Presentation on dd/09/2009 by: Analysis of Primary Education in West Bengal - Impact of Distance from City . Probal Mojumder (NM – Development Economics NW, ShARE ISI - Kolkata) Arghya Bhattacharya (P, ShARE ISI-K and Senior Member, Development Economics NW)

West Bengal’s literacy rate is moderately high - about 68.6% Expenditure on education from 2001-02 to 2005-06 State profile on primary education (class I-V) for 2005-06 Source: Sarva Shiksha Abhiyan , 2005-2006 Annual Report.. Category Value (in figures) Total Population 84,277,000 Literacy Rates 68.64 No. of Primary schools 49986 Enrolment 9150073 Gross Enrolment Ratio 104.91 Drop-out Rates 38.67 No. of Teachers 149764 Pupil Teacher Ratio 50 Gender Parity Index 0.96 No. of Girls per 100 Boys 94

Sarva Siksha Abhiyaan and the District Primary Education Programme aim to achieve universal elementary education. Norms for interventions under SSA The Government of India wants to bring the children of age group 5 to 14 years under the purview of elementary education by 2010. Thus the District Primary Education Programme (DPEP) and the Sarva Siksha Abhiyaan (SSA) was introduced in the years 1997 and 2000 respectively. The Government of West Bengal has implemented the DPEP in 10 districts since 1997 and it has become a part of the SSA from 2001-2002 in all the districts of the state. In the planning period 2007-2012, SSA will be funded on a 1:3 basis where the share of Central Government’s contribution will be 25% and that of the State Government will be 75%. SSA aims to universalize elementary education by community-ownership of the school system. It provides a wide convergent framework for implementation of Elementary Education schemes. It provides budget provision for strengthening vital areas. Intervention Norm Teacher 1 teacher for every 40 children. At least 2 teacher in a Primary school. School Within one kilometre of every habitation. Classrooms 1 room for every teacher. A room for Head-Master. Free textbooks State should fund free text book from Sate plan. Maintainance and repair Upto Rs. 5000 per year per school. Upgradation Provision of TLE @ Rs. 10,000/- per school. Schools grant Rs. 2000/- per yaer for replacement of non-functional school equipments. Teacher grant Rs. 500 per teacher per year. Teacher training 20 days in-service course for all teacher each year. 60 days refresher course for untrained teachers.

The Government of India wants to bring the children of age group 5 to 14 years under the purview of elementary education by 2010.

Thus the District Primary Education Programme (DPEP) and the Sarva Siksha Abhiyaan (SSA) was introduced in the years 1997 and 2000 respectively.

The Government of West Bengal has implemented the DPEP in 10 districts since 1997 and it has become a part of the SSA from 2001-2002 in all the districts of the state.

In the planning period 2007-2012, SSA will be funded on a 1:3 basis where the share of Central Government’s contribution will be 25% and that of the State Government will be 75%.

SSA aims to universalize elementary education by community-ownership of the school system.

It provides a wide convergent framework for implementation of Elementary Education schemes.

It provides budget provision for strengthening vital areas.

1 teacher for every 40 children.

At least 2 teacher in a Primary school.

Within one kilometre of every habitation.

1 room for every teacher.

A room for Head-Master.

State should fund free text book from Sate plan.

Upto Rs. 5000 per year per school.

Provision of TLE @ Rs. 10,000/- per school.

Rs. 2000/- per yaer for replacement of non-functional school equipments.

Rs. 500 per teacher per year.

20 days in-service course for all teacher each year.

60 days refresher course for untrained teachers.

A brief description of the IHP The IHP enquires on the quality of primary education as a region’s geographic location progressively moves away from a metropolitan city. Four regions were selected – Shyambazar (Urban), Bon-Hoogly (Rural-Urban gap), Bally (Rural-Urban gap), and Baruipara (Rural). A sample of 3 to 5 primary school in each region was chosen and information on various parameters signifying school’s educational quality and local socio-economic environment were collected. Indices to measure a school’s quality and local environment are constructed. The indices are defined using a system of weights on essential parameters. These indices are purely intuitive and constructed by the Development Economics NW, ShARE ISI-Kolkata. We take the average of index values obtained by schools of a region to get the Regional Index. At last we compare regional indices among the 4 regions to answer the question that commenced the project. Objective The Survey Index Construction Comparison

The IHP enquires on the quality of primary education as a region’s geographic location progressively moves away from a metropolitan city.

Four regions were selected – Shyambazar (Urban), Bon-Hoogly (Rural-Urban gap), Bally (Rural-Urban gap), and Baruipara (Rural).

A sample of 3 to 5 primary school in each region was chosen and information on various parameters signifying school’s educational quality and local socio-economic environment were collected.

Indices to measure a school’s quality and local environment are constructed. The indices are defined using a system of weights on essential parameters. These indices are purely intuitive and constructed by the Development Economics NW, ShARE ISI-Kolkata.

We take the average of index values obtained by schools of a region to get the Regional Index. At last we compare regional indices among the 4 regions to answer the question that commenced the project.

The 4 Regions of Survey Map of West Bengal, India

Road distance of a Region from the origin was considered as the measure of distance in the project. Aerial distance of Region 2, 3 and 4 from origin. Road distance of Region 2, 3 and 4 from origin. = Road

For the IHP, 15 Primary School’s were surveyed from the mentioned Regions. Shyambazar (Region 1 = R1) Bon-Hoogly (Region 2 = R2) Bally (Region 3 = R3) Baruipara (Region 4 = R4) Sheela Guha Snigdha Saha Deepali Ghosh Mallika Bag Goutam Das Shukla Das Swarup Prakash Adak Asim Kumar Pal Jatindranath Bag Shikha Laha Manjuri Das 29 th and 30 th June, 2009 2 nd July, 2009 3 rd july, 2009 Schools Interviewee (Principal) Date Kolkata Pouro Nigam Bidyalaya Mita Chakravarty The Calcutta Orphanage Utpal Mookherjee 1 st July, 2009 Duff School Shikha Mondal Tirtha Bharati Prathamik Vidyalaya Narayan Chakravarthy Mata Monomohini Prathamik Vidyalaya Raja Rammohan Ray F P School Nischinda Purbapara Primary Nischinda GSFP School Bally Nischinda Chittaranjan Bidyalaya Unnayani Seba Samiti Bidyalaya Borai Prathamik Bidyalaya Borai Dakkhinpara Prathamik Bidyalaya indrakhali Junior Basic School Ugardaha Shishu Shikkhaghar Baruipara Rakhal Bidyapith

Kolkata Pouro Nigam Bidyalaya

The Calcutta Orphanage

Duff School

Tirtha Bharati Prathamik Vidyalaya

Mata Monomohini Prathamik Vidyalaya

Raja Rammohan Ray F P School

Nischinda Purbapara Primary

Nischinda GSFP School

Bally Nischinda Chittaranjan Bidyalaya

Unnayani Seba Samiti Bidyalaya

Borai Prathamik Bidyalaya

Borai Dakkhinpara Prathamik Bidyalaya

indrakhali Junior Basic School

Ugardaha Shishu Shikkhaghar

Baruipara Rakhal Bidyapith

Proper representation of the Region was aimed while selection of schools. Random selection of schools in Bally (Region 3) Nischinda Purbapara Primary Bally Nischinda Chittaranjan Bidyalaya Unnayani Seba Samiti Bidyalaya Nischinda G S F P School Schools at Bally (Region 3)

Nischinda Purbapara Primary

Bally Nischinda Chittaranjan

Bidyalaya

Unnayani Seba Samiti Bidyalaya

Nischinda G S F P School

Quality of education and local environment were enquired at each school. Enquired parameters were on school quality and local socio-economic environmental quality The questionnaire used during survey School Quality Local Quality Quantitative Quality Qualitative Quantity No Bad Good Average No Bad Good Average No Bad Good Average No Bad Good Average No Bad Good Average No Bad Good Average No Yes No Yes (Front Page) (Back Page) Parameters Rank Observation Range Pupil-Teacher Ratio 1 8.1 - 58.3 Total Students 3 40 – 400 Trained-Non-Trained Teacher Ratio 3 0.33 – 1 Class 1-Class 4 Ratio 4 0.62 - 4.25 Female Student Ratio 4 0.18 - 1 Grant Implementation 2 Mid Day Meal 3 Remedial Classes 3 English Education 4 Physical Education 5 Uniform 5 Maximum Admission Age 3 7 – 14 Parent’s Proffesion 1 Drop-out Rate 2

School Quality Index (SQI) and Local Environment Index (LEI) were calculated. Description of SQI and LEI Values of SQI and LEI for each surveyed school 0.61 1.02 1.18 1.29 0.91 0.44 0.47 0.74 0.87 0.66 0.78 1.24 0.62 0.66 0.58 RSQI 0.94 0.88 0.69 0.78 REI 0.57 0.68 0.50 0.71 Region 1 Region 2 Region 3 Region 4 School Quality Index Local Environment Index It is calculated using 5 quantitative and 7 qualitative pre-ranked parameters mentioned in the earlier slide. The formula assigns weights to different parameter on the basis of its rank. The formula is a weighted sum. SQI ranges between 0 to 1.45 It is calculated using 1 quantitative and 2 qualitative pre-ranked parameters mentioned in the earlier slide. The formula assigns weights to different parameter on the basis of its rank. The formula is a weighted sum. LEI ranges between 0 to 1. Note: RSQI = Regional School Quality Index REI = Regional Environment index 0.18 0.52 1.00 0.67 0.92 0.47 0.17 0.73 0.57 0.53 0.91 0.57 0.37 0.92 0.82 Schools SQI LEI Kolkata Pouro Nigam Bidyalaya The Calcutta Orphanage Duff School Tirtha Bharati Prathamik Vidhyalaya Mata Monomohini Prathamik Vidyalaya Raja Rammohan Ray F P School Nischinda Purbapara Primary Nischinda G S F P School Bally Nischinda Chittaranjan Bidyalaya Unnayani Seba Samiti Bidyalaya Borai Prathamik Bidyalaya Borai Dakkhinpara Prathamik Bidyalaya indrakhali Junior Basic School Ugardaha Shishu Shikkhaghar Baruipara Rakhal Bidyapith

It is calculated using 5 quantitative and 7 qualitative pre-ranked parameters mentioned in the earlier slide.

The formula assigns weights to different parameter on the basis of its rank.

The formula is a weighted sum.

SQI ranges between 0 to 1.45

It is calculated using 1 quantitative and 2 qualitative pre-ranked parameters mentioned in the earlier slide.

The formula assigns weights to different parameter on the basis of its rank.

The formula is a weighted sum.

LEI ranges between 0 to 1.

RSQI marks its lower ebb in Urban-Rural Gap. Distance from city vs. RSQI curve Distance from city vs. REI curve Distance (km) RSQI The curve falls till 10 km and then rise steadily, though it never crosses its initial maximum. Education quality show a strong drop as one moves away from a city. Though the fall is evident in Region 3. The curve identifies a region between Urban and Rural area (i.e. the Urban-Rural Gap ) which is hit hard on ground of imparting quality education. Distance (km) REI The curve has a similar pattern as the SQI curve. Local environment shows a sharp drop in Region 3. The Urban-Rural Gap , thus experiences weakness with respect to both Local Environmental Quality and School Education Quality .

The curve falls till 10 km and then rise steadily, though it never crosses its initial maximum.

Education quality show a strong drop as one moves away from a city. Though the fall is evident in Region 3.

The curve identifies a region between Urban and Rural area (i.e. the Urban-Rural Gap ) which is hit hard on ground of imparting quality education.

The curve has a similar pattern as the SQI curve.

Local environment shows a sharp drop in Region 3.

Intra-region education quality has highest dispersion in Urban-Rural gap. Dispersion of SQI in the Regions Plot shows dispersion of SQI vs Distance (km). Values of Distance (km) Std Standard deviation is low in Region 1 and Region 3. Low Std implies stability. That is the Index in those regions are good representater of regional situation. Low Std coupled with low value of SQI in Urban-Rural Gap proves the stark situation prevailing there. This stark situation prevails throughout the Urban-Rural Gap . Region Dispersion (Std) Shyambazar (R1) 0.57 Bon-Hoogly (R2) 0.85 Bally (R3) 0.40 Baruipara (R4) 0.66

Standard deviation is low in Region 1 and Region 3.

Low Std implies stability. That is the Index in those regions are good representater of regional situation.

Low Std coupled with low value of SQI in Urban-Rural Gap proves the stark situation prevailing there.

General characteristics of schools in Urban-Rural Gap.. (Region 3) Most schools perform badly across most parameters. The photographs show stark contrast and dismal condition prevailing in the region. School Quality Local Quality Unused property A small building for all classes Parameters Observation Pupil-Teacher Ratio 20 (approx). Total Students 40 – 80 Trained-Non-Trained Teacher Ratio Mostly non-trained teachers. Class 1-Class 4 Ratio Low, most students don’t continue. Female Student Ratio Low Grant Implementation Bad Mid Day Meal Yes Remedial Classes Below Average English Education Bad Physical Education Below Average Uniform No Maximum Admission Age 10 - 14 Parent’s Profession Labourer (low income group) Drop-out Rate Average

SQI show high positive correlation with grant implementation. The mean line (i.e. the green line) has a positive slope. As grant implementation rate increases so dose schools overall quality increases. This point adds to the prove of the fact that regions in the Urban-Rural gap acutely suffer from lack of proper education provided by government primary schools. Explanation Grants a rarely implemented in Urban-Rural Gap. SQI The Scatter Plot Bad Average Good Distance (km) Distance vs Grant implementation curve Average Bad Urban-Rural Gap performs terribly bad when it comes to grant implementation.

SQI show high positive correlation with grant implementation.

The mean line (i.e. the green line) has a positive slope.

As grant implementation rate increases so dose schools overall quality increases.

This point adds to the prove of the fact that regions in the Urban-Rural gap acutely suffer from lack of proper education provided by government primary schools.

Other interesting facts that surfaced through our survey Observation Parameters Bally (Region 3) Baruipara (Region 4) Pupil-Teacher Ratio High Remedial Classes No Physical Education No Total Students Low Grant Implementation Bad Maximum Admission Age High Observation Parameters Certain Regions showed some unique results. Fact Sheet Mid day meal is present in all regions. English education is equally bad everywhere. Though Dropout rate is High in Kolkata it is Low in the villages. This is due to heterogeneity in the city and homogeneity outside. Heterogeneity allow students to leave a school for a better school. Students were uniform in city and in neighboring areas are but in the outskirts, they don’t wear uniforms.

Mid day meal is present in all regions.

English education is equally bad everywhere.

Though Dropout rate is High in Kolkata it is Low in the villages. This is due to heterogeneity in the city and homogeneity outside. Heterogeneity allow students to leave a school for a better school.

Students were uniform in city and in neighboring areas are but in the outskirts, they don’t wear uniforms.

Case Study: Lowest SQI school. Raja Rammohan Ray F P School, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 0.44 Lack of proper utilisation of available resources and general indiscipline is the major cause of low points. Parameters Observation Pupil-Teacher Ratio 28.5 Total Students 57 Trained-Non-Trained Teacher Ratio 0.5 Class 1-Class 4 Ratio 2.54 Female Student Ratio 0.5 Grant Implementation Bad Mid Day Meal Yes Remedial Classes No English Education Bad Physical Education Average Uniform No Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Average

Case Study: Lowest SQI school. Raja Rammohan Ray F P School, Bon-Hoogly, Region 2 Photographic proof of school’s condition SQI 0.44 Major section of school property remains unused (Building 1) (Building 2) School Statistics Parameters Observation Pupil-Teacher Ratio 28.5 Total Students 57 Trained-Non-Trained Teacher Ratio 0.5 Class 1-Class 4 Ratio 2.54 Female Student Ratio 0.5 Grant Implementation Bad Mid Day Meal Yes Remedial Classes No English Education Bad Physical Education Average Uniform No Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Average

Case Study: Lowest SQI school. Raja Rammohan Ray F P School, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 0.44 The playground though present remains unused. Parameters Observation Pupil-Teacher Ratio 28.5 Total Students 57 Trained-Non-Trained Teacher Ratio 0.5 Class 1-Class 4 Ratio 2.54 Female Student Ratio 0.5 Grant Implementation Bad Mid Day Meal Yes Remedial Classes No English Education Bad Physical Education Average Uniform No Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Average

Case Study: Lowest SQI school. Raja Rammohan Ray F P School, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 0.44 Overlapping black-boards Disorganized table and benches. Parameters Observation Pupil-Teacher Ratio 28.5 Total Students 57 Trained-Non-Trained Teacher Ratio 0.5 Class 1-Class 4 Ratio 2.54 Female Student Ratio 0.5 Grant Implementation Bad Mid Day Meal Yes Remedial Classes No English Education Bad Physical Education Average Uniform No Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Average

Case Study: Lowest SQI school. Raja Rammohan Ray F P School, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 0.44 No uniforms, Students lack general discipline Parameters Observation Pupil-Teacher Ratio 28.5 Total Students 57 Trained-Non-Trained Teacher Ratio 0.5 Class 1-Class 4 Ratio 2.54 Female Student Ratio 0.5 Grant Implementation Bad Mid Day Meal Yes Remedial Classes No English Education Bad Physical Education Average Uniform No Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Average

Case Study: Highest SQI school. Tirtha Bharathi Prathamik Vidyalaya, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 1.29 Adequate number of teachers teach using innovative techniques. Each class has a separated room and the school is a proud owner of a big playground. Parameters Observation Pupil-Teacher Ratio 30.1 Total Students 65 Trained-Non-Trained Teacher Ratio 0.83 Class 1-Class 4 Ratio 4.25 Female Student Ratio 0.24 Grant Implementation Good Mid Day Meal Yes Remedial Classes Average English Education Average Physical Education Good Uniform Yes Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Nil

Case Study: Highest SQI school. Tirtha Bharathi Prathamik Vidyalaya, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 1.29 Words are introduced to children using pictures . Parameters Observation Pupil-Teacher Ratio 30.1 Total Students 65 Trained-Non-Trained Teacher Ratio 0.83 Class 1-Class 4 Ratio 4.25 Female Student Ratio 0.24 Grant Implementation Good Mid Day Meal Yes Remedial Classes Average English Education Average Physical Education Good Uniform Yes Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Nil

Case Study: Highest SQI school. Tirtha Bharathi Prathamik Vidyalaya, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 1.29 A big well maintained field for physical education. Parameters Observation Pupil-Teacher Ratio 30.1 Total Students 65 Trained-Non-Trained Teacher Ratio 0.83 Class 1-Class 4 Ratio 4.25 Female Student Ratio 0.24 Grant Implementation Good Mid Day Meal Yes Remedial Classes Average English Education Average Physical Education Good Uniform Yes Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Nil

Case Study: Highest SQI school. Tirtha Bharathi Prathamik Vidyalaya, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 1.29 Teacher busy correcting assignments Parameters Observation Pupil-Teacher Ratio 30.1 Total Students 65 Trained-Non-Trained Teacher Ratio 0.83 Class 1-Class 4 Ratio 4.25 Female Student Ratio 0.24 Grant Implementation Good Mid Day Meal Yes Remedial Classes Average English Education Average Physical Education Good Uniform Yes Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Nil

Case Study: Highest SQI school. Tirtha Bharathi Prathamik Vidyalaya, Bon-Hoogly, Region 2 School Statistics Photographic proof of school’s condition SQI 1.29 Mid-Day meal in full preparation Parameters Observation Pupil-Teacher Ratio 30.1 Total Students 65 Trained-Non-Trained Teacher Ratio 0.83 Class 1-Class 4 Ratio 4.25 Female Student Ratio 0.24 Grant Implementation Good Mid Day Meal Yes Remedial Classes Average English Education Average Physical Education Good Uniform Yes Maximum Admission Age 7 Parent’s Profession Labor Class Drop-out Rate Nil

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