Government of Jammu and Kashmir

Evaluation Report on

Sarva Shiksha Abhiyaan(SSA) Jammu Division

(2007-08 to 2011-12)

Evaluation Study conducted by: Regional Joint Director, Evaluation & Statistics, Jammu.

Directorate of Economics and Statistics Planning and Development Department

0

10

20

30

40

50

60

70

80

90

100

2007-08 2008-09 2009-10 2010-11 2011-12 2007-12

61.46%

70.26%68.12%

93.25%

70.84%75.07%

Utilization Percentage of Funds under SSA in Jammu Division from 2007-08 to 2011-12

Year

Fund

Utili

zatio

n %

age

Highlights of the Study

1. For universalization of elementary education in a time bound manner, the Government of India

introduced Sarva Shiksha Abhiyan(SSA) for providing free and compulsory education to all

children falling in the age group (6-14 years).

2. The provisions of SSA includes opening of new primary schools, up-gradation of schools ,

construction of school building, additional class rooms, toilets, drinking water facilities and

grants for Teacher for TLM, School Maintenance, Teaching Learning Equipment etc.

3. In J&K state the scheme SSA was launched during the year 2001-02 and is being executed by

Education Department through State Project Director SSA Jammu and Kashmir.

4. As per the official data, against the total released funds of ₹.123641.15 lacs, an amount of

₹.92821.32lacsi.e. (75.07%) funds were utilized w.e.f. 2007-08 to 2011-12 in respect of Jammu

Division. The utilization percentage of funds is low. It is important that funds provided are utilized in full

so that the objectives of the scheme can be achieved in a time-bound manner as stipulated.

5. As per the physical targets and achievement of TLE grants, against the achievement of 1036 newly

opened primary schools, the TLE grants were provided only to 501 schools and against the achievement of

conversion of 3487 EGS to Primary schools only 279 schools were provided TLE grants during the period

2007-08 to 2011-12. The same needs to be clarified from the Executing Agency.

6. During 2007-08 to 2011-12, against the target of 1190 opening of new primary schools, 1036 new

schools were opened i.e. 87.06%. Against the target of 3529 conversion of EGS into primary

schools, 3487 were converted into primary schools i.e. 98.81% and against the target of up

gradation of 1918 primary schools to upper primary schools, 1646 schools were upgraded i.e.

85.82% in the Jammu division.

7. During the year 2007-08, total enrollment of Jammu division under SSA was 485614 which increased to

551339 by the end of 2011-12 i.e. an increase of 13.53% over the base year. There was an increase of

8.20% in case of enrollment of boys whereas correspondingly there was a significant increase in the

enrollment of girls i.e. 19.68%during the reference period.

8. Under school grants, out of 36 sample selected schools only 33 schools had received funds during 2011-

12. It is a matter of concern that three schools were not provided school grants.

9. Under School Maintenance Grants, 3 schools of Samba and 4 schools of Purmandal education zone

were not provided funds under School Maintenance Grants. It is suggested that funds for school

maintenance grants must be provided to all schools without any bias.

10. 50% schools in the selected education zones were having shortage of teaching staff. This must be looked at

seriously and posts of the teachers must be filled on priority.

11. 77.78% of schools were short of class rooms as per norms under SSA. This issue is of utmost importance

and must be taken seriously by the administrative department. It is not possible to fulfill the basic

objectives of the scheme when the basic infrastructure is not present in the schools.

12. It was observed that 16.67% sample schools were not having drinking water facility, 19.44% schools had

no separate toilet facility. Also 8.61% of contacted parents asserted that proper sitting arrangement was not

present in the school. It is suggested that all the schools be provided with these important facilities.

13. It was observed that where drinking water facility is available, there also the supply was not regular.

Moreover, water tanks were not cleaned at regular interval and some water tanks were not covered with

lids.

14. Similarly, it was observed that in the schools which had the toilet facility, the toilets were

unhygienic and in some schools the toilets were found locked. Lack of drinking water & separate

toilet facility discourages enrollment in the schools, provision of these facilities must be ensured

in all the schools. The School Management itself needs to perform minor functions like cleaning of tanks

and toilets etc.

15. Very few schools had computer learning facility for students. Out of 209 parents, 80.86% asserted that

computer facility were not available in schools. It was also observed that there were no trained computer

teachers posted in most of the sample schools. Computers and computer teachers must be provided to the

schools so that students can get the knowledge and benefit from computer facility.

Recommendation:

Despite completion of more than 10 years of implementation of SSA scheme there is still lack of basic infrastructure facilities in the government schools. Most of the schools were not having adequate teachers and class-rooms. The safe drinking water facility, separate toilet facility, fans, adequate sitting arrangement were not available in some of the schools. The authorities must ensure provision of these basic facilities, as lack of these facilities discourages enrollment in the government schools and in many cases results in migration to the private schools.

CONTENTS

S. NO.

TITLE PAGE

1. Introduction 1-7

2. Physical and financial Achievements 8-17

3. Field findings 18-40

4. Summary of Main Findings and Suggestions 41-46

5. Annexure “A” 47-48

6. Annexure “B” 49

7. Annexure “C” 50

8. Annexure “D” 51

9. Annexure “E” 52

Chapter - I Introduction:

The role of education in facilitating social and economic progress has

long been recognized. Education improves functional and analytical ability

and thereby opens up opportunities for individuals and also groups to

achieve greater access to labour markets and livelihoods and to claim group

entitlements. Education in its broadest sense of development is the most

crucial input for empowering people with skills and knowledge and giving

them access to productive and gainful employment in future. Improvements

in education do not merely enhance efficiency but also augment democratic

participation, upgrade health and the overall quality of individual and

societal life.

Elementary education is the foundation of the pyramid of education

system. During this period students are taught to think critically, to strive to

attain high standards, to meet the challenges posed by technological

advancements and to develop citizenship and basic values. It lays the

groundwork for future learning and future success. It is well said that:

“We will never be able to run if we don’t learn how to walk”.

Economic and social prosperity in 21st century depends on the ability

of nations to educate all members of their societies to be prepared to thrive

in a rapidly changing world. In this connection, the first attempt has been

made in the World Declaration on Education for All, adopted in 1990 in

Jomtien, Thailand where the world leader from 155 countries adopted an

expanded vision of what basic education means, calling for a learning

environment in which everyone would have the chance to acquire the basic

elements which serve as a foundation for further learning and enable full

participation in society. The main purpose of the Education For All (EFA)

initiative is to address all the problems and constraints arresting the growth

of basic education particularly in the Nine Most Populous Developing

Countries, i.e. Bangladesh, Brazil, China, Egypt, Indonesia, India, Mexico,

Nigeria and Pakistan.

Background of SSA:

The citizens of India have a fundamental right to education. The said

right flows from Article 21 of Constitution of India. This right is, however,

not an absolute right. Its content and parameters have to be determined in

the light of Articles 45 and 41. In other words, every child/citizen of this

country has a right to free education until he completes the age of fourteen

years.

The Right of Children to Free and Compulsory Education (RTE) Act,

2009, which represents the consequential legislation envisaged under Article

21-A, means that every child has a right to full time elementary education of

satisfactory and equitable quality in a formal school which satisfies certain

essential norms and standards. The RTE Act, along with Article 21-A

inserted in the Fundamental Rights of the Constitution of India became

operational on 1st April 2010.

The Government of India has introduced Sarva Shiksha Abhiyan(SSA)

which is a flagship programme for achievement of universalization of

elementary education in a time bound manner, as mandated by the 86th

amendment to the Constitution of India making free and compulsory

education to children of ages 6-14 (estimated to be 205 million in number in

2001) a fundamental right. The programme aims to achieve the goal of

universalization of elementary education of satisfactory quality by 2010.

The SSA scheme was launched in the country in the year 2000-01

and currently, SSA is implemented as one of India’s flagship programme for

universalizing elementary education. In J&K state it was started during the

year 2001-02 and is being implemented with the active participation of the

community. The State Project Directorate of SSA under the overall

supervision of the School Education Department is coordinating all the

activities of the scheme. The scheme has been taken up in J&K State in its

totality.

Objectives of the SSA programme: SSA is being implemented in partnership with State Governments to

cover the entire country and address the needs of 192 million children living

in 1.1 million habitations. SSA, aims at opening of new primary school in

those habitations which do not have schooling facilities, up-gradation of

schools from primary level to middle level and strengthening existing school

infrastructure through provision of construction of school buildings,

additional class rooms, toilets, drinking water, maintenance grant and

school improvement grants.

Existing schools with inadequate teacher strength are provided with

additional teachers, while the capacity of existing teachers is being

strengthened by extensive training, grants for developing teaching-learning

materials and strengthening of the academic support structure at a cluster,

block and district level. SSA seeks to provide quality elementary education

including life skills. SSA has a special focus on girl's education and children

with special needs. SSA also seeks to provide computer education to bridge

the digital divide.

Besides above, following are the main objectives of the mission:

1. Ensure that all children in the specified age group are in school.

2. All children complete five years of primary schooling by 2007.

3. All children complete eight years of elementary schooling by 2010.

4. Focus on elementary education of satisfactory quality with

emphasis on education for life.

5. Bridge all gender and social category gaps at primary stage by 2007

and at elementary education level by 2010.

6. Universal retention by 2010.

Funding pattern of the scheme: The costs for SSA are shared by the Center and States in the ratio

85:15 in north eastern states. In J&K state, the scheme SSA was launched

during the year 2001-02 and the ratio of the funding pattern of the state

with center was 75:25 and subsequently it was 60:40 during the year 2008-

09 to 2009-10 and w.e.f. 2010-11 to till date the funding pattern of the

scheme is 65:35 in order to make the scheme more successful, result

oriented and to cherish its basic objectives. The Central Government during

the year 2004-05 imposed an, education cess of 2 percent on all taxes to

mobilize additional funds for SSA and the Mid-Day Meal Scheme. In 2008-

09, this surcharge was increased to 3 percent.

Conceptualization of the study: The SSA scheme has completed more than 10 years in our state. In

order to assess the effectiveness of the programme, the State Level

Evaluation Committee (SLEC) in its meeting held on 25-11-2011 has

decided to conduct the evaluation study on the Quality Interventions and its

implementation underSSA through Directorate of Economics and Statistics

during the year 2011-12.

In order to assess the quality interventions in the Sarva Shiksha Abhiyan

and its Implementations as per the guideline laid down by the Govt. of India,

the study is conceived with the following objectives:

Objectives of the evaluation study:

1. To assess whether required infrastructure is being provided to

improve the elementary education at the school level.

2. To assess the impact of Sarva Shiksha Abhiyan on enrolment, dropout

rate, retention, gender and social category gaps.

3. To assess whether all the interventions envisaged under the

programme especially interventions like supply of free text books, free

school uniforms, teachers training are being implemented successfully

or not.

4. To assess whether 25% reservation in Pvt. unaided schools has been

provided to the children belonging to the disadvantage group and

weaker section.

5. To identify the bottlenecks/difficulties faced, if any, in the

implementation of the Programme and suggest remedial measures.

6. To assess the usefulness of the policies/strategies adopted under SSA

in achieving the targets of the programme effectively.

7. To assess whether the community participation through Village Education Committee is taking place at the school level.

Sample size and selection procedure: The multi-stage random sampling procedure was adopted for the

study. At the 1st stage, district Samba was selected for the study. At the

2nd stage, two educational zones, one with maximum and other with

minimum number of schools under SSA were selected. At the 3rd stage,

20% of the schools of the sample Education Zones were selected at random

basis for detailed enquiry. Out of the selected schools, 10% parents of the

students who were studying in the school were interviewed to elicit their

opinion regarding the implementation of quality interventions as envisaged

under SSA. Besides this, parents of 5 dropout students were also

interviewed to find out the reasons for drop-out. In addition to this, one

private unaided school adjoining to the schools selected under the study

were also taken to see whether these schools have given admission to the

25% children belonging to the disadvantaged group and weaker sections.

Apart from this, one Village Education Committee member was also

interviewed to elicit his opinion regarding the implementation of the scheme

at the gross root level.

Due to large number of interventions in the Scheme the following

important interventions were taken-up under the study:

1. Teachers. 2. Opening of New Primary Schools, Conversion of EGS into Primary Schools

and 3. Upgradation of Primary to Upper Primary Schools. 4. Classrooms. 5. Free Text Books. 6. School Maintenance Grants. 7. Teacher Learning Equipment. 8. School Grants. 9. Teacher’s Grants. 10. Teachers Training. 11. Computer Aided Learning Centers. 12. Out of school Children.

Source of the Data: The official data in terms of background of the scheme, basic

parameters, guidelines, objectives and modus operandi of the scheme was

obtained from the project authority viz. Directorate of Sarva Shiksha

Abhiyan, J&K. The information in respect of physical and financial

achievements of the scheme was collected from Chief Educational Officer of

the selected district Samba and heads of the selected government & private

school of the selected education zones.

For the primary data, a detailed field survey was conducted to obtain

the information for the assessment of effectiveness of the programme

through;

i. Interview of the parents of school going children.

ii. Interview of parents of dropout and out of school children.

iii. Interview of VEC members.

Instruments of investigation: For the purpose of collection of data, a set of seven schedules, four for

obtaining official information and remaining three for obtaining primary

data from the field were designed for the study as detailed below: 1. Schedules for Official Data (Directorate of SSA, District Wise) 1.1-1.10 2. Schedules for Official Data (Zonal Level) 2.1-2.10 3. Schedule for Head of schools (Govt. Schools) 3.0 4. Schedule for Private Unaided Schools 4.0 5. Schedule for School going children 5.0 6. Schedule for Drop outs and out of school children 6.0 7. Schedule for VEC members 7.0

Reference Period: The official data pertains to 2007-08 to 2011-12. Since the period of

official part is five years; keeping in view the large number of beneficiaries,

the field data and selection of sample beneficiaries pertained to the year

2011-12.

Field Work and Tabulation:

The field work was conducted by the staff of Regional Joint

Directorate of Evaluation and Statistics, Jammu under the overall

supervision and control of Regional Joint Director, Evaluation and

Statistics, Jammu.

Scrutiny and Tabulation of data: The scrutiny and tabulation of data was done by the staff of Regional

Joint Directorate of Evaluation and Statistics, Jammu.

Report Writing: After conducting the field operations of the study, the staff of

Regional Joint Directorate of Evaluation & Statistics Jammu carried out the

scrutiny process of the schedules. After ensuring that the data spread over

the schedules was reliable and consistent, it was displayed on the muster

sheet. Finally on the basis of muster sheets tables were generated in order

to comprehend the data clearly. The report writing was conducted by

Regional Joint Director, Evaluation and Statistics, Jammu.

Statistical Tools & Techniques:

All relevant and appropriate Statistical tools and techniques in terms

of percentages, averages, pictorial graphs, pie-diagram and charts were used

for presentation of data more appropriately and accurately, wherever

required.

Chapter- II

Physical and financial achievements:

Sarva Shiksha Abhiyaan has been operational since 2000-2001 to provide for a

variety of interventions for universal access and retention, bridging of social

category and gender gaps in elementary education and improving the quality

of learning. SSA interventions include inter alia, opening of new schools and

alternate schooling facilities, construction of schools and additional

classrooms, toilets and drinking water provision, periodic teacher training

and academic resource support, textbooks and support for learning

achievement.

As per the stipulations of the Sarva Shiksha Abhiyaan, the financial norms

governing the Centre : State sharing pattern during the 9th Five Year Plan was

85:15, during the 10th plan it stood at 75:25. Thereafter it is 65:35 between

the Centre and J&K state government. The commitments regarding the

sharing costs were taken from the states in writing. The states were also

asked to maintain their level of investment in elementary education as in

1999-2000 to ensure that the contribution of state share for SSA comes in

the form of additional investment. The government of India releases funds

directly to the state implementing agency. The further installment are

released to the society only after the state government transfers its matching

funds to the society and expenditure of at least 50% of the funds (centre and

state) is affected. The annual funds under the programme are released in

two installments.

Table No - 1

District Wise Releases and Expenditure Made Under SSA w.e.f. 2007-08 to 2011-12 in respect of Jammu Division Figures in lakhs of ₹

S. No

District 2007-08 2008-09 2009-10 Rel. Exp. Rel. Exp. Rel. Exp.

1 2 3 4 5 6 7 8 1 Kathua 1489.48 978.99 1133.44 700.37 2566.78 1959.18 2 Samba 0.00 0.00 356.61 304.29 839.47 631.59 3 Jammu 1445.16 1311.68 1091.02 1383.64 2474.66 2045.66 4 Rajouri 1858.50 1361.16 1584.20 1408.43 2693.27 1912.26

5 Poonch 1625.35 1206.44 1497.84 1147.35 3359.82 2781.20 6 Reasi 0.00 0.00 960.42 586.69 2264.99 956.91 7 Udhampur 3568.06 2065.62 1339.11 1229.54 3327.40 2030.39 8 Doda 3608.27 1431.68 1477.91 760.86 3853.72 2522.69 9 Kishtwar 0.00 0.00 851.61 426.39 2371.42 1436.19

10 Ramban 0.00 0.00 746.24 470.78 1718.26 1075.57 Total 13594.82 8355.57 11038.40 8418.34 25469.79 17351.64

S. No

District 2010-11 2011-12 Cumulative Rel. Exp. Rel. Exp. Rel. Exp. % Exp.

1 2 9 10 11 12 13 14 15 1 Kathua 3113.62 2970.42 4068.34 3193.61 12371.66 9802.57 79.23 2 Samba 1090.26 1013.60 1897.08 1065.40 4183.42 3014.88 72.07 3 Jammu 2953.51 2748.61 4045.54 3429.68 12009.89 10919.27 90.92 4 Rajouri 4059.55 3768.67 6320.14 4088.74 16515.66 12539.26 75.92 5 Poonch 3683.52 3687.49 5507.47 3462.73 15674.00 12285.21 78.38 6 Reasi 2542.49 2313.02 4242.97 3480.10 10010.87 7336.72 73.29 7 Udhampur 4206.85 4315.28 6045.27 4631.80 18486.69 14272.63 77.20 8 Doda 3334.43 3002.47 4827.44 3448.66 17101.77 11166.36 65.29 9 Kishtwar 2196.15 1822.05 4063.72 2601.90 9482.90 6286.53 66.29

10 Ramban 2280.99 1829.83 3058.80 1821.71 7804.29 5197.89 66.60 Total 29461.37 27471.44 44076.77 31224.33 123641.15 92821.32 75.07

Source: State Project Director, SSA

The position of release of funds (year wise and district wise) and

expenditure incurred is shown in table no 1. Against the release of

₹13594.82 lakhs during the year 2007-08, the funds to the tune of ₹8355.57

lakhs were utilized. In 2008-09 ₹11038.40 lakhs were released against

which ₹8418.34 were utilized by the department. The releases for the

subsequent years 2009-10, 2010-11 and 2011-12 stood at ₹25469.79,

₹29461.37 and ₹44076.77 lakhs against which ₹17351.64, ₹27471.44 and

₹31224.33 lakhs were utilized respectively. In total an amount of

₹123641.15 lakhs was released during the period 2007-08 to 2011-12, out

of which funds to the tune of ₹92821.32 lacs were utilized registering 75%

financial achievement.

It is pertinent to mention here that during the year 2010-11,

Udhampur and Poonch districts have exceeded the expenditure against the

releases and district Jammu also exceeded the expenditure during 2008-09.

The Department was requested vide Regional Joint Director, Jammus

No:JDESJ/Evl/Study/2014-15/977-78 dated:30-07-2014 to clarify the

position on the issue but they did not respond. It must be enquired by the

Administrative Department how the expenditure exceeds the total releases. The

cumulative % of expenditure was highest in district Jammu i.e, 91% of

funds were utilized against releases and Doda district was low performing

district with 65% of utilization of funds. Kishtwar and Ramban districts too

were low performing districts.

The concerned executing agencies in these districts must look into this matter seriously and take adequate steps to utilize the funds so that, people in these districts are not devoid of basic right to education.

Table No- 2 District Wise Grants Under SSA from 2007-08 to 2011-12 in Respect of Jammu Division

Figures: Col. 3,5,7,9 in Nos.; Col. 4,6,8,10 in Lakh ₹ S.

No. District Teacher grants (TLM) School Grants

Physical Financial Physical Financial Target Ach. Rel. Exp. Target Ach. Rel. Exp.

1 2 3 4 5 6 7 8 9 10 1 Kathua 22379 22379 111.90 111.90 8522 8522 426.16 426.16 2 Samba 6075 6075 30.375 30.375 2495 2495 137.99 137.99

3 Jammu 28819 28819 144.095 144.095 9346 9346 466.90 466.90 4 Rajouri 26963 26963 134.815 134.815 9940 9940 506.33 506.33 5 Poonch 21596 21596 107.98 107.98 8422 8422 429.73 429.73 6 Reasi 9898 9898 49.49 49.49 5248 5248 286.58 286.58 7 Udhampur 22817 22817 114.085 114.085 8775 8775 419.88 419.88 8 Doda 18747 18747 93.735 93.735 8419 8419 397.05 397.05 9 Kishtwar 7845 7845 39.225 39.225 3992 3992 218.48 218.48

10 Ramban 7803 7803 39.015 39.015 3912 3912 213.38 213.38 Total 172942 172942 864.71 864.71 69071 69071 3502.48 3502.48

S. No.

District School Maintenance Grants Teaching Learning Equipment Physical Financial Physical Financial

Target Ach. Rel. Exp. Target Ach. Rel. Exp. 1 2 11 12 13 14 15 16 17 18 1 Kathua 6715 6715 423.50 423.50 216 216 87.00 87.00 2 Samba 1823 1823 122.80 122.80 108 108 41.70 41.70 3 Jammu 7650 7650 492.85 492.85 204 204 84.00 84.00 4 Rajouri 7558 7558 478.52 478.52 245 245 114.10 114.10 5 Poonch 6201 6201 388.97 388.97 269 269 108.50 108.50 6 Reasi 4032 4032 248.27 248.27 294 294 119.40 119.40 7 Udhampur 6852 6852 419.37 419.37 477 477 182.10 182.10 8 Doda 6407 6407 378.87 378.87 350 350 164.50 164.50 9 Kishtwar 2899 2899 175.47 175.47 269 269 114.70 114.70

10 Ramban 2928 2928 182.40 182.40 268 268 99.20 99.20

Total 53065 53065 3311.02 3311.02 2700 2700 1115.20 1115.20 Source: State Project Director, SSA

Teacher learning material (TLM) is an important component under

SSA. A provision of ₹500 per teacher per year for the procurement of low

cost teaching aids has been kept under SSA. During 2007-08 to 2011-12,

172942 teachers were provided this Grant in Jammu Division and ₹864.71

lacs were spent for the purpose.

School grants are provided for repair and replacement of non-

functional school equipment, purchase of library books, newspapers,

blackboards, public address system, organization of Academic debates and

competitions, cleanliness of the school premises, purchase of dustbins etc.

The amount for upper primary schools includes items for Science,

Laboratories and computer education requirements also. An amount of

₹5000/- per year per primary school and ₹7000/- per year per upper

primary school are provided under SSA. During 2007-08 to 2011-12

₹3502.48 lacs were spent under school grants.

School maintenance grants are provided @ ₹7500/- per year per

school under SSA. Such grant are to be utilized for repair work of school

building, painting of black boards and display boards, small repair including

drinking water facilities & electrical fitting and painting & fixing of scheme

related display boards. From 2007-08 to 2011-12, expenditure of ₹3311.02

lacs was incurred as school maintenance grants in Jammu division.

Teaching learning equipment is provided @ ₹20000/- for new primary

School and @ ₹50000/- for new and upgraded and upper primary school.

During 2007-08 to 2011-12 Teaching Learning Equipment to the tune of

₹1115.20 lacs were utilized. However, as per the data provided by State Project Director

(SSA), out of 6149 schools i.e. 1036 primary schools opened, 3487 EGS converted into

Primary schools and 1646 Primary schools upgraded) were supposed to be provided funds

under TLE Grants but only 2700 schools were provided TLE Funds which indicates that the

physical achievement under this component was only 44%

Table No-3 District Wise Number of Schools Opened, EGS Converted into Primary Schools & Primary Schools Upgraded to Upper Primary in Jammu Division

from 2007-08 To 2011-12 Figures in Nos.

S

No.

District

No. of Primary Schools Opened No. of EGS converted into Primary Schools

No. of Primary Schools upgraded to upper Primary School

Target Achieve ment

%age Target Achieve ment

%age Target Achieve ment

%age

1 2 3 4 5 6 7 8 9 10 11 1 Kathua 118 95 80.51 312 289 92.63 142 116 81.69 2 Samba 68 66 97.06 74 73 98.65 86 72 83.72 3 Jammu 74 63 85.14 278 275 98.92 127 112 88.19 4 Rajouri 73 73 100 486 486 100 217 217 100 5 Poonch 139 139 100 496 496 100 185 185 100 6 Reasi 134 99 73.88 477 470 98.53 237 182 76.79 7 Udhampur 243 183 75.31 377 377 100 247 196 79.35 8 Doda 75 75 100 406 406 100 295 246 83.39 9 Kishtwar 108 108 100 313 313 100 213 173 81.22

10 Ramban 158 135 85.44 310 302 97.42 169 147 86.98 Total 1190 1036 87.06 3529 3487 98.81 1918 1646 85.82

Source: State Project Director, SSA

Opening of new schools is one of the important components of SSA. Against the targets of 1190 schools to be opened in the Jammu division w.e.f. 2007-08 to 2011-12, 1036 new schools were opened registering an achievement of 87.06%. Doda, Kishtwar, Rajouri and Poonch districts had

achieved 100% of their targets in opening of schools. Reasi and Udhampur however, were low performing districts in respect of opening of new schools which registered the achievement of 73.88% & 75.31% respectively.

Education Guarantee Scheme(EGS) is for those schools areas which are un-served and do not have any school. EGS are later converted into primary schools when their enrollment increases. Against the targets of 3529 EGS centres, 3487 were converted into Primary schools i.e an achievement of 98.81%. Five districts viz. Poonch, Rajouri, Udhampur, Doda and Kishtwar achieved 100% of their targets.

Against the target of 1918 school to be upgraded w.e.f 2007-08 to 2011-12, 1646 primary school were upgraded to upper primary schools achieving nearly 86% of the targets. Again Reasi and Udhampur were the low performing districts with achievement of 76.79% and 79.35% respectively.

Percentage Achievement of Target s w.r.t. Opening of New Schools, Convergence EGS into Primary Schools and Up-gradation of Primary Schools to Upper Primary School Under SSA from 2007-08 to 2011-12 in Jammu Division.

It is important to note that Rajouri and Poonch districts have outshined other districts with achievement of 100% of their targets with respect to opening of new primary schools, number of EGS converted to primary schools and up-gradation of primary schools to upper primary schools.

Table No - 4

Gender and Social Category Wise Enrolment from Class 1st to 8th in Govt. Schools in Respect of Jammu Division from 2007-08 to 2011-12

S. No.

Year Total enrollment SC Out of Total ST Out of total Boys Girls Total SC boys SC girls Total

SCs ST boys ST Girls Total

STs 1 2 3 4 5 6 7 8 9 10 11 1 2007-08 259844 225770 485614 51830 47352 99182 64456 50161 114617 2 2008-09 306915 279542 586457 57359 53534 110893 81318 68083 149401 3 2009-10 304624 282029 586653 55477 52712 108189 81303 69710 151013 4 2010-11 293413 276782 570195 53988 52201 106189 78044 68295 146339 5 2011-12 281143 270196 551339 51105 49465 100570 76190 69430 145620

Source: State Project Director, SSA

The year wise enrollment of children is the most relevant parameter to assess the success of the SSA programme. The above table reveals that during 2007-08 the total enrollment of Jammu division under SSA was 485614 which increased to 551339 by the end of 2011-12 i.e. an increase of 13.53% over the base year. There was a

gradual increase in enrolment upto 2009-10. During 2010-11, the enrolment decreased 16458 children and further by 18856 students during 2011-12. The decrease in enrolment is beyond expectation. The SSA authorities must check the authentic of data provided to it by the feeding agencies/schools.

The enrolment of SC boys was 51830 during the year 2007-08 and the year 2008-09 showed the highest number i.e 57359. However there after it gradually fell down to 51105 in 2011-12 i.e 1.40% less than the base year. Similarly enrolment of SC girls was the highest during the year 2008-09 which was 53534 and after 2008-09 there was a downward trend.

Trend of ST boys in the enrolment in Schools was at the increasing side during the year 2008-09 and 2009-10. However during the year 2010-11 and 2011-12, a decreasing trend was observed. During the year 2009-10, enrolment of ST girls rose to 69710 i.e an increase of 38.97% over the base year 2007-08. However it fell to 69430 by the end of 2011-12.

Percentage Share of Boys and Girls in Total Number of Students Enrolled During 2007-08 and 2011-12

The pie charts above depict the percentage share of Boys and Girls in total number of students enrolled during 2007-08 and 2011-12. It is clearly

visible that there was a positive change in the percentage of girls studying in the schools with an increase from 46% to 49% from 2007-08 to 2011-12.

Table No -5 Number of In-service Teachers at BRC Level and Resource Persons Trained in Jammu Division During 2007-08 and 2011-12

Figures: Col. 3,5 in Nos.; Col. 4,6 in Lakh ₹ S.

No. District In-service teacher trained at BRC

level. Refresher training for Resource

persons Physical Financial Physical Financial

1 2 3 4 5 6 1 Kathua 8423 159.13 600 12.00 2 Samba 2525 47.32 200 4.00 3 Jammu 10264 182.21 750 15.00 4 Rajouri 10864 183.17 750 15.00 5 Poonch 11344 205.01 550 11.00 6 Reasi 2876 57.25 240 4.80 7 Udhampur 9022 138.32 550 11.00 8 Doda 6184 95.03 620 12.40 9 Kishtwar 2920 58.40 280 5.60

10 Ramban 3888 77.76 240 4.80 Total 68310 1203.60 4780 95.60

Source: State Project Director, SSA

Training of in-service teacher is an important feature of SSA. There is a provision of 10 days in-service training for all teachers each year at BRC level. It is compulsory and a grant of ₹100/- per day is paid during the training period. In Jammu division during 2007-08 to 2011-12, 68310 teachers were trained at BRC level and an expenditure of ₹1203.60 lacs was incurred. A total of 4780 resource persons had under gone refresher course and an expenditure of ₹95.60 lakhs was incurred on such courses.

Table No - 6 District Wise Distribution of Free Text Books Under SSA from Class 3rd to 8th in Respect of Jammu Division w.e.f. 2007-08 to 2011-12.

S. No.

District Distribution of free textbooks at Primary level (3rd to 5th)

Distribution of free textbooks at Upper Primary level (6th to 8th)

Total (3rd to 8th)

1 2 3 4 5 1 Kathua 111070 115676 226746 2 Samba 28930 33671 62601 3 Jammu 123035 132783 255818 4 Rajouri 157342 137311 294653 5 Poonch 135793 116766 252559 6 Reasi 100139 80262 180401 7 Udhampur 128274 123855 252129 8 Doda 110113 100767 210880 9 Kishtwar 63905 48068 111973

10 Ramban 84503 67600 152103 Total 1043104 956759 1999863

Source: State Project Director, SSA

Distribution of free text books to all eligible students is one of the interventions of SSA. Students of 1st and 2nd class were not provided textbooks under SSA. The expenditure on said free textbooks have to be met out of District Plan. In Jammu division 1043104 free text book sets were distributed to students of 3rd to 5th class, 956759 text book-sets were distributed to students of 6th to 8th class since 2007-08 to 2011-12. A total of 1999863 text-book sets were distributed to students of 3rd to 8th class during the years 2007-08 to 2011-12.

So far as supply of free uniforms to the students is concerned it is pertinent to mention here that no funds were provided in Jammu Division during the period 2007-08 to 2011-12 as per the data received from the agencies . As such the free uniforms were not supplied amongst the students.

Table No -7

District Wise No. of Computer Aided Learning Centers Established Under SSA in Respect of Jammu Division from 2007-08 to 2011-12.

S. No.

District Computer centers established

Students benefitted

1 2 3 4 1 Kathua 27 1131 2 Samba 25 723 3 Jammu 27 1256 4 Rajouri 27 1180 5 Poonch 27 1079 6 Reasi 25 737 7 Udhampur 27 1330 8 Doda 27 1062 9 Kishtwar 25 1481

10 Ramban 25 957 Total 262 10936

Source : State Project Director, SSA

Since 2007-08 to 2011-12, a total of 262 computer centers were established and 10936 students were benefitted from the established computer centers.

Chapter- III

Field Findings: The instant Evaluation Study was carried out by the Regional Joint

Directorate of Evaluation and Statistics, Jammu at the behest of State Level

Evaluation Committee (SLEC) to study the impact of Sarva Shiksha Abhiyan

(SSA). The field data was collected through field enquiries from the head of

the sample schools, Parents of the school going children, Village Education

Committee Members and drop-out & out of school children. The field

findings of the study can be thus categorized into:- I. Response from the heads of the sample schools.

II. Response from Parents of the school going children of sample

schools.

III. Response of the VEC members of concerned sample school.

IV. Response of the Drop out and Out of school children of concerned

sample school

V. Response of heads of private schools.

In this chapter, efforts have been made to assess the implementation

of the programme in achieving the set goals and to assess as to what extent

the interventions have been implemented in the selected sample schools of

the sample education zones Samba & Purmandal.

I. Response from the heads of the sample schools: Sarva Shiksha Abhiyaan programme is a set of specially focused

interventions directed to provide useful and relevant elementary education

for all the children in the age group of 6 to14 years and bridge the social

category and gender gap in schooling of children. In order to ascertain the

objectives of the study “Quality Intervention and its implementation under SSA”, a

simple random sampling procedure was adopted to access the impact of the

scheme at the school level. In Samba District, there are 05 education zones,

viz; Ghagwal education zone having 89 schools, Samba education zone

having 120 schools, Vijaypur education zone having 101 schools, Ramgarh

education zone having 73 schools and Purmandal education zone having 53

schools. Accordingly, two education zone of the Samba District, one with

maximum and one with minimum number of schools were selected viz,

education zone Samba and Purmandal. Out of selected zones 20% of the

schools were selected from each zone and out of selected schools in the

sample zones, 10% of the parents of the school going children were

interviewed to assess their observations and opinions with respect to

implementation of interventions under SSA. Apart from this one VEC

member from each selected school was also interviewed.

Table No -8

Sample Selection of Schools Out of the Selected Education Zones Samba and Purmandal.

S No

Educ

atio

n Zo

nes

Tota

l Sch

ools

Unde

r SSA

Sam

ple

Sele

cted

Tota

l en

rolm

ent

Sam

ple

sele

cted

Parents of the

VEC

Mem

bers

School going

children

Out of school

children

Drop out children

1 2 3 4 5 6 7 8 9 10 1 Samba 120 24 1154 136 136 2 - 24 2 Purmandal 53 12 624 73 73 1 12 12

Total 173 36 1778 209 209 3 12 36

The table no-8 explains about sample selection of the schools of both

the education zones Samba and Purmandal. Out of the 120 schools in the

sample education zone Samba, 24 numbers of schools were selected and in

education zone Purmandal out of 53 schools, 12 schools were selected, at

random which represent the 20% of the total schools as per the sampling

procedure.

In Samba education zone, 24 sample schools had the total enrolment

of 1154 students, out of which 136 student’s parents were selected and

interviewed where as in Purmandal education zone out of the 624 students,

73 student’s parents were interviewed. Further, One member of the Village

Education Committee of the sample schools was selected for interview. The

list of dropouts and out of school children from the Catchment areas was

also obtained from the sample schools to ascertain the reasons for their

drop-out and not seeking admission in the schools.

a) School Grants: Sarva Shiksha Abhiyan (SSA) provides grants to the tune of ₹5000 per year to

each Primary school and ₹.7000 per year per Upper Primary School for the

replacement of non- functional school equipment and for other recurring

costs such as consumables items etc. The amount for Upper Primary school

will include item for science laboratories and computer education

requirements. Primary school and Upper Primary school would be treated as

separate school for the purpose of school grants even if they are functioning

within the same premises. The Evaluation Enquiry conducted in the sample

schools on School Grants reflected the following position:-

Table No -9

School Grants Provided to the Sample Schools Under SSA During the Reference Period 2011-12.

S No

Sample Zone

Sample schools

No. of Schools provided funds

under School grants

School Grants (Rs in lacs)

Received Utilized %age 1 2 3 4 5 6 7

1 Samba 24 23 2.04 1.65 80.88 2 Purmandal 12 10 0.60 0.60 100.00

Total 36 33 2.64 2.25 85.23

The above table reveals the funds received and utilized under the head

School grants in respect of selected sample schools. In Samba zone, out of

the 24 schools, 23 sample schools were provided the funds to the tune of

₹2.04 lacs out of which ₹1.65 lacs were utilized. In Purmandal zone out of

12 schools, 10 schools were provided funds amounting to ₹0.60 lacs which

were fully utilized. In aggregate out of 36 selected schools only 33 schools

had received the school grant amounting to ₹2.64 lacs. Out of which 2.25

lakhs i.e 85.23% were utilized. It is a matter of concern that three schools namely Govt

Primary School, Sarmal& Govt. Primary School, Sadral in Education Zone Purmandal and

Govt. Middle School, Panthi in Education Zone Samba were not provided school grants.

b) Maintenance Grants for Schools: The scheme SSA envisages for provision for Maintenance, repair and

renovation of school buildings through Schools Management Committees /

Village Education Committees. As per the norms schools up to three class

rooms are eligible for maintenance grant up to the maximum of ₹5000 per

school per year whereas school having more than three class rooms are

eligible for maintenance grant up to the maximum of ₹10000 per school per

year, subject to the condition that the overall eligibility for the district would

be ₹7500 per school. Primary school and Upper Primary school would be

treated as separate school for the purpose of maintenance even if they are

functioning within the same premises. In respect of sample schools the

position is depicted below:-

Table No -10 School Maintenance Grants Provided to the Sample Schools Under SSA During the Reference Period 2011-12

S.No.

Sample Zone

Sample schools

No. of Schools provided School

Maintenance Grants

School Maintenance Grants(₹ in lacs) Received Utilized %age

utilized

1 2 3 4 5 6 7

1 Samba 24 21 1.58 1.53 96.83 2 Purmandal 12 08 0.64 0.60 93.75

Total 36 29 2.22 2.13 95.95

The table highlights that out of the total 36 sample schools of the two

selected education zones, 29 schools have received funds under head “School

Maintenance Grants” i.e only 83.33%. Out of the total funds ₹2.22 lacs provided,

95.95% was utilized. 3 schools of Samba and 4 schools of Purmandal

education zone were not provided funds under School Maintenance Grants.

The list of these schools is given as Annexure “A” of the report. Funds for school

maintenance grants must be provided to all schools without any bias so that cleanliness and

hygiene in the schools can be maintained. It is pertinent to mention here that School Grants in

Samba district were 100% utilized as per data received from the executing agencies whereas it

does not corroborates with field data. This must be enquired into.

c) Teachers Grants Sarva Shiksha Abhiyaan recognizes the important role of Teacher and

laid focus on their developmental needs. A provision of ₹500 per teacher per

year in primary and upper primary school for the procurement of low cost

teaching aids had been kept under the Scheme SSA.

Table No - 11

Teachers Grants (TLM Grants) Provided to the Sample Schools Under SSA During the Reference Period 2011-12

S No Sample Zone

Sample schools

Number of teachers in

position

No. of Schools provided Teachers

Grants

Teachers Grants (TLM) Rs. In lakhs

Received Utilized %age

1 2 3 4 5 6 7 8

1 Samba 24 97 23 0.41 0.365 89.02 2 Purmandal 12 55 10 0.19 0.185 97.37

Total 36 152 33 0.60 0.55 91.67

Out of 36 sample schools of both the zones, 33 schools had received

the funds under teacher’s grants during the year 2011-12. An amount of

₹0.60 lacs were received by 33 schools of both the selected sample zones

and 91.67% was utilized. It is pertinent to mention that nearly 8% grants remained

unutilized under TLM grants whereas in chapter II table 2.2 reveals that in district Samba

the grants under TLM were fully utilized. The data provided by the department does not

corroborate with the field observations. The reasons for this deviation must be enquired into.

d) Teaching Learning Equipment Grants: As per the norms of SSA, in order to make the teaching process more

interesting to the children there is a provision for “Teacher Learning

Equipment Grants” @ ₹20,000 for new primary school and @ ₹50,000 for

new and upgraded upper primary school to procure the blackboards, charts

and sports materials etc.

In both the sample education zones, out of 36 selected schools, none

of the school was provided the funds under the component of “Teaching Learning

Equipment Grants”. It is pertinent to mention that no school was upgraded to the

level of upper primary school in the sample education zone Samba and

Purmandal during the reference period 2011-12.

e) Enrolment: The year-wise enrollment of Children is the most relevant parameter

to assess the success of any education promotional scheme. The basic

objective of the SSA programme is to increase the enrollment in the schools.

The overall goals of SSA includes universal assess& retention, bridging

gender & social category gap in education. The following table depicts the

year wise enrolment of sample schools with reference to SC and ST

students. It also covers the gender ratio of SC and ST students.

Table No -12

Category & Gender Wise Yearly Enrollment of Sample Schools from 2007-08 to 2011-12

S No Sample Zone

Sample schools

Year Boys Girls

Tota

l En

rollm

ent

Out

of T

otal

SC

Boys

Out

of T

otal

SC

Girls

Tota

l SC

Out

of T

otal

ST

Boys

Out

of T

otal

ST

Girls

Tota

l ST

1 2 3 4 5 6 7 8 9 10 11 12 13

1 Samba 24 2007-08 569 585 1154 413 423 836 21 17 38 2008-09 507 509 1016 388 359 747 17 19 36 2009-10 508 552 1060 352 394 746 15 18 33 2010-11 552 577 1129 350 398 748 21 26 47 2011-12 563 591 1154 429 418 847 20 25 45

2 Purmandal 12 2007-08 361 369 730 154 147 301 34 56 90 2008-09 355 374 729 153 143 296 41 49 90 2009-10 353 339 692 163 158 321 31 45 76 2010-11 360 339 699 197 169 366 30 46 76 2011-12 323 301 624 168 160 328 28 34 62

The above table reveals year-wise enrollment of children from 2007-08

to 2011-12. During 2007-08 the total enrollment of 24 sample schools of

Samba zones under SSA was 1154 which remained the same during the

year 2011-12. However, during 2008-09, it decreased to 1016 and thereafter

there was an increasing trend. In Purmandal education zone, the total

enrollment of 12 sample schools was 730 during the year 2007-08 which

decreased subsequently, to 624 children during 2011-12. The decline in the

enrollment is a matter of concern and reasons for this decline must be

identified. It is worth to mention that the official data provided in respect of sample zones

showed increasing trends whereas field data does not corroborate the same. The reason could be

the opening of new schools in the vicinity of sample schools. The gender-wise breakup of

enrollment reveals that in education zone Samba there were 585 girls during

2007-08 which increased to 591 during 2011-12 as compared to boys which

were 569 during 2007-08 and decreased to 563 during 2011-12. Category

wise enrollment shows that, out of the total enrolment of 1154 in 24 sample

schools in Samba zone, 836 were SC children and 38 were ST during 2007-

08 which subsequently increased to 847 for SC and 45 in respect of ST

during 2011-12.

In education zone Purmandal, there were 361 boys in the year 2007-

08 which decreased to 323 in 2011-12. Similarly enrollment of girls reduced

from 369 to 301 during the said period. Category wise enrollment shows

that, during 2007-2008, against the total enrollment of 730 there were 301

SC which increased to 328 and 90 ST Children which decreased to 62. The

enrolment of children at the district/zonal level is the appropriate parameter

for assessment of successful implementation of the SSA Programme. At the

school level, it is most probable to give disturbing results due to opening of

new schools in the catchment area of the sample schools. Further the year

of establishment of sample schools/upgradation of sample schools would

also influence this parameter negatively at the school level.

It has been observed during field visit that in Purmandalzone, most

of the students were children of migratory labour. It is suggested that efforts must

be seriously taken to motivate and encourage the local population to send their children to

government schools. For this purpose support must also be sought from VEC members, Panchs

and Sarpanchs of villages. On the other side the Department must try to improve the basic

infrastructure of the schools which seems to be one of the causes of decline in enrolment.

f) Staff Position of Sample schools:

Ensuring adequate teaching staff to the newly opened and upgraded

schools under SSA is one of the interventions of the programme. The set

norms under the programme states that there must be one teacher against

40 children in primary and upper primary school, at least two teachers in a

primary school and one teacher for every class in the upper primary level.

The below mentioned table explain the sanctioned strength and staff

positioned in the schools.

Table no -13

Sanctioned Strength, Staff in Position and Shortage of Teachers in the Sample Schools During the Reference Period2011-12 S No Sample

education Zone

No of Sample Schools

Staff Position No of Schools where Shortage

%age of Schools where

Shortage Sanctioned In positioned

Shortage

1 2 3 4 5 6 7 8 1 Samba 24 141 97 44 14 58.33 2 Purmandal 12 61 55 06 04 33.33

Total 36 202 152 50 18 50.00

In samba education zone, 24 sample schools had sanctioned strength

of 141 teachers against which only 97 teachers were in- position and there

was shortage of 44 teachers in the zone. The shortage was seen in 14

schools. Similarly, in Purmandal zone, 12 sample schools had sanctioned

strength of 61 teachers against which 55 were in position and there was

shortage of 06 teachers. The shortage in respect of 04 schools. In aggregate

50% schools in the selected education zones were having shortage of teaching staff and the

shortage was to the extent of 25%. This must be looked at seriously and posts of the teachers

must be filled on priority basis. The list of sample schools which were having

shortage of teaching staff is provided at Annexure - “B” of the report.

g) Teacher training: The teacher training is one of the main components of the holistic and

comprehensive approach of spreading quality education under SSA. The well

trained teachers facilitate the child-centered and active based learning i.e.

learning by doing, learning by observation, art, sports and moral education.

The best teaching revolves mainly around the teacher’s characteristics and

his/her power of motivation. In order to acquaint teachers with the latest

modes of teaching, training of in-service teachers, new teachers and un-

trained teachers were envisaged under SSA. The position with regard to this

component of SSA in respect of sample schools is depicted below:-

Table No- 14 No of Teachers Trained Under SSA in the Sample Schools During the Reference Period 2011-12

S. No.

Zone

Sample schools

Total number of teachers

No of Teachers trained (2011-12)

In-service

New Teachers

Un-trained teachers

Total

1 2 3 4 5 6 7 8 1 Samba 24 97 27 04 13 44 2 Purmandal 12 55 13 04 06 23

Total 36 152 40 08 19 67

The above table reveals that in sample education zone Samba, 27 in-

service teachers, 04 new teachers and 13 un-trained teachers of 24 sample

schools were trained during the reference period 2011-12. In sample

education zone Purmandal, 13 in-service teachers, 04 new teachers and 06

un-trained teachers were trained.

h) Free Distribution of Text books:

In order to achieve the objectives of Universalization of Elementary

education, there is provision of providing free text books from class 1st to

8th to all the children in the schools. The students of classes 1st and 2nd

were provided free text books under State plan scheme and classes 3rd to

8th were provided free text books under SSA. In respect of sample schools,

the position observed in the field is detailed below:-

Table No -15

Free distribution of Books to the Students in the Sample Schools During the Reference Period 2011-12

S. No Zone Sample schools

Enrollment Distribution of free Text books to students (No.)

Primary Level

Middle level

Total Primary level

Middle level

Total

1 2 3 5 6 7 8 9 10 1 Samba 24 733 421 1154 733 421 1154 2 Purmandal 12 309 315 624 309 315 624

Total 36 1042 736 1778 1042 736 1778

In respect of free distribution of text books table above shows that 733

students at primary level and 421 at middle level of 24 sample schools of

education zone Samba and 309 students at primary level and 315 at middle

level of 12 sample schools of zone Purmandal were provided free text books.

As such 100% students enrolled during 2011-12 were provided free text

books.

Providing of school Uniforms: None of the sample schools had given free uniforms

to the students.

i) School Infrastructure: The Main focus of the Sarva Shiksha Abhiyaan(SSA) is to improve the

quality of education primary and upper primary level which mainly depends

upon the quality of infrastructural facilities in the schools. For this purpose

under one of the intervention namely civil works new school buildings and

additional class rooms are constructed. Under the norms of SSA

programme, a room for every teacher or every grade / class whichever is

lower in primary and upper primary. The field findings in respect of sample

schools on availability of classrooms are depicted below:-

Table No -16

Status of the School Buildings in the Sample Schools During the Reference Period 2011-12

S No Sample education

Zone

Sample Schools Schools in Number of

schools Availability of class

rooms

No. o

f Sch

ools

whe

re sh

orta

ge

%ag

e (c

ol. 1

1 ou

t of c

ol. 3

)

Govt

. Bui

ldin

gs

Rent

ed B

uild

ings

Scho

ols c

onst

ruct

ed

unde

r SSA

Addi

tiona

l Cla

ss ro

oms

cons

truc

ted

unde

r SSA

Clas

s roo

ms a

s per

No

rms

Clas

s roo

ms a

vaila

ble

Shor

tage

1 2 3 4 5 6 7 8 9 10 11 12 1 Samba 24 24 0 12 7 129 95 34 17 70.83 2 Purmandal 12 12 0 4 3 56 39 17 11 91.66

Total 36 36 0 16 10 185 134 51 28 77.78

The above table reveals that in sample education zone Samba, 24

sample schools were selected for study and found that all were functioning

in Govt. buildings. In all of the 24 sample schools, there was requirement of

129 class rooms as per the norms of the SSA but only 95 classrooms were

available. Thus there was shortage of 34 classroom i.e. 26% and the

shortage was in respect of 17 schools. Similarly in the sample education

zone Purmandal, all the 12 sample schools were functioning in Government

buildings and against the requirement of 56 classrooms, 39 classrooms were

existing and thus there was shortage of 17 class rooms in the sample

schools. The shortage of classrooms was in respect of 11 schools. The list of

schools where there was shortage of classrooms is provided at Annexure- “ C

”.

Classrooms are one of requisites and basic infrastructure which must

be available in every School. Overall 77.78% of schools were short of class

rooms as per norms under SSA. This issue is of utmost importance and

must be taken seriously by the Administrative Department. It is not possible

to fulfill the objective of the scheme when the basic infrastructure is not

present in the schools.

Status of the School Buildings in the Sample Schools during the Reference Period 2011-12

Table No -17

No. of Supervisory Visits Made in the Sample Schools during the Reference Period 2011-12

S

No

Sample education Zone

Number of

Sample schools

Sample schools reported

supervisory visit

Number of visits by

Yes No CEO ZEO DIET Others 1 2 3 4 5 6 7 8 9 1 Samba 24 24 - 12 44 29 35 2 Purmandal 12 10 2 9 21 35 31

Total 36 34 2 21 65 64 66 %age 94.44 5.56

The supervision of schools is necessary for maintenance of minimum

standard of education in the schools. It helps in keeping check on the staff

and promote discipline among students. In both the sample education

zones, 94.44% schools have reported that they were supervised by higher

authority and only 5.56% sample schools have reported that there was no

supervisory visit made by the higher authority in their schools. Data

submitted by the schools shows that CEO, ZEO, DIET officials have made

21, 65, 64 visits in the sample schools respectively with 66 visits from other

officers like DRG, ZRC, CRC etc. District authorities should ensure that each and every

school should be covered under supervisory visits.

Table No - 18

Availability of Drinking Water Facilities and Separate Toilet Facility in the Sample Schools during the Reference Period 2011-12

S No Sample education

Zone

Sample schools

Drinking water facilities available within the School Premises

Separate Toilet facilities available for Boys and Girls

Yes No Yes No 1 2 3 4 5 6 7 1 Samba 24 19 5 20 04 2 Purmandal 12 11 01 09 03

Total 36 30 06 29 07 %age 83.33 16.67 80.56 19.44

Safe and clean drinking water facility in the schools has great impact

on the health of students. Lack of drinking water and toilet facilities within

the school premises affects the children’s attendance in the schools. As

reported by the heads of 36 sample schools and physically verified as well in

both education zones, it was found that 83.33% schools have drinking water

facility. It was observed in majority of the schools the water tanks were not

cleaned at regular intervals and some tanks were not covered with lids.

Cleanliness of water tanks must be done at regular intervals and water

tanks be covered. Further, it was observed that the water supply was also

irregular in almost all the schools. The schools where drinking water facility was not

available must be provided with the same at the earliest. The list of sample schools

where drinking water facility was not available is given as Annexure -“D” of

the report.

80.56% of the schools had separate toilet facility and 19.44% had no

toilet facility. The children in such schools have to go in open for the

purpose. The sample schools which did not had separate toilet facility is

given as Annexure “E” of the report. It was also observed that in the schools

which had the toilet facility, the toilets were unhygienic and in some schools

the toilets were found locked. It is recommended that all the schools be provided

separate toilets facility for students and staff.

II. Response from Parents of the school going children of sample schools: The parents of the school children are the primary stakeholders in

visualizing the impacts of any programme aiming at the development of

Education. As such in the instant Evaluation Study the parents of students

were tapped to elicit their opinion of various aspects of the SSA programme.

In the first instance the visits paid by the parents to the sample schools

during 2011-12 were analyzed and are detailed below:-

Table No - 19

Personal Visits by the Parents of the School Going Children of the Sample Schools during the Reference Period 2011-12

S

No

Name of the education

Zone

Sample selected

( parents of Children)

Frequency of visits by Parents

No. of parents satisfied with the performance of their child

Weekly Monthly Quarterly Yes No

1 2 3 4 5 6 7 8 1 Samba 136 7 109 20 136 - 2 Purmandal 73 13 37 23 73 -

Total 209 20 146 43 209 -

%age 9.57 69.86 20.57 100 -

Satisfaction of parents of school going children is of utmost

important. The parents satisfaction with the school teachers and other

infrastructure available in the school will induce confidence in parents to

opt for admitting their children in govt. schools which in turn will increase

enrollment.

A school visit of parents signifies how much they are involved and

careful about the education of their children. A total of 209 parents were

interviewed in both the sample education zones i.e. 136 from Samba and 73

from Purmandal education zone, out of which 9.57% told that they visited

the school weekly, 69.86% visited the school monthly and 20.57% visited

the school quarterly. 100% of the parents were satisfied with the

performance of their children.

Table No - 20

Satisfaction Level of Students(as per Their Parents) of the Sample Schools During the Reference Period2011-12

S. No

Name of the Zone

Sample selected (parents of Children)

Whether your child is Satisfied with his/her

teacher performance

If No, he/she complains

Yes

No

Very often

Some-times

Rarely

1 2 3 4 5 6 7 8 1 Samba 136 133 3 - - 3 2 Purmandal 73 73 0 - - -

Total 209 206 3 - - 3

%age 98.6 1.4 100

Satisfaction of students in respect of their teachers is another

important factor which motivates the children and paves way for education

friendly atmosphere at the school. The above table throws light on the

satisfaction level of the children with their teachers. 98.6% of students were

satisfied with their teachers. This shows that even if there was lack of basic

infrastructures and other activities, the teachers were doing their best to live

up to the expectations of students & parents. However, 3 no. respondents in

Govt. Middle school Arjai, Samba were dissatisfied due to lack of

accommodation in the school. Moreover, in general many students were

dissatisfied with late providing of books.

Table No - 21

Satisfaction Level of Parents Regarding the Sitting Arrangement of Their Children in the Sample Schools during the Reference Period2011-12

S No Name of the Zone

Sample selected (parents of Children)

Whether proper sitting arrangement

Type of sitting arrangement

Yes No Mats Desks others 1 2 3 4 5 6 7 8 1 Samba 136 134 2 2 134 - 2 Purmandal 73 57 16 16 57 -

Total 209 191 18 18 191 - %age 91.39 8.61 8.61 91.39 -

Infrastructure in schools also means proper facilities like sitting

arrangement, drinking water facility, toilet, computer labs etc. The presence

of basic infrastructure raises the level of satisfaction among parents and

children.

Proper sitting arrangement helps the children to be attentive during

teaching in the class and promote discipline among the children. 91.39% of

parents asserted that proper sitting arrangement was present in the school

and 91.39% of schools have desk as sitting arrangement. The evaluation team

visited the Schools during the months of April, May and June and found that in hot and humid

weather, majority of the schools were without electricity and some were without fans.

Stakeholders must ensure the provision of basic facilities in order to fulfill the basic aim of

increasing enrollment of children in Government schools.

Table No - 22

Opinion of the Parents of the School Going Children Regarding Infrastructure Available in the Sample Schools during the Reference Period2011-12

S No Name of the sample

Zone

Sample selected

(parents of Children)

Separate class room available for each

class

Drinking water facilities available within the School

Premises

Separate Toilet facilities available for Boys and Girls

Yes No Yes No Yes No 1 2 3 4 5 6 7 8 9 1 Samba 136 43 93 131 5 115 21 2 Purmandal 73 24 49 63 10 48 25

Total 209 67 142 194 15 163 46 %age 32.06 67.94 92.82 7.18 78 22

The above table reveals about the opinion of parents of school going

children with regard to presence of basic infrastructure present in the

schools. 32.06% of parents asserted that separate class rooms were there in

schools for their children, 92.82% asserted that drinking water facility was

present within school premises and 78% asserted that separate toilet facility

was available for boys and girls in school premises.

Separate class-room helps the students to learn easily and

quickly, without interruption. As per parents of the children very few

schools had separate classroom. This was also in consonance with the data

provided by the school authorities. Efforts must be made to provide each

class, a separate class room by improving school infrastructure.

So far as drinking water facility is concerned, 92.82% of school had

drinking water facility within school premises and maximum number of

schools had water storage tank which during the visit of the evaluation team

were found dirty and had not been cleaned. This must be done regularly to

avoid the occurrence of water borne diseases. Further, efforts must be

taken to provide separate toilet facility in each school as defection in open

causes agony among the students which affects the overall enrollment of

schools particularly female students.

Table No - 23

Opinion of the Parents of the Children Regarding Computer Infrastructure and Distribution of Free Text Books in the Sample Schools during the Reference Period2011-12

S.

No

Name of the sample Zone

Sample selected (parents of Children)

Computer learning facilities available

Free textbooks provided

Yes No Yes No 1 2 3 4 5 6 7 1 Samba 136 10 126 136 - 2 Purmandal 73 30 43 73 -

Total 209 40 169 209 - % age 19.14 80.86 100 -

Very few schools had computer learning facility for students. Out of

209 parents, 19.14% asserted that computer facility were available in

schools of their wards but very few of them asserted that their child had ever

tried his/ her hands on computers. The biggest reason behind this was non

availability of computer teacher. This must be seriously looked into by the department

and computer teacher be appointed where ever there is requirement in the school so that students

can get the benefit of computer facility available in the school. So far as free text books

are concerned, 100% of parents asserted that their children had received

free text books. However, some parents were of the view that the books were

not provided at the start of the session. Some have even reported that books

were provided 4-5 months after the start of the session. It is important that books

are provided to the students well in the beginning of the academic session so that the students do

not suffer due to non-availability of books during their regular classes. Further to mention here

that none of the students were provided free uniforms in selected schools of both the sample

zones.

III. Response of VEC Members: The Sarva Shiksha Abhiyan laid stress on the effective involvement of the

Village Education Committee in School management with the objective to

create a sense of community involvement in the educational institution. The

SSA accordingly made it mandatory that the funds provided for up-

gradation, maintenance, repair of schools and teaching learning equipment’s

should be utilized through the active participation of Village Education

Committee/School Management Committee.

Table No - 24

Status and Frequency of VEC Meetings Conducted in the Sample Schools during the Reference Period 2011-12

S No

Name of the sample

Zone

No of

Sample VECs

Whether VEC

meeting conducted

Frequency of the

meeting

Whether suggestions

given

Whether schools acted upon suggestions

Yes No Monthly Weekly Yes No Yes No 1 2 3 4 5 6 7 8 9 10 11 1 Samba 24 23 1 23 0 23 0 23 0 2 Purmandal 12 12 0 12 0 12 0 12 0

Total 36 35 01 35 0 35 0 35 0 %age 97.22 2.78 100 0 100 0 100 0

The above table reveals that 97.22% interviewed VEC members

reported that regular meetings were conducted with the school management

in both the sample education zone during 2011-12. The frequency of the

meetings was monthly and 100% had given their suggestions and the same

were acted upon by the school management.

The role of VEC members is critical in implementation of SSA.

The VEC members are bridge between School and the people of the

villages. The level of participation of VEC members must be increased

to 100 % and intervention of VEC members is must for infusing the

confidence of parents and children in Govt. schools.

Table No - 25

Awareness of VEC Members Regarding School Funding and Their Involvement in the Process of Procurements in the Sample Schools during the Reference Period 2011-12

S

No

Sample Zone

No of Sample schools

No of VEC member

contacted

Aware about School funding

Transparency in Utilization of funds

Procurement made through VEC

members Yes No Yes No Yes No

1 2 3 4 5 6 9 10 7 8 1 Samba 24 24 24 0 24 0 23 01 2 Purmandal 12 12 12 0 12 0 12 0

Total 36 36 36 0 36 0 35 01

%age 100 100 97 3

The above table reveals about the awareness and satisfaction

level of the VEC members related with the concerned sample school

with regard to the funding of the schools, transparency in utilization of

funds and their involvement in procurement of the infrastructural

material for schools. In sample Education zone Samba, 24 VEC

members were contacted and all were aware about the school funding

out of which, 23 members reported that they were involved in

procuring the material for creation of school infrastructure where as in

Purmandal zone all reported that procurement was made through

them.

Table No - 26

Awareness of VEC Members Regarding Dropout of Children in the Sample Schools during the Reference Period 2011-12

S

No

Sample Zone

No of Sample schools

No of VEC member

contacted

Number of children reported to be out of

school

If yes, Whether persuaded for

admission

Yes Yes No

1 2 3 4 5 6 7 1 Samba 24 24 02 02 0 2 Purmandal 12 12 01 01 0

Total 36 36 03 03 0

With regard to children “Out of School” in Samba education zone two

VEC members have reported that two children were out of school in their

area and in education zone Purmandal one VEC member reported that one

child was out of school. All three VEC members reported that they had

persuaded the parents of out of school children for admission in the school

but they were not willing to send their wards due to disability of 2 children

and due to poor economic condition of the one family. In both the education

zone 100% VEC members were aware of the school funding and 97% were

involved in procurement.

Table No - 27

Satisfaction Level of VEC Members Regarding School Infrastructure, Teaching Learning Process and Cooked Mid-Day Meal (CMDM) in the Sample Schools during the Reference Period 2011-12

S No Sample Zone No of Sample schools

No of VEC members contacted

Satisfied with School

infrastructure

Satisfied with Teaching learning

process

CMDM served in the schools

Yes No Yes No Yes No 1 2 3 4 5 6 7 8 9 10 1 Samba 24 24 09 15 24 0 24 0 2 Purmandal 12 12 06 06 12 0 12 0

Total 36 36 15 21 36 0 36 0 %age 41.67 58.33 100 100

The table explains about the satisfaction level of contacted VEC

members regarding the school infrastructure & teaching learning process.

58% of VEC members were not satisfied with the school infrastructure.

However, all the interviewed VEC members were satisfied with the teaching

learning process and reported that Cooked Mid-Day Meal (CMDM) is being

served in the schools of their area.

Apart from this, some VEC members were not satisfied with regard to

non-existence of boundary walls around schools premises and availability of

appropriate Play grounds in the Schools.

IV. Response of drop-outs and out of school children: During the field survey an attempt was made to contact the drop-

out and out of school children or their parents to ascertain the reasons of

their decision. This exercise was also felt necessary to examine whether

there existed any proper arrangement in the school management to

persuade such children and their parents for enrolment in the schools. Table No - 28

Out of Schools Children in the Sample Schools during the Reference Period 2011-12

S No

Sample zone

No. of out of school

children

Reasons for “Out of school”

Whether parents

willing to send child to school

Whether they were

persuaded to send child

to school

If Yes, no. of children

Persuaded by

Weak economic condition

Disability

No interest of child

Yes No Yes No Teachers

VEC Membe

r 1 2 3 4 5 6 7 8 9 10 11 12 1 Samba 2 1 1 0 0 2 2 0 02 02 2 Purmandal 1 0 1 0 0 1 1 0 01 01

Total 03 01 02 0 0 3 03 0 03 03

During the field survey it was found that in the catchment area of 36

sample schools there were only three children “Out of school”. One child was

out of school due to weak economic condition and two due to disability.

When contacted, parents of all the three children were not willing to send

their wards to school. Moreover, they reported to had been persuaded by the

teachers and VEC members for the same.

Table No - 29

Class Wise &Gender wise Dropout of Children in the Sample Schools during the Reference Period 2011-12

SNo Sample Zone

Class in which dropout Sex Reasons for dropout 1st 2nd 3rd 4th 5th 6th 7th 8th Male Female

1 2 3 4 5 6 7 8 9 10 11 12 13 1 Samba 0 0 0 0 0 0 0 0 0 0 - 2 Purmandal 0 04 0 0 06 02 0 0 09 03 Children of

Migratory labour Total 0 04 0 0 06 02 0 0 09 03

The above table explains that in two sample education zones,

there were 12 drop out students in Purmandal, comprising of 09 boys and

03 girl students, out of which 04 students were dropped from class 2nd, 6

students from class 5th and 2 students from class 6th. The main reason of

drop out of children, as stated by the concerned schools, was migration as

the parents of these children were migratory labour working in the

industrial area.

V. Response of head of private schools : Private schools were included within the purview of SSA in the instant

study to know whether one of interventions namely 25% of reservation in

private un-aided schools to the students of weaker section and disadvantage

group as per Right to Education Act 2009 has been provided in the sample

zones or not. It was observed that out of 14 private schools covered, none of

the schools has implemented the same. Moreover, none of the head of the

schools were aware about the same. The SSA authorities at the appropriate

level must give wide publicity to these provisions of the Act so that the

interested parents could avail the opportunities of this reservational

Intervention

Chapter - 4 Summary of findings and Suggestions: 1. The Government of India has introduced Sarva Shiksha Abhiyan for

achievement of universalization of elementary education in a time bound

manner for providing free and compulsory education to children of ages

6-14 years.

2. The provisions of SSA includes opening of new primary schools, up-

gradation of schools , construction of school building, additional class

rooms, toilets, drinking water facilities and grants for Teacher for TLM,

School Maintenance, Teaching Learning Equipment etc.

3. In J&K state the scheme SSA was launched during the year 2001-02 and

is being executed by Education Department through State Project

Director SSA Jammu and Kashmir.

4. The Centre: State sharing pattern during the 9th Five Year Plan was

85:15, during the 10th plan it stood at 75:25. Thereafter it is 65:35

between the Centre and J&K state government.

5. The evaluation study is based on primary as well as on secondary data.

Many difficulties were faced by Evaluation team during the collection of

official data. In spite of various persuasions and follow-ups, the project

authorities could not provide the data in the desired manner.

6. As per the official data, against the total released funds of ₹.123641.15

lacs, an amount of ₹.92821.32 lacs i.e. (75.07%) funds were utilized w.e.f.

2007-08 to 2011-12 in respect of Jammu Division. The percent

utilization of funds is low. It is important that funds provided are utilized

in full so that the objectives of the scheme can be achieved in a time-

bound manner as stipulated.

7. During 2007-08 to 2011-12 a total of 172939 teachers were provided the

teacher grant with the expenditure of ₹.864.71 lakhs. School Grants were

provided to the schools with the expenditure of ₹.3502.48 lakhs, School

Maintenance Grants were provided to different schools with the

expenditure of ₹.3311.02 lakhs and Teaching Learning Equipment grants

were provided to 2700 newly opened and upgraded upper primary

schools with the expenditure of ₹.1115.20 lakhs, in respect of Jammu

division.

8. As per the physical targets and achievement of TLE grants, against the

achievement of 1036 newly opened primary schools, the TLE grants were

provided only to 501 schools and against the achievement of conversion

of 3487 EGS to Primary schools only 279 schools were provided TLE

grants during the period 2007-08 to 2011-12. The same needs to be

clarified from the Executing Agency.

9. During 2007-08 to 2011-12, against the target of 1190 opening of new

primary schools, 1036 new schools were opened i.e. 87.06%. Against the

target of 3529 conversion of EGS into primary schools, 3487 were

converted into primary schools i.e. 98.81% and against the target of up

gradation of 1918 primary schools to upper primary schools, 1646

schools were upgraded i.e. 85.82% in the Jammu division.

10. During the year 2007-08, total enrollment of Jammu division under

SSA was 485614 which increased to 551339 by the end of 2011-12 i.e.

an increase of 13.53% over the base year. There was an increase of

8.20% in case of enrollment of boys whereas correspondingly there was a

significant increase in the enrollment of girls i.e. 19.68%during the

reference period.

11. The enrollment of SC boys fell down by 1.40% over the base year

enrollment, similarly in SC girls the overall increase in enrollment was

4.47% during the reference period. In case of ST boys there was an

increase of 18.20%and ST girls 38.42% over the base year. The change in

the enrollment in the SC students does not correspond with the change

in the other categories. Efforts should be made to find out the reason and

take corrective measures, if required.

12. In Jammu division during 2007-08 to 2011-12, 68310 nos. of

trainings were provided to the different teachers at BRC level with the

expenditure of ₹.1203.28 lakhs and 4780 resource persons had under

gone refresher course with expenditure of ₹95.60 lakhs. There were lot of

discrepancies in the data provided by the SPD, SSA with regard to

trainings in all the districts, this needs to be clarified.

13. In Jammu division 1043104 free text book-sets were distributed to

students of 3rd to 5th level, 956759 text book sets were distributed to

students of 6th to 8th level and 262 nos. of computer centres were

established which benefited 10936 students during the period 2007-08

to 2011-12. None of the schools had provided free uniforms to students

and no funds were released in this respect in Jammu Division.

14. Under school grants, out of 36 sample selected schools only 33

schools had received funds during 2011-12. It is a matter of concern that

three schools were not provided school grants. Moreover, funds to the

tune of ₹2.04 lakhs were provided to the sample education zone Samba

during 2011-12 but only 80.88% were utilized.

15. Under School Maintenance Grants, 3 schools of Samba and 4 schools

of Purmandal education zone were not provided funds under School

Maintenance Grants. It is suggested that funds for school maintenance

grants must be provided to all schools without any bias.

16. Out of 36 sample schools of both the zones, 33 schools had received

the funds under teacher grants during the year 2011-12. An amount of

`.0.60 lakhs was received by 33 schools of both the selected sample zones

and 91.67% of the funds were utilized.

17. There has been no change in the enrollment figure in the sample

schools of Samba zone where as enrollment of Purmandal zone has

decreased from 2007-08 to 2011-12. The parameter of enrolment at the

school level is not appropriate to gauge the successfulness of SSA

interventions in view of large scale opening and upgradation of new

schools in the catchment areas. As such the increase in enrolment at

zonal and district level is enough proof of the programme proving

successful in increasing the enrolment and reducing the volume of “Out

of School children”.

18. In respect of sample education schools, out of 152 teachers only 67

teachers were given training under SSA during the reference period

2011-12.

19. 50% schools in the selected education zones were having shortage of

teaching staff. This must be looked at seriously and posts of the teachers

must be filled on priority.

20. 77.78% of schools were short of class rooms as per norms under SSA.

This issue is of utmost importance and must be taken seriously by the

administrative department. It is not possible to fulfill the basic objectives

of the scheme when the basic infrastructure is not present in the schools.

21. It was observed that 16.67% sample schools were not having drinking

water facility, 19.44% schools had no separate toilet facility. Also 8.61%

of contacted parents asserted that proper sitting arrangement was not

present in the school. It is suggested that all the schools be provided with

these important facilities.

22. It was observed that where drinking water facility is available, there

also the supply was not regular. Moreover, water tanks were not cleaned

at regular interval and some water tanks were not covered with lids.

Similarly,it was observed that in the schools which had the toilet facility,

the toilets were unhygienic and in some schools the toilets were found

locked. Lack of drinking water &separate toilet facility discourages

enrollment in the schools, provision of these facilities must be ensured in

all the schools. The School Management itself needs to perform minor

functions like cleaning of tanks and toilets etc.

23. Very few schools had computer learning facility for students. Out of

209 parents, 80.86% asserted that computer facility were not available in

schools. It was also observed that there were no trained computer

teachers posted in most of the sample schools. Computers and computer

teachers must be provided to the schools so that students can get the

knowledge and benefit from computer facility.

24. Though 100% students were being provided books by the schools,

but it was observed in the field as well as reported by some parents of the

students that the books were not provided in time. It must be ensured

that books are provided well in the beginning of the academic session so

that the students do not suffer due to non-availability of books during

their regular classes.

25. Almost all the VEC members have actively participated in school

management affairs meetings. They also reported to had attended

meetings, given their suggestions and school management had acted

upon their suggestions.

26. 100% of the contacted VEC members were aware about the funding of

the schools and asserted that transparency was being maintained in

utilization of the funds. 97% VEC members told that in respect of school

procurement, they were taken into confidence. However, 58% of VEC

members were not satisfied with the existing school infrastructure.

27. It was observed during the field enquiry that there were 3 children out

of school. 2 of them were mentally retarded and 1 was not willing to go to

school despite persuasion by school authorities as well as VEC members

citing weak economic conditions as the reason.

28. There were 12 drop out students in Purmandal sample education

zone. The main reason of drop out of children, as stated by the concerned

schools was migration as the parents of these children were migratory

labour working in the industrial area.

29. As per the Right to Education Act 2009, private un-aided schools have

to give 25% reservation to the students of weaker section and

disadvantaged groups. It seems that the Act has not yet been adopted in

the J&K state. And it was observed in the field that no private un-aided

school adjoining to the sample schools has implemented the Act.

30. As the field survey was done during summer season, it was observed

by the evaluation team that in some schools the classrooms were without

fans or the fans fixed were not working due to one or the other reason.

31. Some of the schools were without boundary wall and play grounds.

Absence of these facilities discourages enrollment.

Despite completion of more than 10 years of implementation of SSA

scheme there is still lack of basic infrastructure facilities in the government

schools. Most of the schools were not having adequate class-rooms. The safe

drinking water facility, separate toilet facility, fans, adequate sitting

arrangement were not available in some of the schools. The authorities must

ensure provision of these basic facilities, as lack of these facilities

discourages enrollment in the government schools and in many cases

results in migration to the private schools.

Problems and bottlenecks faced during the conduct of the study:

The collection of official data is a perquisite for conduct of the study.

However, the evaluation team has faced lot of difficulties while collecting the

official data despite repeated personal visits to the SPD & CEO offices.

Annexure “A”

(Sample Schools which were not provided School Maintenance Grants)

1. Sample education zone Samba:

a. Govt. Middle School, Paenthi b. Govt. Primary School, Naid c. Govt. Primary School, Samlah

2. Sample education zone Purmandal:

a. Govt. Primary School, MandiGarota b. Govt. Middle School, Uttarbehni c. Govt. Primary School, Sadral d. Govt. Primary School, Samral

Annexure “B”

Sample Schools where there was shortage of Teachers

A) Education Zone Samba:

1. Govt Girls Middle School Arzi

Samba 08 05 03

2. Govt Boys Middle School Khali Mandi Samba

10 05 05

3. Govt Middle School Rehain 12 03 09 4. Govt Girls Pry School, Katli 04 02 02 5. Govt Girls Pry School

Bhangdour 03 01 02

6. Govt Boys Middle School Badhani

14 07 07

7. Govt Middle School Balori 06 04 02 8. Govt Upper Pry School Amala 06 03 03 9. Govt Middle School Kangwala 06 04 02 10. Govt Girls Middle School Chak

Jangi 06 02 04

11. Govt Girls Upper Pry school Chak Manga Rakwal

05 03 02

12. Govt Middle School Jattah 05 04 01 13. Govt Middle School Manhor

Gopala 06 04 02

14. Govt Middle School Rakh Amb Tali

08 07 01

B) Education Zone Purmandal:

S. No Name of the School No of Teachers as per

norms Teachers available

Shortage of Teachers

15. Govt Girls Middle School Smailpur

12 10 02

16. Govt Girls Middle School Purmandal

09 07 02

17. Govt Middle School Utterbani 08 07 01 18. Govt Girls Pry School Bhakeri 03 02 01

Annexure “ C “

Sample Schools where there was shortage of Classrooms

A) Education Zone Samba: S. no

Name of the School

No of classrooms as per norms

Rooms available Shortage of Classrooms

1. Govt Girls Middle School Arzi Samba

08 05 03

2. Govt Girls Middle School Rehain

08 04 04

3. Govt Girls Pry School Katli

04 03 01

4. Govt Girls pry School Bhangdour

03 02 01

5. Govt Boys Middle School Badhani

08 06 02

6. Govt Middle School Chatala Camp

07 06 01

7. Govt Middle School Balori

06 05 01

8. Govt Upper Pry School Amala

06 03 03

9. Govt Middle School Kangwala

06 03 03

10. Govt Girls Middle School Chak Jangi

06 04 02

11. Govt Girls Upper Pry School Chal Manga Rakwal

05 03 02

12. Govt Middle School Manohar Gopala

06 05 01

13. Govt Middle School Rak Amb Tali

08 06 02

14. Govt Middle School Gujawal

06 05 01

15. Govt Pry School Platter

03 02 01

16. Govt Pry School Nai Kali

03 01 02

17. Govt Pry School Dhaina

04 02 02

B) Education Zone Purmandal:

S. no

Name of the School

No of classrooms as per norms

Rooms available Shortage of Classrooms

18. Govt Primary School Meen Charakan

03 02 01

19. Govt Middle School Makoran Wali

07 06 01

20. Govt Girls Middle School Smailpur

08 07 01

21. Govt Girls Middle 08 04 04

School Purmandal 22. Govt Primary School

Sarmal 02 01 01

23. Govt Pry School Sandral

02 01 01

24. Govt Primary School Babli

03 02 01

25. Govt Middle School Utterbani

08 05 03

26. Govt Primary School Nathwal

03 02 01

27. Govt Middle School Thalori

06 04 02

28. Govt Pry School Mandi Gharota Gura Slathia

03 02 01

Annexure “ D”

(Sample Schools which were not having Drinking Water Facility)

1. Sample education zone Samba

a. Govt. Primary School, Bhangdour b. Govt. Upper Primary School, Chak Manga Rakwal c. Govt. Middle School, Jattah d. Govt. Primary School, Plater e. Govt. Primary School, Naid

2. Sample education zone Purmandal:

a. Govt. Primary School, Sadral

Annexure “ E”

(Sample Schools which were not having Separate Toilet Facility)

1. Sample education zone Samba

a. Govt. Girls Primary School, Katli b. Govt. Primary School, Naid c. Govt. Primary School, SinkiChhapri d. Govt. Primary School, Dhiani

2. Sample education zone Purmandal

a. Govt. Primary School, Sadral b. Govt. Girls Primary School, Pakhri c. Govt. Primary School, MandiGarota