Research study to examine the influence of the RMSA on improvement in the quality of secondary education in Jharkhand

1. 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

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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 enrolment and retention with respect to gender, socio-economic status,
category and CWSN, and iii) to examine the classroom transactions 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 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 facilities and 64% of
schools have play ground, iv) the student classroom ratio in class IX is 85.46 and 87.75
in average in class X, v) in average the pupil teacher ratio (PTR) is 88.61:1 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

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schools have regular head teacher, xi) 90% of schools have staff council, PTA 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 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 it in the teaching learning
process and taking benefits of e-pathshala 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 drill, Braille 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.

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 In-service training programmes must be organised for secondary school teachers
on constructivist pedagogy and process of using ICT in teaching learning.
 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 efforts, 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 on an urgent basis which can help in
equalizing educational opportunities among learners. Finally it can be concluded that the
government is required to take initiatives on an urgent basis to fulfill the objectives of
RMSA.