Your SlideShare is downloading. ×
0
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
absenteeism in govt schools
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

absenteeism in govt schools

1,034

Published on

absenteeism

absenteeism

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,034
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
29
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Nishtha khunger, Medhavi sood and Saloni bhatti , DELHI UNIVERSITY (undergraduates final year)
  • 2. • • Student Absenteeism-According to Merriam Webster Dictionary means chronic absence. In the context of the school it is the habitual /intentional failure from going to school. The problems of absenteeism begin in primary school and continue into secondary school, which makes early intervention necessary to try to prevent students from continuing on this path throughout their educational experiences (Reid, 2005).
  • 3.        To explore the Sociological, Psychological & Educational cause for Student‟s Absenteeism. To study the pattern of attendance and enrolment in schools. To assess the effect of student Absenteeism on learning outcomes. To study the demographic profile of the students. To find out the problems in schools related to participation in terms of dual enrolment/irregular attendance/frequent absenteeism. To study the causes of dual enrolment /irregular attendance and frequent absenteeism. To provide suggestions for policy makers, administrators to reduce Student Absenteeism in the schools.
  • 4. The study was an exploratory study to find the reasons for student absenteeism in primary schools in Delhi. The sample was collected from 5th class students of government schools, only those students who had attendance below 40% in the month were selected as a sample. The Primary sources of data collection were attendance registers( May-October(ongoing till Dec) 2012 ) , previous annual records , secondary sources include that of teachers , principals & classmates . The data collected till now is from MCD schools and Kendriya Vidyalaya Sangatan schools (i.e. north , south & west zone). Also the teachers, principal & parent (wherever possible) of the school were interviewed. The study has used qualitative techniques where analysis has been done with the help of questionnaires, audio & video recordings and observations.
  • 5.  The main focus is to observe class V students for 4-5 days and then interacting with students with irregular and low attendance. With respect to students from each class, interaction with around 4-5 students has been done with semi structured questionnaire and interview. Their parents were also being interviewed wherever possible( personally or telephonic) andNon participant observation has been used for collecting data from classroom
  • 6. The sample consist of 170 primary students from Delhi. There would be detailed profiling and case studies of each has been collected and analyzed.
  • 7.  A specially designed questionnaire has been administered on the students and teachers which would consist of certain dimensions like1. (a) Physical/health factors 2. (b) Personal Attitude 3. (c) Teacher-Related Reasons 4. (d) School/classroom Atmosphere Related Factors 5. (e) Home / Family/Financial Related factors. Interviews and case studies would be conducted to know the causes of student‟s absenteeism.
  • 8. ZONE SCHOOL SCHOOL COVERED STUDENTS TEACHERS PRINCIPLE S 1 NORTH MCD 10 60 5 5 2 SOUTH MCD 10 30 5 4 KV 6 15 3 5 MCD 12 35 8 4 KV 10 30 9 5 SNO. 3 WEST PRIMARY SOURCES :– ATTENDANCE REGISTERS,PREVIOUS ANNUAL RECORDS SECONDARY SOURCES :- TEACHERS, CLASSMATES & PRINCIPAL INCLUSION CRITERIA :- Students of vth class & govt schools were included. EXCLUSION CRITERIA :- Students other than class vth & from private schools and non profitable trust were excluded.
  • 9. Chart no 1. - Depicting number of students , schools, teachers and principals in MCD Schools no of students (125) no of schools (32) no of teachers (18) no of principals (13)
  • 10. Chart no 2 - depicting number of students , schools , teachers & principals of KV Schools no of students (45) no of schools (16) no of teachers (12) no of principals (10)
  • 11. Graph no 1 - Depicting student absenteeism in different zones of MCD Schools in delhi 4 3.5 3 2.5 2 1.5 Y-Values 1 0.5 0 north zone west zone south zone
  • 12. Graph no 2 - Depicting student absebteeism in south and west zone of KV's in delhi 3 2.5 2 1.5 Series 1 1 0.5 0 south zone west zone
  • 13. According to students According to teachers According to principals Illness was mainly the reason for As they go back to meet their As their exams are over so they get their absence's family or because of marriage absent & come back till the purpose . end of July or august. Going back to their village for family visits or for marriage purpose. When not interested (excluding south zone) As girls have to do household Also finance of the family is an work, they don’t get time to important reason as to feed complete their home work& the family becomes a priority so get absent rather than providing them education . Illness due to lack of hygiene facilities Taking an off for cleaning their The financial position of the family home (only in north zone) . is also a reason. Taking care of their younger sibling Due to dual enrollment also they get absent . On their birthdays ( in case of north zone only)
  • 14.    A - Physical factors of school ( for example lack of hygiene facilities in school ,as toilets were always dirty and were never cleaned properly , also girls were not allowed to pursue their studies further . B - Health factors (one of the major factor for absences was illness ,for example fever/flu were the most common found in almost every school .) C - Personal/social/home related ( it include reasons like not interested in going to school due to which they also become a truant, not able to get time for homework as they are busy doing household work because their parents are busy earning money for family survival , get absent when their parents are ill , also they go back to their village for marriage or for harvesting purposes ,as Students come from poverty, & their parents are not able to provide for their schooling needs , parents do not see education &learning as a priority within their family values and so it is not the top most priority for them, at time they (students) also have to look after their siblings or elderly persons and also on their birthdays they used to be absent .
  • 15.    D - Teacher related (they are not able to understand the lessons that the teacher is teaching them ,the teacher is abusive & discriminatory (caste/class/religion), as a result of which they are scolded & beaten up , also no help is provided when the student is absent.) E – Environment/peer group (for example having no proper playground & swings to play, the mid day meal provided is also not healthy as insects & bunches of hairs are found in it , also there are problems related to transportation and bad weather.) Thus as the child is absent from school it eventually would lead to low social and academic skills among students, as he/she is in no longer in contact with his peers and would not be having those necessary skills that is assumed to be there in him/her by others at that point of age .Also a greater risk of dropping out early from school is found in those students which in future would lead them to engage in antisocial activities like being involved in crimes – stealing, intake of alcohol ,drugs etc.
  • 16.           My Mother keeps going to my relatives place so I have to do all household chores and take care of the younger siblings. My mother works as domestic help in the homes so I have to take care of the house- cook, clean home, utensils, mop etc. The father does not have job. The students usually go back to their village for 2-3 months(harvest season, marriage, illness). The teachers beat us and give us punishment. The difficulty of coping up after prolonged absence. Not able to understand the lessons. The class work is quite boring and too much emphasis on writing. Teachers don‟t help much except providing note books, they don‟t have time for us. They don‟t have money to come to school.
  • 17.        Teachers enquired about the reasons for the absenteeism of children from their peers, community etc. They were aware of the socio- economic profile of the students and their needs. Teachers response was they were sick or have gone to their village. Teachers have too much of administrative work. These students are not interested in learning and come only for money or mid-day meals. All the teachers said they were providing help extra coaching to these students within school hours. Tuitions and stay back not allowed under RTE.
  • 18. Student Absenteeism is part of a larger social problem • Students come from poverty. .• Parents cannot provide for their schooling needs. • Money is used toward food rather than school supplies . • Families are barely making ends meet, so education is not the top priority • No other choice but to leave children home. • Have to work to get money. • Girl child education was being neglected • Students have to take care of their siblings because the parents have to work and there are no other options • Parents do not see education &learning as a priority within their family values • Parent‟s prior lack of commitment to education influences • their children 
  • 19. Educational consequences • Miss out on class work/assignments • Classroom connections are not made • Fall behind in school work • Poor social skills • Isolation from friends • Failure to be passed to the next grade Other school factors contributing to students not attending •Transportation problems • Poor health •Unsupportive family environment • Truancy
  • 20.             In almost all schools : tendency to mark the attendance of students even though they were not present. Teachers emphasis for these students was mainly to score pass percentage. The teachers did not provide any extra help to these students except providing notebooks. The students were enrolled in more than one school also. No emphasis on Learning outcomes of the students. The teaching methods used were quite traditional . Pre Service Teacher Training : Artcraft/ Theatre/Dance/ Drama/ Sports to be part of the curriculum & used regularly. Better coordination b/w Teacher Training institutes & schools. Teacher Accountability was almost absent. No monitoring of Quality within the classroom. Girl child-needs, aspirations, concerns to be addressed. Greater coordination/communication b/w parents & teacher.
  • 21.           Attendance Policy needs to be strengthened and use of technology to be adopted. Shift in policy from enrolment to retention of students. Retention and sustenance of the students needs further strengenthing by the government. Shift in the evaluation strategies from marks alone (Pass Percentage). The curriculum should be more participatory and greater participation of the teacher. Education of the Girl child needs further strengthening. Need to have greater role of the SMC‟s so as to reduce Student Absenteeism. Greater coordination between teachers and parents and the community. There should be coordination between pre- service teacher training and the schools. Quality standards to assess students learning outcomes.
  • 22.     Studies show that higher attendance is related to higher achievement for students of all backgrounds (Epstein and Sheldon, 2002). There is a close association between access, regular attendance and learning outcomes leading to meaningful access which “requires high attendance rates, progression through grades with little or no repetition and learning outcomes that confirm that basic skills are being mastered” (Lewin,2007). This is true in the case of India where research suggests that there is an urgent need to improve the physical infrastructure, use of TLM (teaching learning material), availability of teachers and their presence in the school (Kremer et al. 2005; Mehrotra et.al, 2005; Jha and Jhingran, 2005). The causes of absenteeism include demand issues such as health problems, demand for paid or unpaid children‟s work, school phobia, anxiety and truancy among children (Kearney and Silverman, 1993).
  • 23.     Particular groups of children belonging to disadvantaged communities and living in remote areas are vulnerable to these problems (Govinda and Bandyopadhyay, 2008; Pratham- ASER Report, 2007). Living in a poor family or a low-income family greatly increases the chances of being an at-risk or chronic absentee (National Centre for children in poverty Columbia University, 2007). Factors such as parental education and the socioeconomic situation of the children are associated with absenteeism (Drèze and Kingdon, 1999). Caste also plays an important role. Children belonging to scheduled castes (SC) and scheduled tribes (ST) and „other backward castes‟ (OBC) are less likely to go to school than children belonging to general castes (Drèze and Kingdon, 1999:17).
  • 24.   On average, children missing 10% or more of the school year scored five points less than did those who were absent up to 3% of the school year in kindergarten. (National Centre for children in poverty Columbia University, 2007). . By the fifth grade, however, American Indian children continued to miss, on average, twice as many school days as their peers. (National Centre for children in poverty Columbia University, 2007.
  • 25.     The result indicates that there are a number of reasons responsible for student absenteeism i.e. a) psychological reasons like low self esteem, not able to understand le which results in boredom and lack of motivation . b) educational reasons include lack of awareness among parents, influence on learning outcomes. c) Social reasons like lack of support from family & community, health related issues , corporal punishment , taking care of young ones as parents are busy earning money for family, visiting village for many reasons ( ex. Marriage, vacation) , neglecting education for the girl child ,time table related issues , infrastructure , economic reasons and migration to the villages for harvesting season, reasons like bad weather, transportation problems
  • 26.     The sample size is small as only vth standard from government schools is included which needs further studies. The number of schools covered was limited due to lack of support from the higher authorities. The quantitative analysis is in the procees because it is a research project under delhi university guidelines. The major emphasis is on the causes of absenteeism as it is a time bound study.

×