Impact of RMSA on School Improvement at Secondary Level in Jharkhand

title_page-PDF.pdf
Chapter-1-PDF.pdf
Chapter-2 PDF.pdf
Chapter_3-PDF.pdf
Chapter-4-PDF.pdf
Chapter-5.pdf
A-list of schools.pdf
B-school information questionnaire.pdf
C-observation schedule.pdf
D-List of experts.pdf
E_Achivement_Appendix.pdf

IMPACT OF RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN
(RMSA) ON SCHOOL IMPROVEMENT AT SECONDARY LEVEL
IN JHARKHAND
Coordinator
Ramakanta Mohalik
Rasmirekha Sethy
REGIONAL INSTITUTE OF EDUCATION
(National Council of Educational Research and Training)
BHUBANESWAR-751022
March 2017

ii
TEAM MEMBERS
1. Prof. B. N. Panda, Professor, Department of Education, Regional
Institute of Education, Bhubaneswar-751022
2. Dr. Sakti Prasad Mishra, Head, Department of Education, Regional
Institute of Education, Bhubaneswar-751022.
3. Prof. A. K. Mohapatra, Professor, Department of Education in Science
and Mathematics, Regional Institute of Education, Bhubaneswar-
751022
4. Dr. Rasmirekha Sethy, Assistant Professor in Education, Regional
Institute of Education, Bhubaneswar-751022, Mobile-8763666527,
email-rasna_rosnara@yahoo.co.in
5. Mr. Dhaneswar Behera, Junior Project Fellow, Regional Institute of
Education, Bhubaneswar-751022.
6. Mr. Raviranjan Kumar, UGC-Junior Research Fellow, Regional
Insititute of Education, Bhubaneswar-751022
7. Dr. Ramakanta Mohalik, Associate Professor in Education, Regional
Institute of Education, Bhubaneswar-751022, Mobile-09938103595,
email-rkmohalik@hotmail.com

iii
PREFACE
Secondary education plays a pivotal role in the learning path of individual and in
the development of societies. The Secondary Education Commission (1952-53) stressed
on secondary education with its aim as development of democratic citizenship,
improvement of vocational efficiency, development of personality and development of
qualities of leadership. The report of Education and National Development (1964-66)
emphasized on secondary education by relating it to life, needs, and aspirations of the
people and make it as powerful instrument of social-economic and cultural
transformation of society. In fact, it prepares individual for world of work as well as for
life. For which many of the developed nations of the world has made it Universal and
Compulsory. The Govt. of India has launched the Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) from 2009-2010, which is one of the great step towards Universalizing
Secondary Education. The programme was implemented all over the country including
Jharkhand for providing quality secondary education. It is obvious to examine the
influence RMSA on different aspect of the secondary education so that necessary actions
can be taken by the Government of Jharkhand for improving its quality. We hope that this
report will give a picture of secondary education in Jharkhand which can be used by the
educational planners and administrators for designing different interventions for
secondary education.
Many people and organization has helped directly and indirectly for undertaking
and timely completing this research project. We are really indebted to the Chairman,
Programme Advisory Committee (PAC) and Head, PMD, NCERT for approving and
funding this project. Thanks are due to Prof. K B Rath, Principal, RIE Bhubaneswar for
his constant and continuous supervision in the different phases of the project. We are
thankful to Prof. B K Parida, Dean of Research, Prof. M K Satpathy, Dean of
Instructions, Prof. S K Dash, Head, Dept. of Extension Education (DEE), Prof. B N
Panda, Dept. of Education (DE), Prof. A K Mohapatra, Dept. of Science and
Mathematics, Dr. Dhanya K, DEE, Dr. S P Mishra, Head, DE and all the faculty
members of the DE for their support in the different phases of the project. We place on
record our sincere thanks to Mrs. A Pattnaik, Secretary, School and Literacy, Govt. of

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Jharkhand, Dr. Manish Ranjan, Director, Secondary Education, Govt. of Jharkhand for
giving permission to collect data from different secondary schools. We express our
heartfelt thanks to the DEOs of Chatra, Deoghar, Manatu, Ranchi and West Singhbhum
for support during the field work. Thanks are also due to the HMs of secondary schools
where all data are collected. We are also thankful to all the experts specially Mr. Binaya
Pattnaik, Education Specialist, UNICEF, Ranchi for his help in making the tool relevant
to the state of Jharkhand. We express thanks from core of our hearts to Mr. Dhaneswar
Behera, Junior Project Fellow and Mr. Raviranja Kumar, Junior Research Fellow for their
help during all the phases of the research project. At last but not the least, we express
thanks to all the staff members of the DEE, Establishment Section and Accounts Section
for their help during the project.
Dated: 24/03/2017
Ramakanta Mohalik
Rasmirekha Sethy

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CONTENTS
Page No.
Title Page i
Team Members ii
Preface iii
Contents v
List of Tables vii
List of Figures ix
List of Photos x
Executive Summary xi
Chapter-I (Introduction)
1.1 Importance of Secondary Education 1
1.2 Status of Secondary Education in India 2
1.3 Status of Education in Jharkhand 7
1.4 Background of RMSA 10
1.4.1 Goals and Objectives of RMSA 11
1.4.2 Approach and Strategy for Universalizing Secondary Education 12
1.5 Conclusion 15
Chapter-II (Methodology)
2.0 Introduction 16
2.1 Need of the Project 16
2.2 Objectives 18
2.3 Scope of the Project 18
2.4 Method 18
2.5 Sample 18
2.6 Tools 19
2.6.1 School Information Sheet cum Questionnaire 19
2.6.2 Observation Scheduled for Observing Classroom Teaching 21
2.7 Procedure of Data Collection 23

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2.8 Data Analysis and Interpretation 23
2.9 Conclusion 23
Chapter-III (Analysis and Interpretation)
3.0 Introduction 24
3.1 General Information about the School 24
3.2 Infrastructure Facilities 28
3.3 Teaching Learning Resources 40
3.4 Staff Position 45
3.5 Equity and Inclusion of Students 50
3.6 School Governance and Management 51
3.7 Enrolment and Retention 55
3.8 Classroom Transaction 60
3.9 Achievement of Students in Class X 77
Chapter-IV (Major Findings and Implications)
4.0 Introduction 84
4.1 Major Findings 84
4.2 Educational Implication 90
4.3 Conclusion 93
References 94
Appendices
Appendix-A: List of Schools 97
Appendix-B: School Information Sheet cum Questionnaire 99
Appendix-C:Observation Schedule 111
Appendix-D: List of Experts 113
Appendix-E: Information Sheet for Collecting Achievement Result 114

vii
LIST OF TABLES
Table
No.
Name of the Table Page
No.
1.1 Number of Schools 4
1.2 Level wise Enrolment in School Education 5
1.3 Level-Wise Drop-Out Rate in School Education 5
1.4 Gross Enrolment Ratio 6
1.5 Teacher and Pupil Ratio in School Education System 6
1.6 Districts wise Literacy Rates and Gender Gaps 8
1.7 Gross Enrolment Ratio(GER) of Secondary Schools in Jharkhand 10
2.1 Distribution of Sample 19
2.2 Detailed Aspects of School Information Sheet cum Questionnaire 21
2.3 Details of Observation Schedule 22
2.4 Phase of Data Collection 23
3.1 Classes Available in Secondary Schools 24
3.2 Sections in Secondary School 25
3.3 No. of Students in Class IX-X 25
3.4 Distance of School from Student Habitation 27
3.5 Condition and Types of School Building 28
3.6 Availability of Safe Drinking Water in School 29
3.7 Availability of Toilets in Secondary School 30
3.8 Availability of Electricity, Fans and Ventilation in School 32
3.9 Availability of Light and Playground 32
3.10 Additional Construction under RMSA in School 34
3.11 Classroom Student Ratio in School 35
3.12 Pupil Teacher Ratio in School 36
3.13 Availability of Hostel Facilities for Students and Staff Quarters 37
3.14 Availability of Sports, Gamest and Art Equipments 37
3.15 Rooms Available in School 38
3.16 Facilities for CWSN Students 39
3.17 Availability of Internet Facilities 40
3.18 Functional Learning Equipments in School 40
3.19 Library and Use of e-Pathshala in School 41
3.20 Library Periods for Students 41
3.21 Average Number of Books Available in the School Library 41
3.22 Availability of Laboratories Facilities in School 43
3.23 Teaching Staff in School 45
3.24 Types of Teachers 46
3.25 Sex Ratio of Teachers 47
3.26 Social Category of Teachers 48
3.27 Qualification of Teachers 48
3.28 Non-Teaching Staff in Schools 49
3.29 Special Provision for Girls Students in Secondary School 50
3.30 Special Provision for SC, ST, and Minorities Students in Schools 50
3.31 Management of School 51
3.32 Supervision by Higher Authorities in School 51

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3.33 Staff Council and PTA 52
3.34 School Improvement Plan 52
3.35 Organization of Non-academic Activities 53
3.36 School Register for Different Activities 54
3.37 Enrolment and Retention 55
3.38 Enrolment of SC Category of Students 56
3.39 Enrolment of ST Category of Students 56
3.40 Enrolment of OBC Category of Students 57
3.41 Enrolment of Minority Category of Students 57
3.42 Enrolment of General Category of Students 58
3.43 Enrolment of CWSN Category of Students 58
3.44 Trend of Enrolment in Class IX 59
3.45 Trend of Enrolment in Class X 59
3.46 Trend of Retention in Class 60
3.47 Relating to Introducing Lesson 61
3.48 Relating Presenting the Lesson 62
3.49 Relating to Questioning and Reinforcement 63
3.50 Relating to Use of Teaching Learning Materials 64
3.51 Relating to Interaction with Students 65
3.52 Relating to Use of Reflections and ICT 66
3.53 Assessing Learning in Class 67
3.54 Personality of the Teacher 68
3.55 Relating to Introducing Lesson 69
3.56 Relating Presenting the Lesson 70
3.57 Relating to Questioning and Reinforcement 71
3.58 Relating to Use of Teaching Learning Materials 72
3.59 Relating to Interaction with Students 73
3.60 Relating to Use of Reflections and ICT 74
3.61 Assessing Learning in Class 75
3.62 Personality of Teacher 76
3.63 Achievement of Students Class X 77
3.64 Achievement of Students Class X in 2013-14 79
3.67 Tend of Class X Result 82

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LIST OF FIGURES
Fig.
No.
Name of the Figures Page
No.
1.1 Total No. of Schools and Enrolment Status 3
1.2 Segmentation of School Education 4
1.3 Literacy Status of Jharkhand State 8
3.1 Location of Schools from Student Habitation 27
3.2 Nature of School Buildings 29
3.3 Availability of Safe Drinking Water in Schools 30
3.4 Toilet Facilities in Schools 31
3.5 Availability of Electricity in Schools 32
3.6 Availability of Playground in Schools 33
3.7 Classroom Students Ratio 35
3.8 Pupil Teacher Ratio 37
3.9 Ramps Facilities in Schools 39
3.10 Laboratory Facilities in Schools 44
3.11 Availability of HM in Schools 46
3.12 Types of Teacher Working in Schools 47
3.13 Male and Female Teachers in Schools 47
3.14 Category of Teachers 48
3.15 Qualification of Teachers 49
3.16 School Improvement Plan 53
3.17 Enrolment in Class IX and X 55
3.18 Retention of Students 56
3.19 Achievement of Students in Class X 78
3.20 Achievement of SC, ST and General Students 79
3.21 Grade of Students in Class X in 2013-14 80
3.24 Trend of Class X Result 82

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LIST OF PHOTOS
Photo.
No
Title of the Photos Page No.
1 Overcrowded Classroom 26
2 Seating Facilities in Classroom 26
3 Condition of the Approaching Road to School 28
4 Condition of School Building 29
5 Condition of Toilets 31
6 Availability of Playground 33
7 Additional Construction from RMSA Grant 34
8 Student Classroom Ratio 38
9 Availability of Books in School Library 42
10 Condition of Science Laboratory 44
11 Swachha Bharat Mission 54

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EXECUTIVE SUMMERY
The RMSA has been implemented all over the country since 2009-2010 with
purpose to provide quality secondary education to all. It is relevant to examine the
impact of the RMSA on the different aspects of the secondary education in different
states. The major objectives of this research project are i) to find out the adequacy of
staff, facilities and resources for teaching and learning, ii) to study the equity and
inclusion in enrollment and retention with respect to gender, socio-economic status,
category and CWSN, and iii) to examine the classroom transaction and students
achievement.
The investigators have adopted survey method for studying different aspects of
secondary education in the context of the RMSA. Total five districts, 10 blocks and 50
secondary schools are involved in this study as sample and selected by using multistage
sampling techniques. The five districts are Chatra, Deoghar, Manatu, Ranchi and West
Singhbhum. The self developed tools such as School Information cum Questionnaire for
studying staff/facilities and resources and equity and inclusion in school, Observation
schedule for classroom transaction and assessment for learning are used for collecting
data. The school records for studying students achievement in class X examination are
used as data source. All these information are collected from HMs personally by visiting
to the different schools. Collected data are analysed by using frequency, percentage and
average as per the requirement.
The study found that i) 70% of secondary schools are located more than 5
KM distance from the habitation of students, ii) 72% of secondary school buildings are in
good condition and 76% of total secondary schools have concrete boundary wall, iii)
66% of secondary schools have separate girls’ toilets, 74% have electricity facility and
64% of schools have play ground facilities, iv) the student classroom ratio in class IX is
85.46 and 87.75 in average in class X, v) the pupil teacher ratio (PTR) is 88.61:1 in
average of class IX-X, vi) 16% of secondary schools have hostel facilities and only 6%
schools have staff quarters, vii) 38% of schools have ICT rooms but only 5% of rural
schools have computer lab facilities, viii) 76% of schools have their own library, ix)
only 28% of secondary schools have ramps facilities for CWSN students, x) only 36% of
secondary schools have regular head teacher, xi) 90% of schools have staff council, PTA

xii
and 92% of schools have Baal Sansad, xii) 46% of schools have developed school
improvement plan, xiii) 84% of schools have biometric attendance whereas it is 65% in
rural area and 96.66% in urban schools, xiv) the average enrolment of students in class
IX and class X has decreased over the years, xv) the enrolment status of OBC, SC, ST,
Minorities and CWSN students in class IX and X is decreasing in comparison to previous
years, xvi) teachers having more qualification perform well in introducing the lesson,
presenting the lesson and in all aspects of teaching process, xvii) Science and math
teachers do better class room transaction than the other subjects teachers and xviii) the
pass percentage of students in the class X board examination has been decreased in the
year 2015-16 in comparison to earlier years across the category but more percentage
(6.58%) of students got A+ grade in the year 2015-16 in comparison to earlier years.
The study has suggested the following implications;
 Government should take necessary steps to make secondary school available
within 5 KM distance from the children habitation as per the RMSA guidelines.
 The minimum infrastructure facilities like school building, boundary wall,
playground, drinking water facilities, electricity, residential accommodation for
teachers etc need to be provided to each and every secondary school.
 ICT facilities must be provided to all schools for using in the teaching learning
process and taking benefits of epathshala and other open education resources by
teachers and students.
 Inclusive education must be practiced in all secondary schools by giving proper
facilities such ramps, hand frill, brail books and separate toilets etc.
 Regular head teacher must be appointed in all secondary schools who can
implement all educational plans and policies in true spirit.
 Every school must develop school improvement plan. All the school functionaries
may oriented to develop school improvement plan.
 The reasons behind decreasing enrolment in secondary schools may be found
out by the government as well as other agencies working for education.
 In-service training programmes must be organised for secondary school teachers
on constructivist pedagogy and process of using ICT in teaching learning.

xiii
 The study indicates that overall personality of teachers are not up to mark which
has very strong bearing on learning of students. Hence some personality
development programmes for teachers may be organized with the help of the
NCERT and the CBSE.
 The poor classroom transaction of teachers also reflects quality of pre-service
teacher education programmes of state. So the pre-service teacher education
programmes need to be revised and updated as per the NCF 2005, the RTE Act
2009 and NCTE regulation 2014.
 The government may find out the reasons of decreasing pass percentage of
students in class-X examination. The steps may be taken by involving parents,
SDMC and NGOs for improving students performance.
The Government of Jharkhand has been implementing the RMSA as per the guidelines
issued by the MHRD since 2009-10. The government has been trying to improve the
quality of school as well as schooling by providing infrastructure, teachers and training
and incentives to socially disadvantaged children. In spite of all the effort, the quality of
secondary education in Jharkhand has improved very little. The urgent initiatives the
state Government should take to provide minimum infrastructure, teaching learning
material and teachers. Further, the principles of inclusive education must be
implemented in the secondary schools without dely. The state needs to strengthen the pre-
service and in-service teacher education programmes. Because the teachers are still
following the traditional methods of teaching with chalk and talk method. The use of ICT
for teaching learning needs to be implemented at urgent basis which can help in
equalising educational opportunities among learners. Finally it can be concluded that the
government required to take initiatives in urgent basis to fulfill the objectives of RMSA.

1
CHAPTER-I
INTRODUCTION
1.1 : Importance of Secondary Education
The importance of secondary education for the National and Individual development
is not new. There are many commissions, reports, policies, plans and programmes
have been stressed on school education in general and secondary education in
particular. The significance of secondary education has been highlighted in different
reports constituted after Independence.
The Central Advisor Board of Education (1948) review the position of Secondary
Education in India and stated that secondary education in the country was vital
importance. The University Education Commission (1948) reported that our
secondary education remains the weakest link in our educational machinery and needs
urgent reforms. The Secondary Education Commission (1952-53) emphasised on the
role of secondary education for the development of democratic citizenship and
vocational efficiency. The National Curriculum Framework (2005) viewed that the
‘Secondary Schools is a period of intense physical change and formation of identity. It
is also the period of intense vibrancy and energy. The ability for abstract reasoning
and logical thinking emerges, allowing children the possibility of deep engagement
with both understanding and generating knowledge beyond the here and now. A
critical understanding of the self in relation to society also emerges during the
secondary school stage’.
In spite of its importance, secondary education is received very little attention in
our country while elementary education and higher education have received faire
degree of attention at least in the official educational discourse. Sen (2011) bemoaned
the lack of attention paid to skill oriented secondary education. He highlighted this
aspect when he said that China was doing far better in production because it had
trained a labour force at the school level. Recently secondary education has received
the attention of the government as is reflected in the RMSA. The World Bank
prepared a report on Universalization of secondary education in 2009.The primary
justification for investment in secondary education lies in its contribution to economic
growth and poverty reduction. Secondly the positive externalities of secondary
education on health, gender equality, and living conditions are even stronger than

2
those of primary education. Thirdly secondary education is critical to breaking
intergenerational transmission of poverty. Fourthly secondary education makes an
important contribution to democratic citizenship and social cohesion, which are
extremely important principles in India. Fifthly there can be no major expansion or
improvement of higher education in India without first improving and expanding the
secondary level (World Bank, 2009). Finally Secondary education is not
constitutionally compulsory yet it is critical and vital because it is the bridge between
elementary and higher education (Chanana, 2014). Given India size and diversity in
terms of languages, ethnicities, religion and castes, secondary education enables
students from different backgrounds to learn together and provides all youth with the
foundations for democratic and civic participation.
1.2 Status of Secondary Education in India
There were 7,416 recognized secondary schools in India during 1950-51. These
schools were referred as junior colleagues, intermediate or pre-degree colleagues etc.
in different states. The increases in the number of recognised schools from 1990-91
has been phenomenal which may have something to do with the entry of the private
unaided profit schools in India. In 1990-91 there were 79,796 schools which increase
to 126,047 schools in 2000-01. These include high schools up to X class, higher
secondary up to XII, Junior colleagues and institutions offering intermediate and pre-
degree certificates. The number of high schools was 113,824, of which 34.6% were
private unaided schools while the remaining were government and local bodies and
aided schools.
In this present time, secondary school target age group population is (14-18
year children) was 9.69 crore in 2011 as per Census data (Registrar General of India).
The estimated population of this age group in 2016 is 9.30 crore (MHRD, Department
of Higher Education, Statistical Bureau). The Gross enrolment ratio for classes IX-XII
in 2005-06 was 40.42%. The figure for classes IX-X was 52.19% whereas that for
classes XI-XII it was 28.47%. Overall enrolment in the country at secondary level has
increases from 30675872 in 2009-10 to 37296683 (22%) in 2013-14. Increases have
been observed in all states. The enrolment has increased considerably in Jharkhand
(103%), Sikkim (83%), Chhattisgarh (83%), Nagaland (78%) and D and N Haveli
(72%).

3
The Eighth All India School Education Survey (AISES) with reference date 30
September 2009 corroborates the increased spending and expansion of the school
education system in India. According to the provisional statistics of the survey 2002,
there are a total of 1,306,992 schools in India as compared to 1,030,996; an increase
of 26.66%. Enrolment of students has also seen a gradual increase over the years.
While the Seventh All India School Education Survey put the enrolment figures as
201,457,062; the provisional statistics of the Eight Survey has the enrolment figures
as 226,719,283; an increase of 12.53%. The following figures presented below
explain the secondary school and rate of enrolment in India.
Total No. of Schools Total No. of Enrolment in Schools
Figure No. 1.1 Total No. of Schools and Enrolment Status
This figure taken from British Council Indian School Education System: An Overview,
December, 2014
The Indian education system is structured as: Pre-School: Education at this level is
not compulsory. The Montessori system is especially popular at the pre-school level.
Private Play Schools: Catering for children between the ages of 18 months and three
years. Kindergarten: This is divided into lower kindergarten (for three-to-four-year-
olds) and upper kindergarten (for four-to five-year-olds). Primary School: First to fifth
standard/class/grade (for six-to ten-year-olds). Middle school/Upper Primary School:
Sixth to eighth standard/class/grade (for 11-to 14- years-olds). Higher Secondary or
Pre-University: 11th
and 12th
Standard/class/grade (for 16- to 18-year-olds). The
figure explains the structure of schooling in India.

4
Figure No. 1.2 Segmentation of School Education
This figure and data copied from British Council Indian School Education System: An
Overview, December, 2014
Schools in India are owned either by the government (central/state/local government
bodies) or by the private sector (individuals, trusts or societies). Schools can thus be
segmented as: public and private school: The following table shows the number of
schools as per ownerships type according to the statistics of the Eighth All India
School Education Survey 2009.
Table-1.1: Number of Schools
Schools Public Sector Schools Private Sector Schools
Government Local Body Private-
aided
Private
Unaided
Primary 524,234 140,765 26,484 68,203
Upper
Primary
219,415 59,961 22,742 63,748
Secondary 42,19 11,582 27,053 36,252
Higher
Secondary
24,808 1,847 17,302 20,441
Total 810,612 214,155 93,581 188,644
Sector Wise
Total 1,024,767 282,225
Source: Education Statistics at a Glance, U-DISE-2013-2014
The following statistics gives an overview of the present status of secondary and
higher secondary education in India. The tables given below explain the status of
education in India in terms of enrolment, dropout rates and teacher pupil ratio.

5
Table No. 1.2 Level wise Enrolment in School Education (In Lakh)
Level/
Year
Primary (I-V) Upper Primary (VI-
VIII)
Secondary (IX-X)
Boys Girls Total Boys Girls Total Boys Girls Total
1950-51 138 54 192 26 5 31 NA NA NA
1960-61 236 114 350 51 16 67 NA NA NA
1970-71 357 213 570 94 39 133 NA NA NA
1980-81 453 285 738 139 68 207 NA NA NA
1990-91 570 404 974 215 125 340 NA NA NA
2000-01 640 498 1138 253 175 428 116 74 190
2005-06 705 616 1321 289 233 522 145 105 250
2006-07 711 626 1337 299 246 545 149 110 259
2007-08 711 644 1355 311 262 573 159 123 282
2008-09 706 647 1353 314 270 584 165 130 294
2009-10 697 639 1336 317 278 595 169 138 307
2010-11 701 646 1348 327 292 619 175 143 319
2011-12 726 672 1399 331 299 630 186 155 341
2012-
13(P)
681 639 1321 329 314 643 181 162 343
2013-
14(P)
672 628 1300 337 320 657 195 175 370
NA: Not Available
Table No.1.3 Level-Wise Drop-Out Rates in School Education
Level
/Year
Primary (I-V) Upper Primary (VI-
VIII)
Secondary (IX-X)
I-V 21.2 18.3 19.8 17.7 15.4 16.6 31.9 30.7 31.3
I-VII 39.2 32.9 36.3 42.4 34.4 38.8 49.8 46.4 48.2
I-X 48.1 46.7 47.4 51.8 48.0 50.1 63.2 61.4 62.4

6
Table No. 1.4 Gross Enrolment Ratio (GER)
Level Primary (I-V) Upper Primary (VI-
VIII)
Secondary (IX-X)
Primary
(I-V)
98.1 100.6 99.3 110.8 112.2 111.5 111.5 108.8 110.2
Upper
Primary
(VI-VII)
84.9 90.3 87.4 93.2 96.5 94.8 86.5 85.7 86.1
Elementary
(I-VIII)
93.3 96.9 95.0 104.2 109.4 102.8 102.5 100.5 101.5
Secondary
(IX-X)
73.5 73.7 73.6 76.0 76.2 76.1 67.5 66.7 67.1
I-X 89.4 92.4 90.8 98.6 103.0 97.6 95.9 94.2 95.1
Senior
Secondary
(XI-XII)
49.1 49.1 49.1 48.1 49.7 48.8 35.5 33.2 34.4
I-XII 83.3 85.9 84.6 91.1 93.3 92.2 87.5 86.0 86.8
Table-1.5: Teachers and Pupil Teachers Ratio in School Education system
Type of
Institution
Number of
Teachers
Female Teachers per 100
Male Teachers
Pupil
Teacher
Ratio
Primary 2684194 88 28
Upper Primary 2512968 83 30
Secondary 1286498 74 28
Senior Secondary 1785099 96 40
Source: Education Statistics at a Glance U-DISE-2013-2014
The above tables indicate that considerable expansion has been taken place in
secondary education with reference to enrolment, reduced drop outs and teacher pupil
ratio.

7
1.3: Status of Education in Jharkhand
The Jharkhand is the 28th
State of the Country which was carved out from
southern parts of erstwhile State of Bihar known as Chhotanagpur and Santal Pargan
Regions. These two regions have a substantial population of tribals and were
traditionally backward with the exception of some cities like Ranchi, Jamshedpur,
Bokaro, Dhanbad etc. which came up in the wake of industrialization process or
developed mining hubs. This area, even before bifurcation, has been centre of
advanced educational activities and has an extensive network of educational
institution (Annual Report and Audited Accounts of JSEPS, 2010).
Total literacy rate in Jharkhand has increased from 12.93% in 1951 to 53.56 in
2001 and in present literacy rate in Jharkhand has seen upward trend and is 66.41% as
per 2011 population census. Of that, male literacy stands at 76.84% while female
literacy is at 52.04%. In 1951, 19.1% males were literate compared to 6.2% females
literacy. Male literacy increased to 67.3% in 2001 and female literacy to 38.87%. A
gap of 13% points in literacy rates of males and females increased to 28% points.
While two thirds of males are literate Jharkhand, only 40% of females are literate.
This wide gap in literacy rates of males and females is a reflection of low status of
women in the society. The most literate districts in Jharkhand are Purbi Singhbhum
(68.79%), Dhanbad (67%), Ranchi (64.57%), and Bokaro (61.10%). All these districts
have sizeable urban population and that is the reasons for high literacy rates. The
districts with poor literacy rates are Pakur (30.65%), Sahibganj (37.61%), and Garhwa
(39.21%). Female literacy is the highest in Purbi Singhbhum district (57.32%) and the
lowest in Pakur district (20.61%). Jharkhand total literacy rate is 11 percentage points
lower than the national average. However the difference in male literacy rate is only 8
percentage points but there is yawning gap in case of female literacy rates. Female
literacy in India is 54% compared to only 39% in Jharkhand a difference of 15%
points.

8
Figure No. 1.3 Literacy Status of Jharkhand State
(This graph copied from Census Info India, 2011)
The literacy rates across the districts of Jharkhand range from a low of 49 percent
in Pakura to 76 percent in Ranchi, the capital of Jharkhand. See the table no. 1.6 for
the district wise literacy rates.
Table -1.6 Districts wise Literacy Rates and Gender Gaps
Districts
Literacy Rates Gender Gap in Literacy rates
Total
Literacy
Rates
Female
Literacy
Rates
Total Rural Urban
Pakur 49 41 17 17 10
Sahibganj 52 43 17 17 13
Godda 56 44 24 24 12
Pashchimi
Singhbhum
59 46 25 27 14
Latehar 60 49 21 22 14
Chatra 60 50 20 20 13
Garhwa 60 48 25 25 17
Dumka 61 49 24 25 12
Giridih 63 49 28 29 13
Palamu 64 52 22 23 14
Khunti 64 54 20 21 11
Jamtara 65 52 24 25 14
Deoghar 65 52 25 28 13
Gumla 66 56 20 20 9
Kodarma 67 53 27 29 18
Lohardaga 68 58 20 21 9

9
Saraikela-
Kharsawan
68 56 23 26 13
Simdega 68 60 16 17 8
Hazaribagh 70 59 21 23 11
Bokaro 72 61 22 27 16
Ramgarh 73 63 19 24 11
Dhanbad 75 64 20 26 15
Purbi Singhbhum 75 67 17 23 15
Ranchi 76 67 17 22 10
Jharkhand 66 55 21 24 13
Source: Census of India, 2011
The literacy rates among males are higher than that of females in all districts across
locations. The gap in literacy rates among males and females ranges from a low of 16
points in Simdega, which is one of the Scheduled Tribes inhabited district (with 71 per
cent STs) to 28 points in Giridih, which has a relatively smaller proportion of Scheduled
Tribe population (only 10 per cent) and 13 per cent Scheduled Caste population.
Literacy rates of females range from a low of 40 in Pakur to 67 in Ranchi, while
male literacy rates range from 57 to 84 in the same districts. The gender gaps both at the
low and the high end are the same - 17 points. A more dramatic variation is experienced in
literacy rates across urban and rural areas. The same is true also for the gender gaps, with
the rural areas recording a relatively higher gap of 24 points while the urban areas have a
much lower gender gap of 12 points for Jharkhand. Across the districts, it is noted that
female literacy rates in urban areas range from 61 in Pakur to 83 in Gumla. The rural
female literacy rates however are much lower, with barely one half of all.
In Jharkhand, education starts at the age of 5, when the children are admitted
to schools. The schools, which from the basic of education at Jharkhand are affiliated
to either the State Board or CBSE or ICSE it is noteworthy that the government
schools in Jharkhand are vernacular medium schools, where Hindi is the medium of
instruction, besides, the government schools, Education department of Jharkhand also
consist of English medium schools. The details about the GER status of Schools in
Jharkhand are given in the table no 1.7.

10
Table-1.7 Gross Enrolment Ratio (GER) of Secondary Schools in Jharkhand
Stage of Education GER NER
Average
Repetition Rate
Apparent
Dropout
Secondary 61.66 30.76 3.18 57.69
Higher Secondary 47.70 37.38 3.34 74.50
Source: Source: Annual Report and Audited Accounts 2010-11, JSEPS)
1.4: Background of RMSA
The RMSA was launched in March, 2009 with objective to enhance access to
secondary education and improve its quality. The scheme envisages to enhance the
enrolment at secondary stage by providing a secondary school with reasonable
distance from habitation, with an aim to ensure gross enrolment ratios of 100% by
2017 and universal retention by 2020. The other objectives include improving quality
of education imparted at secondary level through making all secondary schools
conform to prescribed norms, removing gender, socio-economic and disability
barriers, etc. Secondary education is important stage in the educational structure as it
prepares the students for higher education and also for the world of work. Classes IX-
X constitutes the secondary stage, whereas classes XI and XII are designated as the
higher secondary stage. The normal age group of the children in secondary classes is
14-16 whereas it is 16-18 for higher secondary classes. The rigor of the secondary and
higher secondary stage, enables Indian students to compete successfully for education
and for jobs globally. Therefore, it is absolutely essential to strengthen this stage by
providing greater access and also by improving quality in a significant way.
The vision for secondary education is to make good quality education available,
accessible and affordable to all young persons in the age group of 14-18 years. Within
this vision in mind, the following is to be achieved:
 Provide a secondary school within a reasonable distance of any habitation,
which should be 5 kilometres for secondary schools and 7-10 kilometres for
higher secondary schools.
 Ensure universal access of secondary education by 2017 (GER of 100%), and
Universal retention by 2020.

11
 Provide 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 marginalised
categories like SC, ST, OBC and Educationally Backward Minorities (EBM).
1.4.1: Goal and Objectives of RMSA
In order to meet the challenges of Universalization of Secondary Education (USE),
there is a need for a paradigm shift in the conceptual design of secondary education.
The guiding principles in this regard are; Universal Access, Equity and Social Justice,
Relevance and Development and Structural Aspects. Universalization of Secondary
Education gives opportunity, to move towards equity. The concept of ‘common
school’ will be encouraged. If these values are to be established in the system, all
types of schools, including unaided private schools will also continue towards
Universalization of Secondary Education (USE) by ensuring adequate enrolments for
the children from under privileged society and the children Below Poverty Line (BPL)
families. The above goal translates into the subsequent main objectives.
1. To ensure that all secondary schools have physical facilities, staffs and supplies at
least according to the prescribed standards through financial support in case of
Government/Local Body and Government aided schools, and appropriate
regulatory mechanism in the case of other schools.
2. To improve access to secondary schooling to all young people’s according to
norms – through proximate location (say, Secondary Schools within 5 kms, and
Higher Secondary Schools within 7-10 kms)/ efficient and safe transport
arrangements/residential facilities, depending on local circumstances including
open schooling.
3. To ensure that no child is deprived of secondary education of satisfactory quality
due to gender, socio-economic, disability and other barriers.
4. To improve quality of secondary education resulting in enhanced intellectual,
social and cultural learning.
5. To ensure that all students pursuing secondary education receive education of
good quality.
6. Achievement of the above objectives would also, inter-alia signify substantial
progress in the direction of the Common School System.

12
1.4.2: Approach and Strategy for Universalising Secondary Education
The strategy of universalising access to secondary education and improving its
quality are described in following paragraphs.
Access: There is a wide disparity in schooling facilities in different regions of the
country. There are disparities among the private schools and between private and
government schools. For providing universal access to quality secondary education, it
is imperative that specially designed broad norms are developed at the national level
and provision may be made for each Sate/UT keeping in mind the geographical,
socio-cultural, linguistic and demographic condition of not just the State/UT but also,
wherever necessary, of the locality. The norms for secondary schools should be
generally comparable to those of Kendriya Vidayalays. Development of the
infrastructure facilities and Learning Resources be carried out in following ways.
 Expansions/Strategy of exiting Secondary Schools and Higher
Secondary Schools shift in exiting schools.
 Up gradation of Upper Primary Schools based on micro planning
exercise with all necessary infrastructure facilities and teachers. Ashram
Schools be given preference while upgrading upper primary schools.
 Up gradation of Secondary Schools to Higher Secondary Schools based
upon the requirements.
 Opening of new Secondary Schools/ Higher Secondary Schools in
unserved areas based on the school mapping exercise. All these
buildings be disabled friendly.
 Rain harvesting systems be installed in exiting school buildings also.
 Exiting school buildings be made disabled friendly.
Quality:
 Providing required infrastructure like, Black Board, Furniture, Libraries,
Science and Mathematics laboratories, computer labs, toilet cluster.
 Appointment of additional teachers and in-service training of teachers.
 Bridge course for enhancing learning ability for students passing out of class
VIII.
 Reviewing curriculum to meet the NCF, 2005 norms.

13
 Residential accommodation for teachers in rural and difficult hilly areas.
Preference be given to accommodation for female teachers.
Equity:
 Free lodging/boarding facilities for students belonging to SC, ST, OBC and
minority communities.
 Hostels/ residential schools, cash incentive, uniform, books, separate toilets
for girls.
 Providing scholarships to meritorious/ needy students at secondary level.
 Inclusive education be the hallmark of all the activities. Efforts be made to
provide all necessary facilities for the differently abled children in all the
schools.
 Expansions of Open and Distance Learning needs to be undertaken, especially
for those who cannot pursue full time secondary education, and for
supplementation/ enrichment of face-to-face instruction. This system to also
play a crucial role for education of out of school children.
Institutional Reforms and Strengthening of Resource Institutions:
Making necessary administrative reforms in each state be a precondition for
Central assistance. These Institutional reforms include,
 Reforms in school governance- Improve schools’ performance by
decentralizing their management and accountability.
 Adopting a rational policy of teacher recruitment, deployment, training,
remuneration and career advancement;
 Undertaking reforms in educational administration including
modernization/ e-governance and delegation / de-centralization;
 Provision of necessary professional and academic inputs in the secondary
education system at all levels, i.e., from the school level upwards; and
 Streaming financial procedures for speedy flow of funds and their optimal
utilization.
 Necessary strengthening of resource institutions at, various levels e.g.,
 NCERT (including RIEs), NUEPA and NIOS, at the national level;
 SCERTs, State Open Schools, SIEMATs, etc., at the State level; and

14
 University Departments of Education, Reputed Institutions of Science /
Social Science / Humanities Education, and Colleges of Teacher Education
(CTEs)/ Institutions of Advanced Study in Education (IASEs) funded under
the Centrally-sponsored Scheme of Teacher Education.
School Infrastructure, Learning Resources, Teacher and Others
Class Rooms/ Additional Classrooms: According to RMSA the following criteria
must be followed during the classroom transaction. The Class Room-Pupil Ratio
must be 1:40, Minimum ratio 1:25, Class Room size: as per State norm, at least two
additional class rooms should be built in one secondary school, four additional class
rooms, two sections each for classes IX and X should be built in one upgraded upper
primary schools.
Science Laboratory / Lab Equipments: One Integrated Science Laboratory- for
Physics, Chemistry, Biology and Mathematics. Room Size: as per State norm.
Necessary equipments for Physics, Chemistry, Biology and Mathematics’ be needed
initially to facilitate academic activities.
Headmaster/ Principal Room: One room for Principal and for meeting purpose. The
room size should be adequate as per state government norms for holding meetings
Office Room/ Girls Activity Room /Computer Room/
Laboratory/Art/Craft/Culture Laboratory/ Library:
 One room of adequate size as per state govt. Norm for office staff and
teachers.
 Library be established and run in a room of adequate size as per the norms
fixed by the State Government.
 Library Foundation, the nodal agency of Govt. of India to support public
library services and systems.
 Community should be approached to provide books and furniture etc. in the
library.
Toilets and Drinking Water
 Requisite number of toilet blocks in each school, separately for Boys, Girls,
staffs & teachers and differently abled children.
 Adequate drinking water facilities in every school
 Proper drainage system in every school etc

15
Furniture and Fixture
 As far as possible, existing furniture should be repaired
 Actual requirements for classrooms, laboratories, libraries and others be
worked out on the basis of approved scales of furniture fixed by the State
Governments
 In case of condemnation through due process and/ or deficiency, purchase of
furniture for following be subject to the ceiling of Rs. 1.00 lakh per school,
Principal Room, Office and Teacher Room, Due Regard should be paid to
usefulness and economy, Luxury items should not be purchased, Community
be approached to provide furniture in the schools, Purchases, if any be done
through State owned small scale industries or NSIC.
Development of Play Ground, if available in School
 Schools not having playground be use play ground in neighbourhood schools
or the Community Playground
 Community, PRIs, MP LAD, MLA LAD may also contribute towards
development & maintenance.
 Ministry of Youth Affairs and Sports be approached for development of
ground
Boundary Wall
 Need to be constructed by the States/ UTs, if not already constructed
 Community, PRIs, MP LAD, MLA LAD, private sector may contribute
towards construction and maintenance of boundary wall.
 Department of Environment and forest may be approached to develop social
forestry in the schools.
1.5: Conclusion
In the Chapter-I, the investigator focus on importance of secondary education from
points of view of different committee and commissions, status of secondary education
India and Jharkhand, the background of RMSA and guiding principles. On the basis
of the RMSA guidelines, the secondary schools of Jharkhand are assessed to find out
the extent of implementation of the RMSA.

16
CHAPTER-II
METHODOLOGY
2.0: Introduction:
This chapter deals with the methodology followed for undertaking the research
project. The methodology was decided as per the objectives and nature of the study.
The investigator has given a detailed account of need of the project, objective, scope
of the project, methods, sample, tools, and process of data collection and techniques
of data analysis in following pages.
2.1 : Need of the Project
The success of SSA in achieving large scale enrolment of children has thrown open
the challenge of expanding access to secondary education. Rapid change in
technology and the demand for skills also make it necessary that young people
acquire more than eight years of elementary education to acquire the necessary skills
to compete successfully in labour market. Secondary education act as bridge between
elementary and higher education. It is a crucial stage in the educational hierarchy as it
prepares the students for higher education and also for the world of work. Classes IX
and X constitute the secondary stage, whereas classes XI and XII are designated as
the higher secondary stage. The normal age group of the children in secondary classes
is 14-16 whereas it is 16-18 for higher secondary classes. The rigor of the secondary
and higher secondary stage, enables Indian students to compete successfully for
education and for jobs globally. Therefore, it is absolutely essential to strengthen this
stage by providing greater access and also by improving quality in significant way.
Secondary education plays a pivotal role in the individual learning path of individual
and in the development of societies. The secondary education commission (1952-53)
stressed on secondary education with its aim as development of democratic
citizenship, improvement of vocational efficiency, development of personality and
development of qualities of leadership. The report of Education and National
development (1964-66) emphasized on relating education to life, needs, and
aspirations of the people and make it as powerful instrument of social-economic and
cultural transformation of society. In fact, it prepares individual for world of work as
well as for life. For which many of the developed nations of the world made it
Universal and Compulsory. The Govt. of India has created Rashtriya Madhyamik
Shiksha Abhiyan which is one of the great steps towards Universalizing Secondary

17
Education. It has suggested principles such as universal access, equality and social
justice, relevance and development and curricular and structural aspects of secondary
education. The report of MHRD (2014) titled guidelines for quality has emphasized
on improving schools as that is where the services of education is delivered and by
monitoring student learning outcomes. As per the guidelines the school improvement
is based on three dimensions such as students learning outcomes, governance of
school, staff and facilities. In fact, RMSA has been supporting schools to improve the
quality of student learning and governance by funding the provision of resources to
school. In this context, it is relevant to examine impact of RMSA on school
improvement at secondary level. Some of the relevant research studies are discussed
in the following paragraphs. Dubey, Trigunait and Dwivedi (2014) reported that
teacher student ratio is not satisfactory, infrastructure in the most of the schools is
inadequate and speed of providing infrastructure to the schools is very slow in
Jharkhand. Rinku (2011) reported that urban secondary schools have more physical
facility in comparison to semi urban and rural secondary schools, physical and
academic facilities affects students achievements. Tuntun (2011) found that one third
of secondary schools have library, laboratory, computer facility, monitoring system.
Mohalik (2011) reported that around 10% and 35% of rural population are not access
to secondary and higher secondary education within 5Km and 8 Km respectively and
70% of students who enrol in primary school are not enrolling in secondary school.
Fanat (2010) revealed that 68% of elementary students entre secondary level, 30% of
secondary school did not have their building, 40% secondary school had library and
73% of teachers are graduate and 56% are trained. Vijayalakshmi (2004) reported that
Tribal secondary students had more problems with regard to parents and family
followed by infrastructure, academic and teacher related problems. Mehta (2003)
reported that inefficient status of primary education; large number of unserved
habitations and very poor pass percentage from class X to XI, low participation of
girls in education and low rate of attendance in secondary school are obstacle to
universalisation of secondary education. Hasuben (1998) revealed that educated
parents showed positive attitude where as illiterate parents showed negative attitude
towards secondary education and in-service parents had favourable attitude to
secondary education. Kshecrasagar (1997) reported that majority of schools had
crowed classes with inadequate ventilation; maximum schools have no separate rooms
for library.

18
The above analysis of the research indicates that studies have been conducted on
different aspects of secondary education in different states. Very few studies specially
focus on secondary education in reference to RMSA in the state of Jharkhand which is
one of educationally backward state with 66%. Further this research study was
requested by the Govt. of Jharkhand in the State Coordination Committee meeting
held on 24-11-2015 at Ranchi. Therefore need is felt to study the impact of RMSA on
school improvement at secondary level in Jharkhand and following objectives are
given below:
2.2 :Objectives
1. To find out the adequacy of staff, facilities and resources for
teaching and learning.
2. To study the equity and inclusion in enrolment and retention with
respect to gender, socio-economic status, category and CWSN.
3. To examine the classroom transaction and assessment for learning.
4. To find out the students achievement on curricula subjects.
2.3 :Scope of the Project
The research project is limited to 50 secondary schools selected from five districts of
Jharkhand state i.e., Palamu, Chatra, Deoghar, West Singhbhum and Ranchi.
2.4: Method
The present study comes under the survey research because the investigator wants to
know the status of impact of RMSA in secondary school level and survey design was
adopted. It aims to find out the adequacy of staff, facilities and resources for teaching
and learning; equity and inclusion in enrolment and retention with respect to gender,
socio-economic status, category and CWSN; classroom transaction and assessment
for learning and finally students achievements on curricular subjects. Therefore
survey design fits the objectives of this study and both quantitative and qualitative
research method was applied for studying different aspects of secondary education.
Detailed information was collected from HMs about the schools and selected classes
were observed for understanding teaching learning process.
2.5: Sample
Total five districts, 10 blocks and 50 secondary schools were involved as sample in
this study. These samples were selected by using multistage sampling techniques.
Initially, five districts were selected randomly from five Commissionaire of
Jharkhand such as Palamu, North Chotanagpur, South Chotanagpur, Kolhan and

19
Santhal Pargana. Further, two blocks were selected from each district and five schools
from each block randomly. The detail of sample is given in the table-2.1.
Table-2.1: Distribution of Sample
Sl. No Name of the District Name. of Block No. of Schools
1
Palamu
Medini Nagar 5
Manatu 5
2
Deoghar
Deoghar 5
MohanPur 5
3
Chatra
Chatra 5
Gidhaur 5
4
Ranchi
Ranchi 5
Ormanjhi 5
5
West Singhbhum
Chaibasa 5
Chakradhar Pur 5
Total 5 10 50
Out of total 50 schools, 20 schools are rural and 30 schools are urban. The list of
schools involved in the study attached in the Appendix-A.
2.6: Tools
The following two tools were used for collecting data.
 School Information Sheet cum Questionnaire for studying
staff/facilities, resources and equity and inclusion in school and
achievement of students.
 Observation schedule for classroom transaction and assessment for
learning
 School Record of class-X result from 2013-2016; collected by using a
self developed format.
The details about tools are described below:
2.6.1. School Information Sheet cum Questionnaire
The main aim of this tool was to know the general information about the schools;
Infrastructure facilities of the school; Teaching learning resources; Staff position;
Teacher profiles; Equity and Inclusion of students and last was to know the schools
governance and management. The tool focuses on six aspects. The first aspect is
related to the general information and it is based on fourteen questions. The next
aspects were infrastructure facilities that were also based on 30 questions. Third
aspects were direction towards teaching learning resources and it is focused on the

20
nine questions. Fourth aspects were Staff positions and it covers to three broad
questions with sub questions. Another aspect was to know the equity and inclusion of
students with seven questions slots. The last aspect was school governance and
management and it also based on twenty six questions. Total eighty nine items were
prepared to know the above major aspects. The detail of each aspect is discussed in
following paragraphs.
General Information: In this general information of school the data was majorly
focusing on following information i.e., location of the schools, class available,
available total section in classes, Management of school, types of schools and
maximum distance of schools from students habitation.
Infrastructure Facilities: It is related with major infrastructure facilities in school for
maintaining quality for achieving meaningful success in teaching, learning and
administration process. So the main focus of these aspects is to know the type of
school and building, availability of safe drinking water, functional toilets, availability
of electricity and lights/fans. Spots and games, art, craft, music equipments,
availability of playground, hostel facilities for students, staff quarters, internet
connectivity and availability of fire extinguisher facilities etc. components were
included in this second aspect.
Teaching Learning Resources: In third aspects helps to gather the information related
teaching learning resource i.e., availability of functional learning equipments i.e.,
television set, cable TV connection, school library catalog, availability of news paper,
availability of laboratory facilities, availability of learning aids and appliances for
CWSN students.
Staff Position: In this section there are main discussion about total sanctioned,
position and vacancies of teaching and non-teaching staffs, Further it also provide
information about teachers profile of fifty schools of Jharkhand state.
Equity and Inclusion o the students: It provides information about the total
sanctioned, position and vacancy of teaching and non-teaching staffs. Further it also
provides information about teachers profiles of fifty schools of Jharkhand state.
Equity and Inclusion of Students: This section provide information about school
adhere to inclusive education for CWSN students, special provision for
SC/ST/Minorities and girls students i.e., scholarships, cycles, free text books, separate
toilets, counselling and guidance, Special measures undertaken to address the issues

21
like early child marriages, child labor etc and last is enrolment and retention status of
class IX and X in last five years.
School Governance and Management: In this last section the major aspects were
availability of regular head teacher, availability of SMDC, availability of baal sansad,
supervision by higher authority and head teachers, availability of staff council, PTA,
and including availability of grievance readdressal cell, and last was availability of
biometric attendance in secondary schools. The details of the six aspects are given
table no 2.2. The tool is attached in Appendix-B.
Table No.2.2 Detailed Aspects of School Information cum Questionnaire
Sl. No Aspects No. of Questions
1 General Information 14
2 Infrastructure Facilities 30
3 Teaching Learning Resources 7
4 Staff Position 3
5 Equity and Inclusion of Students 9
6 School Governance and Management 26
2.6.2. Observation Schedule for Observing Classroom Teaching
The main aim of this tool was to observe the teaching learning process of teacher and
students. The tool consists of statements based in teaching learning followed by five
point scales such as Never, Sometimes, Usually, Often, Very Often. The tool was
based on the four major aspects of teaching such as Introduction, Presentation,
Assessment and Feedback and Teacher personality. The detail of each aspect is
discussed in following paragraphs.
Introduction: In this aspects there are some major points are observed during the class
i.e., gets the class settled prior to teaching, creates readiness among learners, use
appropriate strategy for introducing the topic and last is states the topic before
teaching.
Presentation: In this aspects the focused statements for the class observation was
teaches basing on what students already know, present information in a clear and
organize manner, uses locally available things as teaching learning materials, gives
appropriate reinforcement in the class, writes legible in the blackboard, allows to

22
learners to interact with each others, uses ICT in the classrooms, encourages divergent
thinning and asking questions, relates the subjects with other school subjects and last
was to summarize at the end of the class.
Assessment/Evaluation and Feedbacks: In this third aspects are main focuses in class
observation was assess learners understanding throughout the class, asks question as
per objectives of lesson, ask questions beyond the text, gives importance on learners
work in assessment, helps learners in self assessment and last was provides home
assignments that requires enquire.
Teacher Personality: The fourth aspects was based on personality of the class
teachers and its measured through the statements like: remains active through ought
the class, dresses himself/herself properly, enjoys the classroom teaching, remains
empathetic to learners, ensures democratic practice in the classrooms, seeks to co-
operates of the students, ensures an inclusive classroom environment and maintain
flexibility in the movement during the class transaction. The observation schedule is
attached in Appendix-C.
Table No.2.3 Details of Observation Schedule
Sl. No Aspects No. of Questions
1 Introduction 6
2 Presentation 32
3 Assessment/Evaluation or Feedback 6
4 Teacher Personality 9
Both the tools were developed by the Investigator and Project fellow in consultation
with experts both from RIE and outside RIE. Initially the items for the tool basing on
the available literature were written. Two days workshop was organised on 29th
and
30th
August 2016 at RIE Bhubaneswar where eight experts from fields of education
and research attended and discussed the tools. Two experts from Jharkhand also
attended the workshop and given their suggestions and comments. The list of experts
is given in Appendix-D). In this two days workshop the experts have given their
valuable opinion about tools. On the basis of the comments and suggestions, the tools
were modified and finalized.

23
2.7: Procedure of Data Collection
Project fellow personally visited all fifty secondary schools of Jharkhand state. These
fifty schools were situated under five district namely Palamu, Deoghar, Chatra, West
Singhbhum, Ranchi. During the data collection the fellow facing lots of difficulty
when the schools were in remote areas i.e., (Manatu, Gidhaur). During the data
collection the research fellow meet the all DEOs, Head teachers, Principals and higher
authority and they fully co-operated for giving data. It is great pleasure for the
research fellow that to observe the teaching learning process in classroom with
students such was a unique experience. In the period of the data collection one of the
major hindrances faced by the research fellow that related to the achievement report
of the class X but after all it is possible because of the teachers, head teachers and
clerks of the schools. All these data was collected from HMs, teachers, students,
DEOs, BEOs and Project Director of RMSA. Details of the data collection dates are
presented below:
Table-2.4: Phases of Data Collection
Phase Duration Place
I 19th
September to 7th
October 2016 Palamu and Deogahr
II 17th
October to 18th
November 2016 Chatra, W Singbhum and
Ranchi
2.8: Data Analysis and Interpretation
After data collection from field, the Investigator prepared the code for entire tools for
entry into computer (Excel) for analysis. Accordingly, all the data sheets were entered
into the Excel and calculations were made as per the requirements. The investigator
calculated frequency, percentage, average and variety of graphs for analysis and
interpretation. The SPSS 20 was also used for calculation of achievement and
enrolment. The detail of the analysis and interpretation is presented in chapter-III.
2.9: Conclusion
The present chapter gives details about the methodology used in this study.
Qualitative and Quantitative methodology using survey design was followed in the
present study. Finally study sample was limited into only Jharkhand state including
five districts with fifty (50) secondary schools. There are two tools were developed in
order to collect necessary data from teachers and school authorities. Quantitative data
involved in the use of percentages, graphical presentation which was followed
qualitative description. The next chapter gives details about data analysis and
interpretation.

24
CHAPTER-III
ANALYSIS AND INTERPRETATION
3.0. Introduction:
This chapter deals with analysis and interpretation of data. The collected data are
analysed as per the objectives of the study. The investigator used frequency,
percentage and qualitative descriptions and accordingly interpretations are made. The
investigator has divided the chapter into nine sections with tables and figures. The
detailed data analysis is presented in following pages.
3.1: General Information about the School
In this section, the investigator presented general information about the sampled
secondary schools of Jharkhand. The data relating to number of classes available,
sections and number of students in each class and sections etc are presented in tabular,
graph and photo form.
Table-3.1: Classes Available in Secondary Schools
Class Rural (N and %) Urban (N and %) Total (N and %)
IX-X 7(35) 10(33.33) 17 (34)
VI-X 2(10) 2(6.66) 4(8)
I-X 6(30) 1(3.33) 7(14)
IX-XII 4(20) 4(13.33) 8(16)
VI-XII - 2(6.66) 2(4)
VII-X - 2(6.66) 2(4)
VIII-X 1(5) 4(13.33) 5(10)
VIII-XII - 4(13.33) 4(8)
VII-XII - 1(3.33) 1(2)
Total 20(100) 30(100) 50(100)
The table-3.1 indicates that 34% of secondary schools have IX and X classes. Further,
35% from rural and 33.33% from urban schools have same classes. The same table
also points out that 14% of the schools have 1-X classes and in rural area it is 30%
and in urban area it is 3.33% . There are few (2%) schools have classes between VII-
XII which are located only in urban area. So it can be concluded that 34% of schools
have IX-X classes, 16% of schools have IX-XII classes, 14% of schools have I-X
classes and only 2% of schools have VII-XII classes.

25
Table-3.2: Sections in Secondary School
No. of Sections Rural (N and %) Urban (N and %) Total (N and %)
1 5(25) 2(6.66) 7(14)
2 7(35) 14(46.66) 21(42)
3 4(20) 7(23.33) 11(22)
4 3(15) 4(13.33) 7(14)
5 - 2(6.66) 2(4)
6 - 1(3.33) 1(2)
8 1(5) - 1(2)
Total 20(100) 30(100) 50(100)
It is found from the above table that 42% of secondary schools have 2 sections.
Further, 35% from rural and 46.66% from urban schools have 2 sections. The same
table also points out that there are 22% of schools have 3 sections and in rural area it
is 8% and in urban area it is14%. The table also highlights that there are few (2%) of
the schools have 8 sections in rural areas and in urban areas there are also few (2%) of
schools have 6 sections. So it can be said that 42% of secondary schools have 2
sections and 2% of schools have 8 sections.
Table-3.3: Number of Students in Class IX-X
Class Location Minimum Maximum Average
IX
Rural 20 564 216.65
Urban 80 511 238.60
Total 20 564 229.82
X
Rural 11 930 231.50
Urban 69 483 201.80
Total 11 930 213.68
The table-3.3 reveals that there are in average 229.82 students in class IX and 213.68
students in class X. The table also showed that in average 216.65 students in class IX
in rural area and 238.60 in urban area. The same table also indicates that in average
231.50 students in class X at rural area and 201.80 students in class X at urban area.
Further, the maximum (564) and minimum (20) number of students in class IX at
rural area. Similarly maximum (930) and minimum (11) number of students in class X
at rural area. So it can be concluded that class IX students average is higher than the
class X students. Majority of classes are overcrowded, which is depicted in photo-1
and 2.

26
Photo-1: Overcrowded classroom
Photo-2: Seating facilities in classroom

27
Table-3.4: Distance of School from Student Habitation
Distance Rural
(N and %)
Urban
(N and %)
Total
<3km - 3(10) 3(6)
3-5 km 5(25) 7(23.33) 12(24)
>5km 15(75) 20(66.66) 35(70)
The table-3.4 indicates that 70% of the secondary schools are located more than 5 KM
from the student habitation. Further it is found that 66.66% of the urban schools and
75% of rural schools are located more than 5KM from student habitation. 24% of
schools are located between 3-5 KM from student habitation, in rural (25%) and urban
(23.33%). The table also shows that there are 10% schools in urban areas that located
<3km distance from student habitation. So it can be concluded that only 24% of
secondary schools are located within 3-5KM from student habitation. The
approaching road to schools is not in good condition which is depicted in photo-3
Fig. 3.1: Location of schools from habitation of children
0%
10%
20%
30%
40%
50%
60%
70%
80%
Rural Urban Total
0%
10%
6%
25% 23.33% 24%
75%
66.66%
70%
<3km
3-5 km
>5km

28
Photo -3: Condition of the approaching road to school
3.2: Infrastructure Facilities
The availability of infrastructure facilities such as school building, types of boundary
wall, playground, students hostel and staff quarter and laboratories etc are presented
in this section.
Table-3.5: Condition and Types of School Building
Location Good
(N and
%)
Manageable
(N and %)
Poor
(N and
%)
Boundary
Wall
(N and
%)
Types of
Boundary
Wall
(N and
%)
Type of
School
(N and
%)
Yes Concrete Pucca
Rural 16(80) 2(10) 2(10) 11(55) 11(55) 20(100)
Urban 20(66.66) 5(16.66) 5(16.66) 27(90) 27(90) 30(100)
Total 36(72) 7(14) 7(14) 38(76) 38(76) 50(100)
The table-3.5 indicates that 66.66% of secondary schools from urban area and 80% of
schools from rural area have good condition building. The same table also shows that
there are 55% of rural schools have boundary wall with concrete whereas 90% urban
schools have boundary wall with concrete types. It can be said that in total 72% of
secondary school building is in good condition and 76% of schools have concrete
boundary wall.

29
Fig. 3.2: Nature of School Buildings
Photo-4: Condition of school building
Table-3.6: Availability of Safe Drinking Water in School
Location Safe Drinking
Water
(N and %)
Hand Pump
(N and %)
Tap Water
(N and %)
Rural 17(85) 20(100) -
Urban 30(100) 29(96.66) 1(3.33)
Total 47(94) 49(98) 1(2)
0%
10%
20%
30%
40%
50%
60%
70%
80%
Good Manageable Poor
80%
10% 10%
66.66%
16.66% 16.66%
72%
14% 14%
Rural
Urban
Total

30
It found from the above table that 94% of secondary schools have safe drinking water,
85% in rural schools and 100% in urban schools. Further the table also reveals that
major (98%) source of drinking water is hand pump. Only 2% schools have tap water
facility for drinking purpose.
Fig. 3.3: Availability of Safe Drinking Water in Schools
Table-3.7: Availability of Toilets in Secondary School
Location Functional
Toilets
(N and %)
Nature of Toilets (N and %)
Common Boys Separate
for Girls
Staff
and
Teachers
Separate
for Lady
Teachers
Rural 18 (90) 4(20) 11(55) 13(65) 8(40) 2(10)
Urban 30(100) 4(13.33) 16(53.33) 20(66.66) 24(80) 14(46.66)
Total 48(96) 8(16) 27(54) 33(66) 32(64) 16(32)
The table-3.7 indicates that 96% of secondary schools have functional toilets, 100% in
urban area and 90% in rural area. Further the table explain that 80% of urban schools
and 40% of rural schools have separate toilets for staff and teachers. Similarly 66.66%
of schools in urban area and 65% of schools in rural area have separate toilet for girls.
85%
100%
94%
75%
80%
85%
90%
95%
100%
105%
Rural Urban Total
Availability of Safe Drinking
Water

31
Fig. 3.4: Toilet facilities in school
Photo-5: Condition of Toilets
0%
10%
20%
30%
40%
50%
60%
70%
80%
Common Boys Separate for
Girls
Staff and
Teachers
Separate for
Lady
Teachers
20%
55%
65%
40%
10%13.33%
53.33%
66.66%
80%
46.66%
Rural
Urban

32
Table-3.8: Availability of Electricity, Fans and Ventilation in School
Location Electricity
(N and %)
Fans
(N and %)
Ventilation
(N and %)
Rural 9(45) 6(30) 20(100)
Urban 28(93.33) 23(76.66) 28 (93.33)
Total 37(74) 29(58) 48(96)
The table-3.8 point out that 74% of schools have electricity, 58% of schools have
availability of Fans and 96% of schools are well ventilated. The table also explain that
45% of schools in rural and 93.33 of urban schools have electricity. Further, 30% of
schools in rural area have fans and 76.66% of schools from urban area have fans.
Most of the schools (96%) are well ventilated.
Fig. 3.5: Availability of electricity in schools
Table-3.9: Availability of Light and Play Ground
Location Well (N and
%)
Manageable
(N and %)
Poor
(N and %)
Play Ground
(N and %)
Yes Yes Yes Yes
Rural 18 (90) 1(5) 1(5) 14 (70)
Urban 28 (93.33) 1 (3.33) 1 (3.33) 18 (60)
Total 46(92) 2(4) 2(4) 32(64)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Rural Urban Total
45%
93.33%
74%
Electricity

33
The table-3.9 indicates that most of the schools (90%) in rural and 93.33% of schools
in urban are well lighted. The table also explain that 70% of rural schools have play
ground in school premises and 60% of schools in urban area have the same. In
overall, 92% of schools have well lighted classroom and 64% of schools have their
own play ground facilities.
Fig. 3.6: Availability of Playground in Schools
Photo-6: Availability of Playground
70%
60%
64%
Rural
Urban
Total

34
Table-3.10: Additional Construction under RMSA in School
Additional
Construction in
Location
(N and %)
Yes (N and %)
Classroom
Rural 1(5)
Urban 2(6.66)
Total 3(6)
Library
Rural 2(10)
Urban 4(13.33)
Total 6(12)
Laboratory
Rural 2(10)
Urban 3(10)
Total 5(10)
Toilet
Rural 1(5)
Urban 2(6.66)
Total 3(6)
Any other
Rural -
Urban 4(13.33)
Total 4(8)
It reveals from this table that only 6% of schools have constructed classrooms, 12% of
schools have developed library rooms, 10% of school build laboratory and only 6% of
school constructed toilets from RMSA grant.
Photo- 7: Additional construction from RMSA grant

35
Table-3.11: Classroom Student Ratio in School
Class Minimum Maximum Average Rural Urban Total
IX 20 173 85.50 89.94 82.53 85.49
X 11 310 87.76 93.12 84.18 87.75
It is found from the table-3.11 that the class room student ratio in class IX is 1:85.50
and in class X is 1:87.75. Further, it is 1:89.94 in rural and 1:82.53 in urban area class
IX. Similarly the classroom student ration in class X of rural school is 1:93.12 and of
urban school is 84.18. It is also found that 173 students are seating in one classroom
of class IX and 310 seating in one classroom of class X. It can be concluded that
secondary school class rooms are overcrowded both in rural and urban area.
Fig. 3.7: Classroom Student Ratio
76
78
80
82
84
86
88
90
92
94
Total Rural Urban
85.5
89.94
82.53
87.76
93.12
84.18 IX
X

36
Photo-8: Student Class Room Ratio
Table-3.12: Pupil Teacher Ratio in School
Class Minimum Maximum Rural Urban Total
IX-X 5:1 477:1 108.98:1 75.02:1 88.61:1
It reveals from the table- 3.12 that the pupil teacher ratio in secondary school is
88.61:1in total, 108.98:1 in rural area and 75.02:1 in urban area schools. It also
depicts that one teacher manages 477 students in some schools whereas one teacher is
available for only five students.

37
Fig. 3.8: Pupil Teacher Ratio
Table-3.13: Availability of Hostel Facilities for Students and Staff Quarters
Location Yes
(N and
%)
Capacity
of Boys
Hostel
Capacity
of Girls
Hostel
Staff
Quarters
Yes
(N and %)
Capacity
of Male
Quarters
Capacity
of Female
Quarters
Rural - - - - - -
Urban 8(26.66) 119.4 127.5 3(10) 3.66 4.5
Total 8(16) 119.4 127.5 3(6) 3.66 4.5
The table-3.13 indicates that only 16% of secondary schools have a hostel facilitates
and these are mostly from urban areas. Further only 6% of secondary schools have
accommodation facilities for staff and this also confined to urban area only.
Table-3.14: Availability of Sports, Games and Art, Craft Equipments
Equipments Rural
(Average)
Urban
(Average)
Total
(Average)
Rural
Procured
under
RMSA
Urban
Procured
under RMSA
Football 2.35 2.65 2.55 2 1
Volleyball 1.78 1.95 1.89 1 1
Cricket 2 2.8 2.17 1.95 1
Carom Kit 2.6 2.06 2.28 1.95 1
Hockey Kit 1.88 1.8 1.84 - 1
Badminton 1.75 2.66 2.3 - 1
Tabla 1 1.2 1.16 - 1
Harmonium - 1.08 - - -
Jhanj - 1.11 - - -
0
20
40
60
80
100
120
Rural Urban Total
108.98
75.02
88.6132
PTR

38
The table-3.14 depicts that in average secondary school have 2.55 footballs, 1.89
volleyballs, 2.17 cricket bats, 2.28 carom and 2.3 badminton sets. Most of the
secondary schools both from rural and urban area do not have art, craft and music
instruments.
Table-3.15: Rooms Available in School
Room Specification Rural Urban Total (%)
Head Teacher 19 (95**) 28 (93.33**) 47(94**)
Class Room 146 (7.3*) 251(8.36*) 7.83*
Science Lab 19 (95**) 30 (100) 49(98**)
Math Lab 7(35**) 1(3.33**) 8(16**)
Language Lab 1(5**) 0 1(2**)
ICT 1(5**) 18(60**) 19(38**)
Library 15(75**) 23(76.66**) 38(76**)
Staff Common Room 15(75**) 30(100**) 45(90**)
Toilets 20(100**) 30(100**) 50(100**)
Sports 9(45**) 8(26.66**) 17(34**)
NCC/Scout 1(5**) 8(26.66**) 9(18**)
Additional Class Room/Store 17(85**) 29(96.66**) 46(92**)
Locker Facility 7(35**) 18 (60**) 25(50**)
*average, ** percentage
The table-3.15 indicates that 94% of secondary schools have head teacher rooms. The
table also reveals that in average school have 7.8 numbers of classrooms. 98% of
secondary schools have science lab, only 16% of schools have mathematic laboratory
and 38% of schools have ICT laboratory. It is found that only 5% of schools in rural
area have ICT laboratory. Further, the table shows that 24% of schools do not have
library room.

39
Table-3.16: Facilities for CWSN Students
Facilities for
CWSN
Location Yes (N and %) Total
(N and %)
Ramps Rural 5 (25)
14 (28)Urban 9 (30)
Hand Drill Rural -
3 (6)Urban 3(10)
Toilets Rural -
1 (2)Urban 1(3.33)
Adapted
Computer Lab
Rural -
-Urban -
It is found from the table-3.16 that 28% of schools have ramps for physically
handicapped students and teacher. Similarly, only 6% of schools have hand drill and
separate toilets for physically handicapped students. No schools have computer
adapted equipment for CWSN students. It can be said that the policy of inclusion in
secondary education has not been implemented in Jharkhand.
Fig. 3.9: Ramps facilities in schools
0%
5%
10%
15%
20%
25%
30%
Rural Urban Total
25%
30%
28%
Ramps

40
Table-3.17: Availability of Internet Facilities
Location Internet
Facilities
LAN
Facilities
Teaching
Purpose
Office Use Fire
Extinguisher
Yes
(N and %)
Yes
(N and %)
Yes
(N and %)
Yes
(N and %)
Yes
(N and %)
Rural - - - 1(5) 16 (80)
Urban 8 (26.66) 5 (16.66) 10 (33.33) 15(50) 28(93.33)
Total 8(16) 5(10) 10(20) 16(32) 44(88)
It is reveals from the table- 3.17 that only 16% of secondary schools have internet
facilities which are from urban area schools. Further, only 10% of school have LAN
facilities and it is limited to urban area schools.
3.3: Teaching Learning Resources
In this section data relating to teaching learning materials, such as audio visual aid,
science and mathematics kits, ICT facilities, condition of library and books etc are
presented.
Table-3.18: Functional Learning Equipments in School
Equipments Rural
(N and %)
Urban
(N and %)
Total
(N and %)
Television Set - 4 (13.33) 4(8)
Cable TV - - -
Tape Recorder - 1(3.33) 1(2)
Audio Castes - - -
CD/DVD Cassettes - - -
Overhead Projector - - -
Computer 1(5) 25(83.33) 26(52)
Printer 5(25) 12(40) 17(34)
Radio 1(5) 10 (33.33) 11(22)
Transistor - - -
Link with EDUSAT - 2(6.66) 2(4)
Computer aided Learning - 3(10) 3(6)
It can be said from the table-3.18 that most of the secondary schools does not have
Television, projector, computer, printer etc which are essential learning tools in the
present day.

41
Table-3.19: Library and Use of e-Pathshala in School
Location Library
Catalogue
(N and %)
News
Paper
(N and %)
For Library
Reading Period
Allotted
(N and %)
Use of e-
Pathshala
(N and %)
Yes Yes Yes Yes
Rural 18 (90) 18(90) 19(95) -
Urban 26(86.66) 30(100) 29(96.66) 1(3.33)
Total 44(88) 48 (96) 48(96) 1(2)
The table-3.19 point out that 88% of school library have catalogue and 96% of
schools subscribe newspaper. The table also reveals that 96% of schools allotted
reading periods in school time table for students. Only 2% of schools are aware about
the use of epathshala.
Table-3.20: Library Periods for Students
Class Minimum Maximum Rural Urban Total
IX 1 2 2.36 2.36 1.96
X 1 2 3.66 3.66 3.66
It is evident from the table- 3.20 that in average 2 periods per week are allotted for
reading in library for class IX students and 3 periods per week for class X students.
Table-3.21: Average Number of Books Available in the School Library
Subject Rural As per
RMSA
Urban As per
RMSA
Total As per
RMSA
Language 120.62 53.66 306.86 92.33 242.087 76.22
Science 116.31 49.06 245.13 86.23 200.32 70.75
Mathematics 116.25 48.06 267.4 86.61 214.82 70.55
Social Science 176.75 59.13 399.26 110.76 321.86 89.25
Computer 4.25 4.25 42.5 1.6 6.8 2.7
Brail Books - - - - - -
Miscellaneous
Books
116.25 68.11 163.77 64.56 149.15 65.84
Journals and
Magazines
231 197.25 133.33 77.22 167.30 133.70
News Paper 2 2 2

42
It is found from the table-3.21 that in average 242 language books, 200 science books,
214 mathematics book, 321.86 social science books, 7 computer science books are
available in school library. The library of rural schools has less number of books in all
subjects than urban schools. The condition of library is shown in following pictures.
Photo-9: Availability of Books in School Library

43
Table-3.22: Laboratory Facilities in School
Laboratories Location Yes
(N and %)
Adequate
(N and %)
Functional
(N and %)
Science
Rural 19 (95) 14(70) 18(90)
Urban 28(93.33) 25(83.33) 28(93.33)
Total 47(94) 39(78) 46(92)
Math
Rural 2(10) 2(10) 1(5)
Urban 1(3.33) 1(3.33) 2(6.66)
Total 3(6) 3(6) 3(6)
Social Studies
Rural 2(10) 2(10) 2(10)
Urban 2(6.66) 2(6.66) 2(6.66)
Total 4(8) 4(8) 4(8)
Language
Rural 1(5) 1(5) 1(5)
Urban - - -
Total 1(2) 1(2) 1(2)
Computer
Rural - - -
Urban 13(43.33) 10(33.33) 7(23.33)
Total 13(26) 10(20) 7(14)
Vocational Skill
Rural - - -
Urban 2(6.66) 1(3.33) 1(3.33)
Total 2(4) 1(2) 1(2)
It reveals from the table-3.22 that 94% of secondary schools have science laboratory,
only 6% of schools have mathematics laboratory, 8% of schools have social science
lab and only 2% of schools have language laboratory. The table also indicates that
only 26% of schools have computer laboratory and 4% of schools have vocational
skills laboratory.

44
Fig.3.10: Laboratory Facilities in Schools
Photo-10: Condition of science laboratory
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Science Math Social
Studies
Language Computer Vocational
Skill
94%
6% 8%
2%
26%
4%

45
3.4: Staff Position
The position of teaching and non-teaching staff along with their educational
qualification and nature of appointment is presented in this section.
Table-3.23: Teaching Staff in School
Position of
Teacher
Location Sanctioned
(N* and %)
Total
(N* and %)
Position
(N* and %)
Total
(N* and %)
Head Rural 20 50(100) 3 (15) 18(36)
Urban 30 15 (50)
English Rural 22 76(100) 10(45.46) 39 (51.31)
Urban 54 29 (53.71)
Hind Rural 28 83(100) 13(46.42) 37 (44.57)
Urban 55 24(43.63)
PCM Rural 31 107(100) 16 (51.61) 46 (42.99)
Urban 76 30 (39.47)
CBZ Rural 23 77(100) 7(30.43) 31 (40.25)
Urban 54 24 (44.44)
Social Sc. Rural 59 184(100) 40 (67.79) 108(58.69)
Urban 125 68(54.4)
Classical Rural 2 10(100) - 7(14)
Urban 8 7 (87.5)
PET Rural 6 21(100) 4 (66.66) 9(42.85)
Urban 15 5 (33.33)
* N is the total number of each sanctioned post of this table.
It is found from the table-3.23 that out of fifty schools only 36% of schools have head
teacher. Similarly only 51.31% English teachers, 44.57% Hindi teachers, 42.99%
PCM teachers, 40.25% of CBZ teachers, 58.69% of Social Science teachers, 14% of
Classical teachers, and 42.85% of PET teachers are in position in school. It can be
concluded that there are many vacancy of teacher position in secondary schools.

46
Fig.3.11: Availability of HM in school
Table-3.24. Types of Teachers
Types of Teacher Regular
Teacher
Contractual
Teacher
Part
Time
Teacher
Deputed
Teachers
Number and % 296 (81) 27 (7.4) 6 (1.6) 36 (9.9)
It is found from the table that 81% of teachers are regular, 9.9% of teachers are
deputed and 7.4% of teachers are comes under part and contractual teacher. It is
concluded that there are majority of teachers are comes under regular which is good
sign for education.
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Rural Urban Total
15%
50%
36%
Availability of HMs

47
Fig. 3.12: Types of teacher working in schools
Table-3.25. Sex Ratio of Teachers
Sex Male Female
Number and % 216 (59.2) 149 (40.8)
It evident from this table that 59.2% of teachers are male and 40.8% of teachers are
female. So it is concluded that there are more (59.2%) male teachers than the female
teachers (40.8%) in the secondary schools of Jharkhand.
Fig. 3.13: Male and Female Teachers in School
81%
7.40%
1.60%
9.90%
Regular Teacher
Contractual Teacher
Part Time Teacher
Deputed Teacher
59.20%
40.80%
Male
Female

48
Table- 3.26: Social Category of Teacher
Category of
Teachers
Gen SC ST OBC Others
Number and % 146 (40) 18 (4.9) 71 (19.5) 112 (30.7) 18 (4.93)
This table shows that there are 40% of teachers are belongs to general category, 4.9%
of teachers from SC category, 19.5% of teachers from ST category and 30.7%
teachers are belongs to OBC category. So it can be said that proportionate
representation are not found in teachers.
Fig.3.14: Category of Teachers
Table-3.27. Qualification of Teachers
Types of Teacher Degree Degree and
B.Ed.
PG and B.ED
Number and % 9 (2.46) 115 (31.5) 233 (63.8)
It is found from the table that 63.8% of teachers have PG and B.ED qualification,
31.5% of teachers have qualification of degree and B.Ed., and only 2.46% of teachers
come under only have degree qualifications.
0
40%
4.90%
19.50%
30.70%
4.93%
Category of Teachers
Gen
SC
ST
OBC
Others

49
Fig. 3.15: Qualification of Teacher
Table-3.28: Non-Teaching Staff in School
Position of
Non-
Teaching
Staff
Location Sanctioned
(N )
Position
(N and %)
Total
(N &
% )
Vacancy
(N and
%)
Total
(N &
%)
Clerk Rural 19* 14 (73.68) 61(87
.14)
5 (26.31) 9(12.8
5)Urban 51 47 (92.15) 4(7.84)
Librarian Rural 1 - 1 1(100) 1
Urban - - -
Lab Asst. Rural 1 - 1 1(100) 1
Urban - - -
Peon Rural 38 24(63.15) 128(7
6.64)
15(39.47) 40(23.
95Urban 129 104(80.62) 25(19.37)
Watchma
n
Rural 1 -
-
1(100) 1
Urban 1 1(100) -
Any other Rural 3 - - 3(100) 7(100)
Urban 4 - 4(100)
* Average number of sanctioned post
The table no. 3.28 shows that there are 87.14% of schools have clerk position and
12.85% of clerk posts are vacant. Similarly there are 76.64% schools have peon
position and rural schools have 63.15% of peon position and 80.62% of urban schools
have peon position in secondary schools.
2.46%
31.50%
63.80%
Degree
Degree and B.Ed.
PG and B.ED

50
3.5: Equity and Inclusion of Students
This section deals with special provisions offered by secondary schools to girls, SC,
ST and CWSN students.
Table-3.29: Special Provision for Girls Students in Secondary School
It is found from the table no. 3.29 that only 6% schools have adheres to inclusive
education. Further 70% of schools offer scholarships for girls’ students in Secondary
schools. The same table also explains that 64% schools have separate toilets for girls,
52% schools have providing free text book for girls and only 4% of rural schools have
providing cycle. Similarly there are 56% of schools are providing uniform facilities,
blank copy for writing etc to girl students.
Table-3.30: Special Provision for SC, ST, and Minorities Students
Location Scholarships
(N and %)
Cycles
(N and %)
Free Text
Book
Counselling
and
Guidance
Any
Others
Yes Yes Yes Yes Yes
Rural 20 (100) 2(10) 6(30) 18(90) 6(30)
Urban 28(93.33) 4(13.33) 18(60) 28(93.33) 9(30)
Total 48(96) 6(12) 24(48) 46(92) 15(30)
The table no. 3.30 explains that 96% of schools are providing scholarship facilities,
92% of school providing Counselling and Guidance to SC and ST students. The same
table also indicates that 30% of schools have other facilities like uniform and special
support to both rural and urban areas schools.
Location School
Adheres
Inclusive
Education
Scholarships
(N and %)
Cycles
(N and
%)
Free Text
Book
(N and
%)
Separate
Toilets
(N and
%)
Any
Others
(N and
%)
Yes Yes Yes Yes Yes Yes
Rural - 16 (80) 2 (10) 12 (60) 12 (60) 11(55)
Urban 3(10) 19 (63.33) - 14(46.66) 20(66.66) 17(56.66)
Total 3(6) 35(70) 2(4%) 26(52) 32(64) 28(56)

51
3.6: School Governance and Management
The roles and responsibility of SDMC, PTA, Bal Sansad etc in the management and
governance of school is presented in this section. It also depicts the supervision of
higher education authority like Director, DEOs and BEOs to schools.
Table-3.31: Management of school
Location Regular
Head
Teacher
Availability
of SMDC
SMDC as
per
RMSA
SMDC
monthly
Meeting
Proceeding
Meeting
Records
Meeting
Minuets
Record
Yes Yes Yes Yes Yes Yes
Rural 9(45) 20(100) 20(100) 12(60) 20(100) 19(95)
Urban 15(50) 29(96.66) 27(90) 17(56.66) 29(96.66) 30(100)
Total 24(48) 49(98) 47(94) 29(58) 49(98) 49(98)
It is evident from the table-3.31 that 98% of schools have formed SMDC and SDMC
meetings are recorded. Further, 94% of SMDC are constituted as per RMSA. The
same table also indicates that only 58% of schools have SMDC monthly meetings as
well as there is little difference between in rural schools i.e., 60% and in 56.66%
urban schools.
Table-3.32: Supervision by Higher Authorities in School
Supervision by
Higher Authority
Year Rural
(N and %)
Urban
(N and %)
Total
(N and %)
Director
2014 1(5) 14(46.66) 15(30)
2015 1(5) 14(46.66) 15(30)
2016 - 13(43.33) 13(26)
DEO
2014 11(55) 23(76.66) 34(68)
2015 15(75) 23(76.66) 38(76)
2016 10(50) 22(73.33) 32(64)
BEO
2014 4(20) 1(3.33) 5(10)
2015 2(10) - 2(4)
2016 3(15) 7(23.33) 10(20)
Any Others
2014 5(25) 2(6.66) 7(14)
2015 9(45) 11(36.66) 20(40)
2016 8(40) 15(50) 23(46)
The table-3.32 indicates that DEOs are regularly visiting secondary schools and
supervising school activities in comparison to director and BEOs.

52
Table-3.33: Staff Council and PTA
Locati
on
Baal
Sansad
Supervisio
n by Head
Teacher
Staff
Council
PTA Grievance
Readdress
al
Complain
/Suggesti
on Box
Toll free
Number
Rural 18# (90)* 20(100) 17(85) 17(85) 4(20) 11(55) 10(50)
Urban 28(93.33) 30(100) 28(93.33) 29(96.6
6)
20(66.66) 20(66.66) 19(63.33)
Total 46(92) 50(100) 45(90) 45(90) 24(48) 31(62) 29(58)
#frequency and *percentage
The table no. 3.33 reveals that majority of schools have formed Baal Sansad (92%),
Staff Council (90%), Parent Teacher Association (90%). The table also shows that
there are cent percent of schools have class room supervision by head teachers in both
rural and urban areas. Further the table also explains that there are 48% of schools
have availability of grievance readdressal cell, 62% of schools have availability of
Complain/Suggestion Box and 58% of schools have availability of toll free number in
wall.
Table-3.34: School Improvement Plan
Location Academic Calendar
(N and %)
School Improvement
Plan
(N and %)
Biometric
Attendance
(N and %)
Rural 19 (95) 8(40) 13(65)
Urban 27(90) 15(50) 29(96.66)
Total 46(92) 23(46) 42(84)
It is indicated from the table-3.34 that 92% of schools have prepared academic
calendar, 84% of schools have Biometric attendance and 46% of schools have
prepared School Improvement Plan.

53
Fig. 3.16: School Improvement Plan
Table-3.35: Organization of Non-academic Activities
Location Games and
Sports
Literary
Activities
Cultural
Activities
Science
related
Activities
Any
Others
Rural 19# (95)* 19(95) 18(90) 17(85) 19(95)
Urban 28(93.33) 28(93.33) 19(63.33) 29(96.66) 28(93.33
)
Total 47(94) 47(94) 47(94) 46(92) 47(94)
#Frequency and *percentage
The table- 3.35 point out that majority of schools organises Non-academic activities
i.e., Games and Sports (94%), Literary activities (94%), Cultural activities (94%),
Science related activities (92%), and in any others activities (94%) like Swachha
Bharat Mission, Beti Bachao Beti Padhao, Hand Wash Day, etc. The Games and
Sports such as Cricket, Football, Volleyball etc are held in the schools. The Literary
activities such as Debate, Essay, and Quiz etc are held in the school. The Cultural
activities such as Dance, Drama, Rangoli, Painting, and Singing are organised in the
schools. The science related activities like science exhibition at district and state level
are participated by the students. Any others activities such as Swachha Bharat
Mission, Beti Bacaho Beti Padhao, Hand Wash Day, Social Awareness Programmes,
Tree Plantation etc are also organised .
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Academic Calendar School Improvement
Plan
Biometric Attendance
92%
46%
84%

54
Photo-11: Swachha Bharat Mission
Table-3.36: School Register for Different Activities
Location Enrolment Attendance SMDC Cash
Register
Any
Others
Rural 19#(95)* 20(100) 20(100) 20(100) 19(95)
Urban 28(93.33) 30(100) 30(100) 30(100) 30(100)
Total 47(94) 50(100) 50(100) 49(98) 49(98)
#frequency and *percentage
It is evident from the table-3.36 that large chunk of schools have their own enrolment
registers (94%), attendance register (100%), SMDC register (100%), cash registers
(98%), and in any other registers like Baal Sansad, sports, etc. have 98% registers are
available.
The following measures are undertaken to address the educational issues of children
belong to SC, ST, Minorities, and Girls;
 Parents Awareness
 Personally assist by teachers
 Poor Student Fund
 Govt. Uniform, Book Copies,
 Stipend for the Students especially girls, SC, ST, Others Minority
 Special class for SC, ST, Minorities,
 Public and Parents awareness through Drama activities, Through PTA
meetings

55
3.7: Enrolment and Retention
This section presents details of enrolment and retention of students in class IX and X
with reference to different social category like SC, ST, OBC and General.
Table- 3.37: Enrolment and Retention
YEAR IX X Retention
2011-2012 245.45 232.62 -
2012-2013 253.55 230.17 93.77
2013-2014 244.81 228.40 90.08
2014-2015 220.78 220.56 90.02
2015-2016 223.72 198.54 89.92
It is found from the table-3.37 that in average 253.55 numbers of students are enrolled
in class IX in the year 2012-13 and 232.62 in class X. Similarly 220.78 is the lowest
number of students enrolled in class IX in the year 2014-15 and 198.54 in class X in
the year of 2015-16. The table also found that 93.77% is highest retention rate in
years 2012-13. The trend of enrolment is depicted in the following graphs.
Fig. 3.17: Enrolment in class IX and X
0
50
100
150
200
250
300
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
ENROLLEMENT IN –IX
ENROLLEMENT IN – X

56
Fig. 3.18: Retention of Students
It can be said that enrolment and retention rate in both the classes are decreasing over
the years.
Table- 3.38: Enrolment of SC Category of Students
SC
YEAR ENROLLEMENT
IN –IX
ENROLLEMENT
IN – X
% OF
RETANTION
2011-2012 28.51 24.82 -
2012-2013 27.23 25.17 88.28
2013-2014 32.08 25.87 95.00
2014-2015 27.20 26.29 81.95
2015-2016 27.67 17.00 62.5
It reveals from the table-3.38 that enrolment and retention status of SC students in
class IX and X is decreasing over the years.
Table- 3.39: Enrolment of ST Category of Students
YEAR ENROLLEMENT
IN –IX
ENROLLEMENT
IN – X
% OF
RETANTION
2011-2012 69.18 62.07 -
2012-2013 63.59 61.95 89.54
2013-2014 67.65 61.37 96.50
2014-2015 70.12 63.81 94.32
2015-2016 63.30 59.98 85.53
93.77
90.08 90.02 89.92
87
88
89
90
91
92
93
94
95
2012-2013 2013-2014 2014-2015 2015-2016
Rate of Retantion

57
The table-3.39 indicates that there are majority (70.12 in average) of ST students are
enrolled in the year of 2014-15 in class IX and 63.81 average students in class X. The
table also shows that the enrolment status of ST secondary school students is
decreasing year by year i.e., in the year of 2011-12 the status of enrolment rate in
class IX is 69.18 and class X is 62.07 in comparison to 2015-16 enrolment status in
class IX is 63.30 and in class X is 59.98. Similarly the table also found that the status
of retention of both class IX and X is 96.50 in the year of 2013-14 but in the last year
i.e., 2015-16 the retention rate have decreases like 59.98 in average. So it can be
concluded that the enrolment rate of both class IX and X is decreasing.
Table No. 3.40: Enrolment of OBC Category of Students
YEAR ENROLLEMENT
IN –IX
ENROLLEMENT
IN – X
% OF
RETANTION
2011-2012 110.70 106.93 -
2012-2013 162.94 107.06 96.71
2013-2014 115.75 110.40 67.75
2014-2015 103.96 108.35 93.60
2015-2016 107.70 95.70 92.05
The table number 3.40 shows the enrolment and retention status of OBC category
students. In the year of 2011-12, the enrolment rate of class IX is 110.70 and 106.93
in class X and if we compare with last year enrolment i.e., 2015-16 in class IX is
107.70 and in class X is 95.70. The same table also found that the retention rate of
both class that is 97.71 in the year of 2012-13 and if we compare with last year
retention rate that is 2015-16 is 92.05. So it is concluded that the rate of enrolment of
OBC students is decreasing in both class IX and X.
Table No. 3.41: Enrolment of Minority Category of Students
YEAR ENROLLEMENT
IN –IX
ENROLLEMENT
IN – X
% OF
RETANTION
2011-2012 23.28 23.93 -
2012-2013 29.15 26.71 114.73
2013-2014 25.15 25.60 87.82
2014-2015 21.81 22.37 88.94
2015-2016 22.75 20.17 92.48
The table states the status of enrolment and retention of minority students in last five
years. In the year 2011-12, the rate of enrolment in class IX is 23.28 and in class X is

58
23.93 and in the year of 2012-13 the enrolment rate was highest among all the before
and after years that is 29.15. But if we compare with the last year 2015-16 that was
22.75 in class IX and 20.17 in class X. The table also found that there are 114.73
retention rates in the year of 2012-13 and it is decreases like 92.48 in last year that is
2015-16. So it can be concluded that there is a decreasing trend of enrolment rate year
by year.
Table- 3.42: Enrolment of General Category of Students
YEAR ENROLLEMENT
IN –IX
ENROLLEMENT
IN – X
% OF
RETANTION
2011-2012 29.24 32.10 -
2012-2013 32.10 25.98 88.85
2013-2014 23.24 22.81 71.05
2014-2015 18.13 22.45 96.60
2015-2016 19.34 16.61 91.61
The table-3.42 found that the enrolment rate of 2011-12 was 29.24 in class IX and
32.10 in class X. If we compare with last year (2015-16), it was 19.34 in class IX and
16.61 in class X. Similarly in retention rate also in the year of 2012-13, it was 88.85
and in the last year it was increased to 91.61. So it can be interpreted that the
enrolment rate and retention of general category students is decreasing.
Table-3.43: Enrolment of CWSN Category of Students
YEAR ENROLLEMENT
IN –IX
ENROLLEMENT
IN – X
% OF
RETANTION
2011-2012 2.00 1.00 -
2012-2013 - - -
2013-2014 1.00 - 0
2014-2015 - 1.00 1.00
2015-2016 1.00 1.00 -
The table no.3.43 explains that in the year 2011-12, the enrolment rate of CWSN
(Children with Special Needs) students was 2.00 in class IX and 1.00 in class X and it
was decreased in last year i.e., 1.00 (2015-16). Similarly the retention rate of CWSN
students in both class IX and X in the year 2014-15 was 1.00. So it can be concluded
that the enrolment rate of CWSN students in both the classes is very low in
comparison to the other category students.

59
Table- 3.44: Trend of Enrolment in Class IX
YEAR Average
total
GEN SC ST OBC MINORITIES CWSN
2011-
2012
245.45 29.24 28.51 69.18 110.70 23.28 2.00
2012-
2013
253.55 32.10 27.23 63.59 162.94 29.15 -
2013-
2014
244.81 23.24 32.08 67.65 115.75 25.15 1.00
2014-
2015
220.78 18.13 27.20 70.12 103.96 21.81 -
2015-
2016
223.72 19.34 27.67 63.30 107.70 22.75 1.00
The table-3.44 depicts that the enrolment in class IX over the years since 2011-12 has
been showing an up and down trend in all category of students.
Table-3.45: Trend of Enrolment in Class X
YEAR Average
total
2011-
2012
232.62 32.10 24.82 62.07 106.93 23.93 -
2012-
2013
230.17 25.98 25.17 61.95 107.06 26.71 -
2013-
2014
228.40 22.81 25.87 61.37 110.40 25.60 -
2014-
2015
220.56 22.45 26.29 63.81 108.35 22.37 1.00
2015-
2016
198.54 16.61 17.00 59.98 95.70 20.17 1.00
The table-3.45 indicates that the enrolment rate of student in the entire category is
decreasing over the years.

60
Table- 3.46: Trend of Retention in Class
TREND OF RETENTION IN CLASS IX-X FROM 2011-12 TO 2015-16
YEAR Average
total
2011-
2012
- - - - - - -
2012-
2013
93.77 88.85 88.28 89.54 96.71 114.73 -
2013-
2014
90.08 71.05 95 96.50 67.75 87.82 -
2014-
2015
90.02 96.60 81.95 94.32 93.60 88.94 1.00
2015-
2016
89.92 91.61 62.5 85.53 92.05 92.48 -
The table-3.46 points out that the trend of retention of students in all categories is
showing a decreasing trend over the years.
3.8: Classroom Transaction
The nature of classroom transaction process of teachers having different qualification
and teaching different subjects are presented in this section with reference to certain
teaching behaviour. The teaching behaviours are rated in five point scales such as
never, sometimes, usually, often and very often. For the tabular presentation, the
investigator has used only three scales from usually to very often. All the ratings are
presented in terms of frequency and percentage.

Impact of RMSA on School Improvement at Secondary Level in Jharkhand

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