This document presents the methodology we used in surveying the knowledge of a sector of higher education students about RTE (Right to Education) in India

1. Right to Education Act (India)
SURVEY PROJECT
Course:
Social research methods
Team members:
Farmanullah Nasri
Manar Ramadan
Manase Kollang
Sahil Patni

2. To study the level of awareness of TERI University students
about the Right to Free and Compulsory Education Act (“RTE
Act”)
RESEARCH QUESTION

3. • Enacted by the Parliament of India in 2009
• Emphasizes importance of free and compulsory education for
children between 6 and 14 in India
• Mandates private schools to reserve 25% seats for the poor and
other categories of children
• Fundamental right – Recognized by 135 countries
• Exceptional legislation that enforce education as a fundamental right
• Responsibility for enrolment, attendance and completion is borne
by the Government – Sam Carlson, World Bank Specialist for
India
• Criticisms – Backlash from private sector; barrier for orphans; caste-
based admissions
OVERVIEW OF “RTE ACT2

4. • To determine the level of awareness among TU students about
“ RTE Act”
• To find out the students’ perception on the following:
• Awareness of “RTE Act”
• Impact of “RTE” Act on enrollment
• Impact on the quality of primary education
RESEARCH OBJECTIVES

5. SAMPLE STRATEGY
SURVEY DESIGN
DATA COLLECTION
DATA ANALYSIS
KEY FINDINGS
METHODOLOGY

6. • Convenience sampling was used and the survey was conducted
online
• Sample population was easy to reach
• University students would provide useful insights around student
perception of the Act
• Sample size
- Survey administered to = ~100 students
- Total respondents: 31
- Net qualifying responses = 29
• Exclusions
- Two responses were discarded as they were not aware of the “RTE Act”
SAMPLING STRATEGY

7. • The survey questionnaire developed contains 15 questions related to the
level of awareness about the Right to Free and Compulsory Education
Act (RTE Act).
• TERI University’s students were the intended population for this study.
• Different types of charts were used for data analysis for example, (Bar, Pie,
column and … charts)
SURVEY DESIGN

8. The questions covered those three points regarding:
SURVEY DESIGN (CONT’)
Respondents description
Effectiveness
Social Inclusion
Public Vs. Private Schools

9. Online survey using Google documents forms. Link to survey was sent through TERI students
email.
- Form Link:
https://docs.google.com/forms/d/12YUvfOGentte_9YKZSthuWpddH79D8Kt5BsgM6vmc1E/viewform
DATA COLLECTION

10. DATA ANALYSIS
• Most respondents were from
Economics and ESRM, followed by
REEM and SDP
• Print and online forms of news media was
the most prevalent source of awareness,
followed by social discussions
Note: Respondents were allowed to make multiple selections; so a subject
selecting both news and radio would be counted once in each category
Respondents description

11. DATA ANALYSIS
• Most respondents were aware of the
RTE Act, especially the 21-25 age
group
• The gender distribution of
respondents aware of the Act was
close to split between males and
females
Respondents description

12. 0 5 10 15 20 25 30
Awarness: Do you think whether
people who cannot afford school
education are aware of their
fundamental right to education
under the RTE Act?
Effectivness: Do you think the RTE
Act has increased the overall
effectiveness in school education in
India?
Enrolment: Do you think the RTE
Act has increased the overall
enrollment in primary education?
Yes
No
Not
Sure
EFFECTIVENESS OF “RTE ACT”

13. 22
18
7
11
29 29
0
5
10
15
20
25
30
Do you think low income socio-
economic groups are the primary
beneficiaries of the RTE Act
compared to middle income?
Your opinion has the RTE Act
made any difference to such
people, especially in rural area?
NumberofStudents
Yes
No
Total
SOCIAL INCLUSION OF LOW INCOME
SOCIO ECONOMIC GROUPS

14. Based on the respondents’ answers its observed that out of 29 students, 20 responded with
“No”, 1 responds with “Yes” and the remaining 8 respondents gave their own ideas as
follow:
1. “yes as i have mention i have heard about this from people only”
2. “Yes, by talking to people and officials in schools”
3. “Yes, a friend works with underprivileged students to educate them about RTE and
get them enrolled in school”
4. “yes, one of my friend who is civil officer has told me about this.”
5. “yes. i myself have tried and enrolled a few children in the govt schools.”
6. “Yes. For the children at risk I worked with in Make A Difference.”
7. “Yes I shared this knowledge in my hometown with many elders during evening
snacks and discussion. Many were not aware about it.”
8. “Yes. People from village know about the act because of the awareness programs by
the government.”
DID YOU SHARE OR DO YOU KNOW
ANYONE WHO HAS SHARED
KNOWLEDGE ABOUT RTE ACT IN
YOUR STATE/PROVINCE OR VILLAGE?

15. 4
8
18
7
7
2
12
0 2 4 6 8 10 12 14 16 18 20
The quality of education services
provided in the government
schools system is good.
The RTE Act should have
included private schools to
enhance equal education
opportunities for the children of
low income socio-economic
castes. Strongly Agreed
Not Sure
Disagreed
Agreed
PUBLIC VERSUS PRIVATE

16. 0
5
10
15
20
25
30
Do you think RTE Act should administer private
schools and exclude children under age of six from
enrollment?
14 15
29
NumberofStudents
Yes
No
Total
PUBLIC VERSUS PRIVATE

17. 1. Source of Awareness
• News media seemed to be the most prevalent source of awareness at 37%
• Social discussions was the second highest source of awareness for
respondents, at 25%
• It was found that, 19 respondents have shared knowledge with others about
the RTE Act in their respective States/ Provinces/ or Villages
2. Effectiveness
• 72% responses did not agree that under privileged people knew about their
right in education
• 45% were not sure if this Act was effective enough
• More than 65% believe that “RTE Act:” increased the over all enrolment in
school
KEY FINDINGS

18. 3. Quality of education
• 18 respondents disagreed with the quality of education services rendered
in the government schools
4. Social Inclusion
• Low income socioeconomic groups were the primary beneficiaries of the
RTE Act, as such it makes difference in rural areas
5. Participation of private schools
• 12 respondents agreed for the RTE Act to include private schools, while 7
and 8 respondents disagreed and agreed, respectively
• 15 respondents said Yes for the RTE Act to administer private schools,
while 14 respondent said No
KEY FINDINGS