the SMC meeting and take resolutions with two third majority after
receiving the funds from Government and decide for utilization. All the members
should supervise and monitor the works and it is found that only few schools
follow it, some SMC also empower few members as it is not possible for them to
attend school daily and monitor the works. But in some schools only the
President and the Member Secretary of the SMC only supervise and monitor the
works as they do not empower others and are not interested to do so due to their
own interest.
Thus, only 33% of the respondents are aware about their duties and
responsibilities as a member of SMC to monitor the school grants and grants
provided by SSA and the rest are not. It is also found that the responsibility is
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confined to some extent in the hand of the President and the Member Secretary of
the SMC as they have only the signatory power for utilization of any Government
grants, so rest of members are not been informed.
THE PARTICIPATION OF SMC IN THE CHILDREN’S TEACHING-
LEARNING PROCESS
The participation of the SMC is necessary in all aspects for functioning of
an educational institution, including planning and organization of activities. The
community can substantially help in motivating and persuading the members for
enrolling their children in school. It can help in enhancing regular attendance of
children as well as their retention in school. Further, there may be many skilled
persons in the community who can help the school by taking up activities related
to work experience. In the absence of teachers, the educated persons can come
forward for voluntary teaching or an honorarium may also be given when
required. The community members can play an important role in monitoring the
activities of the school as well as in ensuring and encouraging cordial teacher-
parent relationship. Hence, community participation is not only a means of
universalizing education, but also a process of improving the qualitative aspect of
education. To analyze the SMC participation in the children’s teaching-learning
process, the respondents were asked about the different steps they took. Those
steps are classified into four categories: taking classes by the community
members as volunteer service, helping teachers during other co-curricular
activities, helping teachers during evaluation activities and taking part in the
morning assembly. The distribution of the respondents’ views is shown in the
following table:
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Table 7.11
Participation of SMC in the Children’s Teaching-Learning Process
Steps taken up by SMC’s for children’s teaching-learning process
No. of Respondents Percentage
Taking classes by the community members as volunteer service
38 12.6
Helping teachers during other co-curricular activities
120 40.0
Helping teachers during evaluation activities 50 16.7
Taking part in the morning assembly 92 30.7
Total 300 100.0
Source: Field Data Collected during January - June 2012
The above table reflects that two fifths (40.0 percent) of the respondents
were helping teachers during other co-curricular activities and near about one
third (30.7 percent) were taking parts in the morning assembly to involve in
teaching learning process. 16.7 percent pointed out that they helped teachers
during evaluation process and over one tenth (12.6 percent) of the community
members were taking classes as volunteer service through which SMC participate
in the children’s teaching learning process. During any implementation of SSA
activities in school the SMC members are helping the teachers in conducting the
programmes like games & sports & cultural programme on Rangmela, Kishori
Mela, Shishu Samaroh etc. The SMC President inaugurate the programme at
school level with the help of head teachers where others teachers, SMC members
and the general public also participat. SSA, Cachar has also initiated the Saturday
Club programme at school which is conducted every Saturday after two classes.
The main objectives of the Saturday clubs are to create proper learning
environment through community approach, to help teachers by SMC members
for continuous & comprehensive evaluation, to create a joyful teaching –learning
situation in the school, to enhance student attendance, to increase involvement of
Mothers group in school level activities like taking classes voluntarily and
participate in morning assembly, the involvement of community in school level
activities, to utilize the local resources in teaching learning process by inviting
the local resource person for utilizing their services at school and to build linkage
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with concerning stakeholders. The Saturday Club programme had created a good
relation between community and school.
Thus, it is found that about 40 % of the respondents were helping the
teachers during the co-curricular activities conducted at school level like reading
ability development, scouts and guide, observation of important dates (like
National Education Day on 11th November, Sishu Diwash on 14th November,
Meena Day on 24th September, World Disabled Day on 3rd December), School
Health Camp, Meena Campaign in special focused area schools, exposure visit of
children to important places, self defense training to the upper primary girls and
school level organization of games & sports & cultural programme on Rangmela,
Kishori Mela, Shishu Samaroh and through Saturday Clubs programme etc.
THE USEFULNESS OF EDUCATION IN COMMUNITY MEMBERS
LIVELIHOOD
Empirical evidence suggests that educational investment has been one of
the most important factors contributing to economic growth; that expenditure on
education contributes positively to labour productivity; that the economic payoff
to spending on education - from both a private and public standpoint - is high, in
absolute terms and compared to other investments; and that increased education
of parents - especially mothers - has a positive impact on child’s health and
reduced fertility at all levels of economic development. The capacity-building
and the strengthening of educational institution at all level needs to be an integral
part for effective educational reform. Key areas include sector policy analysis,
managing processes of change, and effective monitoring within systems which
are becoming increasingly decentralized. Capacity to plan, manage and report on
expenditure is critical not only to the achievement of greater effectiveness, but
also to improve transparency and accountability. Responses to the question
regarding the usefulness of education in one’s livelihood were classified into four
different categories: for getting a good earning source, become a respectable
member of a committee, taking part in educational activities and useful in day-to-
day activities of life and as member of SMC. The distribution of the respondents
is shown in the following table:
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Table 7.12 Usefulness of Education in Community Members’ Livelihood
Source: Field Data Collected during January - June 2012
The responses on usefulness of education in one’s livelihood reveal that
more than half (53.0 percent) of the respondents pointed out that education is
useful in day to day activities of life and as member of SMC, to take any decision
in daily life the education is necessary. Moreover to give any suggestion in SMC
or own life the education plays a vital role. Nearly one fifth (18.3 percent) opined
that education helps in taking part in other educational activities. Few members
pointed that to attend any meeting and to express one’s own views the education
is very important, while according to15.0 percent of the respondents, education
helps to become a respectable member of a committee and only 13.7 percent of
the respondents are of the view that education helps in getting a good source of
earning. Some of the members also pointed out that better education gives better
jobs which helps to get a good source of income to live a standard life.
Thus, mostly 50 % of the respondents commented that education is useful
in day to day activities of life which not only brings changes in one’s livelihood
but also affects the social status of the SMC members in the society. The SMC
members also pointed out that by education they can do their best for the
development of education.
THE MAJOR OBSTACLES FACED BY THE PEOPLE’S COMMITTEE
The educational levels of community members are extremely important
because it gives a rough picture about the state of decision makers in this critical
Response Type No. of Respondents
Percentage
For getting a good earning source 41 13.7
Become a respectable member of a committee 45 15.0
Taking part in educational activities 55 18.3
Useful in day-to-day activities of life and as member of SMC 159 53.0
Total 300 100.0
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sector. While critics will argue that level of education does not reveal the actual
contribution of community members towards strengthening of democracy in
India, the fact of the matter is that if empowerment of student community and
upliftment of educational standards is to be pursued, educated community leaders
is the need of the hour. Education policies and strategies are often set after
limited consultation with poor people, and fail to incorporate a sound social
analysis that identifies those who are marginalized and excluded. To find out the
fact the respondents were asked about the major obstacles faced by the people’s
committee in universalization of elementary education. The answers given by the
respondents were classified into three major categories: specific budget therefore
no concrete steps can be taken, lack of educated members, so proper suggestion
and solution are difficult to execute and lack of trainings to all the members of
the committee. The distribution of the respondents to understand the categories of
major obstacles in universalization of elementary education is shown in the
following table:
Table 7.13
Major Obstacles Faced by the People’s Committee in Universalization of Elementary Education
Major obstacle in involvement of SMC in
UEE No. of
Respondents Percentage
Specific budget, therefore no concrete steps
can be taken. 40 13.3
Lack of educated members, so proper suggestion and solution are difficult to execute.
140 46.7
Lack of trainings to all the members of the committee. 120 40.0
Total 300 100.0 Source: Field Data Collected during January - June 2012
The data indicate that nearly half (46.7 percent) of the respondents
pointed out that due to lack of educated members in committee the proper
suggestions and solutions are difficult to execute in practical field. During the
253
SMC meetings only few members come up with their views and most of them
keep mum as they do not understand the topic and the activities due to less
education. About 40 percent of the respondents commented that lack of trainings
to all the SMC members become the obstacles in involvement of universalization
of elementary education while over one tenth (13.3 percent) of the respondents
pointed out that the major obstacles faced by the people’s committee in
universalization of elementary education is due to specific budget and therefore
no concrete steps can be taken by the committee. As the training are given only to
a few SMC members and only once in a year, so it not possible for all to attend
the SMC training.
Thus, it can be said that more than 40 % of the respondents found that the
major obstacles in Universalization of Elementary Education (UEE) is due to less
educated SMC members as most of them are under matriculate and matriculate
level of education. So, proper suggestions and solutions are difficult to execute at
school level. A few respondents opined that there should be an educational bar to
become a member of SMC at least matriculate or above so that a member can
understand better the educational programmes and activities of the Government.
Further, other 40% respondents found that lack of trainings to all the members of
the SMC is a problem as SSA conducted trainings only to the few members of the
SMC particularly to the President, the Member Secretary and one parent or non
parent member once in a year which is not at all sufficient to train up the SMC
members in all aspects and also hampers in Universalization of Elementary
Education.
Briefly, the major patterns of the impact of community participation on
elementary education are given below:
Over four fifths (86.7 percent) of the respondents were of the view that there
are no dropouts in their schools while the rest (13.3 percent) pointed that
there are still few dropouts in their respective schools.
Most of the dropout-prone schools organize meetings with and motivate the
parents of dropout children in Cachar district. Community participation is
254
playing a great role in this regard to bring back the dropouts to schools. Over
half of the respondents (52.5 percent) conduct meeting and motivate the
parents of dropout children whereas one fourth (25.0 percent) respondents
carry out urgent SMC meeting on dropout issue.
More than 80% of the respondents attended meeting of school managing
committee with all guardians and actively involved during the Utsav
Vidyarambha to increase enrolment of children in school. During Utsav
Vidyarambha each elementary schools of the Cachar district carry out three
day programme from 1st January to 3rd January every year with SMC
members, students Government and mothers’ group of all schools and
performed different various for increasing of enrolment.
Over half (57.3 %) of the respondents participated and conducted co-
curricular activities and various competitive functions respectively towards
schools to make children more attractive and attentive in schools which will
fulfill the retention policy through co-scholastic activities at school levels
whereas 42% of the respondents attended SMC meetings with teachers and
guardians for retention of children at school.
Many activities were designed to prevent the drop out rate in targetted blocks
and areas as well as to reduce the same. Encourage contextual planning,
special sub-plans and projects for disadvantaged pockets and groups. Even
though the SSA intervention heads seem to suggest a uniform, norm-based
approach, there is actually inadequate scope for implementation of sub-
projects for specific areas and groups. These would include geographically
difficult and remote areas, migrant groups, minority committees, flood or
drought-prone areas and urban deprived children. These plans have been
proposed under innovative activities. The mass mobilization drive will be
designed for promoting the retention like street play, street drama and one act
play on the basis of local area specific language and needs with the join
collaboration of non-Government organization and SSA.
255
Over 70% of the SMC members participated in special SMC meetings
conducted with teachers and guardians for improvement of the enrolment of
children in school, which reflects that SMC members are more conscious
about their children’s enrolment.
The respondents are vigilant about their children’s quality education and are
regularly taking feedback from their children about the classroom teaching
done by the teachers. Over two fifths (42.7 percent) of the respondents are
taking feedback from their children about the classroom teaching, over one
fourth (26.3 percent) take oral and written tests of the children at home. One
fifth (17.7 percent) and over one tenth (13.3 percent) of the respondents are
tallying the course taught with syllabus and checking the notebooks of the
children respectively.
Nearly 50% of the respondents participated in various motivational and
awareness programme at SMC level for bringing the out-of-school children
within the purview of education, which were executed as per the SSA
guidelines like rally at habitation/village level, special campaign at highly
out-of-school-prone area and mass mobilization campaign through street
plays in collaboration with NGOs specially in tea-gardens, SC, ST and
minority dominated area.
Nearly 40% of the SMC members specially the mother groups were attending
meetings at school level for bringing the girl child to school and also in
bridging the gender gap and uplifting the girls’ education in the society. A
few schools also involved Meena Club members (a women body constitutes
of 10 to 20 members) for checking the girls’ dropout children and promoting
the girls’ education, which is a new concept of SSA to motivate and increase
girls’ education in special focused area.
For bridging the social gap, 33% are participating and conducting SC/ST and
minority intervention programmes of SSA which are particularly designed for
the SC/ST and minority. As Cachar district is dominated by minority and tea
256
tribe communities and having a little population of SCs and STs , so it is
targeted like every year with some special interventions under SSA annual
work plan and budget. Some activities are also designed like Utsav
Vidyarambha, co-scholastic camp for children of Meena Clubs, mass
mobilization campaign through street plays in collaboration with NGOs,
miking and learning exposure visit from special focused area SC, ST,
minority and tea garden area and also conducting training to the SMC
members for bridging the social gap.
More than 65 % of the respondents utilized the annual school grants as per
government guidelines by conducting the SMC meeting and adopt the
resolutions before utilizing the grants. But still nearly 35% of the respondents
violating the Government guidelines regarding utilization of annual school
grants and do as desired by the SMC body.
Only 33% of the respondents are aware about their duties and responsibilities
as a member of SMC to monitor the school grants and grants provided by
SSA and the rest are not. It is also found that the responsibility is confined to
some extent in the hand of the President and the Member Secretary of the
SMC as they have only the signatory power for utilization of any Government
grants, so rest of members are not been informed.
Mostly (40 %) of the respondents were helping the teachers during the co-
curricular activities conducted at school level like reading ability
development, scouts and guide, observation of important dates (like National
Education Day on 11th November, Sishu Diwash on 14th November, Meena
Day on 24th September, World Disabled Day on 3rd December), School
Health Camp, Meena Campaign in special focused area schools, exposure
visit of children to important places, self defense training to the upper primary
girls and school level organization of games & sports & cultural programme
on Rangmela, Kishori Mela, Shishu Samaroh and through Saturday Clubs
programme etc.
257
About the usefulness of education in community members’ livelihood, mostly
50 % of the respondents commented that education is useful in day to day
activities of life which not only brings changes in one’s livelihood but also
affects the social status of the SMC members in the society. The SMC
members also pointed out that by education they can do their best for the
development of education.
Over 40 % of the respondents found that the major obstacles in
Universalization of Elementary Education (UEE) is less educated SMC
members as most of them are under matriculate and matriculate level of
education. So, proper suggestions and solutions are difficult to execute at
school level. A few respondents opined that there should be an educational
bar to become a member of SMC at least matriculate or above so that a
member can understand better the educational programmes and activities of
the Government.
Nearly 40% respondents found that lack of trainings to all the members of the
SMC is a problem as SSA conducted trainings only to the few members of
the SMC particularly to the President, the Member Secretary and one parent
or non-parent member once in a year which it is not at all sufficient to train
up the SMC members in all aspects and also hampers in Universalization of
Elementary Education.
To sum up, the impact of community participation on elementary
education is not a new concept in education rather it is there in society since long
time. After implementation of SSA the community participation has got a frame
and structure to involve the community people through various committees. The
committee at school level that is School Managing Committee plays a great role
for Universalization of elementary education to reduce the dropouts, to increase
the enrolment, for retention at school. The community people are actively
participated and conducted in co-curricular activities and various competitive
functions respectively at schools to make children more attentive and attractive
towards schools which will fulfill the retention policy through both co-scholastic
258
and scholastic activities at school level. Over 70 percent of the SMC members are
participate in special SMC meeting conducted with teachers and guardians for
improvement of the enrolment of school. Mostly, the mother groups were
attending meetings at school level for bringing the girl child to school and also in
bridging the gender gap and promoting the girls’ education in the society
particularly in SC, ST, tea garden and minority area. More than 65 % of the
respondents utilized the annual school grants as per government guidelines by
conducting the SMC meeting and adopt the resolutions before utilizing the
grants. Regarding the usefulness of education in community members’ livelihood
mostly half of the respondents pointed that education is useful in day to day
activities of life which not only brings changes in one’s livelihood but also affects
the social status of the SMC members in the society. 40 % of the respondents
found that the major obstacles in Universalization of Elementary Education
(UEE) is due to less educated SMC members as most of them are under
matriculate and matriculate level of education so proper suggestion and solution
are difficult to execute at school level. Few respondents also opined that there
should be educational bars to become a member of SMC at least matriculate or
and above so that a member can understand better the educational programmes
and activities of the Government. Nearly, 40 percent respondents are found that
lack of trainings to all the members and few members of the SMC particularly to
the President, the Member Secretary and one other member which once in a year
it is not at all sufficient for the SMC members for full participation in the process
of Universalization of elementary education.
***
