RMSA: SOCIAL JUSTICE THROUGH UNDEMOCRATIC APPROACH?THEME PAPER PRESENTED IN THE

NATIONAL SEMINAR ON

RMSA FOR UNIVERSALISATION OF SECONDARY EDUCATION (FEB:13 -14, 2012)

Seminar organised by: St. Josephs Training College, Thrissur, Kerala

Presented by:

Dr Amruth G. Kumar

Asst. Professor

School of Education

Pondicherry University

3 REVOLUTIONARY WAVES

First wave- agricultural

Second wave- industrial

Third wave- information

HISTORY OF SECONDARY EDUCATION IN INDIA

European system of education(early 19th centaury)

As a pre University course (3 New universities in India in 1857)

Establishment of secondary education board (early 20th centuary)

PROBLEMS OF SEC. EDUCATION

Imported curriculum Intended only for the few Government

clercks; not for the masses Intended only for the subjugated groups; not

for the free citizens of a democracy

(Hugh B Woods, 1954)

HUGH B WOODS, 1954

“Its (secondary education) only relation to the real needs of Indian youth today is by chance, not design”

“The examination determines the curricu-lum and the methods of teaching”

CONSTITUTIONAL BREACH

The State shall endeavor to provide, within

a period of ten years from the

commencement of this Constitution, for

free and compulsory education for all

children until they complete the age of

fourteen years.- (Article 45, Indian Constitution)

STARK REALITY

In India: about 30% of children fail to complete Grade

V (lower primary) about 50% drop out before completing Grade

VIII (upper primary), 60% do not finish Grade X (lower secondary)

(Selected educational statistics, 2007-08)

DROP OUT IN BIMARO

states Class Age Drop out

Bihar I-X 6-14 79.54

Madhya Pradesh

I-X 6-14 61.60

Rajasthan

I-X 6-14 71.45

Orissa I-X 6-14 64.70

GDP AND EDUCATION IN2002-03(UN DOCUMENT)

Nation % of GDP to education

Cuba 18.71

USA 5.7

Pakistan 1.8

India 4.1

Malasia 8.1

UK 5.3

Brazil 4.2

Ethiopia 4.6

Total percentage of GDP for education in 2006 (as per the Educational statistics published by UNESCO)

3.1

  as % of total government expenditure

10.7

JOMTIEN AND DAKAR GLOBAL EDUCATION CONFERENCES ON EDUCATION (EFA)

lower secondary schooling is part of basic education and thus falls under commitments to universalise educational access

In India Class VIII to X was not under Basic education

Prolonged waiting for RTE to include at least Class VIII in primary education!!

DELAYED RESPONSE

CABE recommended Universalisation of secondary education in 2005

But announced only in 2007

Implementation of RMSA was further delayed

MISMATCH

RMSA (2007) aim is universalisation of secondary education. Its main target was 100% enrollment at secondary level.

The 11th plan started in 2007 envisages only 75% enrollment at secondary level at all India level.

VISION OF RMSA

To provide a secondary school within a reasonable distance of any habitation, which should be 5 kilometer for secondary schools and 7 -10 kilometers for higher secondary schools.

Ensure universal access of secondary education by 2017 (GER of 100%), and

Universal retention by 2020,

VISION CONT..

Providing access to secondary education with special references to economically weaker sections of the society, the educationally backward, the girls and the disabled children residing in rural areas and other marginalized categories like SC, ST, OBC and Educationally Backward Minorities (EBM).

HYPOTHESES

RMSA is suffering from following problems:

overlapping administrative system Unilateral decisions and poor planning with

state governments Interference on academic freedom of

teachers

PROBLEMS IN IMPLEMENTATION

Diverse conditions prevailing in different

states (Eg: Kerala X Bihar) Flimsy planning of states Deviation from national visions ( State visions

has become a verbal game) Financial issues No curricular and pedagogic out look:

administrative dominance

CONTRADICTION

Access (5 Km For Sec &10 Km for H.Sec)

Universal access by 2017

Universal retention by 2020

Weaker sections

“To ensure quality education that is available, accessible and affordable to every young person in the age group of 14-18 and prepare them to become global citizens with intellectual, scientific, social, cultural and humane outlook.”

National Visions Uttarakhand-Vision

UTTARAKAND BUDGET FOR RMSA (2009-10)Items Physical Rate Total (Lacs)

Upgradation of School

23 - 1156.60

Strengthening of existing School

944 - 3302.81

Additional Class Room

137 - 771.31

Science Lab 75 6.10 457.50

Lab Equipments 808 1.00 808.00

Computer Room 55 5.00 275.00

Art/Craft Room 41 5.00 205.00

Lab 69 7.00 483.00

Toilets & Drinking Water Facility

202 1.50 303.00

Total 4459.41 Source: Govt of Uttrakand, MoE

No provision for new schools in Uttarakand!! No provision for retention!!

Gross enrollment Ratio for class up to X is 109.3

Drop out rate in Uttarakand- 72.80(selected educational statistics 2007-

08)

EQUITY THROUGH DISTANCE LEARNING!

“Expansion of Open and Distance Learning needs to be undertaken, especially for those who cannot pursue full time secondary education”

(Frame work for implementation of RMSA, chater II,2.1.3, P-7)

If this is the case, what is the meaning of raising enrollment ratio?

PARTICIPATION CONTROVERSY!

Involvement of Panchayati Raj and Municipal Bodies, Community, Teachers, Parents and other stakeholders (??) in the management of Secondary Education, through bodies like School Management Committees and Parent –Teacher Associations will be ensured in planning process, implementation, monitoring and evaluation

Frame work for implementation of RMSA, Chapter II,2.1.5, P-7)

SMDC IN RMSA

School Management and Development Committee (SMDC) is a key body in implementation of RMSA

Constitution is in the same model of university Syndicates

(Frame work for implementation of RMSA, chater VII, 8.3.2, P-54)

SMDC suggested as part of RTE still remain as an un resolved issue in many states

SMDC: THE SUPER POWER! Monitor progress of implementation The Head Master/ Principal will present all the

documents and Registers before every meeting He / She will also brief the SMDC regarding progress of

implementation and status of education in his or her school

SMDC will inspect the work sites, take stock of progress of non-recurring expenditure

under various components of the scheme, take stock of consumables and recurring expenditure on

various components of the scheme, availability of required facilities and text books

etc., take stock of status of education including teachers

attendance, Students attendance, conduct of teachers and students, quality aspects, law and order situation in and around school premises, health conditions & immunization of students, equity aspects like problems encountered by the girls, SCs, STs, children belonging to BPL families and Educationally Backward Minorities etc

(Frame work for implementation of RMSA, chapter IX, 9.1.1, P-58)

PANCHAYAT

will also (in addition to SMDC) monitor progress of implementation of all the components at school level.

documents must be presented before the Gram Panchayat / Gram Sabha/ ULBs.

briefing regarding progress of implementation and status of education in the school.

PANCHAYAT; CONT… Gram Panchayat/ Gram Sabha to inspect the work

sites, take stock of progress of non-recurring expenditure under various components of the scheme, take stock of consumables and non recurring expenditure on various components of the scheme, availability of required facilities and text books etc., take stock of status of education including teachers attendance, Students attendance, conduct of teachers and students, health conditions and immunization of students, quality aspects, law and order situation in and around school premises, equity aspects like problems encountered by the girls, SCs, STs, children belonging to BPL families and Educationally Backward Minorities etc.

(Frame work for implementation of RMSA, chapter IX, 9.1.2, P-58)

SECONDARY EDUCATION MANAGEMENT INFORMATION SYSTEM (SEMIS) CHAPTER 5(3)

Old wine in new bottle!

NUEPA as nodal agency

The DISE data management is a perfect indicator for the flaws of such system. No systematic measures had been suggested to improve management of DISE.

STRENGTHENING OF RESOURCE INSTITUTIONS

Strengthening of resource institutions at various levels like NCERT, SCERT, University departments of education, RIE’s, IASE’s, Teacher education institutions etc. are vaguely stated.

No modus operandi suggested for that! The term ’strengthening’ is not defined!

UNILATERAL!!

“……all types of schools, including unaided private schools will also contribute towards Universalisation of Secondary Education (USE) by ensuring adequate enrolments for the children from under privileged society and the children Below Poverty Line (BPL) families”

(Frame work for implementation of RMSA, Chapter I, 1.4, P-4)

ENSURING ACCESS THROUGH PPP!

“New schools will also be set up in PPP mode”

(Frame work for implementation of RMSA, Chapter II,2.1.1, P-6)

UNILATERAL FRAMEWORK!

“Requirement of incentives like scholarship, uniforms, shoes, textbooks, note books etc. will have to be worked out on the basis of State norms. These would be part of the RMSA but the funding would be mainly from the State Plan”

• (Frame work for implementation of RMSA, chater III, 3.10.3, P-13)

No discussions had been conducted with States, till date!

ALLOCATION OF RESOURCES

Out of the 14 conditions for allocation of resources, there are several flaws and issues to be resolved!

Commitment from the State Government with regard to the State share;

Institutional reforms in states to facilitate decentralized management of education,

Availability of financial resources in a particular year. However, the release will also be performance linked. If an educationally backward district does not utilize

the resources in the manner intended, it is unlikely to continue to

receive a priority.(Frame work for implementation of RMSA, chater III,3.12, P-15)

FINANCING PATTERNS

During 11th plan period funding for central and state share will be 75:25 (for north eastern states it will be 90:10)

For the 12th plan period it will be 50:50 (for north eastern states it will be 90:10)

(Frame work for implementation of RMSA, chater III,3.18.2 and 3.18.5, P-15)

TEACHING UNDER SCANNING!

Theme specific supervision visits besides the overall assessment visits would also be undertaken. Classroom observation by resource persons has also been provided for.

(Frame work for implementation of RMSA, chapter III,3.16.3, P-15)

SMDC :Another threat to academic freedom of teachers!

MCQ DOMINATION

“It is proposed that the incidence of short-answer questions be reduced and replaced with Multiple Choice Questions (MCQs) on one-hand and Reflective (long answer) type questions on the other. Orientation programmes to make the teachers familiar with MCQs and how to have them test higher-order thinking need to be organized. While long answer type questions involve more examiner time thansperant today, MCQs, being machine-marked, will involve nil”

(Frame work for implementation of RMSA, chater V,5.9.3, P-34)

STRONG PLANNING

District level Perspective plan and annual plan

State plan by coordinating the district level planning

National planning and allocation

LEARNING RESOURCE CENTERS (LRC)

“……all schools need to be equipped with Learning Resource Centres (LRC) with following inputs.

Library Provision for ICT support Link with EDUSAT

(Frame work for implementation of RMSA, chater V,5.7, P-33)

“…..things gain meaning by being used in a shared experience or joint action” (John Dewy, 1916)2017 and 2020 are not too far……..absence of coordinated actions in the implementation of RMSA will repeat the same pathetic story of Article 45 of Indian constitution

Thank You