This document presents a theme paper on the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) or National Secondary Education Mission in India. The paper discusses some of the key issues and challenges with RMSA's implementation including lack of proper planning by states, financial issues, and contradictions between national visions and state-level implementation. It argues that RMSA suffers from problems of overlapping administrative systems, unilateral decisions made without consulting states, and potential threats to teachers' academic freedom from increased monitoring. The paper questions whether RMSA's approach can truly achieve its goals of universalizing secondary education and promoting social justice in India.

1. RMSA: SOCIAL JUSTICE THROUGH
UNDEMOCRATIC APPROACH?
THEME PAPER PRESENTED IN THE NATIONAL SEMINAR
ON
RMSA FOR UNIVERSALISATION OF SECONDARY
EDUCATION (FEB:13 -14, 2012)
Seminar organised by: St. Josephs Training College, Thrissur, Kerala
Presented by:
Dr Amruth G. Kumar
Asst. Professor
School of Education
Pondicherry University

2. 3 REVOLUTIONARY WAVES
 First wave- agricultural
 Second wave- industrial
 Third wave- information

3. HISTORY OF SECONDARY
EDUCATION IN INDIA
 European system of education(early 19th
centaury)
 As a pre University course (3 New universities in
India in 1857)
 Establishment of secondary education board
(early 20th centuary)

4. PROBLEMS OF SEC. EDUCATION
 Imported curriculum
 Intended only for the few Government clercks;
not for the masses
 Intended only for the subjugated groups; not for
the free citizens of a democracy
(Hugh B Woods, 1954)

5. HUGH B WOODS, 1954
 “Its (secondary education) only relation to
the real needs of Indian youth today is by
chance, not design”
 “The examination determines the curricu-lum
and the methods of teaching”

6. CONSTITUTIONAL BREACH
 The State shall endeavor to provide, within a
period of ten years from the
commencement of this Constitution, for free
and compulsory education for all children until
they complete the age of fourteen years.
- (Article 45, Indian Constitution)

7. STARK REALITY
In India:
 about 30% of children fail to complete Grade V
(lower primary)
 about 50% drop out before completing Grade VIII
(upper primary),
 60% do not finish Grade X (lower secondary)
 (Selected educational statistics, 2007-08)

8. DROP OUT IN BIMARO
states Class Age Drop
out
Bihar I-X 6-14 79.54
Madhya
I-X 6-14 61.60
Pradesh
Rajastha
n
I-X 6-14 71.45
Orissa I-X 6-14 64.70

9. GDP AND EDUCATION IN2002-03
(UN DOCUMENT)
Nation % of GDP to
education
Cuba 18.71
USA 5.7
Pakistan 1.8
India 4.1
Malasia 8.1
UK 5.3
Brazil 4.2
Ethiopia 4.6

11. Total percentage of
GDP for education in
2006 (as per the
Educational statistics
published by
UNESCO)
3.1
as % of total
government
expenditure
10.7

12. JOMTIEN AND DAKAR GLOBAL
EDUCATION CONFERENCES ON
EDUCATION (EFA)
 lower secondary schooling is part of basic
education and thus falls under commitments to
universalise educational access
 In India Class VIII to X was not under Basic
education
 Prolonged waiting for RTE to include at least
Class VIII in primary education!!

13. DELAYED RESPONSE
 CABE recommended Universalisation of
secondary education in 2005
 But announced only in 2007
 Implementation of RMSA was further delayed

14. MISMATCH
 RMSA (2007) aim is
universalisation of
secondary education.
Its main target was
100% enrollment at
secondary level.
 The 11th plan started
in 2007 envisages only
75% enrollment at
secondary level at all
India level.

15. VISION OF RMSA
 To provide a secondary school within a
reasonable distance of any habitation, which
should be 5 kilometer for secondary schools and 7
-10 kilometers for higher secondary schools.
 Ensure universal access of secondary education
by 2017 (GER of 100%), and
 Universal retention by 2020,

16. VISION CONT..
 Providing 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 marginalized
categories like SC, ST, OBC and Educationally
Backward Minorities (EBM).

17. HYPOTHESES
RMSA is suffering from following problems:
 overlapping administrative system
 Unilateral decisions and poor planning with state
governments
 Interference on academic freedom of teachers

18. PROBLEMS IN IMPLEMENTATION
 Diverse conditions prevailing in different states
(Eg: Kerala X Bihar)
 Flimsy planning of states
 Deviation from national visions ( State visions
has become a verbal game)
 Financial issues
 No curricular and pedagogic out look:
administrative dominance

19. CONTRADICTION
National Visions Uttarakhand-Vision
 Access (5 Km For Sec
&10 Km for H.Sec)
 Universal access by
2017
 Universal retention by
2020
 Weaker sections
 “To ensure quality
education that is
available, accessible and
affordable to every
young person in the age
group of 14-18 and
prepare them to become
global citizens with
intellectual, scientific,
social, cultural and
humane outlook.”

20. UTTARAKAND BUDGET FOR RMSA
(2009-10)
Items Physical Rate Total (Lacs)
Upgradation of
23 - 1156.60
School
Strengthening of
existing School
944 - 3302.81
Additional Class
Room
137 - 771.31
Science Lab 75 6.10 457.50
Lab Equipments 808 1.00 808.00
Computer Room 55 5.00 275.00
Art/Craft Room 41 5.00 205.00
Lab 69 7.00 483.00
Toilets &
202 1.50 303.00
Drinking Water
Facility
Total Source: Govt of Uttrakand, MoE 4459.41

21.  No provision for new schools in Uttarakand!!
 No provision for retention!!

22.  Gross enrollment Ratio for class up to X is 109.3
 Drop out rate in Uttarakand- 72.80
(selected educational statistics 2007-08)

23. EQUITY THROUGH DISTANCE
LEARNING!
 “Expansion of Open and Distance Learning needs
to be undertaken, especially for those who cannot
pursue full time secondary education”
 (Frame work for implementation of RMSA, chater
II,2.1.3, P-7)
If this is the case, what is the
meaning of raising enrollment
ratio?

24. PARTICIPATION CONTROVERSY!
 Involvement of Panchayati Raj and Municipal
Bodies, Community, Teachers, Parents and other
stakeholders (??) in the management of
Secondary Education, through bodies like
School Management Committees and Parent –
Teacher Associations will be ensured in planning
process, implementation, monitoring and
evaluation
 Frame work for implementation of RMSA, Chapter
II,2.1.5, P-7)

25. SMDC IN RMSA
 School Management and Development
Committee (SMDC) is a key body in
implementation of RMSA
 Constitution is in the same model of university
Syndicates
 (Frame work for implementation of RMSA, chater VII,
8.3.2, P-54)
 SMDC suggested as part of RTE still remain as
an un resolved issue in many states

26. SMDC: THE SUPER POWER!
 Monitor progress of implementation
 The Head Master/ Principal will present all the documents
and Registers before every meeting
 He / She will also brief the SMDC regarding progress of
implementation and status of education in his or her school
 SMDC will inspect the work sites,
 take stock of progress of non-recurring expenditure under
various components of the scheme,
 take stock of consumables and recurring expenditure on
various components of the
 scheme, availability of required facilities and text books etc.,
 take stock of status of education including teachers
attendance, Students attendance, conduct of teachers and
students, quality aspects, law and order situation in and
around school premises, health conditions & immunization of
students, equity aspects like problems encountered by the
girls, SCs, STs, children belonging to BPL families and
Educationally Backward Minorities etc
(Frame work for implementation of RMSA, chapter IX, 9.1.1, P-58)

27. PANCHAYAT
 will also (in addition to SMDC) monitor progress
of implementation of all the components at school
level.
 documents must be presented before the Gram
Panchayat / Gram Sabha/ ULBs.
 briefing regarding progress of implementation
and status of education in the school.

28. PANCHAYAT; CONT…
 Gram Panchayat/ Gram Sabha to inspect the work
sites, take stock of progress of non-recurring
expenditure under various components of the scheme,
take stock of consumables and non recurring
expenditure on various components of the scheme,
availability of required facilities and text books etc.,
take stock of status of education including teachers
attendance, Students attendance, conduct of teachers
and students, health conditions and immunization of
students, quality aspects, law and order situation in
and around school premises, equity aspects like
problems encountered by the girls, SCs, STs, children
belonging to BPL families and Educationally
Backward Minorities etc.
 (Frame work for implementation of RMSA, chapter IX, 9.1.2, P-
58)

29. SECONDARY EDUCATION
MANAGEMENT INFORMATION
SYSTEM (SEMIS) CHAPTER 5(3)
 Old wine in new bottle!
 NUEPA as nodal agency
 The DISE data management is a perfect
indicator for the flaws of such system. No
systematic measures had been suggested to
improve management of DISE.

30. STRENGTHENING OF RESOURCE
INSTITUTIONS
 Strengthening of resource institutions at
various levels like NCERT, SCERT,
University departments of education, RIE’s,
IASE’s, Teacher education institutions etc.
are vaguely stated.
 No modus operandi suggested for that!
 The term ’strengthening’ is not defined!

31. UNILATERAL!!
 “……all types of schools, including unaided
private schools will also contribute towards
Universalisation of Secondary Education (USE)
by ensuring adequate enrolments for the children
from under privileged society and the children
Below Poverty Line (BPL) families”
 (Frame work for implementation of RMSA, Chapter I,
1.4, P-4)

32. ENSURING ACCESS THROUGH PPP!
 “New schools will also be set up in PPP mode”
 (Frame work for implementation of RMSA, Chapter
II,2.1.1, P-6)

33. UNILATERAL FRAMEWORK!
 “Requirement of incentives like scholarship,
uniforms, shoes, textbooks, note books etc. will
have to be worked out on the basis of State
norms. These would be part of the RMSA but the
funding would be mainly from the State Plan”
• (Frame work for implementation of RMSA, chater III, 3.10.3, P-13)
No discussions had been conducted with
States, till date!

34. ALLOCATION OF RESOURCES
 Out of the 14 conditions for allocation of
resources, there are several flaws and issues to
be resolved!
 Commitment from the State Government with regard
to the State share;
 Institutional reforms in states to facilitate
decentralized management of education,
 Availability of financial resources in a particular year.
 However, the release will also be performance linked.
 If an educationally backward district does not utilize
the resources in
 the manner intended, it is unlikely to continue to
receive a priority.
(Frame work for implementation of RMSA, chater III,3.12, P-15)

35. FINANCING PATTERNS
 During 11th plan period funding for central and
state share will be 75:25 (for north eastern states
it will be 90:10)
 For the 12th plan period it will be 50:50 (for north
eastern states it will be 90:10)
(Frame work for implementation of RMSA, chater
III,3.18.2 and 3.18.5, P-15)

36. TEACHING UNDER SCANNING!
 Theme specific supervision visits besides the
overall assessment visits would also be
undertaken. Classroom observation by resource
persons has also been provided for.
 (Frame work for implementation of RMSA, chapter III,3.16.3,
P-15)
 SMDC :Another threat to academic freedom of
teachers!

37. MCQ DOMINATION
“It is proposed that the incidence of short-answer
questions be reduced and replaced
with Multiple Choice Questions (MCQs)
on one-hand and Reflective (long answer)
type questions on the other. Orientation
programmes to make the teachers
familiar with MCQs and how to have
them test higher-order thinking need to be
organized. While long answer type
questions involve more examiner time
thansperant today, MCQs, being machine-marked,
will involve nil”
(Frame work for implementation of RMSA, chater V,5.9.3, P-34)

38. STRONG PLANNING
 District level Perspective plan and annual plan
 State plan by coordinating the district level
planning
 National planning and allocation

39. LEARNING RESOURCE CENTERS
(LRC)
 “……all schools need to be equipped with
Learning Resource Centres (LRC) with following
inputs.
 Library
 Provision for ICT support
 Link with EDUSAT
(Frame work for implementation of RMSA, chater V,5.7, P-33)

40.  “…..things gain meaning by being used in a
shared experience or joint action” (John Dewy,
1916)
2017 and 2020 are not too far……..absence of
coordinated actions in the implementation of
RMSA will repeat the same pathetic story of
Article 45 of Indian constitution

41. Thank You