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Development & Research Services (P) Ltd
FINAL REPORT
2021
Sample Survey and Study under Section
12(1) (C) of the RTE Act, 2009
Submitted To
NITI Aayog, Government of India
CONTENTS
Sl. No. Particulars Page No
Acknowledgements
Executive Summary I - XI
Chapter - 1 Background and Research Design 1 - 5
1.1 Introduction 1
1.2 Objective 2
1.3 Methodology 2
1.4 Sampling Design 2
1.5 Survey Instruments 4
1.6 Target Groups and Key Respondents 4
1.7 Time Duration 5
1.8 Limitation of Study 5
1.9 Outline of Report 5
Chapter - 2 DELHI: Status of Implementation of Section 12 (1)
(C) of Right to Education (RTE) Act 2009
6 - 39
2.1 Introduction 6
2.2 Admission Process 8
2.3 Enrolment in schools 18
2.4 Free Provisions 27
2.5 Retention 29
2.6 Drop-Outs 30
2.7 Learning Achievement 31
2.8 Social Experience 32
2.9 Impact 32
2.10 Financial Implications 33
2.11 Recommendations for Improvement 36 Chapter - 3 MADHYA PRADESH: Status of Implementation of
Section 12 (1) (C) of Right to Education (RTE) Act 2009
40 - 67
3.1 Introduction 40
3.2 Admission Process 41
3.3 Enrolment in schools 48
3.4 Free Provisions 58
3.5 Retention 61
3.6 Drop-Outs 61
3.7 Learning Achievement 62
3.8 Social Experience 63
3.9 Impact 63
3.10 Financial Implications 64
3.11 Recommendations for Improvement 66
Chapter - 4 KARNATAKA: Status of Implementation of Section
12 (1) (C) of Right to Education (RTE) Act 2009
68 - 93
4.1 Introduction 68
4.2 Admission Process 70
4.3 Enrolment in schools 75
4.4 Free Provisions 85
4.5 Retention 87
4.6 Drop-Outs 87
4.7 Learning Achievement 88
4.8 Social Experience 89
4.9 Impact 89
4.10 Financial Implications 90
4.11 Recommendations for Improvement 93 Chapter - 5 Conclusion 94 - 104
5.1 Introduction 94
5.2 Key Findings 94
5.3 Conclusion 99
5.4 Recommendations: 100
Tables
Table 1.1 Coverage of sampling units 4
Table 2.1
Distribution of sample schools by area and different
categories in Delhi
7
Table 2.2
Distribution of schools by area and measures taken to
advertise the 25% seats reserved under RTE in Delhi
15
Table 2.3
Distribution of schools that provide/display information for
parents about admission process in Delhi
15
Table 2.4
Distribution of schools, by area, that had visits from the
education department regarding the process of admission,
enrolment and inclusion in Delhi
16
Table 2.5
Distribution of schools, by area, that had taken steps to
facilitate form submission by parents in Delhi
16
Table 2.6
Distribution of schools by area and type of information
government collects on RTE portal in Delhi
17
Table 2.7
Distribution of schools, by area, that impart some special
training to teachers for teaching/dealing with students of
EWS and Disadvantaged section in Delhi
18
Table 2.8
Distribution of schools, by area, that follows up with
dropout students in Delhi
18
Table 2.9 Current enrolment in sample schools in Delhi 19
Table 2.10
Current class-wise enrolment in sample schools in Rural
Delhi
20
Table 2.11
Current class-wise enrolment in sample schools in Urban
Delhi
21
Table 2.12
Admissions in entry class in sample schools from 2015 to
2018 in Rural Delhi
22 Table 2.13
Admissions in entry class in sample schools from 2015 to
2018 in Urban Delhi
22
Table 2.14
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Rural Delhi
23
Table 2.15
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Urban Delhi
24
Table 2.16
Admissions in entry class in sample schools by DG (social),
EWS and disability category under section 12(1) (C) of RTE
Act 2009 from 2015 to 2018 in Rural Delhi
25
Table 2.17
Admissions in entry class in sample schools by DG (social
category), EWS and disability category under section 12(1)
(C) of RTE Act 2009 from 2015 to 2018 in Urban Delhi
26
Table 2.18
Distribution of sample schools, by area, providing free
Items to students admitted under section 12(1) (C) of RTE
Act 2009 in Delhi
28
Table 2.19
Distribution of sample schools by area and items for which
EWS parents were required to pay for.
29
Table 2.20
Distribution of sample schools by area where the parents
were restricted to buy school items in Delhi
29
Table 2.21
Distribution of sample schools, by area, having drop-outs of
EWS/ DG students after admission in sample schools in
Delhi
30
Table 2.22
Distribution of sample schools by performance of EWS / DG
students in comparison to other students in Delhi
31
Table 2.23
Distribution of sample schools having separate bank
accounts for receiving Reimbursement funds in DELHI
34
Table 2.24
Reimbursement of funds to schools by area in Delhi from
2015-2018
35
Table 2.25
Distribution of sample schools facing some problem in
receiving reimbursement funds in DELHI
35
Table 2.26
Distribution of sample schools having some requirements
from school post receiving reimbursement in DELHI
35
Table 2.27
Average amount of reimbursement per annum per student
received by school in Rural and urban area in DELHI
36
Table 3.1 Distribution of sample schools by area and different
41 categories in Madhya Pradesh
Table 3.2
Distribution of schools by area and measures taken to
advertise the 25% seats reserved under RTE in Madhya
Pradesh
44
Table 3.3
Distribution of schools that provide/display information for
parents about admission process in Madhya Pradesh
45
Table 3.4
Distribution of schools, by area, that had visits from the
education department regarding the process of admission,
enrolment and inclusion in Madhya Pradesh
45
Table 3.5
Distribution of schools, by area, that had taken steps to
facilitate form submission by parents in Madhya Pradesh
46
Table 3.6
Distribution of schools by area and type of information
government collects on RTE portal in Madhya Pradesh
46
Table 3.7
Distribution of schools, by area, that impart some special
training to teachers for teaching/dealing with students of
EWS
46
Table 3.8
Distribution of schools, by area, that follow up with dropout
students in Madhya Pradesh
47
Table 3.9 Current enrolment in sample schools in Madhya Pradesh 49
Table 3.10
Current class-wise enrolment in sample schools in Rural
Madhya Pradesh
50
Table 3.11
Current class-wise enrolment in sample schools in Urban
Madhya Pradesh
51
Table 3.12
Admissions in entry class in sample schools from 2015 to
2018 in Rural Madhya Pradesh
53
Table 3.13
Admissions in entry class in sample schools from 2015 to
2018 in Urban Madhya Pradesh
54
Table 3.14
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Rural Madhya Pradesh
55
Table 3.15
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG) from
2015 to 2018 in Urban Madhya Pradesh
55
Table 3.16
Admissions in entry class in sample schools by DG (social),
EWS and disability category under section 12(1) (C) of RTE
Act 2009 from 2015 to 2018 in Rural Madhya Pradesh
56
Table 3.17 Admissions in entry class in sample schools by DG (social
57 category), EWS and disability category under section 12(1)
(C) of RTE Act 2009 from 2015 to 2018 in Urban Madhya
Pradesh
Table 3.18
Distribution of sample schools, by area, providing free
Items to students admitted under section 12(1) (C) of RTE
Act 2009 in Madhya Pradesh
59
Table 3.19
Distribution of sample schools by area and items for which
EWS parents were required to pay for.
59
Table 3.20
Distribution of sample schools by area where the parents
were restricted to buy school items in Madhya Pradesh
59
Table 3.21
Distribution of sample schools, by area, having drop-outs of
EWS/ DG students after admission in sample schools in
Madhya Pradesh
61
Table 3.22
Distribution of sample schools by performance of EWS / DG
students in comparison to other students in Madhya
Pradesh
62
Table 3.23
Distribution of sample schools having separate bank
accounts for receiving Reimbursement funds in Madhya
Pradesh
65
Table 3.24
Reimbursement of funds to schools by area in Madhya
Pradesh from 2015-2018
65
Table 3.25
Distribution of sample schools facing some problem in
receiving reimbursement funds in Madhya Pradesh
65
Table 3.26
Distribution of sample schools having some requirements
from school post receiving reimbursement in Madhya
Pradesh
66
Table 3.27
Average amount of reimbursement per annum per student
received by school in rural and urban area in Madhya
Pradesh
66
Table 4.1
Distribution of sample schools by area and different
categories in Karnataka
69
Table 4.2
Distribution of schools by area and measures taken to
advertise the 25% seats reserved under RTE in Karnataka
72
Table 4.3
Distribution of schools that provide/display information for
parents about admission process in Karnataka
72
Table 4.4
Distribution of schools, by area, that had visits from the
education department regarding the process of admission,
73
enrolment and inclusion in Karnataka
Table 4.5
Distribution of schools, by area, that had taken steps to
facilitate form submission by parents in Karnataka
73
Table 4.6
Distribution of schools by area and type of information
government collects on RTE portal in Karnataka
74
Table 4.7
Distribution of schools, by area, that impart some special
training to teachers for teaching/dealing with students of
EWS and Disadvantaged section in Karnataka
75
Table 4.8
Distribution of schools, by area, that follows up with
dropout students in Karnataka
75
Table 4.9 Current enrolment in sample schools in Karnataka 77
Table 4.10
Current class-wise enrolment in sample schools in Rural
Karnataka
78
Table 4.11
Current class-wise enrolment in sample schools in Urban
Karnataka
79
Table 4.12
Admissions in entry class in sample schools from 2015 to
2018 in Rural Karnataka
80
Table 4.13
Admissions in entry class in sample schools from 2015 to
2018 in Urban Karnataka
80
Table 4.14
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Rural Karnataka
81
Table 4.15
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Urban Karnataka
82
Table 4.16
Admissions in entry class in sample schools by DG (social),
EWS and disability category under section 12(1) (C) of RTE
Act 2009 from 2015 to 2018 in Rural Karnataka
83
Table 4.17
Admissions in entry class in sample schools by DG (social
category), EWS and disability category under section 12(1)
(C) of RTE Act 2009 from 2015 to 2018 in Urban Karnataka
84
Table 4.18
Distribution of sample schools, by area, providing free
Items to students admitted under section 12(1) (C) of RTE
Act 2009 in Karnataka
85
Table 4.19
Distribution of sample schools by area and items for which
EWS parents were required to pay for.
86
Table 4.20
Distribution of sample schools by area where the parents
were restricted to buy school items in Karnataka
86
Table 4.21
Distribution of sample schools, by area, having drop-outs of
EWS/ DG students after admission in sample schools in
Karnataka
88
Table 4.22
Distribution of sample schools by performance of EWS / DG
students in comparison to other students in Karnataka
89
Table 4.23
Distribution of sample schools having separate bank
accounts for receiving Reimbursement funds in
KARNATAKA
91
Table 4.24
Reimbursement of funds to schools by area in Karnataka
from 2015-2018
91
Table 4.25
Distribution of sample schools facing some problem in
receiving reimbursement funds in KARNATAKA
92
Table 4.26
Distribution of sample schools having some requirements
from school post receiving reimbursement in KARNATAKA
93
Table 4.27
Average amount of reimbursement per annum per student
received by school in Rural and urban area in KARNATAKA
93
Development & Research Services Pvt. Ltd, New Delhi Page I
EXECUTIVE SUMMARY
The present study is a survey based assessment of the status of implementation of
Section 12(1) (C) of the RTE Act, 2009 in Delhi, Karnataka and Madhya Pradesh.
These states were selected by NITI Aayog on the basis of their position with regard
to highest rates of school participation and enrolment. This report brings out the
status of implementation of various provisions under Section 12(1) (C) of the RTE
Act and their impact on stakeholders using the identified parameters / indicators. The
structure of the report has been finalized in consultation with NITI Aayog.
The survey covered 60 schools spread across 15 districts in 3 states. These units
were equally divided in rural and urban area in 5 districts per state. A multi stage
sampling process was used for selection of the sampling units. For selection of
districts, first all the districts in the state were arranged on the basis of total
enrolment under Private Schools (Latest DISE data). From this list, 2 districts with
highest enrolment, 2 with moderate and 1 with lowest enrolment were selected. For
selection of 20 schools from each state, 4 schools (2 each from urban and rural
area) were selected from each sampled district. Two schools from urban area were
covered from District Headquarter and the rest of 2 schools from rural area. To
ensure fair representation of private aided and un-aided schools, one each was
selected from respective category. The selection of schools was done randomly after
getting the necessary information of school category etc. from the District Education
Office. The quantitative primary data for the survey was collected through three
structured schedules each administered to school principal / headmaster, Teacher
and one of the Parent of the child. For qualitative inputs state project directors and
district education officers were interviewed.
This report provides a detailed description of findings pertaining to key areas of
interest. The key findings of the study are as follows:
Development & Research Services Pvt. Ltd, New Delhi Page II
OVERVIEW OF FINDINGS
Notification of Rules
All the three states have notified the respective State Rules for implantation of
the RTE Act, 2009; and have well - structured organisational set-up for its
implementation.
Awareness Generation
For generating awareness and publicity about the Act, IEC activities were
being undertaken by all the state governments through print and electronic
media.
Advertisement about reservation of 25% seats for EWS/DG candidates under
the Act was mainly done on DoE portal of the states and school notice
boards. The Portal also gives necessary information about state RTE rules
and admission related issues
Majority of schools provided / displayed information for parents about
admission process including number of seats available, neighbourhood
criterion, documents required, deadline for submission and date of draw for
selection of students.
Admission Process
The admission process was primarily online through website in all the states.
In all states, 25% seats at the entry levels (nursery, kindergarten and class 1)
were reserved for EWS/DG categories in private schools, excluding minority
institutions.
Age limits prescribed for admission for children belonging to EWS / DG
categories was 3-5 years for nursery; 4-6 years for kindergarten; and 5-7
years for class 1.
Selection of candidates was done by computerised draw.
The successful applicants were informed about the school allotted for
admission under EWS/DG category through SMS on their registered mobile
number.
Type of information that state governments collected on RTE portal included
tuition fee, cost of text books, uniforms, learning material, number of available
Development & Research Services Pvt. Ltd, New Delhi Page III
seats, applications received, neighbourhood criteria, name and details of
children finally selected and enrolled; and details of children continuing
education.
Most of the schools imparted special training to teachers for teaching and
dealing with students of EWS and DG categories in Delhi and Madhya
Pradesh; and also took up follow-action with drop-outs to help and motivate
them for continuing their education. However, in Karnataka majority of schools
did not follow this practice.
Enrolment in schools
In contravention to the provision in Section 9 of the Act, no local authority was
maintaining records of children upto age of 14 years in Delhi, MP and
Karnataka.
In Delhi, Sarva Shiksha Abiyan (SSA) maintained record of all children within
the age group of 6-14 years. In MP, the School Education Department was
conducting annual door to door household survey (HHS) under School
Chalein Hum Abhiyan for identifying children from zero to 14 years to update
the village education register (VER) in rural areas and ward education register
(WER) in urban areas. In Karnataka the head Master of every government
school maintained the records of school going children. Child census was
conducted and consolidated periodically; and out of school children were
mainstreamed through various interventions.
In Delhi, percentage of students enrolled under EWS / DG category wrt
current strength was about 20%. They accounted for about 25% share in new
admissions. At entry level their enrolment ranged from lowest of 740 in 2017
to highest of 788 in 2016 registering a decrease of about 6% in rural area. In
urban area it increased from lowest of 1346 in 2015 to highest of 1828 in 2018
registering an increase of 36%. Less than 3% students left the schools both in
rural and urban area without Transfer Certificates during 2015-2018.
In MP, percentage of students enrolled under EWS / DG category wrt current
strength was about 16%. They accounted for 7% share in new admissions. At
entry level their enrolment declined from highest of 952 in 2015 to lowest of
Development & Research Services Pvt. Ltd, New Delhi Page IV
880 in 2018 registering a decrease of about 8% in rural area. In urban area it
increased from lowest of 984 in 2016 to highest of 1105 in 2017 registering an
increase of about 12%. Less than 4% students left the schools both in rural
and urban area without Transfer Certificates during 2015-2018.
In Karnataka, percentage of students enrolled under EWS / DG category wrt
current strength was about 12%. They accounted for 9% share in new
admissions. At entry level their enrolment increased from lowest of 209 in
2016 to highest of 241 in 2018 registering an increase of about 12% in rural
area. In urban area it increased from 135 in 2015 to 175 in 2017 registering an
increase of about 12%. Less than 2.4% students left the schools both in rural
and urban area without Transfer Certificates during 2015-2018.
The main reasons for large number of seats remaining vacant included lack of
awareness and knowledge about admission process; delay in the admission
process; preference given to schools starting with pre-primary/ nursery level
rather than those which directly start from class 1; high budget private schools
are able to evade/resist the system; parents of general category of students
tend to have a prejudice against marginalised sections of society ; some of
the enrolled EWS/DG students dropped out after admission because of
migration and also due to non-affordability of non-refundable expenses
charged by schools.
Free Provisions
In Delhi, besides free tuition fee, free items provided to EWS/DG students
included uniforms and text books (85% schools each); and material for extra-
curricular activities (70% schools). About 40% schools also provided them
other free facilities like school transport, computer and smart classes etc.
About 65% schools charged for other facilities like school transport, computer
and smart classes etc.
In MP, only tuition fee was free. Parents had to pay for uniforms and text
books in all schools). In 75% schools they paid for material for extra -
curricular activities; In 40% schools they also paid for transport and computer
classes etc. However, parents were not restricted to buy these items from
school.
Development & Research Services Pvt. Ltd, New Delhi Page V
In Karnataka, only tuition fee was free in all schools. Some provided free text
books, uniforms and material for extra-curricular activities. Parents had to pay
for uniforms in 75% schools; in 70% schools they paid for material for extra -
curricular activities; In 50% schools they also paid for text books also.
However, parents were not restricted to buy these items from school.
Retention
No specific data was collected for retention of EWS/DG students in primary
and upper primary level school education in the study area. However, as per
government authorities in all the three states retention rate of the said
category of students was very high at the elementary level of school
education.
Drop-Outs
About 60%, 70% and 35% schools in Delhi, MP and Karnataka respectively
had drop-outs of EWS/ DG students after admission. The most probable
reasons reported by school principals across states for dropout were change
of place of residence and transfer of parents. Additionally, in Delhi, some
parents also did not want to send their children in schools. However as per
government authorities drop-out rate was very low.
Learning Achievement
Majority of 70% schools in Delhi rated the performance of EWS / DG students
in comparison to other students as ‘similar’; and 30% rated it ‘weaker’ None
rated it as ‘better’. In MP 55% schools rated it as ‘similar’; 45% rated it ‘better’
(45%); and none rated it ‘weaker’. In Karnataka, 50% schools rated it as
‘similar’; 35% rated it as ‘better’; and only 15% it as ‘weaker’.
Social Experience
Parents of most of the students had very positive social experience about
treatment given to their children in sample schools in all the three states. Their
children never faced any problem in school.
Development & Research Services Pvt. Ltd, New Delhi Page VI
Impact
It has a very positive impact on EWS/DG students. The Act has provided
them a scope to study in a good school and receive best education.
The Act provided a platform to bring children of all sections of society together
and provide them an opportunity to avail best school level education.
It has created an inclusive attitude with a democratic perspective in
heterogeneous classrooms. The classrooms are the representations of the
cross section of society.
Most teachers felt that the teaching level though had to be brought down
because they had to reach out to diverse learners.
The final goal setting is lowered when the students have not been to school at
6 years or above.
In Karnataka, Low and medium budget schools are happy to implement RTE
Act in view of substantial amount of fee reimbursement to schools for children
admitted under Section 12(1) (c) of the RTE Act. However, many high budget
schools are implementing RTE Act reluctantly and trying to get status of
linguistic minority. This has an adverse impact on implementation of the RTE
Act.
Financial Implications
Average amount per annum per child reimbursed to school was found to be
Rs.19,176/-, Rs.4037/ - and Rs. 16,000/- in Delhi, MP and Karnataka
respectively.
About 75%, 89% and 20% schools in Delhi, MP and Karnataka did not have
separate bank account for reimbursements.
About 70%, 65% and 20% schools in Delhi, MP and Karnataka faced some
problem in receiving reimbursement funds.
In Delhi, percentage of funds received against the amount of funds applied for
reimbursement was at the level of 81%, 52% and 5% only during 2015-16,
2016-17 and 2017-18 respectively; and about 50% schools required additional
funds post reimbursement.
Development & Research Services Pvt. Ltd, New Delhi Page VII
Likewise, in MP, percentage of funds received against the amount of funds
applied for reimbursement was at the level of 71%, 34% and 2% only during
2015-16, 2016-17 and 2017-18 respectively; and only 2 urban schools
required additional funds post reimbursement.
In Karnataka, percentage of funds received against the amount of funds
applied for reimbursement was at the level of 93%, 95% and 92% during
2015-16, 2016-17 and 2017-18 respectively; and only 2 rural schools
required additional funds post reimbursement.
RECOMMENDATIONS
Union Government
Department of School Education and Literacy, Ministry of Education (MoE)
should have a periodical review - meetings with state governments, preferably
every 6 months, to share their experiences about implementation of the
provisions of section 12 (1) (c) of the RTE Act, success stories, challenges
faced, and best strategies adopted to overcome them. It will provide a useful
platform for learning best regulatory practices and articulate their plan of
action accordingly.
State Governments
The states must have a robust Management System (MIS) for private schools.
All processes from admission to reimbursement with timelines for milestones
and accountability should be made public. Immediate remedial measures
should be taken by concerned authority to check the defaulters. The portal for
online education system should provide comprehensive information about
dropouts and learning levels of EWS/DG students. Grievances received and
their redressal should be made time bound and public.
The monitoring mechanism should be strengthened to ensure the functioning
of private schools is in compliance with the prescribed guidelines. They must
ensure that the School Management Committees (SMCs) are constituted and
Development & Research Services Pvt. Ltd, New Delhi Page VIII
remain functional. The SMCs must meet regularly to help in efficient
functioning of schools through Strategic Development Plans (SDPs).
A designated authority must be appointed to maintain record of all children
within the age group of 6-14 years.
The recognised participating private schools should be graded as per
available infrastructure and facilities; and the applicants seeking admission
should be asked to fill in the preferences of the schools accordingly.
District-wise records of all EWS/DG categories of students enrolled should be
maintained and their progress tracked / monitored till completion of
compulsory education.
At least 75 % attendance should be linked with promotion from one class to
next class and there should be no detention till class 5.
Awareness Generation
IEC activities to generate awareness among the target groups about the
provisions of the Act and knowledge about the eligibility criteria, admission
process of EWS / DG category of students should be strengthened. The
under-privileged households should be identified and provided timely
information in this regard. Type of information to be shared, method of its
dissemination and authority responsible for outreach should be clearly
identified.
Print media, advertisement and posters should be extensively used,
particularly in rural area, to make announcements about the admission of
children under section 12(1) (c) of RTE Act 2009. Community meetings
should be organised to disseminate information about how to submit
application, how to track it, and seek redressal of grievances, if needed.
In addition to public representatives and anganwadi workers, gram
panchayats and local NGOs should also be actively engaged in IEC activities
to generate awareness about the Act and admission processes/procedures
amongst potential applicants, assist them in form-filing, and track their
admission status.
Development & Research Services Pvt. Ltd, New Delhi Page IX
Admission Process:
There should be a mechanism for submission of off-line application forms for
those who cannot follow online process.
Admission process should start well on time and before the month of April, the
beginning of the academic session.
The selection process must involve verification of given residential address
through personal home visits.
Documentation of the students admitted under EWS / DG categories should
be updated every year.
All the schools must organise an orientation and counselling programme for
parents of the students given admission to help them understand the
functioning of the schools and roles / responsibilities expected from parents.
The residential address of EWS/DG students, in particular those who lived in
rented accommodation, should be periodically checked for any change, as
they may change their address during the course of time. The school records
must be updated accordingly
Free Provisions
All schools must provide free school uniform, text books and stationery to the
EWS/DG category students admitted under section 12 (1) (c) of the RTE Act.
Retention:
All the school teachers should be sensitised to meet the needs of EWS / DG
students and ensure that no student leaves the school without TC.
Advocacy programmes should be organised for parents of the children leaving
the school to understand their problem and extend them needful help to the
extent possible and also facilitate in continuation of the education of their
children.
The schools should have separate arrangement for teaching specially abled
students
Development & Research Services Pvt. Ltd, New Delhi Page X
District level records of retention of EWS/DG students should be maintained
upto class 8 level.
Drop-outs:
Efforts should be made to check drop-out rates of EWS/ DG students after
admission. In this regard, organise advocacy programmes for drop-outs /
potential drop –outs and extend needful help to ensure that the child
completes his elementary education in another school.
Orientation of teachers:
All the schools must ensure that the quota mandated by section 12(1) (c) of
RTE Act 2009 remains fairly accessible to the intended beneficiaries and take
necessary measures to comply with the prescribed norms in fulfilling it.
All the school teachers and Principals must be provided training to sensitize
them about the needs of EWS /DG students and for effective implementation /
compliance of the RTE guidelines. Similar to in-service training of government
school teachers, training of private school teachers should be conducted by
respective schools through DIETs.
Training should be organised at district level through a well - structured
module
School Administration:
The school administration must engage the candidates and their parents
before the beginning of the academic session to give them counselling and
proper orientation about the norms, methodology adopted by them in
conducting the classes and the role / co-operation expected from parents.
The Parent’s Teacher Association in private schools should have reservation
for parents of EWS/DG category students admitted in the school.
Development & Research Services Pvt. Ltd, New Delhi Page XI
Reimbursement:
Most of the schools are facing some problem in receiving reimbursement
funds. Immediate steps should be taken to streamline the process of
reimbursement and address their issues.
The reimbursement provisions and processes should be made transparent.
Criteria and method for reimbursement should be well defined; and the
designated financial authorities responsible for calculating and reimbursement
for fee, uniforms and books etc. should be put in public domain for the benefit
of stakeholders.
Redressal Mechanism
Problems of staff and parents about implementation of the RTE Act should be
first resolved by a special committee constituted for this purpose in the school
itself.
It is hoped that the insights generated through research findings of this survey
will help in designing focused interventions to improve implementation of the
Section 12 (1) (c) of the RTE Act in the States. They will be useful to achieve
the central objective of the provisions of the RTE Act.
….. Development and Research Services Pvt. Ltd.
1
CHAPTER 1
BACKGROUND AND R ESEARCH DESIGN
1.1 Introduction
The Right to Education Act, 2009 is an Act of Parliament of India enacted on 4
th
August
2009 which describes the modalities of the importance of free and compulsory education
for children between 6 and 14 in India under Article 21A of the Indian Constitution. India
became one of 135 countries to make education a fundamental right of every child when
the act came into force on 1 April 2010.
Within the Act, one of the provisions made via section 12 (1) (c) mandates that private
aided and un-aided schools (With the exceptions of Minority & Residential schools)
reserve at least 25% of their entry level seats for children from economically weaker and
disadvantaged sections of society and provide free education to children admitted under
this provision. Under the same provision, states are to reimburse the schools per child
cost equivalent to what is incurred by the state in Government schools.
All states have notified rules for Section 12 (1) (c) with states differing in the level of clarity
offered. Some states clearly define which children are eligible by specifying which
population constitutes Disadvantaged and weaker sections; others keep the definition
broad. State rules also take different approaches to defining ‘Neighbourhood’, the grade
level for which reimbursements will be done for and conditions that need to be met for
children to apply to private unaided schools under Section 12 (1) (c).
Since the enactment of RTE in 2010, implementation of Section 12(1) (c) has been
patchy. In 2015, MHRD reported zero participation from private schools in 18 states while
many other states that have schools participating show low enrolment against seats
offered. Moreover, data is not clear on the retention and learning outcomes of students
enrolled under the said section.
The Development and Research Services (DRS) has been commissioned to undertake
the sample survey and study the status of implementation of Section 12(1) (c) of the RTE
Act, 2009 in Delhi, Karnataka and Madhya Pradesh. The study brings out status of
implementation of various provisions under Section 12(1) (c) of the RTE Act and their Development and Research Services Pvt. Ltd.
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impact on stakeholders using the identified parameters / indicators. The structure of the
report has been finalized in consultation with NITI Aayog.
1.2 Objective
The objective of the study is to examine the various components with respect to the
implementation of section 12 (1) (c) mandating that private aided and un-aided schools
(With the exceptions of minority & Residential schools) reserve at least 25% of their entry
level seats for children from economically weaker and disadvantaged sections of society
and provide free education to children admitted under this provision.
The detailed study objectives are as follows:
To examine the admission process at School/ District/ State level,
To collect data on number of students enrolled by gender, social category and
disability,
To make the list of free provisions for students under section 12 (1) (c) and to make
tabulation of any cost being borne by students.
To examine student retention, drop-outs, learning achievement, social experience
(presence/ absence of discrimination or biases).
To assess impact on other stakeholders: schools (trends in school fee, experience
of teachers etc.) and parents
1.3 Methodology
The study used both quantitative and qualitative research methods to capture the required
information on various study parameters. Quantitative Primary data was collected from the
sampled schools and qualitative data through interactions with concerned officials of the
District and State Government.
Three states, namely Delhi, Karnataka and Madhya Pradesh where the study was
required to be conducted had been already selected by Niti Aayog. These states had been
selected on the basis of their position with regard to highest rates of school participation
and enrolment.
1.4 Sampling Design
As per ToR a sample of 20 schools was required to be drawn from each state. DRS
adopted a robust sampling design to ensure reasonable accuracy in the research outputs. Development and Research Services Pvt. Ltd.
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1.4.1 Multi Stage Sampling
A multi stage sampling process was used for selection of the sampling units as described
in following sub-sections.
1
st
Stage – Selection of States:
Three states, namely Delhi, Karnataka and Madhya Pradesh where the study was
required to be conducted had been already selected by Niti Aayog. These states had been
selected on the basis of their position with regard to highest rates of school participation
and enrolment. Selection of states comprised the first stage of sampling process.
2
nd
Stage – Selection of districts:
In all 5 districts from each state were selected at the 2nd stage of sampling process. For
this purpose, within each state, all the districts were first arranged on the basis of the total
enrolment under Private Schools (Latest DISE data). Then, from this list, 2 districts with
highest enrolment, 2 with moderate enrolment and 1 having the lowest enrolment was
selected.
3
rd
Stage – Selection of schools:
To select the sample of 20 schools from each state, 4 schools (2 each from urban and
rural area) were selected from each of 5 sampled districts in each state. The 2 schools
from urban area were covered from the District Headquarter and the rest of 2 schools from
rural area. To ensure adequate representation of private aided and un-aided schools, out
of the 2 schools in each case, 1 was from the private aided school category and another
from the private un-aided school category.
(Note: In case of non-existence of school from a particular category, the selection was
made from the available category)
The selection of these schools was done randomly after getting the necessary information
of school category etc. from the District Education Office.
1.4.2 Sample Size
The coverage of the sampled units comprised 60 schools spread across 3 states (Delhi,
Karnataka and Madhya Pradesh) in 15 districts (5 districts in each state). These units
were equally divided in rural and urban area in each selected district in each state as per
details give in Table 1.1 presented below:
Development and Research Services Pvt. Ltd.
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Table 1.1: Coverage of sampling units
S. No. States Districts
No. of Schools
per district
Total Sampled
Schools
1 Delhi 5 4 (2 Rural + 2 Urban) 20
2 Karnataka 5 4 (2 Rural + 2 Urban) 20
3 Madhya Pradesh 5 4 (2 Rural + 2 Urban) 20
4 Total 15 4 (2 Rural + 2 Urban) 60
1.5 Survey Instruments
The following tools were used for collection of requisite information for the study.
1.5.1 Quantitative
Three types of survey modules were developed and used for collection of quantitative
data as described below:
School schedule – To be administered to School Principal / Headmaster
Teacher schedule – To be administered to Teacher
Parent schedule – To be administered to either parent of the child
1.5.2 Qualitative
Specific guidelines were prepared for discussion in In-depth Interview with concerned
authorizes at the state and district levels.
IDI Guide for State Project Director
IDI Guide for District Education Officer
1.6 Target Groups and Key Respondents
The target groups and key respondents that acted as the primary source of information for
investigating various dimensions of survey included the following:
Target groups:
School students enrolled under RTE section 12 (1) (c).
Respondents:
One of the parents of every child
One teacher of each school Development and Research Services Pvt. Ltd.
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Principal / headmaster of each school
Selection of teacher:
In every selected school, one senior teacher actively involved in the admission process
was selected and interviewed.
Selection of Parents:
One parent, either father or mother of the concerned child selected randomly, was
interviewed at their residence.
1.7 Time Duration
Actual duration of the data collection for the study was from October to December 2018.
1.8 Limitation of Study
This study is based primarily on data collected from sample units. In this light the study
has following limitations in generalizing the results:
The outcome of the evaluation is based on primary data collected through
sampling, and hence has its own limitation and should be treated cautiously despite
the best intention of the evaluation team to draw representative sample.
The outcome of the evaluation may vary to the extent of hiding information or giving
wrong information by the interviewees for fear of identity and other reasons.
1.9 Outline of Report
The study report is presented in 5 chapters. Chapter 1 provides the background and
research design used for the study; Chapter 2, 3, 4 present the status of implementation
of Section 12(1) (c) of the RTE Act, 2009 in Delhi, Madhya Pradesh and Karnataka
respectively. These chapters provide research insight into the admission process at
school/district/state level, number of students enrolled under section 12(1) (c) by gender,
social category and disability; list of free provisions for target students; retention, drop-
outs, learning achievement, social experience of the target groups; and impact on
stakeholders. The concluding Chapter 5 recapitulates the key findings, conclusions and
recommendations of the study for needful interventions. Additionally, the report also
includes an Executive Summary that synthesizes key points and provides a thorough
overview of the overall content. Development and Research Services Pvt. Ltd. 6
CHAPTER 2
DELHI
2.1 Introduction
2.1.1 Organisational set-up
In Delhi, the overall responsibility for implementation of SSA-RTE programme vests
with the Secretary (Education).The Government of NCT of Delhi (GNCTD), all the
three Municipal Corporations, NDMC and DCB have been notified (April 2013) as local
authorities for implementation of the RTE Act. In the Directorate of Education, the
Director is the Chief Executive Officer (CEO) assisted by Additional Directors, Deputy
Directors of Education at various units/branches/districts and Principals of schools. In
the Universalization Elementary Education Mission (UEEM), the Education Secretary
is the Chairperson of the Executive Council who is assisted by the Vice-Chairperson,
State Project Director, Finance Controller, District Project Officers and subordinate
staff. In Delhi Municipal Corporations, the Act is implemented by the Commissioners
assisted by Additional Commissioners and Additional/ Deputy/Assistant Directors. A
State Advisory Council has been also constituted by the GNCTD in April 2014 to
render advice for effective implementation of the Act.
2.1.2 Notification of Rules
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, became
operational with effect from 01 April 2010 for providing right to free and compulsory
elementary education (1st to 8th class) to all children of the age of 6 to14 years in a
neighbourhood school. Government of NCT of Delhi notified the ‘Delhi Right of
Children to Free and Compulsory Education Rules, 2011’ (DRTE Rules) in November
2011. Prior to enactment of the RTE Act, the Sarva Shiksha Abhiyan (SSA) was the
flagship programme of the Government of India (GoI) for achieving universalization of
elementary education. The SSA Framework of Implementation and Norms for
Intervention was revised to correspond to the provisions of the RTE Act and SSA
became the main vehicle for implementing the provisions of the RTE Act.
The DRTE Rules inter alia provide for the following: Development and Research Services Pvt. Ltd. 7
Duties of the government of NCT of Delhi and local authority relating to
identification of children. Special training for out of school children for a
minimum period of three months and maximum period of not exceeding two
years.
Areas or limit of neighborhood school and procedure for recognition of private
schools.
Procedures for formation and functioning of school management committee,
preparation of school development plan and grievances redressal of teacher.
It prohibits segregation of children belonging to weaker section and
disadvantaged group admitted in private unaided school from other children in
the classroom and discrimination from rest of children in any manner relating to
entitlement and facilities such as text book, uniform, library and extra-curricular
activities.
2.1.3 Awareness generation
For generating awareness and publicity about the Act, IEC activities are being
undertaken by the government through print and electronic media from time to time.
2.1.4 Sampling Units
To pursue the study objectives in Delhi, a sample of 20 un-aided schools, 10 each
from rural and urban area, was selected. Table 2.1 given below presents their
distribution by gender, educational and aided/un-aided categories.
Table 2.1: Distribution of sample schools by area and different categories in Delhi
Category Rural Urban Total
Distribution by educational categories
Primary 0 0 0
Upper Primary 5 3 8
Secondary 5 7 12
Total 10 10 20
Distribution by aided / un-aided categories
Aided 0 0 0
Un-aided 10 10 20
Total 10 10 20
Distribution by gender categories
Boys 0 0 0
Girls 0 1 1
Co-ed 10 9 19
Total 10 10 20 Development and Research Services Pvt. Ltd. 8
2.2 Admission Process
The admission process adopted by the sample schools was discussed by all the
stakeholders. The content analysis of discussions held with the concerned authorities
in the government revealed that the admission process in private unaided recognised
schools in Delhi was primarily online through website. The website gives necessary
information about the number of seats available, application form, dates for
submission of application form, eligibility criteria for admission and supporting
documents needed etc. The website of the DoE provides online application form for
admission under EWS/DG category for the ensuing academic session; list schools
recognised under DSEAR, 1973; schools provisionally recognised under RTE Act,
2009 who will be a part of these online admissions; and e-brochure on instructions
both in Hindi and English; and answers to a list of frequently asked questions on on-
line EWS/DG admission in private un-aided recognised schools of Delhi. The website
gives all the details about students finally selected for admission (school wise) for
general seats as well as EWS/DG category seats.
2.2.1 Definitions and terms / rules for admission
In Delhi, Section 12 (1) (c) of the RTE Act includes children belonging to Economically
Weaker Section (EWS) and children belonging to Disadvantaged Group (DG). Children
belonging to EWS category are those whose parents have annual family income from
all sources amounting to less than one lakh rupees. The children belonging to
Disadvantaged Group include those belonging to, Scheduled Castes (SCs), Scheduled
Tribes (STs), non-creamy layer Other Backward Classes (OBCs), Children with Special
Needs and suffering from disability, Orphans and Transgender.
Majority of the schools give heavy weightage to neighbourhood –distance in kms. (Or
areas where school provide transport facilities), sibling and alumni while allotting points
in eligibility criteria. Some schools also give consideration to the first child, single
parent and legally adopted child. Schools have fixed criteria for their 50% to 75%
general category entry-level seats. Only children upto the age of 4, 5 and 6 years are
admitted to nursery, kindergarten and class 1 (entry level) respectively under general
category students. The 1st list of selected applicants will be uploaded on website on Development and Research Services Pvt. Ltd. 9
4.2.2019. From 5 -12 February 2019 parents can take queries pertaining to point
allotment with grievance cell in DoE in all districts of the NCR of Delhi.
DoE has given autonomy to schools to decide their own criteria for admission, and
upload them on DoE website by a given date (December 14, 2018 for admission in
2019). The Department has also warned schools not to include 50 listed criteria like
parents education, profession, income, food habits, and written or oral interview of both
students and parents – abolished by Delhi in 2016.
The successful applicants of the computerized draw of lots are informed about the
school allotted for admission under EWS/DG category through SMS on their registered
mobile number, within 24 hours of completion of draw of lots. The applicants can check
the name of the school allotted through Computerized Draw of Lots using Registration
ID & Date of Birth at the link in the applicable module (like `EWS/DG Admission 2018-
19') available at the Home page of the departmental website www.edudel.nic.in. If the
applicant has been allotted the school, the screen will show the allotted school name. b)
If the applicant has not been allotted any school, the screen will show a message that it
is regretted that you have not been selected in the draw of lots. c) If the applicant enters
wrong Registration ID/Date of Birth then the screen will show a message that 'No
Record Found'. The successful applicants should approach the school allotted through
computerized draw of lots on or before a specified date during school hours along with
the documents as per the information filled in the online application form:- (a) Print out
of the application filled. (b) Two photographs of the candidate. (c) Self Attested
photocopy of proof of date of birth. (d) Self Attested photocopy of Residential Proof. (e)
Self Attested photocopy of documentary proof for EWS or DG category, whichever
applicable. The parents/guardians shall also keep the original documents with
themselves for verification by the school authority. If the successful applicant fails to
approach/report the school up to 31st March of the academic year for completing the
formalities for admission under EWS/DG category, his candidature is cancelled. The
School can check the details of the students/applicants allotted through computerized
draw of lots on departmental website i.e. www.edudel.nic.in. Using the school ID and
Password through the link School Plant--.EWS--- EWS/DG, the School can see all the
online applications details of the allotted applicants by using the mentioned link. Development and Research Services Pvt. Ltd. 10
DoE have issued detailed guidelines for admission of EWS/DG category students in
private unaided recognized schools of Delhi at Entry Level Classes. As per these
guidelines all the schools are required to take following action:
Place an enlarged printout of the list of students outside the school gates for
the information and ease of parents.
Many parents may be approaching p rivate schools for the first time.
Therefore, in order to help and facilitate the parents of EWS/DG Category
children, the concerned schools must set up Help Desks within the school
premises to explain to the parents the formalities regarding paper work etc.
required for admission.
Schools shall not deny admission to the successful candidates who have filled
details of only one of the parents in the online application form. It should also
be ensured by school authorities that the admission to EWS/DG category
successful candidates shall not be denied on frivolous grounds e.g. one or
two letters are different in any name in some document. Absence of Aadhaar
is also not a ground to deny admission to the successful candidates.
Heads of the concerned Private Unaided Recognized Schools shall not
unnecessarily send the parents to the Department, for making
amendments/correction in the online application forms, as the same cannot
be done at this stage. Rather, they should be taking a decision based on
genuineness/merit of the specific cases and must not deny admission on
unjustified frivolous grounds.
Admission is to be granted as soon as possible so that children can join the
academic session on the very first day itself.
The school shall not charge tuition fee from the students admitted under
EWS/DG category. Further, schools have to provide the free books, school
uniforms and writing material to each and every student admitted under
EWS/DG category.
Schools are advised to hold introductory session for all parents together
including the parents of EWS/DG Category children.
The school must confirm details of the EWS/DG category successful
candidates from the supportive documents produced by them.
The school shall carefully carry out the necessary scrutiny/verification of the Development and Research Services Pvt. Ltd. 11
documents produced. The school must also verify the genuineness of
EWS/DG certificates issued by the different department through online
(http://edistrict.Delhigovt.nic.in), if available, or in writing from the office of
issuing authority.
Income certificate issued by the Competent Authority declaring the total
annual family income less than Rs.1,00,000/- is a valid document for
admission under EWS/DG category whether it is in the name of mother or
father or legally adopted guardian of the child.
The school shall not ask for income certificate from those EWS category
parents who submit copy of BPL/AAY/Food Security Card issued by Food and
Civil Supply Department, GNCT of Delhi.
The school shall also not ask for any Income Certificate from the
parents/applicants who have been selected under DG category.
The school shall not impose the condition for the copies of the documents
produced at the time of admission to be attested by a Gazetted Officer. Self-
attested documents must be accepted by the school, however, verification
with original documents must be carried out by the school.
The school shall issue proper acknowledgement against the request of the
parents/guardian seeking admission in the school as declared in the
computerized draw of lots.
The school shall call all candidates allotted through computerized draw of lots
on their registered mobile number informing about the selection in the school
and last date of admission.
The school shall not refuse to grant admission to EWS/DG category children
on the ground of distance range.
Every selected student has been allotted a Serial Number in order of their
selection in the respective school through computerized draw of lot and list of
candidates has been forwarded online in the same order to the respective
schools. The school shall give admission to the selected candidates in order
of the Serial Number allotted to the candidate through computerized draw of
lots and as available on the online module.
The school, by 31March of academic year shall update the correct admission
status as per the options available on the web page of the respective schools
(Admitted/provisionally Admitted/Not Reported/Rejected/In-waiting) in respect Development and Research Services Pvt. Ltd. 12
of the applicants allotted through computerized draw of lots. The said details
shall be updated daily through the specific link available on department
website
On the above mentioned link, the school shall clearly specify, in detail, the
reason of rejection, if any selected applicant is denied the admission. The
category of the reasons may be selected from the following grounds: - • Non-
submission of valid date of birth proof of the candidate. • Non-submission of
valid residence proof. • Non-submission of valid EWS/DG proof. • For EWS,
the Income Certificate does not show annual income as less than one lakh
per annum. • If ration card is submitted as residence proof, the name of the
child does not figure in the ration card. • Mismatch between online details and
documentary evidence. • Duplicate Entry. • Any other General Instructions for
all concerned.
The school once allotted to the applicant through the computerized draw of
lots shall not be changed under any circumstances.
The admission of the child shall be cancelled in case they documents
submitted by the applicant at the time of admission are found to be
forged/fake at any stage. However, school shall not declare any EWS/DG
category admission rejected at their end. Any such case shall be referred to
the DDE/District. DDE's shall necessarily pass speaking orders, in case of any
doubt, but not later than 31 March of the academic year. DDE/District shall
setup a helpdesk from 10 am to 5 pm on working days from 1
st
March to 31
st
March. The helpdesk shall maintain a single register of all referred cases
relating to EWS/DG category whether by parents / schools / or from HQ or
from the online portal or public hearings etc. Unique serial number and
acknowledgement will be maintained. This helpdesk shall provide all
assistance and guidance to parents. DDE/PSB to conduct a training of 2 or
more staff per District nominated by DDE at specified location, date and time.
Multiple/Duplicate entries, if found at any stage, shall liable to cancellation of
the candidature/admission of the candidate.
For any clarification/grievances in this context, parents/school may contact on
the EWS helpline numbers 8800355192 and 9818154069 on working days
from Monday to Friday between 10:00 am to 5:00 pm. Parents can also file
their grievances/complaints on the GRMS portal at http://doepvt.Delhi.gov.in Development and Research Services Pvt. Ltd. 13
2.2.2 Processes
All the private, un-aided recognised schools in the NCR start admission as per
guidelines issued by the DoE (generally in the month of January). Most of the
schools have computerised the admission process and receive applications
through their websites. Additionally, they also sell application forms for admission
in their premises for convenience of parents.
All schools declare the number of seats reserved for EWS and DG students
publicly as well as on the DoE portal. The parents of the students apply for
admissions to multiple schools on the DoE portal as per their preference.
The DoE then allots the EWS and DG seats to these applications considering the
distance of their residences from the schools. The schools then receive the list of
student applications from the DoE, and reviews their documents required for
school admissions.
Once the students have been allotted seats in the schools, the DoE receives
confirmation regarding the admissions taken, and the number of seats filled.
The parents of the EWS/DG students then receive information about the seats
allotted against their application, and approach the respective schools for
admissions.
Upon admission, schools provide these students with the resources (books,
uniforms etc.) required in schools. They raise reimbursement claims on the DOE
portal annually, depending on the amount spent per child, and receive the
admissible reimbursement amount from the government. If some seats still are
left vacant, fresh applications against the vacant EWS/DG seats are issued to
the schools. The entire process of application takes place again until the vacant
seats are filled.
The admission process in Delhi for EWS / DG and Children with Disability (CwD)
categories is computerised through the website of the DoE. It begins generally
on 15 January and the last date of submission of online application for admission
is 15 February or the dates announce by the DoE.
Selection of students is done through computerised draw. In 2019, the first
computerised draw of lots for CwD applicants would take place on 21 February,
the same for EWS /DG is scheduled for 27 February. As per RTE Act 2009, 25%
seats in all entry levels (nursery, kindergarten and class 1) in all private schools Development and Research Services Pvt. Ltd. 14
excluding minority institutions are reserved for EWS/DG categories. Age limits
prescribed for admission in 2019 for children belonging to EWS / DG categories
are 3-5 years for nursery; 4-6 years for kindergarten; and 5-7 years for class 1
as on 31 March 2019. Families having income less than Rs. 1 lakh are eligible
for applying in EWS category, kids belonging to SC/ST/OBC non-creamy layer
groups can apply under DG category along with orphans, transgender and all
children living with HIV.
2.2.3 Interaction with Parents
Interaction with parents revealed that the process of admission at the entry level was
online. They had given preference for admission in 3-4 schools. They did not pay any
money for purchasing the application form for admission of their child. They were
informed about the admission of their child through SMS received on their registered
mobile number. They had submitted the birth certificate of their child along with the
application form. Some of the parents mentioned that the verification team didn’t come
to their place. Most parents didn’t face any difficulty during the admission process.
2.2.4 Interaction with Principals / School Headmasters
Interaction with Principals / School Headmasters regarding measures taken to
advertise that the 25% seats reserved under RTE mainly include display on DoE portal
(Total 100%; R 100%; Urban 100%); followed by school notice board (Total 95%; R
90%; Urban 100%); Advertisement through print media (Total 30%; R 30%; Urban
30%); and Other means (Total 50%; R 60%; Urban 40%). Most of the schools in both
rural (100%) and urban area (80-100%) displayed / provided necessary information
regarding number of seats available; neighbourhood criterion; documents required for
submission with application for admission; deadline for form submission; and date of
draw for admission. All the schools (100%) had been visited by the education
department to streamline the process of admission, enrolment and inclusion in Delhi.
Most of the schools (Total 90%; R 100%; Urban 80%) had taken necessary steps to
facilitate form submission by the parents. Majority of the schools were aware about the
type of information government collects on the RTE portal, however, the schools in
rural area were better informed in this regard. Most of the schools imparted special Development and Research Services Pvt. Ltd. 15
30
90
100
60
30
100 100
40
30
95
100
50
0
20
40
60
80
100
120
Advertisement through print
media
School Notice board DoE PortalOthers
Figure 2.1 - Distribution of schools(in %) by area and measures
taken to advertise the 25% seats reserved under RTE in Delhi
RuralUrbanTotal
training to teachers for teaching and dealing with students of EWS and DG categories;
and also took up follow-action with drop-outs to help and motivate them for continuing
their education.
Tables 2.2 – 2.8 given below present the details.
Table 2.2: Distribution of schools by area and measures taken to advertise the 25% seats reserved
under RTE in Delhi
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Advertisement through print media 3 3 6
School Notice board 9 10 19
DoE Portal 10 10 20
Others 6 4 10
Total 10 10 20
Table 2.3: Distribution of schools that provide/display information for parents about admission
process in Delhi
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Number of seats available 10 10 20
Neighbourhood Criterion 10 9 19
Document required 10 9 19
Deadline for form submission 10 9 19
Date of lottery 10 8 18
Total 10 10 20 Development and Research Services Pvt. Ltd. 16
100 100 100 100 100 100
90 90 90
80
100
95 95 95
90
0
20
40
60
80
100
120
Number of seats
available
Neighbourhood
Criterion
Document requiredDeadline for form
submission
Date of lottery
Figure 2.2 - Distribution of schools (in %) that provide/display
information for parents about admission process in Delhi
RuralUrbanTotal
Table 2.4: Distribution of schools, by area, that had visits from the education department regarding
the process of admission, enrolment and inclusion in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 10 100 10 100 20 100
No 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Table 2.5: Distribution of schools, by area, that had taken steps to facilitate form submission by
parentsin Delhi
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Yes 10 8 18
No 0 2 2
Total 10 10 20 Development and Research Services Pvt. Ltd. 17
100
80
90
20
10
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RuralUrbanTotal
Figure 2.3 - Distribution of schools(in %), by area, that had
taken steps to facilitate form submission by parentsin Delhi
YesNo
Table 2.6: Distribution of schools by area and type of information government collects on RTE portal in
Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fees 10 100 7 70 17 85
Cost of Text Books, Uniforms 10 100 5 50 15 75
Other Learning materials 8 80 4 40 12 60
Other School charges 8 80 5 50 13 65
Entry Level Class 9 90 8 80 17 85
Number of available seats 10 100 8 80 18 90
Applications received 7 70 5 50 12 60
Neighbourhood 8 80 7 70 15 75
Name and details of final children and
parents enrolled
8 80 8 80 16 80
Details of children continuing education 8 80 8 80 16 80
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 18
Table 2.7: Distribution of schools, by area, that impart some special training to teachers for
teaching/dealing with students of EWS and Disadvantaged section in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 7 70 7 70 14 70
No 3 30 3 30 6 30
Total 10 100.0 10 100.0 20 100.0
Table 2.8: Distribution of schools, by area, that follows up with dropout studentsin Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 7 70 7 70 14 70
No 3 30 3 30 6 30
Total 10 100.0 10 100.0 20 100.0
2.3 Enrolment in schools
As per RTE Act, the Government must ensure compulsory admission, attendance and
completion of elementary education by every child. For this purpose, identification of
children is a critical starting step followed by their enrolment in school. Section 9 of the
Act provides that every local authority would maintain records of children up to the age
of 14 years residing within its jurisdiction. Rule 9 of DRTE Rules states that the local
authority would maintain records of all children in its jurisdiction, through a household
survey, from their birth till they attain 14 years. This record was envisaged to include
status of pre-primary/elementary education of the child in the jurisdiction of respective
local authorities, children requiring special facilities/residential facilities on account of
migration and sparse population, etc.
However, as per discussion with concerned government authorities, there was no
such authority in Delhi. Sarva Shiksha Abiyan (SSA) maintained record of all children
within the age group of 6-14 years. The Head of School was responsible for cross-
verifying the eligibility of the students who applied for taking benefit under the act.
Development and Research Services Pvt. Ltd. 19
2.3.1 Current enrolment status
The study observed that among the current total strength of students in the sample
schools in Delhi, percentage of students enrolled under EWS / DG category was about
20% (Rural 17%; Urban 21%). However, the drop-out rate of students admitted under
these categories was relatively less in rural area than that in urban area (Rural 0.10%;
Urban 0.30%).
In this context, the status shows definite improvement in terms of new admissions
both in rural and urban area. Overall, the percentage of students admitted under EWS
/ DG category in new admissions was at the level of about 25% (Rural 22%; Urban
27%).
Table 2.9 presents the details.
Table 2.9: Current enrolment in sample schools in Delhi
Class
Total No.
of
Student
in school
Total No. of
Admission Under
EWS/DG Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Rural 5896 994 16.86 1 0.10 1100 240 21.82
Urban 14199 3032 21.35 9 0.30 1766 471 26.67
Total 20095 4026 20.03 10 0.25 2866 711 24.81
2.3.1.1 Current class-wise enrolment
A. Rural area
Further probe into class-wise current enrolment revealed that the percentage of
students enrolled under EWS / DG category out of the current total strength as well as
new admissions at Pre-School/ Nursery level, Pre-Primary/ KG and class 1level in
rural Delhi was more than 25%. But in classes 2 to 8 this percentage gradually drops
down. Important to note that there was only 1% drop-out (n=95) at Pre-School/
Nursery level and 0% in all other classes.
Development and Research Services Pvt. Ltd. 20
Table 2.10 presents the details.
Table 2.10: Current class-wise enrolment in sample schools in Rural Delhi
Class
Total No.
of
Student
in Class
Total No. of
Admission Under
EWS/DG
Category
Total No. of
Student Admitted
Under EWS/DG
Category Who Have
dropped out
Total No.
of New
Admissio
n
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2
)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
328 95 28.96 1 1.05 328 95 28.96
Pre-
Primary/ KG
367 99 26.98 0 0.00 12 7 58.33
1 680 215 31.62 0 0.00 320 122 38.13
2 655 158 24.12 0 0.00 69 4 5.80
3 636 135 21.23 0 0.00 64 6 9.38
4 632 103 16.30 0 0.00 65 2 3.08
5 657 90 13.70 0 0.00 58 1 1.72
6 650 74 11.38 0 0.00 84 2 2.38
7 660 19 2.88 0 0.00 50 1 2.00
8 631 6 0.95 0 0.00 50 0 0.00
Total 5896 994 16.86 1 0.10 1100 240 21.82
B. Urban area
The situation in urban area is better than that noted in rural area schools. Percentage
of students enrolled under EWS / DG category out of the current total strength at Pre-
School/ Nursery level, Pre-Primary/ KG, class 1 and 2 level is more than 25%. It also
exceeds 25% in Pre-School/ Nursery level, Pre-Primary/ KG, class 1 and 3 levels in
case of new admissions. But in all other classes it gradually declines. Important to
note that the drop-out rate in all classes is less than 1% only.
Development and Research Services Pvt. Ltd. 21
Table 2.11 presents the details.
Table 2.11 Current class-wise enrolment in sample schools in Urban Delhi
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total No. of
New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
1129 301 26.66 2 0.66 1148 301 26.22
Pre-
Primary/ KG
1210 323 26.69 1 0.31 84 43 51.19
1 1509 393 26.04 0 0.00 228 81 35.53
2 1429 366 25.61 0 0.00 58 6 10.34
3 1402 340 24.25 0 0.00 35 10 28.57
4 1386 308 22.22 1 0.32 33 5 15.15
5 1441 295 20.47 2 0.68 48 4 8.33
6 1605 319 19.88 2 0.63 101 20 19.80
7 1531 207 13.52 1 0.48 23 1 4.35
8 1557 180 11.56 0 0.00 8 0 0.00
Total 14199 3032 21.35 9 0.30 1766 471 26.67
2.3.2 Enrolment at entry class
A. Rural area
Enrolment at entry class in sample schools in rural Delhi was dominated by boys by 9-
17 percentage points every year from 2015-2018. Not much variation is noted in total
enrolment made every year as it ranged between lowest of 740 in 2017 to highest of
788 in 2016. The study also observed that up to about 2% students left the school even
without Transfer Certificates during the said period.
Development and Research Services Pvt. Ltd. 22
Table 2.12 presents the details.
Table 2.12: Admissions in entry class in sample schools from 2015 to 2018 in Rural Delhi
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 443(58.4%) 316(41.6%) 759 (100%) 3 7 10 1.32
2016 458(58.1%) 330(41.9%) 788 (100%) 6 6 12 1.52
2017 424(57.3%) 316 (42.7%) 740 (100%) 0 2 2 0.27
2018 418(54.8%) 345(45.2%) 763 (100%) 6 10 16 2.10
B. Urban area
Un-like in rural area, in urban area in Delhi enrolment at entry class in sample schools
was dominated by girls during 2015, 2017 and 2018 by 4-5 percentage points.
However, during 2016 boys dominated the enrolment by about 1%. Un-like in rural
area, total enrolment made every year in urban area varied from lowest of 1346 in 2015
to highest of 1828 in 2018 registering an appreciable increase of 36%. As regards,
transfer certificates, in urban area also up to about 2% students left the school without
Transfer Certificates.
Table 2.13 presents the details.
Table 2.13: Admissions in entry class in sample schools from 2015 to 2018in Urban Delhi
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL
Boy
s
Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 646(48.0%) 700 (52.0%) 1346(100.0%) 34 28 32 2.38
2016 839(50.6%) 820 (49.4%) 1659 (100.0%) 18 16 16 0.96
2017 831(47.2%) 931(52.8%) 1762 (100.0%) 25 14 19 1.08
2018 877(48.0%)
951(52.0)
1828 (100.0%) 10 14 24 1.31
Development and Research Services Pvt. Ltd. 23
It is important to note that under the provisions of section 5 of RTE Act, Head teacher or
teacher in charge is required to give immediate TC certificate. Failure to give TC
certificate invites disciplinary action against said head teacher. The provision provides
children the right to seek transfer from a Government or Government aided school to
another such school to complete elementary education. This provision is intended to
institute reform to remove procedural barriers in obtaining Transfer Certificates. In this
context it is desirable to take necessary steps to ensure that no student leaves the
school without TC.
2.3.3 Enrolment under Section 12(1) (C) of RTE Act, 2009
A. Rural area
Enrolment under section 12(1) (C) of RTE Act 2009 at the entry class in sample schools
in rural Delhi was dominated by boys over girls by 13-20 percentage points every year
from 2015-2018. Total enrolment made increased from the lowest of 122 in 2015 to
highest of 252 in 2018 registering an increase of 106%. However, maximum of 8.89%
students in 2915 and minimum of 0.9% students in 2018 left the school even without
Transfer Certificates. The gradual improvement on this count is appreciable.
Table 2.14 presents the details.
Table 2.14: Admissions in entry class in sample schools by gender under section 12(1) (c) of RTE
Act 2009 (EWS/DG) from 2015 to 2018 in Rural Delhi
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 71(58.2%) 51(41.8%) 122 (100.0%) 3 5 8 8.89
2016 97(59.1%) 67(40.9%) 164 (100.0%) 5 4 9 6.77
2017 135(60.0%) 90(40.0%) 225 (100.0%) 0 2 2 1.04
2018 142 (56.3%) 110(43.7%) 252 (100.0%) 0 2 2 0.90
Un-like in rural area, in urban area enrolment under section 12(1) (C) of RTE Act 2009 Development and Research Services Pvt. Ltd. 24
51.2
50.8
48.4
48.7
48.8
49.2
51.6
51.3
46
47
48
49
50
51
52
2015201620172018
Figure 2.4 - Admissions in entry class in sample schools by
gender under section 12(1) (C) of RTE Act 2009 _Urban Delhi (in
%)
BoysGirls
at entry class in sample schools was more balanced in terms of gender distribution
about 50% each for boys and girls. Total enrolment made every year in urban area
varied from lowest of 327 in 2016 to highest of 427 in 2018 registering an appreciable
increase of about 31%. As regards, transfer certificates, in urban area also maximum of
3.03% students in 2015 and minimum of 1.41% students in 2018 left the school without
Transfer Certificates.
Table 2.15 presents the details.
Table 2.15: Admissions in entry class in sample schools by gender under section 12(1) (c) of RTE
Act 2009 (EWS/DG) from 2015 to 2018 in Urban Delhi
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 169 161 330 (100.0%) 10 0 10 3.03
2016 166 161 327 (100.0%) 2 3 6 1.83
2017 185 197 382 (100.0%) 4 3 7 1.83
2018 208 219 427 (100.0%) 4 2 6 1.41
Analysis of the admission data in rural area by different categories of students reveals Development and Research Services Pvt. Ltd. 25
that admissions of SCs, STs, OBCs, Children with Special Needs (CwD) and students
of EWS categories gradually increased over previous years except in respect of OBCs
in 2018. Admission of OBCs in 2018 declined by 13.3%. Further, maximum proportion
of OBCs (12.5%) and SCs (9.09%) in 2015; and EWS students (4.82%) in 2016 left the
school without Transfer Certificates.
Table 2.16 presents the details.
Table 2.16: Admissions in entry class in sample schools by DG (social), EWS and disability category
under section 12(1) (c) of RTE Act 2009 from 2015 to 2018 in Rural Delhi
Category
Admission taken Left Out (Without TC)
Number of
students
% inc. /dec. over
previous year
Number of
students
%
2015
SC 33 3 9.09
ST 1 0 0
OBC 16 2 12.5
CwD 0 0 0
Orphans 0 0 0
EWS 72 3 4.17
Total 122 8 6.56
2016
SC 56 69.7 5 8.93
ST 0 0 0 0
OBC 25 56.25 0 0
CwD 0 0 0 0
Orphans 0 0 0 0
EWS 83 15.3 4 4.82
Total 164 34.4 9 5.49
2017
SC 73 30.4 0 0
ST 1 0 0 0
OBC 45 80.0 0 0
CwD 1 0 0 0
Orphans 0 0 0 0
EWS 105 26.5 2 1.9
Total 225 37.2 2 0.89 Development and Research Services Pvt. Ltd. 26
Category
Admission taken Left Out (Without TC)
Number of
students
% inc. /dec. over
previous year
Number of
students
%
2018
SC 85 16.4 0 0
ST 1 0 0 0
OBC 39 -13.3 0 0
CwD 4 300 0 0
Orphans 0 0 0 0
EWS 123 17.1 2 1.63
Total 252 12.0 2 0.79
However, analysis of the admission data in urban area by different categories of
students does not reveal much variation in admissions of SCs, STs, OBCs, Children
with Special Needs (CwD) and students of EWS categories over different years except
that admission of SCs increased by 117% in 2017.Further, maximum proportion of
OBCs (13.04%) and SCs (8.57%) in 2015; and EWS students (1.92%) in 2016 left the
school without Transfer Certificates.
Table 2.17 presents the details.
Table 2.17: Admissions in entry class in sample schools by DG (social category), EWS and disability
category under section 12(1) (c) of RTE Act 2009 from 2015 to 2018 in Urban Delhi
Category
Admission taken Left Out (Without TC)
Number of
students
% (inc/dec) over
previous year
Number of
students
%
2015
SC 35 3 8.57
ST 1 0 0
OBC 23 3 13.04
CwD 5 0 0
Orphans 0 0 0
EWS 266 4 1.5
Total 330 10 3.03
2016
SC 34 -2.9 1 2.94
ST 0 -100.0 0 0
OBC 32 39.1 0 0
CwD 1 -80.0 0 0
Orphans 0 0.0 0 0
EWS 260 -2.3 5 1.92
Total 327 -0.9 6 1.83 Development and Research Services Pvt. Ltd. 27
Category
Admission taken Left Out (Without TC)
Number of
students
% (inc/dec) over
previous year
Number of
students
%
2017
SC 72 111.8 0 0
ST 3 0.0 0 0
OBC 35 9.4 2 5.71
CwD 2 100.0 0 0
Orphans 0 0.0 0 0
EWS 270 3.8 5 1.85
Total 382 16.8 7 1.83
2018
SC 82 13.9 0 0
ST 2 -33.3 0 0
OBC 28 -20.0 0 0
CwD 1 -50.0 0 0
Orphans 0 0.0 0 0
EWS 314 16.3 6 1.91
Total 427 11.8 6 1.41
It may be reiterated that the failure to give TC certificate should invite disciplinary action
against the concerned teacher. Therefore, any procedural barrier in obtaining Transfer
Certificates must be removed to ensure that no student leaves the school without TC.
2.4 Free Provisions
Analysis of data collected from sample schools revealed that the free items provided to
the students admitted under section 12(1) (c) of RTE Act 2009 (EWS/DG) in Delhi by
most of the schools included uniforms (Total 85%; Rural 100%; Urban 70%); text books
(Total 85%; Rural 100%; Urban 70%); and material for extra-curricular activities (Total
70%; Rural 80%; Urban 60%). A sizable proportion of schools also provided them other
free facilities like school transport, computer and smart classes etc. (Total 40%; Rural
50%; Urban 30%).
In few schools (Total 5%; Rural 0%; Urban 10%) parents of EWS/DG category of
students had to pay for school uniforms, text books and material for extra-curricular
activities. Majority of schools also charged for other facilities like school transport,
computer and smart classes etc. (Total 65%; Rural 70%; Urban 60%).However, in
none of the school parents of these children were restricted to buy these items from the
respective school.
While it is appreciable that some of the schools are providing free facilities for school Development and Research Services Pvt. Ltd. 28
transport, computer and smart classes to EWS/DG students, it may be reiterated that
the prescribed guidelines by the government envisage that the school shall not charge
tuition fee from the students admitted under EWS/DG category; and also provide them
free text books, school uniforms and writing material.
Relevant extracts from the State Rule are as follows:
(1) A child attending a school of the Government or local authority referred to in sub-
clause (i) of clause (n) of section 2, a child attending a school referred to in sub-clause
(ii) of clause (n) of section 2 in pursuance of clause (b) of subsection (1) of section 12
and a child attending a school referred to in sub-clauses (iii) and (iv) of clause (n) of
section 2 in pursuance of clause (c) of sub section (1) of section 12 shall be entitled to
free text books, writing material and uniform: Provided that a child with disabilities shall
also be provided free special learning and support material.
The state Official in Delhi also confirmed that the school can't take anything from
parents as everything is free for EWS Students.
Therefore, there is scope for improvement to ensure strict compliance of prescribed
guidelines in this regard by all (100%) schools.
Table 2.18 - 2.20 present the details.
Table 2.18: Distribution of sample schools, by area, providing free Items to students admitted
under section 12(1) (c) of RTE Act 2009 in Delhi
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Uniform 10 7 17
Text Book 10 7 17
Materials for extra-curricular activity 8 6 14
Others (Specify) 5 3 8
Total 10 10 20 Development and Research Services Pvt. Ltd. 29
100 100
80
50
70 70
60
30
85 85
70
40
0
20
40
60
80
100
120
UniformText Book Materials for extra-curricular
activity
Others (Specify)
Figure 2.5- Distribution of sample schools (in %), by area,
providing free Items to students admitted under section 12(1)
(C) of RTE Act 2009 in Delhi
RuralUrbanTotal
Table 2.19: Distribution of sample schools by area and items for which EWS parents were required to pay
for.
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fee 0 0 0 0 0 0
Uniform 0 0 1 10 1 5
Text Books 0 0 1 10 1 5
Material foe extra-curricular activity 0 0 1 10 1 5
Others 7 70 6 60 13 65
Total 7 100.0 6 100.0 13 100.0
Table 2.20: Distribution of sample schools by area where the parents were restricted to buy
school items in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 0 0 0 0 0 0
No 10 100 10 100 20 100
Total 10 100.0 10 100.0 20 100.0
2.5 Retention
One of the objectives of the RTE Act is the retention of children for elementary level
school education. Though no specific data was collected for retention rate of EWS/DG
categories of students at the primary and upper primary level of school education, Development and Research Services Pvt. Ltd. 30
interaction with DEOs revealed that barring few drop-outs the retention rate of the said
category of students admitted in entry class (Nursery, KG and class1) is very high in
Delhi. Various activities like Kishore Munch, SC/ST parents counselling campus and
other programmes organised for EWS/DG students promote retention of these students
in sampled schools.
As per the RTE Act’s no-detention policy, it is the responsibility of the teachers to
improve the learning outcomes of the students and enable them to continue studying
further.
2.6 Drop-Outs
As per interaction with concerned government authorities, the drop-out rates in
schools is very low. However, majority of 60% schools both in rural and urban area
had drop-outs of EWS/ DG students after admission in sample schools in Delhi. The
most probable reason reported by school principals for dropout was change of place
of residence and transfer of parents. Some parents also did not want to send their
children in schools.
Table 2.21 presents the details
Table 2.21: Distribution of sample schools, by area, having drop-outs of EWS/ DG students after
admission in sample schools in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 6 60 6 60 12 60
No 4 40 4 40 8 40
Total 10 100.0 10 100.0 20 100.0
The RTE Act intends to reduce drop-outs. In this regard, an action plan is required to be
prepared and followed by implementing agencies. In addition an institutional
mechanism need to be set up to collect and analyse data of children who had dropped
out for suggesting remedial measures to keep the problem under check. The state
department has reportedly formulated an action plan to minimize dropout rate by taking
initiatives like organizing parents counselling, launching various welfare schemes.
Instructions have also been issued to Zones for maintaining records of dropout children.
As reported by Principals of some of the schools, most probable reasons for dropout of
children admitted in schools are (i) migration of their parents; (ii) change of residence; Development and Research Services Pvt. Ltd. 31
and (iii) distance to school. In few cases some parents did not want their children to
study.
The role of the teacher, too, is critical, as drop-outs often speak of teachers beating
them, and complain that teacher’s waste class time rather than attending to their
needs in imparting quality education. The study noted that except one school in urban
area, none of the school had made any separate arrangement for teaching EWS/DG
students.
2.7 Learning Achievement
Majority of schools rated the performance of EWS / DG students in comparison to other
students as ‘similar’(Total 70%; Rural 60%; Urban 80%). A significant proportion of
them rated it as’ weaker’ (Total 30%; Rural 40%; Urban 20%). None of them rated it as
‘better’. As per teachers, the weaker performance of EWS students is primarily due to
their family background, poor diet habits, lack of conducive environment at home.
Table 2.22 presents the details.
Table 2.22: Distribution of sample schools by performance of EWS / DG students in comparison
to other students in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Better 0 0 0 0 0 0
Similar 6 60 8 80 14 70
Weaker 4 40 2 20 6 30
Total 10 100.0 10 100.0 20 100.0
However, most of the parents of EWS/DG students expressed satisfaction with the
learning outcomes of their children. They had attended 3-4 parent-teacher meetings
and the discussion points were progress of their children in terms of getting education,
participation in sports and child’s behavior etc. They felt that their children received
good education the school.
It is important to note that the learning outcomes in schools depend equally on the
method and practice of teaching especially as an academic subject or theatrical
concept and the assessment system. Theory of pedagogy identifies the student as an Development and Research Services Pvt. Ltd. 32
agent and the teacher as facilitator. Instructive guidelines are governed by the pupil’s
background knowledge and experience, situation and environment, as well as learning
goals set by the student and teacher. An ideal Activity Based Learning (ABL) class
room is a multi-age; multi-activity classroom, divided into six groups. The groups are
divided into teacher-supported groups and peer-supported groups. Learning is through
pictorial card-supported activity. In peer-supported groups, the eldest child helps the
rest of the group. Textbooks are peripheral.
2.8 Social Experience
As per provision of the Act, the government/local authority should ensure that no child is
subjected to caste, class, religious or gender abuse in the school. It is the duty of the
government to ensure inter alia that children belonging to weaker sections and
disadvantaged groups are not discriminated again stand prevented from pursuing and
completing elementary education; that admission, attendance and completion of
elementary education by every child is monitored; that school building, teaching staff
and learning equipment are provided; good quality elementary education conforming to
norms and standards is provided; curriculum and courses of study are prescribed in a
timely manner; and that school teachers are trained.
Interaction with the parents of the school children revealed the following:
Majority of parents had very positive social experience about treatment given to
their children in sample schools.
Their children never faced any problem in school in terms of discrimination /
bias, language, mixing up with other children, projects and activities etc.
Most of the school teachers also reported that the teaching, learning and
attitude of the students have become inclusive.
However, as per experience shared by most of the school teachers, the health
& hygiene remained primary concern of EWS students.
2.9 Impact
As per study findings the impact of implementation of Section 12(1)(c) of the RTE Act, 2009
has been as follows:
The Act provided a platform to bring children of all sections of society together Development and Research Services Pvt. Ltd. 33
and provide them an opportunity to avail best school level education.
It has created an inclusive attitude with a democratic perspective in
heterogeneous classrooms. The classrooms are the representations of the
cross section of society.
The learners have an opportunity to have equanimity in education.
Most teachers felt that the teaching level though had to be brought down
because they had to reach out to diverse learners.
The final goal setting is lowered when the students have not been to school at 6
years or above.
Most teachers felt that implementation of the Act provided a scope for the
underprivileged to study in a good school and receive best education.
2.10 Financial Implications
Section 12 of the Act provides that an unaided school shall admit children belonging to
WSDG in the neighborhood in class I to the extent of at least 25 per cent of the strength
of that class. The unaided school shall be reimbursed the expenditure so incurred by it
to the extent of per child expenditure incurred by the State or the actual amount
charged from the child whichever is less.
Section 12(2) of the RTE Act, 2009 provides for the reimbursement of per child
expenditure so incurred by the school, as per the norms notified by the concerned
State/UT. The schools in Delhi are required to submit the details of students admitted
under EWS/DG category in online module using school ID & password at the specified
link in the web portal of the DoE (www.edudel.nic.in). Printouts of the online report duly
signed by HOS are then submitted to the DDE (Zone) concerned. The concerned DDE
(ZONE) conducts physical inspection to verify the data entered in online reimbursement
module. Thereafter requisite approval is given and reimbursements made as per rates
approved by Finance Department, Govt. of SCT Delhi. The admissible reimbursement
is transferred to the school bank account direct.
The study noted that average amount per annum per child reimbursed to school in
Delhi was found to be Rs.19,176/- @ Rs.1598/- per month per child. Majority of the
schools (Total 75%; Rural 80%; Urban 70%) did not have separate bank account for the
reimbursements received despite requirement to maintain a separate bank account in Development and Research Services Pvt. Ltd. 34
respect of the amount received by them as reimbursement under sub-section (2) of
section 12 of the Act. Majority of the schools (Total 70%; Rural 60%; Urban 80%)
faced some problem in receiving reimbursement funds. Overall in the combined Rural
and urban area, the percentage of funds received against the amount of funds applied
for reimbursement was at the level of 81%, 52% and 5% only during 2015-16, 2016-17
and 2017-18 respectively. One (urban school) out of 12 schools in the study area in
2015-16; 4 (1 rural + 3 urban) out of 15 schools in 2016-17; and 12 (6 rural + 6 urban)
out of 13 schools in 2017-18 had not received the funds till the time of survey. About
50% of the schools required some additional funds to meet the fund deficit post receipt
reimbursement.
Table 2.23- 2.27 present the details.
Table 2.23: Distribution of sample schools having separate bank accounts for receiving
Reimbursement funds in DELHI
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 2 20 3 30 5 25
No 8 80 7 70 15 75
Total 10 100.0 10 100.0 20 100.0
20
30
25
80
70
75
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RuralUrbanTotal
Figure 2.6- Distribution of sample schools(No. in %) having
separate bank accounts for receiving
Reimbursement funds in Delhi
YesNo Development and Research Services Pvt. Ltd. 35
Table 2.24: Reimbursement of funds to schools by area in Delhi from 2015-2018
Parameter 2015-16 2016-17 2017-18
Rural
No. of Schools applied for reimbursement of funds 5 8 7
No. of Schools received funds 5 7 1
Amount of funds applied for reimbursement (Rs.) 2654761 7494907 7736342
Funds received (Rs.) 2556506 6729769 1257350
% Funds received 96 90 16
Urban
No. of Schools applied for reimbursement of funds 7 7 6
No. of Schools received funds 6 4 0
Amount of funds applied for reimbursement (Rs.) 10585776 14160157 19618259
Funds received (Rs.) 8226510 4542626 0
% Funds received 78 32 0
Total (Rural +Urban)
No. of Schools applied for reimbursement of funds 12 15 13
No. of Schools received funds 11 11 1
Amount of funds applied for reimbursement (Rs.) 13240537 21655064 27354601
Funds received (Rs.) 10783016 11272395 1257350
% Funds received 81 52 5
Table 2.25: Distribution of sample schools facing some problem in receiving reimbursement
funds in DELHI
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 6 60 8 80 14 70
No 4 40 2 20 6 30
Total 10 100.0 10 100.0 20 100.0
Table 2.26: Distribution of sample schools having some requirements from school post receiving
reimbursement in DELHI
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 5 50 5 50 10 50
No 5 50 5 50 10 50
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 36
Table 2.27: Average amount of reimbursement per annum per student received by school in Rural and
urban area in DELHI
Area Amount of reimbursement (Rs.)
Rural 19176
Urban 19176
Total 19176
2.11 Recommendations for Improvement
Based on the study findings, interaction with the stakeholders and observations of the
study team, following recommendations are made to improve implementation of the
Section 12(1) (c) of the RTE Act, 2009 in Delhi:
State Government
The government in NCT of Delhi must strengthen the monitoring mechanism to
ensure the functioning of private school is in compliance with the prescribed
guidelines.
The private schools in Delhi should be graded as per available infrastructure
and facilities; and the parents of EWS / DG category students seeking
admission be asked to fill in the preferences of the schools accordingly. This
will help the parents to make informed choice for admission of their children
and help in reduction of dropouts.
Progress of all EWS/DG categories of students admitted under DRTE
Rulesshould be tracked / monitored till completion of compulsory education.
At least 75 % attendance should be linked with promotion from one class to
next class and there should be no detention till class 5.
Awareness Generation
IEC activities to generate awareness about the provisions of the Act and
knowledge about the eligibility criteria, admission process of EWS / DG
category of students should be strengthened.
Print media, advertisement and posters should be extensively used, particularly
in rural area, to make announcements about the admission of children under
Section 12(1) (C) of RTE Act 2009.
In addition to Public representatives and Anganwadi workers, Gram
Panchayats should also be actively engaged in IEC activities to generate
awareness about the RTE Act 2009 Act and its provisions. Development and Research Services Pvt. Ltd. 37
Admission Process:
There should be a mechanism for submission of off-line application forms for
those who cannot follow online process. Parents who do not have access to
NGOs or Anganwadi, which organise camps for filing the applications often
seek help of cyber cafes who charge Rs.150-300 for the services. The parents
demand for a support system to take care of their concerns needs urgent
attention.
Admission process should start well on time and before the month of April, the
beginning of the academic session.
The selection process must involve verification of given residential address
through personal home visits.
Pre-Schooling should mandatory for the admission in first class
School should have right to disqualify any student with a valid reason.
Documentation of the students admitted under EWS / DG categories should be
updated every year.
Editing of student profile, if needed, should be done at school level.
All the schools must organise an orientation and counseling programme for
parents of the students given admission to help them understand the
functioning of the schools and roles / responsibilities expected from parents.
The residential address of EWS/DG students, in particular those who lived in
rented accommodation, should be periodically checked for any change, as they
may change their address during the course of time. The school records must
be updated accordingly
Free Provisions
All schools must provide free school uniform, text books and stationery to the
EWS/DG category students admitted under Section 12 (1)(c) of the RTE Act.
Retention:
To check retention rates of students, all students leaving the school due to any
reason, must be issued compulsorily Transfer Certificate within a stipulated
time to enable them seek admission in other school and continue their
compulsory education.
All the school teachers should be sensitised to meet the needs of EWS / DG Development and Research Services Pvt. Ltd. 38
students and ensure that no student leaves the school without TC.
Advocacy programmes should be organised for parents of the children leaving
the school to understand their problem and extend them needful help to the
extent possible and also facilitate in continuation of the education of their
children.
The schools should have separate arrangement for teaching specially abled
students
Immediate measures should be taken to maintain district level records of
retention of EWS/DG category of students up to class 8 level.
Drop-outs:
Efforts should be made to check drop-out ratesof EWS/ DG students after
admission. In this regard, organise advocacy programmes for potential drop-
outs and extend needful help like residential facility for the children of migratory
familiesfor continuity of school education of their children will go a long way to
meet the challenge.
Orientation of teachers:
All the school teachers and Principals must be provided training to sensitize
them about the needs of EWS /DG students and for effective implementation /
compliance of the RTE guidelines. Similar to in-service training of government
school teachers, training of private school teachers should be conducted by
respective schools through DIETs.
Training should be organised at district level through a well - structured module
School Administration:
The school administration must engage the candidates and their parents before
the beginning of the academic session to give them counseling and proper
orientation about the norms, methodology adopted by them in conducting the
classes and the role / co-operation expected from parents. This will help them
settle in school environment conveniently.
The Parent’s Teacher Association in private schools should have reservation
for parents of EWS/DG category students admitted in the school. Development and Research Services Pvt. Ltd. 39
Reimbursement:
Most of the schools are facing some problem in receiving reimbursement funds.
Immediate steps should be taken to streamline the process of reimbursement
and address their issues.
The process of reimbursement should be simplified and efforts should be made
to make the reimbursements in the on-going academic session itself.
Redressal Mechanism
Problems of staff and parents about implementation of the RTE Act should be
first resolved by a special committee constituted for this purpose in the school
itself.
…. Development and Research Services Pvt. Ltd. 40
CHAPTER 3
MADHYA PRADESH
3.1 Introduction
3.1.1Organisational set-up
The Additional Chief Secretary, School Education Department is responsible for
overall implementation of the RTE Act in the State. The State Advisory Council
advises the Government on implementation of the RTE Act. Under MP RTE Rules,
Commissioner, Rajya Shiksha Kendra (RSK), who is the Mission Director of SSA, is
responsible for management of elementary education at State level.
3.1.2 Notification of Rules
In exercise of powers conferred under the RTE Act, the Government of Madhya
Pradesh (GoMP) notified Right of Children to Free and Compulsory Education Rules,
2011 (MP RTE Rules), which came into force in March 2011.
The MP RTE Rules inter alia provide for the following:
Duties of State government and local authority relating to identification of
children. Special training for out of school children for a minimum period of
three months and maximum period of not exceeding two years.
Areas or limit of neighborhood school and procedure for recognition of private
schools.
Procedures for formation and functioning of school management committee,
preparation of school development plan and grievances redressal of teacher.
It prohibits segregation of children belonging to weaker section and
disadvantaged group admitted in private unaided school from other children in
the classroom and discrimination from rest of children in any manner relating to
entitlement and facilities such as text book, uniform, library and extra-curricular
activities.
3.1.3 Awareness Generation
Publicity and awareness measures adopted by the state government for
implementation of the Act include Education Portal of the government, websites of Development and Research Services Pvt. Ltd. 41
schools, advertisement on all leading newspapers, Radio, TV, Government Letters
and Help line Number etc. In this regard active cooperation is also sought from public
representatives and anganwadi workers.
The Education Portal www.educationportal.mp.gov.in/rteportalgives all the details
about students finally selected for admission (school wise) for general seats as well as
EWS/DG category seats; number of private schools; schools that have generated e-
proposals for fee reimbursement; total students admitted under RTE quota; and
number of students whose fee has been reimbursed to schools; fee reimbursement
payments made to private schools etc.
3.1.4 Sampling Units
To pursue the study objectives in Madhya Pradesh, a sample of 20 un-aided schools,
10 each from rural and urban area, was selected. Table 3.1 given below presents their
distribution by gender, educational and aided/un-aided categories.
Table 3.1: Distribution of sample schools by area and different categories in
Madhya Pradesh
Category Rural Urban Total
Distribution by educational categories
Primary 0 0 0
Upper Primary 2 0 2
Secondary 8 10 18
Total 10 10 20
Distribution by aided / un-aided categories
Aided 0 0 0
Un-aided 10 10 20
Total 10 10 20
Distribution by gender categories
Boys 0 0 0
Girls 0 1 1
Co-ed 10 9 19
Total 10 10 20
3.2 Admission Process
The admission process adopted by the sample schools was discussed by all the
stakeholders. The content analysis of discussions held with the concerned authorities
in the government revealed that the admission process of children belonging to
disadvantaged groups and weaker section in the private un-aided schools in Madhya Development and Research Services Pvt. Ltd. 42
Pradesh was primarily online through website. This process was started in the State
from the academic session 2011-12.
3.2.1 Definitions and terms / rules for admission
Every year, the state government issues necessary instructions for the admission in the
neighbourhood private schools for implementing Section 12 (1) (c) of the RTE Act,
2009. In all private schools excluding minority institutions 25% seats are reserved for
EWS/DG categories. The website gives necessary information about the list of schools
covered under the MP RTE Rules, number of seats available, application form, dates
for submission of application form, eligibility criteria for admission and supporting
documents needed etc. It provides online application form for admission under
EWS/DG category for the ensuing academic session; list schools recognised under MP
RTE Rules who will be a part of these online admissions; instructions for on-line
EWS/DG admission in private un-aided recognised schools of Madhya Pradesh. The
website also provides detailed information about students finally selected for admission
(school wise) and the schools engaged in this regard.
Majority of the schools give weightage to neighbourhood –distance in kms. Age limits
prescribed for admission of children belonging to EWS / DG categories are 3-5 years
for nursery; 4-6 years for kindergarten; and 5-7 years for class 1 as on 16 June.
Families having income less than Rs. 1 lakh are eligible for applying in EWS category,
kids belonging to SC/ST/OBC non-creamy layer groups can apply under DG category
along with orphans, transgender and all children living with HIV. Requisite income
certificate issued by revenue department will be required for EWS category. Applicants
for CwD category need a disability certificate issued from a government hospital.
3.2.2 Processes
The processes for admission in schools are carried out as per time-bound
guidelines issued (in April) by the state government every year.
The applications for admission in schools are received through online system of
Education Portal www.educationportal.mp.gov.in/rteportal. The applicants first
submit their applications online (30 April - 29 May). They are then required to
download it and visit the nearby JAN SHIKSHA KENDRA to verify the facts
submitted. If needed, necessary corrections are made at this stage (30 April -29 Development and Research Services Pvt. Ltd. 43
May). After verification, the officials upload the applications on the portal and
register them for admission on specified period (1May-5 June).
The selection of candidates among the registered applicants and allocation of
seats is done through online lottery system. In this context, the Aadhaar number
of the candidate is necessary.
In case of its non-availability at the time of submission of the application, the
application can be submitted without it.
However, it must be got processed and submitted at the time of final admission
to the school.
The successful applicants of the computerized draw of lots are informed about
the school allotted for admission under EWS/DG category through SMS on their
registered mobile number on specified date (12 June)
They can check the name of the school allotted to them and download their
allocation from the website on the specified dates (12-20 June). Aadhaar
verification date is noted as the admission date of the student in the school.
The successful applicants are required to approach the school allotted to them
on or before a specified period (13-30 June) during school hours along with the
documents as per the information filled in the online application form:- (a) Print
out of the application filled. (b) Two photographs of the candidate. (c) Self
Attested photocopy of proof of date of birth. (d) Self Attested photocopy of
Residential Proof. (e) Self Attested photocopy of documentary proof for EWS or
DG category, whichever applicable. The parents/guardians shall also keep the
original documents with themselves for verification by the school authority.
3.2.3 Interaction with parents
Interaction with parents revealed that the process of admission at the entry level was
online. They had given preference for admission in 2-3 schools. They did not pay any
money for purchasing the application form for admission of their child. They were
informed about the admission of their child through SMS received on their registered
mobile number. They had submitted their BPL cards, birth certificate and Aadhaar
card of their child along with the application form. Some of the parents mentioned that
the verification team didn’t come to their place. Most parents didn’t face any difficulty
during the admission process. Some of them had to pay for books and school dress. It Development and Research Services Pvt. Ltd. 44
was interesting to note that children of none of the parents faced any problem in the
school.
3.2.4 Interaction with Principals /School Headmasters
Interaction with Principals /School Headmasters the measures taken to advertise the
that the 25% seats are reserved under RTE mainly include display on Education
Portal and school notice board (Total 100%; R 100%; Urban 100%); followed by
advertisement through print media (Total 45%; R 40%; Urban 50%); and other means
(Total 30%; R 50%; Urban 10%). Most of the schools in both rural (80-100%) and
urban area (70-100%) displayed / provided necessary information regarding number
of seats available; neighbourhood criterion; documents required for submission with
application for admission; deadline for form submission; and date of draw for
admission. All the schools (100%) had been visited by the education department to
streamline the process of admission, enrolment and inclusion in Madhya Pradesh. All
of them (100% schools) had taken necessary steps to facilitate form submission by
the parents. All the schools (100%) were aware about the different types of
information collected by the on the RTE portal. Majority of the schools (Total 80%;
Rural 70%; Urban 90%) imparted special training to teachers for teaching and dealing
with students of EWS and DG categories. Most of them (Total 65%; Rural 70%; Urban
60%) also took up follow-action with drop-outs to help and motivate them for
continuing their education.
Tables 3.2 – 3.8 given below present the details.
Table 3.2: Distribution of schools by area and measures taken to advertise the
25% seats reserved under RTE in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Advertisement through print media 4 5 9
School Notice board 10 10 20
DoE Portal 10 10 20
Others 5 1 6
Total 10 10 20 Development and Research Services Pvt. Ltd. 45
40
100 100
50 50
100 100
10
45
100 100
30
0
20
40
60
80
100
120
Advertisement through print
media
School Notice board DoE PortalOthers
Figure 3.1- Distribution of schools(in %) by area and measures
taken to advertise the 25% seats reserved under RTE in MP
RuralUrbanTotal
Table 3.3: Distribution of schools that provide/display information for parents
aboutadmission process in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Number of seats available 10 100 10 100 20 100
Neighbourhood Criterion 10 100 8 80 18 90
Document required 10 100 10 100 20 100
Deadline for form submission 10 100 9 90 19 95
Date of lottery 8 80 7 70 15 75
Total 10 100.0 10 100.0 20 100.0
Table 3.4: Distribution of schools, by area, that had visits from the education
department regarding the process of admission, enrolment and inclusion in
Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 10 100 10 100 20 100
No 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 46
Table 3.5: Distribution of schools, by area, that had taken steps to facilitate form
submission by parents in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 10 100 10 100 20 100
No 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Table 3.6: Distribution of schools by area and type of information government
collects on RTE portal in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fees 10 100 10 100 20 100
Cost of Text Books, Uniforms 10 100 10 100 20 100
Other Learning materials 10 100 10 100 20 100
Other School charges 10 100 10 100 20 100
Entry Level Class 10 100 10 100 20 100
Number of available seats 10 100 10 100 20 100
Applications received 10 100 10 100 20 100
Neighbourhood 10 100 10 100 20 100
Name and details of final
children and parents enrolled
10 100 10 100 20 100
Details of children continuing
education
10 100 10 100 20 100
Total 10 100.0 10 100.0 20 100.0
Table 3.7: Distribution of schools, by area, that impart some special training to
teachers for teaching/dealing with students of EWS and Disadvantaged section
in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. No. No.
Yes 7 9 16
No 3 1 4
Total 10 10 20
Development and Research Services Pvt. Ltd. 47
70
90
80
30
10
20
0%
20%
40%
60%
80%
100%
RuralUrbanTotal
Figure 3.2- Distribution of schools (In %), by area, that impart
some special training to teachers for teaching/dealing with
students of EWS and Disadvantaged section in MP
YesNo
70
60 65
30
40 35
0
20
40
60
80
100
120
RuralUrbanTotal
Figure 3.3- Distribution of schools (In %), by area, that follow
up with dropout students in MP
YesNo
Table3.8: Distribution of schools, by area, that follows up with dropout students
in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 7 70 6 60 13 65
No 3 30 4 40 7 35
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 48
3.3 Enrolment in schools
As per RTE Act, the Government of Madhya Pradesh must ensure compulsory
admission, attendance and completion of elementary education by every child. For
this purpose, identification of children is a critical starting step followed by their
enrolment in school.
Section 9 of the RTE Act provides that every local authority would maintain records of
children up to the age of 14 years residing within its jurisdiction. Rule 6 of MP RTE
Rules state that the local authority would maintain records of all children in its
jurisdiction, through a household survey, from their birth till they attain 14 years. This
record was envisaged to include status of pre-primary/elementary education of the
child in the jurisdiction of respective local authorities, children requiring special
facilities/residential facilities on account of migration and sparse population, etc.
However, as per discussion with DEO, there was no such authority in Bhopal
maintaining prescribed record relating to children from their birth till they attain 14
years. The School Education Department was conducting annual door to door
household survey (HHS) under School Chalein Hum Abhiyan for identifying children
from zero to 14 years to update the village education register (VER) in rural areas and
ward education register (WER) in urban areas. The identified children need to be
assigned a unique number to monitor their enrolment after survey.
3.3.1 Current status by Rural / Urban classification
The study observed that among the current total strength of students in the sample
schools in Madhya Pradesh, percentage of students enrolled under EWS / DG
category total strength was about 16% (Rural 17%; Urban 14%). However, the drop-
out rate of students admitted under these categories was relatively more in rural area
than that in urban area (Rural 2.23%; Urban 0.45%).
Overall, the percentage of students admitted under EWS / DG category in new
admissions was at the level of about 7.24% (Rural 10.12%; Urban 4.79%) as against
15.59% (Rural 16.94%; Urban 14.39%) in the total strength of students in the schools.
Development and Research Services Pvt. Ltd. 49
Table 3.9 presents the details.
Table 3.9: Current enrolment in sample schools in Madhya Pradesh
Class
Total No. of
Student in
school
Total No. of
Admission
Under EWS/DG
Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total
No. of
New
Admi
ssion
New Admission Under
EWS/DG Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Rural 6890 1167 16.94 26 2.23 1611 163 10.12
Urban 7681 1105 14.39 5 0.45 1898 91 4.79
Total 14571 2272 15.59 31 1.36 3509 254 7.24
3.3.1.1 Current class-wise enrolment
A. Rural area
Probe into class-wise current enrolment revealed that the percentage of students
enrolled under EWS / DG category out of the current total strength has been at
maximum level of 22.48% in pre-school /Nursery followed by 22.45 in class 1 and only
3.01% in pre-primary /Nursery in the rural area.
Development and Research Services Pvt. Ltd. 50
Table 3.10 presents the details.
Table 3.10: Current class-wise enrolment in sample schools in Rural Madhya
Pradesh
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
427 96 22.48 1 1.04 427 96 22.48
Pre-
Primary/ KG
1062 209 19.68 3 1.44 525 16 3.05
1 715 154 21.54 1 0.65 147 33 22.45
2 786 166 21.12 3 1.81 88 3 3.41
3 738 167 22.63 3 1.80 91 2 2.20
4 672 150 22.32 2 1.33 80 6 7.50
5 724 139 19.20 7 5.04 75 2 2.67
6 580 56 9.66 6 10.71 47 3 6.38
7 594 17 2.86 0 0.00 105 1 0.95
8 592 13 2.20 0 0.00 26 1 3.85
Total 6890 1167 16.94 26 2.23 1611 163 10.12
B. Urban area
The situation in urban area was poorer than that noted in rural area schools.
Percentage of students enrolled under EWS / DG category out of the current total
strength has been at the maximum level of 16.02% in pre-school /Nursery followed by
5.02 in pre-primary /Nursery and only 4.69% in class 1 in the urban area. As regards
drop –outs, except in Pre-Primary /KG class and class 1, there was no case of drop-
out of EWS/DG students in any other class. The drop-out rate was 2.82% in Pre-
Primary /KG class and 1.04% in class 1. Overall drop-out rate was 0.45% (N=1105) in
urban area.
Development and Research Services Pvt. Ltd. 51
Table 3.11 presents the details.
Table 3.11: Current class-wise enrolment in sample schools in Urban
Madhya Pradesh
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of
Student
Admitted Under
EWS/DG
Category Who
Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
387 77 19.90 0 0.00 387 62 16.02
Pre-
Primary/ KG
1065 142 13.33 4 2.82 319 16 5.02
1 789 96 12.17 1 1.04 277 13 4.69
2 865 146 16.88 0 0.00 134 0 0.00
3 868 189 21.77 0 0.00 133 0 0.00
4 881 182 20.66 0 0.00 135 0 0.00
5 850 134 15.76 0 0.00 131 0 0.00
6 635 57 8.98 0 0.00 121 0 0.00
7 657 46 7.00 0 0.00 138 0 0.00
8 684 36 5.26 0 0.00 123 0 0.00
Total 7681 1105 14.39 5 0.45 1898 91 4.79
It is important to note that the percentage of students enrolled under EWS / DG
category out of the current total strength as well as out of new admissions in all classes,
in general and in class 1 and below in particular, has been less than 25% both in rural
and urban area. This is despite the fact that every year, the state government issues
necessary instructions for the admission in the neighbourhood private schools for
implementing section 12 (1) (c) of the RTE Act, 2009 in all private schools excluding
minority institutions 25% seats are reserved for EWS/DG categories. Section 12 (1) (c)
of the RTE Act states that private schools shall admit in class I, minimum 25 per cent of
strength of that class, children belonging to disadvantaged groups and weaker section Development and Research Services Pvt. Ltd. 52
in the neighbourhood and provide free and compulsory elementary education till its
completion.
As per interaction with the stakeholders the reasons for not admitting full 25 percent
quota of admission are as follows:
Admission processes take at least 3 months’ time (April to June) of the
educational Year. It is a long time for parents to wait to get admission for their
child in the preferred school. The apprehend un-certainty in this regard.
Through online process many students don’t get admission in the schools of
their first priority.
Despite commitment of all schools only the most preferred schools can fill up
their full quota of 25%.
In remaining schools that get less priority in application form some seats remain
vacant in absence of demand.
Lack of knowledge and awareness about online process of admission among
parents of EWS / DG category students.
Some parents do not have necessary documents required for admission of their
child.
Some parents wanted to get their children admitted only in the most reputed
school but the admission criteria of nearest school deprived them in doing so.
3.3.2 Enrolment at entry class
A. Rural area
Enrolment at entry class in sample schools in rural Madhya Pradesh was dominated by
boys by 10-12 percentage points every year from 2015-2018. Total enrolment made
every year declined gradually from highest of 952 in 2015 to lowest of 880 in 2018
registering a decline of about 8%. The study also observed that maximum percentage
of students that left the schools without TC was maximum in 2016 (3.58%) and
minimum in 2015 (0.21%).
Development and Research Services Pvt. Ltd. 53
Table 3.12 presents the details.
Table3.12: Admissions in entry class in sample schools from 2015 to 2018 in
Rural Madhya Pradesh
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 530(55.7%) 422(44.3%) 952(100%) 2 0 2 0.21
2016 514(55.8%) 407(44.2%) 921(100%) 19 14 33 3.58
2017 490(55.3%) 396(44.7%) 886(100%) 18 8 26 2.93
2018 489(55.6%) 391(44.4%) 880(100%) 13 8 25 2.84
B. Urban area
Un-like in rural area, in urban area the enrolment at entry class in sample schools was
dominated by girls during 2015, 2016 and 2017 by 4-12 percentage points. However,
during 2018 boys dominated the enrolment by about 6%. Total enrolment made every
year varied from lowest of 984 in 2016 to highest of 1105 in 2017 registering an
increase of about 12%. As regards transfer certificates, in urban area percentage of
students that left the schools without TC was maximum in 2016 (3.58%) and minimum
in 2015 (0.21%).
Development and Research Services Pvt. Ltd. 54
Table 3.13 presents the details.
Table 3.13: Admissions in entry class in sample schools from 2015 to
2018 in Urban Madhya Pradesh
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 517(47.7%) 566(52.3%) 1083(100%) 4 8 12 1.11
2016 431(43.8%) 553(56.2%) 984(100%) 4 9 13 1.32
2017 493(44.6%) 612(55.4%) 1105(100%) 4 6 10 0.90
2018 535(53.4%) 466(46.6%) 1001(100%) 5 4 9 0.90
It is important to note that under the provisions of section 5 of RTE Act, Head teacher or
teacher in charge is required to give immediate TC certificate. Failure to give TC
certificate invites disciplinary action against said head teacher. The provision provides
children the right to seek transfer from a Government or Government aided school to
another such school to complete elementary education. This provision is intended to
institute reform to remove procedural barriers in obtaining Transfer Certificates. In this
context it is desirable to take necessary steps to ensure that no student leaves the
school without TC.
3.3.3 Enrolment under Section 12(1) (c) of RTE Act, 2009
A. Rural area
Enrolment under section 12(1) (c) of RTE Act, 2009 at the entry class in sample schools
in rural Madhya Pradesh was dominated by boys over girls by 12-26 percentage points
every year from 2015-2017. However, during 2018 it was equally shared by boys and
girls. Year-wise, not much variation is seen in total enrolment as it ranged from the
lowest of 144 in 2016 to highest of 157 in 2017 registering an increase of 9%.
Encouragingly, only less than 0.05% students left the school without Transfer
Certificates during 2015-2018.
Development and Research Services Pvt. Ltd. 55
Table 3.14 presents the details.
Table 3.14: Admissions in entry class in sample schools by gender under section 12(1)
(C) of RTE Act 2009 (EWS/DG) from 2015 to 2018 in Rural Madhya Pradesh
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 87(55.8%) 69(44.2%) 156(100%) 3 2 5 0.03
2016 91(63.2%) 53(36.8%) 144(100%) 4 2 6 0.04
2017 88(56.1%) 69(43.9%) 157(100%) 2 3 5 0.03
2018 76(50.0%) 76(50.0%) 152(100%) 1 1 2 0.01
B. Urban area
Un-like in rural area, in urban area enrolment under section 12(1) (C) of RTE Act
2009at entry class was dominated by girls over boys by 10-26 percentage points every
year from 2015-2018. Year-wise, total enrolment ranged from the highest of 182 in
2015 to the lowest of 118 in 2018 registering a decline of 35%. However, maximum of
5.49% students in 2015 and minimum of 0.85% in 2018 left the school without Transfer
Certificates.
Table 3.15 presents the details.
Table 3.15: Admissions in entry class in sample schools by gender under
section 12(1) (c) of RTE Act 2009 (EWS/DG) from 2015 to 2018 in Urban Madhya
Pradesh
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 68 114 182(100%) 3 7 10 5.49
2016 48 82 130(100%) 1 3 4 3.08
2017 68 88 156(100%) 2 2 4 2.56
2018 53 65 118(100%) 0 1 1 0.85 Development and Research Services Pvt. Ltd. 56
37.4 36.9
43.6
44.9
62.6 63.1
56.4 55.7
0
10
20
30
40
50
60
70
2015201620172018
Figure 3.4- Admissions in entry class in sample schools by
gender under section 12(1) (C) of RTE Act 2009 _Urban MP (In
%)
BoysGirls
Analysis of the admission data in rural area by different categories of students reveals
that admissions of SCs, STs, OBCs, Children with Special Needs (CwD) and students
of EWS categories had a mixed trend of growth over previous years. Maximum SC
students (65) were admitted 2015; STs (31) in 2016; OBCs (73) in 2018; orphan (1) in
2018; and EWS (5) in 2018. No child with disability had been admitted during 2015-
2018. Maximum of SCs (5.45%) in 2018; STs (14.29%) in 2015; OBCs (3.33%) in
2016; and one out of two EWS students (50.0%) in 2016 left the school without
Transfer Certificates.
Table 3.16 presents the details.
Table 3.16: Admissions in entry class in sample schools by DG (social), EWS
and disability category under section 12(1) (c) of RTE Act 2009 from 2015 to
2018 in Rural Madhya Pradesh
Category
Admission taken Left Out (Without TC)
Number of
students
% inc (+) /dec(-)
over previous year
Number of
students
%
2015
SC 65 0 0.00
ST 28 4 14.29
OBC 61 1 1.64
CwD 0 0 0.00
Orphans 0 0 0.00
EWS 2 0 0.00
Total 156 0 0.00
2016
SC 51 -21.5 2 3.92
ST 31 10.7 1 0.00
OBC 60 -1.6 2 3.33 Development and Research Services Pvt. Ltd. 57
Category
Admission taken Left Out (Without TC)
Number of
students
% inc (+) /dec(-)
over previous year
Number of
students
%
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 2 0.0 1 50.00
Total 144 -7.7 6 4.17
2017
SC 55 7.8 3 5.45
ST 21 -32.3 0 0.00
OBC 77 28.3 2 2.60
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 4 100.0 0 0.00
Total 157 9.0 5 3.18
2018
SC 52 -5.5 1 1.92
ST 21 0.0 0 0.00
OBC 73 -5.2 1 1.37
CwD 0 0.0 0 0.00
Orphans 1 100.0 0 0.00
EWS 5 25.0 0 0.00
Total 152 -3.2 2 1.32
Like-wise, analysis of the admission data in urban area by different categories of
students also shows a mixed trend of growth. Further, maximum proportion of SCs
(7.41%) in 2015; STs (10.71%) in 2018; OBCs (7.04%) in 2015; and EWS students
(9.52%) in 2017 left the school without Transfer Certificates.
Table 3.17 presents the details.
Table 3.17: Admissions in entry class in sample schools by DG (social
category), EWS and disability category under section 12(1) (c) of RTE Act 2009
from 2015 to 2018 in Urban Madhya Pradesh
Category
Admission taken Left Out (Without TC)
Number of
students
% inc (+) /dec(-)
over previous year
Number of
students
%
2015
SC 54 4 7.41
ST 26 0 0.00
OBC 71 5 7.04 Development and Research Services Pvt. Ltd. 58
Category
Admission taken Left Out (Without TC)
Number of
students
% inc (+) /dec(-)
over previous year
Number of
students
%
CwD 2
0 0.00
Orphans 0 0 0.00
EWS 29 1 3.45
Total 182 10 5.49
2016
SC 36 -33.3 1 2.78
ST 18 -30.8 0 0.00
OBC 56 -21.1 2 3.57
CwD 0 -100.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 20 -31.0 1 5.00
Total 130 -28.6 4 3.08
2017
SC 53 47.2 1 1.89
ST 21 16.7 1 4.76
OBC 61 8.9 0 0.00
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 21 5.0 2 9.52
Total 156 20.0 4 2.56
2018
SC 38 -28.3 1 2.63
ST 28 33.3 3 10.71
OBC 41 -32.8 0 0.00
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 11 -47.6 0 0.00
Total 118 -24.4 4 3.39
3.4 Free Provisions
Analysis of data collected from sample schools revealed that only tuition fee was
exempted for EWS/DG students in all the schools. No school provided free uniform and
text books. Material for extra-curricular activities and other items like ID card, school
batch etc. were provided free by only some schools (Total 25%; Rural 20%; Urban Development and Research Services Pvt. Ltd. 59
30%).
In all the schools (100%) parents had to pay for school uniforms and text books. In
majority of schools (Total 75%; Rural 80%; Urban 70%) they had to pay for material for
extra-curricular activities. Some of the schools (Total 40%; Rural 50%; Urban 30%) also
charged them for other items like school transport and computer classes etc. However,
in none of the school parents of these children were restricted to buy these items from
the respective school.
Tables 3.18 - 3.20 present the details.
Table 3.18: Distribution of sample schools, by area, providing free Items to
students admitted under section 12(1) (c) of RTE Act 2009 in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Uniform 0 0 0 0 0 0
Text Book 0 0 0 0 0 0
Materials for extra-curricular activity 2 20 3 30 5 25
Others (Specify) 3 30 2 20 5 25
Total 10 100.0 10 100.0 20 100.0
Table 3.19: Distribution of sample schools by area and items for which EWS parents
were required to pay for.
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fee 0 0 0 0 0 0
Uniform 10 100 10 100 20 100
Text Books 10 100 10 100 20 100
Material foe extra-curricular activity 8 80 7 70 15 75
Others 5 50 3 30 8 40
Total 10 100.0 10 100.0 13 100.0
Table 3.20: Distribution of sample schools by area where the parents were
restricted to buy school items in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 0 0 0 0 0 0
No 10 100 10 100 20 100
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 60
As per interaction with DEOs only tuition fee was free for the EWS/DG category of
students admitted under section 12(1) (c) of RTE Act 2009, the students had to pay for
their lunch fee, bus fare, books, dress and notebooks etc. Due to paucity of funds they
had requested GOI for additional funds to provide additional free facilities. It has been
noted that some of the enrolled EWS/DG students dropped out after admission to non-
affordability of expenses related to non-refundable expenses on school uniform, text
books and transport etc. charged by the schools. The other reason for their dropout
accounted for migration due to change of residence or economic consideration, natural
calamities and harvesting etc.
However, it may be reiterated that as per the rules notified by the state government, the
students are entitled to free text books, writing materials and uniforms etc. Relevant
extracts from MP State Government Rules ‘Right of children to Free and compulsory
Education Rules, 2011’ extended to the whole of Madhya Pradesh.
Rule 7: Admission of children belonging to weaker section and disadvantaged
group.
(1) The school referred to in sub-clauses (iii) and (iv) of clause (n) of section 2 shall
ensure that children admitted in pursuance of clause (c) of sub-section (1) of section
12 shall not be segregated from the other children in the classroom nor shall their
classes be held at places and timing different from the classes held for the other
children.
(2) The school referred to in sub-clauses (iii) and (iv) of clause (n) of section 2 shall
ensure that children admitted in pursuance of clause (c) of subsection (1) of section 12
shall not be discriminated from the rest of the children in any manner pertaining to
entitlement and facilities such as text books, uniform, library and information
Communication Technology facilities, extra-curricular and sports.
(3) The areas or limit of neighbourhood specified in rule 4 (1) shall apply to admission
made in pursuance of clause (c) of sub-section (1) of section 12: Provided that the
school may, for the purposes of filling up the requisite percentage of seats for children
referred to in clause (c) of subsection (1) of section 12 admit the children from the
extended limit of neighborhood as defined under clause (h) of sub-rule (1) of rule 2. Development and Research Services Pvt. Ltd. 61
(4) The Jan Shikshak shall maintain a list of children belonging to the disadvantaged
group and the weaker section in the limits of neighbourhood of every unaided school,
aided and specified category schools within his/her jurisdiction. 8. Reimbursement of
per-child expenditure by the State
Rule 8: Reimbursement of per-child expenditure by the State Government.
Reimbursement under sub-section (2) of section 12 read with sub-section (2) of
section 7 shall be made at the end academic session of every year, in March, as
decided by the State Government from time to time. For this purpose, the first
academic session shall be 2011- 12.
3.5 Retention
One of the objectives of the RTE Act is the retention of children in the schools for
elementary level education. Though no specific data was collected for retention rate of
EWS/DG categories of students at the primary and upper primary level of school
education, interaction with DEOs revealed that barring few drop-outs the retention rate
at the elementary level of school education of the said category of students admitted in
entry class (Nursery, KG and class1) is 100% in the state of Madhya Pradesh.
3.6 Drop-Outs
Majority of 70% schools both in rural and urban area had drop-outs of EWS/ DG
students after admission in sample schools in Madhya Pradesh.
Table 3.21presents the details
Table 3.21: Distribution of sample schools, by area, having drop-outs of EWS/
DG students after admission in sample schools in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 7 70 7 70 14 70
No 3 30 3 30 6 30
Total 10 100.0 10 100.0 20 100.0
One of the objectives of the RTE Act is the retention of children in schools for Development and Research Services Pvt. Ltd. 62
elementary level education and reduction in the dropout rate. In this regard, an action
plan is required to be prepared and followed by implementing agencies. In addition, an
institutional mechanism needs to be set up to collect and analyse data of children who
had dropped out for suggesting remedial measures to keep the problem under check.
As reported by Principals of some of the schools, most probable reasons for dropout of
children admitted in schools are (i) transfer of their parents; and (ii) change of place of
their residence.
3.7 Learning Achievement
Majority of schools rated the performance of EWS / DG students in comparison to other
students as ‘similar’(Total 55%; Rural 60%; Urban 50%). Interestingly, a significant
proportion of them rated it as ‘better’ (Total 45%; Rural 40%; Urban 50%). None of them
rated it as ‘weaker’.
Table 3.22 presents the details.
Table 3.22: Distribution of sample schools by performance of EWS / DG
students in comparison to other students in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Better 4 40 5 50 9 45
Similar 6 60 5 50 11 55
Weaker 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Most of the parents of EWS/DG students also expressed satisfaction with the learning
outcomes of their children. They had attended 2-3 parent-teacher meetings and the
discussion points were progress of their children in terms of getting education,
participation in sports and child’s behavior etc. They felt that their children received
good education the school.
It is important to note that the learning outcomes in schools depend equally on the
method and practice of teaching especially as an academic subject or theatrical
concept and the assessment system. Theory of pedagogy identifies the student as an
agent and the teacher as facilitator. Instructive guidelines are governed by the pupil’s Development and Research Services Pvt. Ltd. 63
background knowledge and experience, situation and environment, as well as learning
goals set by the student and teacher. An ideal Activity Based Learning (ABL) class
room is a multi-age; multi-activity classroom, divided into six groups. The groups are
divided into teacher-supported groups and peer-supported groups. Learning is through
pictorial card-supported activity. In peer-supported groups, the eldest child helps the
rest of the group. Textbooks are peripheral.
Discussion with most of the teachers of sampled schools revealed that the medium of
instructions in their schools was bi-lingual with emphasis on English. The education was
imparted with teaching learning material (TLM)method and through live demonstration
with nature and by playing activities. Most of the students attended the classes in
schools regularly.
3.8 Social Experience
As per provision of the Act, it is the duty of the Government to ensure inter alia that
children belonging to weaker sections and disadvantaged groups are not discriminated
again stand prevented from pursuing and completing elementary education; that
admission, attendance and completion of elementary education by every child is
monitored; that school building, teaching staff and learning equipment are provided;
good quality elementary education conforming to norms and standards is provided;
curriculum and courses of study are prescribed in a timely manner; and that school
teachers are trained.
Interaction with the parents of the school children revealed the following:
Behavior of the school children with each other was cordial.
Teachers had good relationship with students.
Their children did not face any language problem.
Their children integrated with other children without any bias.
Most of the school teachers also reported that the teaching, learning and attitude
of the students have become inclusive.
3.9 Impact
As per study findings the impact of implementation of Section 12(1) (c) of the RTE Act,
2009 in Madhya Pradesh has been as follows: Development and Research Services Pvt. Ltd. 64
It has a very positive impact on EWS/DG students. They are better disciplined,
respectful, well mannered, improved behavioral change and more
knowledgeable. Their social status has improved.
It has provided them an opportunity to have equanimity in education and has
increased their awareness level.
The learning and attitude of children in schools have become inclusive.
3.10 Financial Implications
Section 12 of the RTE Act provides that private unaided schools, providing free and
compulsory education under the Act, shall be reimbursed expenditure incurred by them
to the extent of per child expenditure incurred by the State, or actual amount charged
from the child, whichever is less. Further, Rule 8 of MP RTE Rules specifies that the
reimbursement shall be made at the end of academic session of every year in March as
decided by the State Government from time to time.
As per the procedure laid down by Department, the submission of proposal for
reimbursement of fees by schools, their sanctions by DPCs and release orders for
payment to schools are done through the online RTE module developed by the
Department in the Education Portal. DPC sanctions the proposal of school after
verification by nodal officer. Thereafter, an advice is generated through the portal for
issuing release order to the nodal bank for transferring the amount to the school’s bank
account.
The study noted that majority of 80% schools both in rural as well as in urban area did
not have separate bank account for reimbursements. Average amount per child per
annum reimbursed to school in Madhya Pradesh was found to be Rs.4037 in rural are
and Rs.4308 in urban area. Overall in the combined Rural and urban area, the
percentage of funds received against the amount of funds applied for reimbursement
was at the level of 71%, 34% and 2% only during 2015-16, 2016-17 and 2017-18
respectively. Four(rural schools) out of 16total schools in 2016-17; and 3 (2 rural + 1
urban) out of 4 total schools in 2017-18 had not received the funds till the time of
survey. Majority of the schools (Total 65%; Rural 70%; Urban 60%) faced some
problem in receiving reimbursement funds. However, only 2 urban schools had some
requirement of additional funds to meet the fund deficit post receipt reimbursement.
Development and Research Services Pvt. Ltd. 65
Table 3.23-3.27 present the details.
Table 3.23: Distribution of sample schools having separate bank accounts for receiving
Reimbursement funds in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 2 20 2 20 4 20
No 8 80 8 80 16 80
Total 10 100.0 10 100.0 20 100.0
Table 3.24: Reimbursement of funds to schools by area in Madhya Pradesh from
2015-2018
Parameter 2015-16 2016-17 2017-18
Rural
No. of Schools applied for reimbursement of funds 10 9 2
No. of Schools received funds 10 5 0
Amount of funds applied for reimbursement (Rs.) 4164810 7540725 5513380
Funds received (Rs.) 2979567 1025422 0
% Funds received 72 14 0
Urban
No. of Schools applied for reimbursement of funds 7 7 2
No. of Schools received funds 7 7 1
Amount of funds applied for reimbursement (Rs.) 3772917 2736897 690570
Funds received (Rs.) 2646178 2499679 132570
% Funds received 70 91 0
Total (Rural +Urban)
No. of Schools applied for reimbursement of funds 17 16 4
No. of Schools received funds 17 12 1
Amount of funds applied for reimbursement (Rs.) 7937727 10277622 6203950
Funds received (Rs.) 5625745 3525101 132570
% Funds received 71 34 2
Table 3.25: Distribution of sample schools facing some problem in receiving
reimbursement funds in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. No. No.
Yes 7 6 13
No 3 4 7
Total 10 10 20 Development and Research Services Pvt. Ltd. 66
70
60
65
30
40
35
0
20
40
60
80
100
120
RuralUrbanTotal
Figure 3.5- Distribution of sample schools(In %) facing some
problem in receiving reimbursement funds in MP
YesNo
Table 3.26: Distribution of sample schools having some requirements from
school post receiving reimbursement in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 0 0 2 20 2 10
No 10 100 8 80 18 90
Total 10 100.0 10 100.0 20 100.0
Table 3.27: Average amount of reimbursement per annum per student received by
school in rural and urban area in Madhya Pradesh
Area Amount of reimbursement (Rs.)
Rural 4037
Urban 4308
Total 4180
3.11 Recommendations for Improvement
Based on the study findings, interaction with the stakeholders and observations of the
study team, following recommendations are made to improve implementation of the
Section 12(1) (c) of the RTE Act, 2009 in Madhya Pradesh:
Development and Research Services Pvt. Ltd. 67
Like in Delhi the state government of Madhya Pradesh must also take
necessary measures to strengthen the monitoring mechanism; gradation of
private schools; track the progress of students enrolled under Section 12(1) (c)
of RTE Act 2009; link attendance (75%) with promotion from one class to next
class and ensure no detention till class 5; awareness generation; mechanism
for submission of off-line application forms; ensure that the schools organise
an orientation programme for parents; update residential address of students
periodically; schools provide free school uniform, text books and stationery to
the students admitted under Section 12 (1) (c) of the RTE Act; check retention
and drop - out rates; training of teachers; strengthen school administration;
ensure timely reimbursement of fund; and redressal mechanism.
Admission process should start well on time and before the month of April, the
beginning of the academic session.
The selection process must involve verification of given residential address
through personal home visits.
School should have right to disqualify any student with a valid reason.
…. Development and Research Services Pvt. Ltd. 68
CHAPTER 4
KARNATAKA
4.1 Introduction
4.1.1 Organisational set-up
The Department of Public Instruction in the Government of Karnataka is the sole
authorized board for implementation of RTE Act in Karnataka. The Commissioner for
Public Instruction is responsible for its overall implementation in the State. A Deputy
Director of Public Instruction (DDPI) assists him in this regard. The School
Development and Monitoring Committee (SDMC) is the designated local authority
which implements the provisions of the Act at the school level. The SDMC ensures that
every child in the jurisdiction of the respective school gets enrolled in the school,
attends school regularly and gets quality education. The SDMC also ensures that there
are no drop-outs/out-of-school children in its jurisdiction. The head teacher of the
school is required to periodically bring to the notice of the SDMC all such lapses and
violations of the Act and Rules. The SDMC informs the Block Education Officer (BEO)
about the observations made. The BEO reports them to the DDPI and SDPI for
information and needful intervention.
4.1.2 Notification of Rules
In exercise of powers conferred under the RTE Act, the Government of Karnataka
notified Right of Children to Free and Compulsory Education Rules, 2012 (Karnataka
RTE Rules) on 28 April 2012.
The Karnataka RTE Rules inter alia provide for the following:
Duties of State government and local authority relating to identification of
children. Special training for out of school children for a minimum period of three
months and maximum period of not exceeding two years.
Areas or limit of neighborhood school and procedure for recognition of private
schools.
Procedures for formation and functioning of school management committee,
preparation of school development plan and grievances redressal of teacher.
It prohibits segregation of children belonging to weaker section and Development and Research Services Pvt. Ltd. 69
disadvantaged group admitted in private unaided school from other children in
the classroom and discrimination from rest of children in any manner in the
classroom, during mid-day meals, in the play grounds, in the use of drinking
water and toilet facilities and in the cleaning of toilets and classrooms.
.
4.1.3 Awareness generation
Publicity and awareness measures adopted by the state government for
implementation of the Act include dissemination of important information, including
government orders and circulars, through print and electronic media. Posters, bills,
brochures and information booklets are printed and supplied to for distribution through
field level functionaries. All Block Education Officers, Nodal Officers and Heads of
schools are provided training on the issues related to RTE Act. Consultation meetings
are held to sensitize heads of school managements, NGOs, activists and people’s
representatives. Government orders and circulars issued are published in the website.
4.1.4 Sampling Units
To pursue the study objectives in Karnataka, a sample of 20 un-aided schools, 10 each
from rural and urban area, was selected. Table 4.1 given below presents their
distribution by gender, educational and aided/un-aided categories.
Table 4.1: Distribution of sample schools by area and different categories in
Karnataka
Category Rural Urban Total
Distribution by educational categories
Primary 0 1 1
Upper Primary 0 3 3
Secondary 10 6 16
Total 10 10 20
Distribution by aided / un-aided categories
Aided 0 0 0
Un-aided 10 10 20
Total 10 10 20
Distribution by gender categories
Boys 0 0 0
Girls 0 0 0
Co-ed 10 10 20
Total 10 10 20 Development and Research Services Pvt. Ltd. 70
4.2 Admission Process
The admission process of children belonging to disadvantaged groups and weaker
section in the private un-aided schools’ U/S 12(1) (c) of the RTE Act commenced in
Karnataka from 2012-13.
4.2.1 Definitions and terms / rules for admission
Section 12 (1) (c) of the RTE Act includes children belonging to Economically Weaker
Section (EWS) and children belonging to Disadvantaged Group (DG). Children
belonging to EWS category are those whose parents have annual family income from
all sources amounting to less than one lakh rupees. The children belonging to
Disadvantaged Group include those belonging to, Scheduled Castes (SCs), Scheduled
Tribes (STs), non-creamy layer Other Backward Classes (OBCs), Children with Special
Needs and suffering from disability, Orphans and Transgender.
Till 2014-15 applications were invited offline giving options to mark preference to 5
schools in the neighbourhood. Maximum income limit fixed was Rs.3.5 lakhs per
annum. Preference was given to those having less than Rs.1 lakh annual income.
Lottery system was adopted at school level in presence of the departmental
representatives in case of more applications to select the required number of students
for admission.
However, from 2015-16 onwards, the process of admission has become online.
4.2.2 Processes
Entire admission process has been computerised through specially developed
software for this purpose. Applications are invited online.
Aadhaar Card number is mandatory to identify the neighbourhood.
The validity of the data of caste, income, medical certificates is verified online
with the help of Atal Jana Snehi Kendra.
Seats are allotted through online lottery with the help of software developed by
NIC at the Head Office.
The successful applicants of the computerized draw of lots are informed about
the school allotted for admission under EWS/DG category through SMS on their
registered mobile number.
Thereafter the parents get in touch with the concerned school and get their Development and Research Services Pvt. Ltd. 71
children admitted to complete the process. In case some seats remain unfilled,
second and third round of computerised draws are also conducted.
4.2.2 Interaction with Parents
Interaction with parents revealed that the process of admission at the entry level was
online. They had given preference for admission in 3-4 schools. They did not pay any
money for purchasing the application form for admission of their child. They were
informed about the admission of their child through SMS received on their registered
mobile number. They had submitted their BPL cars, birth certificate and Aadhaar card,
caste and income certificate along with the application form. Some of the parents
mentioned that the verification team didn’t come to their place. Most parents didn’t face
any difficulty during the admission process. Some of them had to pay for books and
school dress. It was interesting to note that children of none of the parents faced any
problem in the school.
4.2.3 Interaction with Principals / School Headmasters
The Principals / School Headmasters of the sampled schools informed that the
measures taken to advertise reservation of 25% seats under RTE mainly include
display on school notice board by 80% schools ( 80% Rural + 80% Urban); followed by
advertisement through print media by 35% schools (30% Rural + 40% Urban); and DoE
Portal by 5% schools (10% Rural + 0% Urban). Most of the rural schools (60-80%)
displayed / provided necessary information regarding number of seats available;
neighbourhood criterion; documents required for submission with application for
admission; and deadline for form submission. However, only 30% schools exhibited the
date of draw for admission. In urban area also most of the schools (90-100%) provided
necessary information regarding number of seats available; documents required for
submission with application for admission; and deadline for form submission. However,
only 50% schools informed about neighbourhood criterion and date of draw for
admission. All the schools (100%) were visited by the education department to
streamline the process of admission, enrolment and inclusion in Karnataka. Almost all
of them (Total 95%, Rural 100%, Urban 90% schools) had taken necessary steps to
facilitate form submission by the parents. Some of the schools both in rural as well as in
urban area did not know about the different types of information being collected by the
government on the RTE portal in the state. About 50-90% rural schools and 20-80% Development and Research Services Pvt. Ltd. 72
urban schools had limited knowledge about some of the information being collected in
this regard. Majority of the schools (Total 65%; Rural 70%; Urban 60%) did not impart
any special training to teachers for teaching and dealing with students of EWS and DG
categories. Most of the schools (Total 65%; Rural 50%; Urban 80%) did not take any
follow-action with drop-outs to help and motivate them for continuing their education.
Tables 4.2 – 4.8 given below present the details.
Table 4.2: Distribution of schools by area and measures taken to advertise the
25% seats reserved under RTE in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Advertisement through print media 3 4 7
School Notice board 8 8 16
DoE Portal 1 0 1
Others 0 0 0
Total 10 10 20
Table 4.3: Distribution of schools that provide/display information for parents
aboutadmission process in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Number of seats available 8 9 17
Neighborhood Criterion 6 5 11
Document required 7 9 16
Deadline for form submission 6 10 16
Date of lottery 3 5 8
Total 10 10 20
30
80
10
40
80
0
35
80
5
0
20
40
60
80
100
Advertisement through print mediaSchool Notice boardDoE Portal
Figure 4.1- Distribution of schools(in %) by area and
measures taken to advertise the 25% seats reserved under
RTE in Karnataka
RuralUrbanTotal Development and Research Services Pvt. Ltd. 73
Table 4.4: Distribution of schools, by area, that had visits from the education department
regarding the process of admission, enrolment and inclusion in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 10 100 10 100 20 100
No 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Table 4.5: Distribution of schools, by area, that had taken steps to facilitate form
submission by parents in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Yes 10 9 19
No 0 1 1
Total 10 10 20
80
60
70
60
30
90
50
90
100
50
85
55
80 80
40
0
20
40
60
80
100
120
Number of seats
available
Neighbourhood
Criterion
Document requiredDeadline for form
submission
Date of lottery
Figure 4.2- Distribution of schools (In %) that provide/display
information for parents about admission process in
Karnataka
RuralUrbanTotal Development and Research Services Pvt. Ltd. 74
100
90
95
10
5
84%
86%
88%
90%
92%
94%
96%
98%
100%
RuralUrbanTotal
Figure 4.3- Distribution of schools(No in %), by area, that had
taken steps to facilitate form submission by parents in
Karnataka
YesNo
Table 4.6: Distribution of schools by area and type of information government collects
on RTE portal in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fees 9 90 6 60 15 75
Cost of Text Books, Uniforms 5 50 6 60 11 55
Other Learning materials 5 50 2 20 7 35
Other School charges 5 50 2 20 7 35
Entry Level Class 9 90 6 60 15 75
Number of available seats 7 70 6 60 13 65
Applications received 9 90 8 80 17 85
Neighbourhood 6 60 7 70 13 65
Name and details of final children
and parents enrolled
8 80 8 80 16 80
Details of children continuing
education
8 80 7 70 15 75
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 75
30
40
35
70
60
65
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RuralUrbanTotal
Figure 4.4 - Distribution of schools (In %), by area, that impart some
special training to teachers for teaching/dealing with students of EWS
and Disadvantaged section in Karnataka
YesNo
Table 4.7: Distribution of schools, by area, that impart some special training to
teachers for teaching/dealing with students of EWS and Disadvantaged section in
Karnataka
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Yes 3 4 7
No 7 6 13
Total 10 10 20
Table 4.8: Distribution of schools, by area, that follows up with dropout studentsin
Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 5 50 2 20 7 35
No 5 50 8 80 13 65
Total 10 100.0 10 100.0 20 100.0
4.3 Enrolment in schools
As per RTE Act, the Government must ensure compulsory admission, attendance and
completion of elementary education by every child. For this purpose, identification of
children is a critical starting step followed by their enrolment in school. Section 9 of the
Act provides that every local authority would maintain records of children up to the age Development and Research Services Pvt. Ltd. 76
of 14 years residing within its jurisdiction. Rule 6 of Karnataka RTE Rules states that
the local authority would maintain records of all children in its jurisdiction, through a
household survey, from their birth till they attain 14 years. This record was envisaged to
include status of pre-primary/elementary education of the child in the jurisdiction of
respective local authorities, children requiring special facilities/residential facilities on
account of migration and sparse population, etc.
However, as per discussion with concerned authorities of the government at the state
and district level, there is no separate authority to maintain records of all children within
the age group of 6 to 14 years at District or State level. But HM of every government
school maintains the records of school going children. Child census is conducted and
consolidated periodically and out of school children are mainstreamed through various
interventions.
4.3.1 Current enrolment status
The study observed that among the current total strength of students in the sample
schools in Karnataka, percentage of students enrolled under EWS / DG category total
strength was about 12% (Rural 11%; Urban 13%). However, the drop-out rate of
students admitted under these categories was relatively more in urban area than that in
rural area (Rural 0.19%; Urban 3.01%).
In this context, the strength of EWS / DG students in terms of new admissions shows
marginal increase in rural area (Total admission 11.09%; New admissions 11.25%) but
substantial decrease in urban area (Total admission 12.57%; New admissions 6.82%).
Overall, the percentage of students admitted under EWS / DG category in new
admissions was at the level of about 8.99% (Rural 11.25%; Urban 6.82%) as against
15.59% (Rural 16.94%; Urban 14.39%) in the total strength of students in the schools.
Development and Research Services Pvt. Ltd. 77
Table 4.9 presents the details
Table 4.9: Current enrolment in sample schools in Karnataka
Class
Total No. of
Student in
school
Total No. of
Admission
Under EWS/DG
Category
Total No. of
Student
Admitted Under
EWS/DG
Category Who
Have dropped
out
Total No.
of New
Admission
New Admission Under
EWS/DG Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Rural 9404 1043 11.09 2 0.19 1893 213 11.25
Urban 6347 798 12.57 24 3.01 1979 135 6.82
Total 15751 1841 11.69 26 1.41 3872 348 8.99
4.3.1.1 Current class-wise enrolment
A. Rural area
Probe into class-wise current enrolment revealed that the percentage of students
enrolled under EWS / DG category out of the current total strength has been at
maximum level of 18.39% in class 2 and minimum at 0.00% level in class 8 in the rural
area; like – wise their enrolment in new admissions was at maximum level of 24.00% in
class 5 and minimum level of 0.00% at class 8. Further, the drop -out rate was
maximum (1.04%) in class 1 and minimum (0%) in all other classes. Overall drop-out
rate was 0.19% (N=1043).
Development and Research Services Pvt. Ltd. 78
Table 4.10 presents the details.
Table 4.10: Current class-wise enrolment in sample schools in Rural Karnataka
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of
Student
Admitted Under
EWS/DG
Category Who
Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
796 117 14.70 0 0.00 796 117 14.70
Pre-
Primary/ KG
887 134 15.11 0 0.00 157 13 8.28
1 1107 193 17.43 2 1.04 420 23 5.48
2 1104 203 18.39 0 0.00 68 10 14.71
3 1017 135 13.27 0 0.00 60 9 15.00
4 963 72 7.48 0 0.00 71 9 12.68
5 890 41 4.61 0 0.00 50 12 24.00
6 962 101 10.50 0 0.00 81 10 12.35
7 810 47 5.80 0 0.00 72 10 13.89
8 868 0 0.00 0 0.00 118 0 0.00
Total 9404 1043 11.09 2 0.19 1893 213 11.25
B. Urban area
Similar probe into class-wise current enrolment in urban area revealed that the
percentage of students enrolled under EWS / DG category out of the current total
strength has been at maximum level of 20.87% in Pre-School / Nursery class and
minimum at 0.00% level in class 8. Their enrolment in new admissions was also at
maximum level of 20.87% in Pre-School / Nursery class and minimum level of 0.00% at
class 2 to 8. Further, the drop -out rate was maximum (13.04%) in class 7 and minimum
(0%) in class 8. Overall drop-out rate was 3.01% (N=798).
Development and Research Services Pvt. Ltd. 79
Table 4.11 presents the details.
Table 4.11 Current class-wise enrolment in sample schools in Urban Karnataka
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
575 120 20.87 4 3.33 575 120 20.87
Pre-
Primary/ KG
625 125 20.00 1 0.80 230 2 0.87
1 766 146 19.06 2 1.37 301 13 4.32
2 666 99 14.86 0 0.00 120 0 0.00
3 661 69 10.44 1 1.45 139 0 0.00
4 672 101 15.03 4 3.96 126 0 0.00
5 646 54 8.36 3 5.56 121 0 0.00
6 669 38 5.68 3 7.89 171 0 0.00
7 628 46 7.32 6 13.04 65 0 0.00
8 439 0 0.00 0 0.00 131 0 0.00
Total 6347 798 12.57 24 3.01 1979 135 6.82
It is important to note that the percentage of students enrolled under EWS / DG category
out of the current total strength as well as out of new admissions in all classes has been
less than 25% both in rural and urban area. This calls for urgent attention for strict
compliance of prescribed guidelines and monitoring the progress of implementation of
the Act.
As per interaction with the stakeholders, the reasons for not admitting full 25 percent
quota of admission are as follows:
Delay in admission process.
Schools preferred by some parents do not qualify the neighbourhood criteria.
Absence of demand. Only the most preferred schools can fill up their full quota of
25%.
Lack of awareness and knowledge among target groups.
Development and Research Services Pvt. Ltd. 80
4.3.2 Enrolment at entry class
A. Rural area
Enrolment at entry class in sample schools in rural Karnataka was dominated by boys by
8-14 percentage points every year from 2015-2018. Total enrolment made every year
increased from minimum of 1323 in 2016 to maximum of 1569 in 2018 registering an
increase of about 19%. The study also observed that maximum percentage of students
that left the schools without TC was less than 1% during the said period.
Table 4.12 presents the details.
Table 4.12: Admissions in entry class in sample schools from 2015 to 2018 in
Rural Karnataka
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 747(53.8%) 642(43.2%) 1389(100%) 1 1 2 0.14
2016 715(54.0%) 608(46.0%) 1323(100%) 7 4 11 0.83
2017 815(57.0%) 616(43.0%) 1431(100%) 2 3 5 0.35
2018 882(56.2%) 687(43.8%) 1569(100%) 5 7 12 0.76
B. Urban area
Similarly, enrolment at entry class in sample schools in urban Karnataka was also
dominated by boys by 6-11 percentage points every year from 2015-2018. Total
enrolment made every year gradually increased from minimum of 1172 in 2015 to
maximum of 1520 in 2018 registering an increase of about 30%. The study also
observed that maximum percentage of students that left the schools without TC was less
than 1% during the said period.
Table 4.13 presents the details.
Table 4.13: Admissions in entry class in sample schools from 2015 to 2018 in
Urban Karnataka
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 619(52.8%) 553(47.2%) 1172(100%) 0 0 0 0.00
2016 666(55.3%) 539(44.7%) 1205(100%) 2 0 2 0.17
2017 739(53.1%) 654(46.9%) 1393(100%) 0 1 1 0.07
2018 815(53.6%) 705(46.4%) 1520(100%) 1 2 3 0.20
Development and Research Services Pvt. Ltd. 81
52.8 53.1 53.4
56.8
47.2 46.9 46.6
43.2
0
10
20
30
40
50
60
2015201620172018
Figure 4.5- Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 _Rural Karnataka (In %)
BoysGirls
4.3.3 Enrolment under Section 12(1) (c) of RTE Act, 2009
A. Rural area
Enrolment under section 12(1) (c) of RTE Act 2009at the entry class in sample schools in
rural Karnataka was dominated by boys over girls by 6-14 percentage points every year
from 2015-2018. Year-wise, not much variation is seen in total enrolment as it ranged
from the lowest of 209 in 2016 to highest of 241 in 2018 registering an increase of about
12%. Further, only less than 2.4% students left the school without Transfer Certificates
during 2015-2018.
Table 4.14 presents the details.
Table 4.14: Admissions in entry class in sample schools by gender under section
12(1) (C) of RTE Act 2009 (EWS/DG) from 2015 to 2018 in Rural Karnataka
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 113 101 214(100%) 1 1 2 0.93
2016 111 98 209(100%) 3 2 5 2.39
2017 127 111 238(100%) 0 0 0 0.00
2018 137 104 241(100%) 2 3 5 2.07
Development and Research Services Pvt. Ltd. 82
B. Urban area
Unlike in rural area, enrolment under section 12(1) (c) of RTE Act 2009at the entry class
in sample schools in urban Karnataka was dominated by girls over boys by about 1-3
percentage points during 2015-17. However, in 2018, boys dominated girls by about 4
percentage points in this regard. Year-wise, total enrolment ranged from the lowest of
135 in 2015 to highest of 175 in 2017 registering an increase of about 12%. Further, only
less than 2.4% students per year left the school without Transfer Certificates during
2015-2018.
Table 4.15 presents the details.
Table 4.15: Admissions in entry class in sample schools by gender under section
12(1) (c) of RTE Act 2009 (EWS/DG) from 2015 to 2018 in Urban Karnataka
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 67(49.6%) 68(50.4%) 135(100%) 0 0 0 0.00
2016 67(48.6%) 71(51.4%) 138(100%) 1 0 1 0.72
2017 87(49.7%) 88(50.3%) 175(100%) 0 0 0 0.00
2018 90(52.0%) 83(48.0%) 173(100%) 1 2 3 1.73
Analysis of the admission data in rural area by different categories of students reveals
that admissions of SCs, STs, OBCs, Children with Special Needs (CwD) and students of
EWS categories had a mixed trend of growth over previous years. Maximum SC
students (37) were admitted 2018; STs (13) in 2017 and 2018; OBCs (191) in 2018. No
child of orphan and EWS category got admitted in sampled schools during 2015-2018.
Maximum of OBCs (2.91%) in 2016 left the school without Transfer Certificates.
Development and Research Services Pvt. Ltd. 83
Table 4.16 presents the details.
Table 4.16: Admissions in entry class in sample schools by DG (social), EWS and
disability category under section 12(1) (c) of RTE Act 2009 from 2015 to 2018 in
Rural Karnataka
Category
Admission taken Left Out (Without TC)
Number of
students
% inc/dec over
previous year
Number of
students
%
2015
SC 43 0 0.00
ST 9 0 0.00
OBC 160 2 1.25
CwD 2 0 0.00
Orphans 0 0 0.00
EWS 0 0 0.00
Total 214 2 0.93
2016
SC 29 -32.6 0 0.00
ST 8 -11.1 0 0.00
OBC 172 7.5 5 2.91
CwD 0 -100.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 209 -2.3 5 2.39
2017
SC 35 20.7 0 0.00
ST 13 62.5 0 0.00
OBC 190 10.5 0 0.00
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 238 13.9 0 0.00
2018
SC 37 5.7 0 0.00
ST 13 0.0 0 0.00
OBC 191 0.5 5 2.62
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 241 1.3 5 2.07
Development and Research Services Pvt. Ltd. 84
Likewise, analysis of the admission data in urban area by different categories of students
reveals that admissions of SCs, STs, OBCs, Children with Special Needs (CwD) and
students of EWS categories had a mixed trend of growth over previous years. Maximum
SC students (54) and STs (16) were admitted 2017; and OBCs (108) in 2018. No child of
orphan and EWS category got admitted in sampled schools during 2015-2018. Maximum
of OBCs (2.78%) in 2018 left the school without Transfer Certificates.
Table 4.17 presents the details.
Table 4.17: Admissions in entry class in sample schools by DG (social category),
EWS and disability category under section 12(1) (C) of RTE Act 2009 from 2015
to 2018 in Urban Karnataka
Category
Admission taken Left Out (Without TC)
Number of
students
% (inc/dec) over
previous year
Number of
students
%
2015
SC 42 0 0
ST 15 0 0
OBC 77 0 0
CwD 1 0 0
Orphans 0 0 0
EWS 0 0 0
Total 135 0 0
2016
SC 47 11.9 1 2.13
ST 16 6.7 0 0.00
OBC 75 -2.6 0 0.00
CwD 0 -100.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 138 2.2 1 0.72
2017
SC 54 14.9 0 0.00
ST 16 0.0 0 0.00
OBC 104 38.7 0 0.00
CwD 1 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 175 26.8 0 0.00 Development and Research Services Pvt. Ltd. 85
Category
Admission taken Left Out (Without TC)
Number of
students
% (inc/dec) over
previous year
Number of
students
%
2018
SC 50 -7.4 0 0.00
ST 15 -6.3 0 0.00
OBC 108 3.8 3 2.78
CwD 0 -100.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 173 -1.1 3 1.73
4.4 Free Provisions
Analysis of data collected from sample schools revealed that only tuition fee was
exempted for EWS/DG students in all private un-aided schools; maximum of 50%
schools (Rural 60% + Urban 40%) provided free text books; followed by 30% schools
(Rural 0% + Urban 60%) gave free material for extra-curricular activities; and only 25%
schools (Rural 20% + Urban 30%) provided them free uniforms.
In the majority of 75% schools (Rural 70% + Urban 80%) parents of the EWS students
had to pay for uniforms; material for extra-curricular activities in 70% schools (Rural
100% + Urban 40%). About half of the schools (Rural 40% + Urban 60%) charged them
for text books also. However, in none of the school parents of these children were
restricted to buy these items from the respective school.
Tables 4.18 - 4.20 present the details.
Table 4.18: Distribution of sample schools, by area, providing free Items to
students admitted under section 12(1) (C) of RTE Act 2009 in Karnataka
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Uniform 3 30 2 20 5 25
Text Book 6 60 4 40 10 50
Materials for extra-
curricular activity
0 0 6 60 6 30
Others (Specify) 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 86
Table 4.19: Distribution of sample schools by area and items for which EWS parents
were required to pay for.
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fee 0 0 0 0 0 0
Uniform 7 70 8 80 15 75
Text Books 4 40 6 60 10 50
Material foe extra-curricular activity 10 100 4 40 14 70
Others 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Table 4.20: Distribution of sample schools by area where the parents were
restricted to buy school items in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 0 0 0 0 0 0
No 10 100 10 100 20 100
Total 10 100.0 10 100.0 20 100.0
The RTE Act provides for the right of children to free and compulsory education till
completion of elementary education in a neighbourhood school. It clarifies that
‘compulsory education’ means obligation of the appropriate government to provide free
elementary education and ensure compulsory admission, attendance and completion of
elementary education to every child in the six to fourteen age group. ‘Free’ means that
no child shall be liable to pay any kind of fee or charges or expenses which may
prevent him or her from pursuing and completing elementary education.
Relevant extracts from the State RTE Rules, Karnataka also reaffirm the same as
reproduced below:
‘All the children attending such schools are entitled to all facilities given by the state –
scholarships, free uniforms, free textbooks, free midday meals, free school bags,
writing materials, and any other facility that may be introduced from time to time, etc.
These facilities shall also be made available to children admitted under the 25% quota
in private un-aided schools. Development and Research Services Pvt. Ltd. 87
The state shall ensure that all the children admitted in unaided schools under the 25%
quota are given all the free entitlements which the children get in a government school -
free uniforms, textbooks, school bags, scholarships, mid-day meals, etc.’
However, as per interaction with the State Project Director, EWS/DG category of
students admitted under section 12(1) (c) were provided free tuition fee in private un-
aided schools. Textbooks and uniform from the schools were being given them free
only till the year 2015-16. Pursuant to the government order dated: 03.03.2017, children
studying in CBSE, ICSE schools have to bear the cost of uniform, textbooks and other
materials. Children studying in state board schools are provided free text books by the
government. However, they had to purchase school uniform from the open market.
Parents of most of the children also informed that the schools covered only tuition fee
and they had to pay for everything else. As some parents could not pay for the text
books and uniforms etc. charged by some schools, their students dropped out after
admission. Some students also dropped out due change of residence and work place of
their parents.
4.5 Retention
Retention rate is the percentage of school’s first time enrolled students who continue at
that school the next year. Though no specific data was collected for EWS/DG
categories of students first time enrolled who continued at the respective schools during
next year as well, interaction with government authorities revealed that the retention
rate in the state increased from 96.6% during 2012-13 to 98.37% in 2017-18.
As per the RTE Act’s no-detention policy, it is the responsibility of the teachers to
improve the learning outcomes of the students and enable them to continue studying
further.
4.6 Drop-Outs
As per government authorities at the state and district level, dropout rate at Low
Performance School (LPS) level decreased from 2.56% (2012-13) to 1.63% (2017-18) in
Karnataka.
Analysis of school survey data revealed that majority of 65% schools (60% Rural + 70%
Urban) had no drop-out of EWS/ DG students after admission in sample schools in the
state. However, the rest of 35% sample schools (40% Rural + 30% Urban) had some
drop-outs. Development and Research Services Pvt. Ltd. 88
Table 4.21 presents the details
Table 4.21: Distribution of sample schools, by area, having drop-outs of EWS/ DG
students after admission in sample schools in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 4 40 3 30 7 35
No 6 60 7 70 13 65
Total 10 100.0 10 100.0 20 100.0
One of the objectives of the RTE Act is the retention of children in schools for elementary
education and reduction in the dropout rate. In this regard, an action plan is required to
be prepared and followed by implementing agencies. In addition an institutional
mechanism need to be set up to collect and analyse data of children who had dropped
out for suggesting remedial measures to keep the problem under check.
As reported by Principals of some of the schools, most probable reasons for dropout of
children admitted in schools are (i) transfer of their parents; and (ii) change of place of
their residence.
The role of the teacher, too, is critical, as drop-outs often speak of teachers beating
them, and complain that teachers generally waste class time rather than attending to
their needs in imparting quality education.
4.7 Learning Achievement
As per interaction with the government authorities at the state and district level, class
wise learning outcomes of each subject are identified by the DSERT as per the
directions of MHRD. Draft Rules to incorporate learning outcomes in the State Rules
have been prepared. A study by Mr. Vijaya Kumar Damera, I.A.S. reveals that the
performance of children admitted under RTE Act, is equal or better than that of other
children.
Majority of the 50% sampled schools (40% Rural + 60% Urban) rated the performance of
EWS / DG students in comparison to other students as ‘similar’. Interestingly, a
significant proportion of 35% schools (30% Rural + 40% Urban) rated it as ‘better’. Only
15% schools (30% Rural + 0% Urban) termed it as ‘weaker’.
Development and Research Services Pvt. Ltd. 89
Table 4.22 presents the details.
Table 4.22: Distribution of sample schools by performance of EWS / DG students
in comparison to other students in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Better 3 30 4 40 7 35
Similar 4 40 6 60 10 50
Weaker 3 30 0 0 3 15
Total 10 100.0 10 100.0 20 100.0
4.8 Social Experience
As per provision of the Act, it is the duty of the Government to ensure inter alia that
children belonging to weaker sections and disadvantaged groups are not discriminated
again stand prevented from pursuing and completing elementary education; that
admission, attendance and completion of elementary education by every child is
monitored; that school building, teaching staff and learning equipment are provided;
good quality elementary education conforming to norms and standards is provided;
curriculum and courses of study are prescribed in a timely manner; and that school
teachers are trained.
Interaction with the parents of the school children revealed that they had very positive
social experience about treatment given to their children in sample schools.
• Most of the school teachers reported that all students were very friendly.
Behaviour of students with each other was cordial.
• Teachers had very positive, supportive, open, interactive, firm and encouraging
relationship with students.
• As per state and district level authorities stray cases of discrimination were
reported during 2013-14 in newspapers. But issues were sorted out
subsequently due to increased awareness among parents and teachers.
• In many schools even teachers were unable to distinguish between RTE and
non-RTE student.
4.9 Impact
As per study findings the impact of implementation of Section 12(1) (c) of the RTE Act,
2009 in Karnataka has been as follows:
It has a very positive impact on EWS/DG students. They are getting good Development and Research Services Pvt. Ltd. 90
education in terms of knowledge, discipline, good behavior, communication
abilities, communal harmony, team spirit etc.
Inclusive learning.
Enhancement of social status.
Improvement awareness level.
Low and medium budget schools are happy to implement RTE Act in view of
substantial amount of fee reimbursement to schools for children admitted under
Section 12(1) (c) of the RTE Act.
However, many high budget schools are implementing RTE Act reluctantly and
trying to get status of linguistic minority. This has an adverse impact on
implementation of the RTE Act.
There has been slight decrease in the student enrolment in Govt. schools and
gradual increase in the un-aided private schools.
4.10 Financial Implications
Section 12 of the RTE Act provides that private unaided schools, providing free and
compulsory education under the Act, shall be reimbursed expenditure incurred by them
to the extent of per child expenditure incurred by the State, or actual amount charged
from the child, whichever is less. Further, Rule 8 of MP RTE Rules specifies that the
reimbursement shall be made at the end of academic session of every year in March as
decided by the State Government from time to time.
As per discussion with the government authorities at the state and district level, a
separate software has been developed by the state for reimbursement of fees to
schools; and facilitating the heads of the school managements to upload their
management details, students details and expenditure incurred etc. Per child
expenditure is auto calculated on the basis of total recurring expenditure incurred as
per the audit report, divided by total number of children enrolled in the school. For this
purpose, three factors are taken into account, namely (i) actual fee charged to the child,
(ii) per child cost as per the audit and (iii) maximum fee fixed by the government. The
least of the three factors is reimbursed to schools through Khazane-2 software.
The school claims the reimbursement through online software and forward to the Block
Education Officer, who in turn verifies and approves the claim, then submits to the Development and Research Services Pvt. Ltd. 91
Deputy Director of Public Instruction in batches of 20. The DDPI verifies and approves
the claims and submits to the Commissioner for Public Instruction. The CPI approves
the claim after verification and sends it back to the DDPI for payment. The DDPI in turn
generates payment order and sends it to treasury. Thereafter payment is made to the
bank account of the concerned school through NEFT/RTGS.
The study noted that majority of 80% schools both in rural as well as in urban area had
separate bank account for reimbursements. However 20% schools both in rural and
urban area did not have ant separate bank account for reimbursements. Average
amount per child reimbursed to school in Karnataka was found to be Rs.16000 per
annum in rural as well as in urban area. Overall in the combined Rural and urban area,
the percentage of funds received against the amount of funds applied for
reimbursement was at the level of 93%, 95% and 92% during 2015-16, 2016-17 and
2017-18 respectively. All the schools that had applied for reimbursement of funds
during 2015-16 to 2017-18 had received the reimbursements. Majority of the 80%
schools (Rural 70% + Urban 90%) did not face any problem in receiving reimbursement
funds. However, 20% schools (Rural 30% + Urban 10%) did face some problems in this
regard. About 90% schools (Rural 80% + Urban 100%) had some requirement of
additional funds to meet the fund deficit post receipt reimbursement.
Table 4.23 - 4.27 present the details.
Table 4.23: Distribution of sample schools having separate bank accounts for receiving
Reimbursement funds in KARNATAKA
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 8 80 8 80 16 80
No 2 20 2 20 4 20
Total 10 100.0 10 100.0 20 100.0
Table 4.24: Reimbursement of funds to schools by area in Karnataka from 2015-
2018
Parameter 2015-16 2016-17 2017-18
Rural
No. of Schools applied for reimbursement of funds 9 10 10
No. of Schools received funds 9 10 10
Amount of funds applied for reimbursement (Rs.) 4414762 6211968 11063382
Funds received (Rs.) 4108113 5947922 10306390
% Funds received 93.05 95.75 93.16
Urban Development and Research Services Pvt. Ltd. 92
No. of Schools applied for reimbursement of funds 9 9 10
No. of Schools received funds 9 9 10
Amount of funds applied for reimbursement (Rs.) 2528781 4027956 6251590
Funds received (Rs.) 2336501 3738023 5655880
% Funds received 92.40 92.80 90.47
Total (Rural +Urban)
No. of Schools applied for reimbursement of funds 18 19 20
No. of Schools received funds 18 19 20
Amount of funds applied for reimbursement (Rs.) 6943543 10239924 17314972
Funds received (Rs.) 6444614 9685945 15962270
% Funds received 92.81 94.59 92.19
Table 4.25: Distribution of sample schools facing some problem in receiving
reimbursement funds in KARNATAKA
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Yes 3 1 4
No 7 9 16
Total 10 10 20
30
10
20
70
90
80
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RuralUrbanTotal
Figure 4.6- Distribution of sample schools (In %) facing some problem
in receiving reimbursement funds in Karnataka
YesNo Development and Research Services Pvt. Ltd. 93
Table 4.26: Distribution of sample schools having some requirements from
school post receiving reimbursement in KARNATAKA
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 2 20 0 0 2 10
No 8 80 10 100 18 90
Total 10 100.0 10 100.0 20 100.0
Table 4.27: Average amount of reimbursement per annum per student received
by school in Rural and urban area in KARNATAKA
Area Amount of reimbursement (Rs.)
Rural 16000
Urban 16000
Total 16000
4.11 Recommendations for Improvement
Based on the study findings, interaction with the stakeholders and observations of the
study team, following recommendations are made to improve implementation of the
Section 12(1) (c) of the RTE Act, 2009 in Karnataka:
Like in Delhi and MP the state government of Karnataka must take necessary
measures to strengthen the monitoring mechanism; gradation of private schools;
track the progress of students enrolled under Section 12(1) (c) of RTE Act 2009;
link attendance (75%) with promotion from one class to next class and ensure no
detention till class 5; awareness generation; mechanism for submission of off-
line application forms; ensure that the schools organise an orientation
programme for parents; update residential address of students periodically;
schools provide free school uniform, text books and stationery to the students
admitted under Section 12 (1) (c) of the RTE Act; The selection process must
involve verification of given residential address through personal home visits;
check retention and drop - out rates; training of teachers; strengthen school
administration; ensure timely reimbursement of fund; and redressal mechanism.
…. Development and Research Services Pvt. Ltd. 94
CHAPTER 5
CONCLUSION
5.1 Introduction
The study attempted to assess the status of implementation of provisions made in section
12 (1) (c) of the RTE Act 2009 in Delhi, Madhya Pradesh and Karnataka. This report is
based on quantitative primary data collected from the 60 sampled schools (20 schools in
each state) and qualitative data gathered through interactions with concerned government
officials at the District and State levels offering insights into key areas of interest. It is
hoped that the findings and insights presented in the report would serve as strategic
inputs for implementing the proposed interventions. Further, the estimates generated will
be useful for assessing the impact of the provisions of the Act under study. This chapter
presents a recap of the key findings that emerged from the survey, impact areas and
related outcome.
5.2 Key Findings
Major findings of the study were as follows:
Notification of Rules
All the three states have notified the respective State Rules for implantation of the
RTE Act, 2009; and have well - structured organisational set-up for its
implementation.
Awareness Generation
For generating awareness and publicity about the Act, IEC activities were being
undertaken by all the state governments through print and electronic media.
Advertisement about reservation of 25% seats for EWS/DG candidates under the
Act was mainly done on DoE portal of the states and school notice boards. Thus,
awareness generation about section 12(1) (c) of the RTE Act is very limited.
Majority of schools provided /displayed information for parents about admission
process including number of seats available, neighbourhood criterion, documents
required, deadline for submission and date of draw for selection of students. Development and Research Services Pvt. Ltd. 95
All the states have an Education Portal that gives necessary information about
state RTE rules and admission related issues.
Admission Process
The admission process in the schools in all the three states was primarily online
through website.
In all states, 25% seats at the entry levels (nursery, kindergarten and class 1) were
reserved for EWS/DG categories in private schools, excluding minority institutions.
Age limits prescribed for admission for children belonging to EWS / DG categories
was 3-5 years for nursery; 4-6 years for kindergarten; and 5-7 years for class 1.
Selection of candidates was done by computerised draw.
The successful applicants were informed about the school allotted for admission
under EWS/DG category through SMS on their registered mobile number.
Type of information that state governments collected on RTE portal included tuition
fee, cost of text books, uniforms, learning material, number of available seats,
applications received, neighbourhood criteria, name and details of children finally
selected and enrolled; and details of children continuing education.
Most of the schools imparted special training to teachers for teaching and dealing
with students of EWS and DG categories in Delhi and Madhya Pradesh; and also
took up follow-action with drop-outs to help and motivate them for continuing their
education. However, in Karnataka majority of schools did not follow this practice.
Enrolment in schools
In contravention to the provision in Section 9 of the Act, no local authority was
maintaining records of children upto age of 14 years in Delhi, MP and Karnataka.
In Delhi, Sarva Shiksha Abiyan (SSA) maintained record of all children within the
age group of 6-14 years. In MP, the School Education Department was conducting
annual door to door household survey (HHS) under School Chalein Hum Abhiyan
for identifying children from zero to 14 years to update the village education register
(VER) in rural areas and ward education register (WER) in urban areas. In
Karnataka the head Master of every government school maintained the records of
school going children. Child census was conducted and consolidated periodically;
and out of school children were mainstreamed through various interventions. Development and Research Services Pvt. Ltd. 96
In Delhi, percentage of students enrolled under EWS / DG category wrt current
strength was about 20%. They accounted for about 25% share in new admissions.
At entry level their enrolment ranged from lowest of 817 in 2018 to highest of 860 in
2016 registering a decrease of about 5% in rural area. In urban area it increased
from lowest of 1346 in 2015 to highest of 1828 in 2018 registering an increase of
36%. Less than 5% students left the schools both in rural and urban area without
Transfer Certificates during 2015-2018.
In MP, percentage of students enrolled under EWS / DG category wrt current
strength was about 16%. They accounted for 7% share in new admissions. At entry
level their enrolment declined from highest of 952 in 2015 to lowest of 880 in 2018
registering a decrease of about 8% in rural area. In urban area it increased from
lowest of 984 in 2016 to highest of 1105 in 2017 registering an increase of about
12%. Less than 4% students left the schools both in rural and urban area without
Transfer Certificates during 2015-2018.
In Karnataka, percentage of students enrolled under EWS / DG category wrt
current strength was about 12%. They accounted for 9% share in new admissions.
At entry level their enrolment increased from lowest of 209 in 2016 to highest of
241 in 2018 registering an increase of about 12% in rural area. In urban area it
increased from 135 in 2015 to 175 in 2017 registering an increase of about 12%.
Less than 2.4% students left the schools both in rural and urban area without
Transfer Certificates during 2015-2018.
Free Provisions
In Delhi, free items provided to EWS/DG students included uniforms and text books
(85% schools each); and material for extra-curricular activities (70% schools).
About 40% schools also provided them other free facilities like school transport,
computer and smart classes etc. About 65% schools charged for other facilities like
school transport, computer and smart classes etc.
In MP, only tuition fee was free. Parents had to pay for uniforms and text books in
all schools). In 75% schools they paid for material for extra - curricular activities; In
40% schools they also paid for transport and computer classes etc. However,
parents were not restricted to buy these items from school.
In Karnataka, only tuition fee was free in all schools. Some provided free text
books, uniforms and material for extra-curricular activities. Parents had to pay for
uniforms in 75% schools; in 70% schools they paid for material for extra - curricular Development and Research Services Pvt. Ltd. 97
activities; In50% schools they also paid for text books also. However, parents were
not restricted to buy these items from school
Retention
No specific data was collected for retention of EWS/DG students admitted at entry
class in sampled schools for elementary education in any state. However, as per
government authorities in all the three states retention rate of these students was
very high in the primary and upper primary level of school education in all the three
states.
Drop-Outs
About 60%, 70%and 35% schools in Delhi, MP and Karnataka respectively had
drop-outs of EWS/ DG students after admission. The most probable reasons
reported by school principals across states for dropout were change of place of
residence and transfer of parents. Additionally, in Delhi, some parents also did not
want to send their children in schools. However as per government authorities
drop-out rate was very low.
Arrangements for teaching EWS/DG Students
Except one school in Delhi, 2 in MP and 5 in Karnataka, no school had made any
separate arrangement for teaching EWS/DG students.
Learning Achievement
Majority of 70% schools in Delhi rated the performance of EWS / DG students in
comparison to other students as ‘similar’; and 30% rated it ‘weaker’ None rated it
as ‘better’. In MP 55% schools rated it as ‘similar’; 45% rated it ‘better’ (45%); and
none rated it ‘weaker’. In Karnataka, 50% schools rated it as ‘similar’; 35% rated it
as ‘better’; and only 15% it as ‘weaker’.
Social Experience
Parents of most of the students had very positive social experience about treatment
given to their children in sample schools in all the three states. Their children never
faced any problem in school.
Development and Research Services Pvt. Ltd. 98
Impact
It has a very positive impact on EWS/DG students. The Act has provided them a
scope to study in a good school and receive best education.
The Act provided a platform to bring children of all sections of society together and
provide them an opportunity to avail best school level education.
It has created an inclusive attitude with a democratic perspective in heterogeneous
classrooms. The classrooms are the representations of the cross section of society.
Most teachers felt that the teaching level though had to be brought down because
they had to reach out to diverse learners.
The final goal setting is lowered when the students have not been to school at 6
years or above.
In Karnataka, Low and medium budget schools are happy to implement RTE Act in
view of substantial amount of fee reimbursement to schools for children admitted
under Section 12(1) (c) of the RTE Act. However, many high budget schools are
implementing RTE Act reluctantly and trying to get status of linguistic minority. This
has an adverse impact on implementation of the RTE Act.
Financial Implications
Average amount per annum per child reimbursed to school was found to be
Rs.19,176/-, Rs.4037/ - and Rs. 16,000/- in Delhi, MP and Karnataka respectively.
About 75%, 89% and 20%schools in Delhi, MP and Karnataka did not have
separate bank account for reimbursements.
About 70%, 65% and 20%schools in Delhi, MP and Karnataka faced some problem
in receiving reimbursement funds.
In Delhi, percentage of funds received against the amount of funds applied for
reimbursement was at the level of 81%, 52% and 5% only during 2015-16, 2016-17
and 2017-18 respectively; and about 50% schools required additional funds post
reimbursement.
Likewise, in MP, percentage of funds received against the amount of funds applied
for reimbursement was at the level of 71%, 34% and 2% only during 2015-16,
2016-17 and 2017-18 respectively; and only 2 urban schools required additional
funds post reimbursement.
In Karnataka, percentage of funds received against the amount of funds applied for
reimbursement was at the level of 93%, 95% and 92% during 2015-16, 2016-17 Development and Research Services Pvt. Ltd. 99
and 2017-18 respectively; and only 2 rural schools required additional funds post
reimbursement.
5.3 Conclusion
The study findings indicate that section 12 (1) (c) of the RTE Act 2009 is being
successfully implemented to only some extent in Delhi, Madhya Pradesh and Karnataka.
Awareness about section 12(1)(c) of the RTE Act and knowledge about processes and
procedures in seeking admission in private schools for availing intended benefits is limited
among the potential beneficiaries. Several schools have not fulfilled the 25% quota
particularly in MP and Karnataka. The main reasons for large number of seats remaining
vacant are as follows:
Lack of awareness about section 12(1) (c) of the Act and knowledge about the
admission processes among parents of potential beneficiaries prevents them from
availing the intended benefits of rights granted to them under the Act.
Often, the number of students in the final admissions is significantly smaller than
those participating in the draw by lottery due to delay in the admission process.
Unless all students in the first round get admission, subsequent process gets
delayed further. Such delays, even if rectified in a few months, can adversely
impact the academic progress of the student.
Applicants generally preferred schools that begin at the pre-primary/ nursery level
rather than those which directly start from class 1.
High budget private schools are able to evade the system, or resist the admissions.
They fear that EWS/DG category children have inferior backgrounds, cultural
disadvantages, and poor academic contributions to the classroom. Such students
are more likely to drop-out because of their incapability in adopting environment in
the private schools.
Besides resistance to follow rules by private schools, particularly un-aided private
schools, parents of general category of students and some schools tend to have a
prejudice against the people from marginalised sections of society.
Some of the enrolled EWS/DG students dropped out after admission because of
migration due to change of residence or economic consideration, natural calamities
and harvesting etc. In some cases, the reason was attributed to non-affordability of
expenses related to non-refundable charges on school uniform, text books and
transport etc. charged by schools.
Development and Research Services Pvt. Ltd. 100
It is encouraging to note that implementation the provision of section 12(1) (c) of the RTE
Act had very positive impact on the education of the EWS/DG students. It has provided a
platform to bring children of all sections of society together and provide them an
opportunity to avail best school level education. It meets the constitutional obligation made
by section 12 (1) (c) of the RTE Act in terms of social integration by bringing children from
different backgrounds to share interests and knowledge on a common platform. The
learners had an opportunity for equanimity in education. Many parents of EWS/DG
children in these schools had a positive social experience about the treatment given to
their children. Their children did not face much problem in school in terms of discrimination
/ bias, language, mixing up with other children, projects and activities etc. Most of the
school teachers also felt that the teaching, learning and attitude of the students had been
inclusive. Their experiences are indicative of the extent of positive impact made by section
12 (1) (c) of the RTE Act.
However, there is lot of scope for improvement in all the three states. They have yet to
appoint local authority to maintain record of all children within the age group of 6-14 years
in the state. This record was envisaged to include status of pre-primary/elementary
education of the child in the jurisdiction of respective local authorities, children requiring
special facilities/residential facilities on account of migration and sparse population, etc. It
is desirable to maintain district-wise records of all EWS/DG categories of students
admitted under section 12(1) (c) and track their progress till completion of compulsory
education. Enrolment of students under section 12 (1)(c) shows a mixed trend of increase
and decrease in enrolment numbers in the last 3 years, and it remains below the
mandated 25%.
It has also been noted that some of the students left the school without transfer certificate
despite the provisions of section 5 of RTE Act, whereby Head teacher or teacher in charge
is required to give immediate Transfer Certificate (TC). Failure to give TC invites
disciplinary action against said head teacher. The provision provides children the right to
seek transfer from a government or government aided school to another such school to
complete elementary education. This provision is intended to institute reform to remove
procedural barriers in obtaining Transfer Certificates.
5.4 Recommendations:
Based on the study findings, interaction with key stakeholders and observations of the
research team following recommendations are made for consideration.
Development and Research Services Pvt. Ltd. 101
Union Government
Department of School Education and Literacy, Ministry of Education (MoE) should
have a periodical review - meetings with state governments, preferably every 6
months, to share their experiences about implementation of the provisions of
section 12 (1) (c) of the RTE Act, success stories, challenges faced, and best
strategies adopted to overcome them. It will provide a useful platform for learning
best regulatory practices and articulate their plan of action accordingly.
State Governments
The states must have a robust Management System (MIS) for private schools. All
processes from admission to reimbursement with timelines for milestones and
accountability should be made public. Immediate remedial measures should be
taken by concerned authority to check the defaulters. The portal for online
education system should provide comprehensive information about dropouts and
learning levels of EWS/DG students. Grievances received and their redressal
should be made time bound and public.
The monitoring mechanism should be strengthened to ensure the functioning of
private schools is in compliance with the prescribed guidelines. They must ensure
that the School Management Committees (SMCs) are constituted and remain
functional. The SMCs must meet regularly to help in efficient functioning of schools
through Strategic Development Plans (SDPs).
A designated authority must be appointed to maintain record of all children within
the age group of 6-14 years.
The recognised participating private schools should be graded as per available
infrastructure and facilities; and the applicants seeking admission should be asked
to fill in the preferences of the schools accordingly. .
District-wise progress of students enrolled under section 12 (1) (c) should be
tracked / monitored till completion of compulsory education.
At least 75 % attendance should be linked with promotion from one class to next
class and there should be no detention till class 5.
Awareness Generation
IEC activities to generate awareness among the target groups about the provisions
of the Act and knowledge about the eligibility criteria, admission process of EWS /
DG category of students should be strengthened. The under-privileged households Development and Research Services Pvt. Ltd. 102
should be identified and provided timely information in this regard. Type of
information to be shared, method of its dissemination and authority responsible for
outreach should be clearly identified.
Print media, advertisement and posters should be extensively used, particularly in
rural area, to make announcements about the admission of children under section
12(1) (c) of RTE Act 2009. Community meetings should be organised to
disseminate information about how to submit application, how to track it, and seek
redressal of grievances, if needed.
In addition to public representatives and anganwadi workers, gram panchayats and
local NGOs should also be actively engaged in IEC activities to generate
awareness about the Act and admission processes/procedures amongst potential
applicants, assist them in form-filing, and track their admission status.
Admission Process:
There should be a mechanism for submission of off-line application forms for those
who cannot follow online process.
Admission process should start well on time and before the month of April, the
beginning of the academic session and timelines drawn for major deadlines of
admission cycle.
Admission of RTE 12(1) (c) applicants should be synchronised with that of the other
students in private schools.
The selection process must involve verification of given residential address through
personal home visits.
Documentation of the students admitted under EWS / DG categories should be
updated every year.
All the schools must organise an orientation and counselling programme for
parents of the students given admission to help them understand the functioning of
the schools and roles / responsibilities expected from parents.
The residential address of EWS/DG students, in particular those who lived in rented
accommodation, should be periodically checked for any change, as they may
change their address during the course of time. The school records must be
updated accordingly.
Development and Research Services Pvt. Ltd. 103
Free Provisions
All schools must provide free school uniform, text books and stationery to the
EWS/DG category students admitted under section 12 (1) (c) of the RTE Act.
Retention:
All the school teachers should be sensitised to meet the needs of EWS / DG
students and ensure that no student leaves the school without TC.
Advocacy programmes should be organised for parents of the children leaving the
school to understand their problem and extend them needful help to the extent
possible and also facilitate in continuation of the education of their children.
The schools should have separate arrangement for teaching specially abled
students
District level records of retention of EWS/DG students should be maintained upto
class 8
th
level.
Drop-outs:
Efforts should be made to check drop-out rates of EWS/ DG students after
admission. In this regard, organise advocacy programmes for drop-outs / potential
drop –outs and extend needful help to ensure that the child completes his
elementary education in another school.
Orientation of teachers:
All the school teachers and Principals must be provided training to sensitize them
about the needs of EWS /DG students and for effective implementation /
compliance of the RTE guidelines. Similar to in-service training of government
school teachers, training of private school teachers should be conducted by
respective schools through DIETs.
Training should be organised at district level through a well - structured module
School Administration:
All the schools must ensure that the quota mandated by section 12(1) (c) of RTE
Act 2009 remains fairly accessible to the intended beneficiaries and take necessary
measures to comply with the prescribed norms in fulfilling it.
The school administration must engage the candidates and their parents before the
beginning of the academic session to give them counselling and proper orientation Development and Research Services Pvt. Ltd. 104
about the norms, methodology adopted by them in conducting the classes and the
role / co-operation expected from parents.
The Parent’s Teacher Association in private schools should have reservation for
parents of EWS/DG category students admitted in the school.
Reimbursement:
Most of the schools are facing some problem in receiving reimbursement funds.
Immediate steps should be taken to streamline the process of reimbursement and
address their issues.
The reimbursement provisions and processes should be made transparent. Criteria
and method for reimbursement should be well defined; and the designated financial
authorities responsible for calculating and reimbursement for fee, uniforms and
books etc. should be put in public domain for the benefit of stakeholders.
Redressal Mechanism
Problems of staff and parents about implementation of the RTE Act should be first
resolved by a special committee constituted for this purpose in the school itself.
…..
FINAL REPORT
2021
Sample Survey and Study under Section
12(1) (C) of the RTE Act, 2009
Submitted To
NITI Aayog, Government of India
CONTENTS
Sl. No. Particulars Page No
Acknowledgements
Executive Summary I - XI
Chapter - 1 Background and Research Design 1 - 5
1.1 Introduction 1
1.2 Objective 2
1.3 Methodology 2
1.4 Sampling Design 2
1.5 Survey Instruments 4
1.6 Target Groups and Key Respondents 4
1.7 Time Duration 5
1.8 Limitation of Study 5
1.9 Outline of Report 5
Chapter - 2 DELHI: Status of Implementation of Section 12 (1)
(C) of Right to Education (RTE) Act 2009
6 - 39
2.1 Introduction 6
2.2 Admission Process 8
2.3 Enrolment in schools 18
2.4 Free Provisions 27
2.5 Retention 29
2.6 Drop-Outs 30
2.7 Learning Achievement 31
2.8 Social Experience 32
2.9 Impact 32
2.10 Financial Implications 33
2.11 Recommendations for Improvement 36 Chapter - 3 MADHYA PRADESH: Status of Implementation of
Section 12 (1) (C) of Right to Education (RTE) Act 2009
40 - 67
3.1 Introduction 40
3.2 Admission Process 41
3.3 Enrolment in schools 48
3.4 Free Provisions 58
3.5 Retention 61
3.6 Drop-Outs 61
3.7 Learning Achievement 62
3.8 Social Experience 63
3.9 Impact 63
3.10 Financial Implications 64
3.11 Recommendations for Improvement 66
Chapter - 4 KARNATAKA: Status of Implementation of Section
12 (1) (C) of Right to Education (RTE) Act 2009
68 - 93
4.1 Introduction 68
4.2 Admission Process 70
4.3 Enrolment in schools 75
4.4 Free Provisions 85
4.5 Retention 87
4.6 Drop-Outs 87
4.7 Learning Achievement 88
4.8 Social Experience 89
4.9 Impact 89
4.10 Financial Implications 90
4.11 Recommendations for Improvement 93 Chapter - 5 Conclusion 94 - 104
5.1 Introduction 94
5.2 Key Findings 94
5.3 Conclusion 99
5.4 Recommendations: 100
Tables
Table 1.1 Coverage of sampling units 4
Table 2.1
Distribution of sample schools by area and different
categories in Delhi
7
Table 2.2
Distribution of schools by area and measures taken to
advertise the 25% seats reserved under RTE in Delhi
15
Table 2.3
Distribution of schools that provide/display information for
parents about admission process in Delhi
15
Table 2.4
Distribution of schools, by area, that had visits from the
education department regarding the process of admission,
enrolment and inclusion in Delhi
16
Table 2.5
Distribution of schools, by area, that had taken steps to
facilitate form submission by parents in Delhi
16
Table 2.6
Distribution of schools by area and type of information
government collects on RTE portal in Delhi
17
Table 2.7
Distribution of schools, by area, that impart some special
training to teachers for teaching/dealing with students of
EWS and Disadvantaged section in Delhi
18
Table 2.8
Distribution of schools, by area, that follows up with
dropout students in Delhi
18
Table 2.9 Current enrolment in sample schools in Delhi 19
Table 2.10
Current class-wise enrolment in sample schools in Rural
Delhi
20
Table 2.11
Current class-wise enrolment in sample schools in Urban
Delhi
21
Table 2.12
Admissions in entry class in sample schools from 2015 to
2018 in Rural Delhi
22 Table 2.13
Admissions in entry class in sample schools from 2015 to
2018 in Urban Delhi
22
Table 2.14
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Rural Delhi
23
Table 2.15
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Urban Delhi
24
Table 2.16
Admissions in entry class in sample schools by DG (social),
EWS and disability category under section 12(1) (C) of RTE
Act 2009 from 2015 to 2018 in Rural Delhi
25
Table 2.17
Admissions in entry class in sample schools by DG (social
category), EWS and disability category under section 12(1)
(C) of RTE Act 2009 from 2015 to 2018 in Urban Delhi
26
Table 2.18
Distribution of sample schools, by area, providing free
Items to students admitted under section 12(1) (C) of RTE
Act 2009 in Delhi
28
Table 2.19
Distribution of sample schools by area and items for which
EWS parents were required to pay for.
29
Table 2.20
Distribution of sample schools by area where the parents
were restricted to buy school items in Delhi
29
Table 2.21
Distribution of sample schools, by area, having drop-outs of
EWS/ DG students after admission in sample schools in
Delhi
30
Table 2.22
Distribution of sample schools by performance of EWS / DG
students in comparison to other students in Delhi
31
Table 2.23
Distribution of sample schools having separate bank
accounts for receiving Reimbursement funds in DELHI
34
Table 2.24
Reimbursement of funds to schools by area in Delhi from
2015-2018
35
Table 2.25
Distribution of sample schools facing some problem in
receiving reimbursement funds in DELHI
35
Table 2.26
Distribution of sample schools having some requirements
from school post receiving reimbursement in DELHI
35
Table 2.27
Average amount of reimbursement per annum per student
received by school in Rural and urban area in DELHI
36
Table 3.1 Distribution of sample schools by area and different
41 categories in Madhya Pradesh
Table 3.2
Distribution of schools by area and measures taken to
advertise the 25% seats reserved under RTE in Madhya
Pradesh
44
Table 3.3
Distribution of schools that provide/display information for
parents about admission process in Madhya Pradesh
45
Table 3.4
Distribution of schools, by area, that had visits from the
education department regarding the process of admission,
enrolment and inclusion in Madhya Pradesh
45
Table 3.5
Distribution of schools, by area, that had taken steps to
facilitate form submission by parents in Madhya Pradesh
46
Table 3.6
Distribution of schools by area and type of information
government collects on RTE portal in Madhya Pradesh
46
Table 3.7
Distribution of schools, by area, that impart some special
training to teachers for teaching/dealing with students of
EWS
46
Table 3.8
Distribution of schools, by area, that follow up with dropout
students in Madhya Pradesh
47
Table 3.9 Current enrolment in sample schools in Madhya Pradesh 49
Table 3.10
Current class-wise enrolment in sample schools in Rural
Madhya Pradesh
50
Table 3.11
Current class-wise enrolment in sample schools in Urban
Madhya Pradesh
51
Table 3.12
Admissions in entry class in sample schools from 2015 to
2018 in Rural Madhya Pradesh
53
Table 3.13
Admissions in entry class in sample schools from 2015 to
2018 in Urban Madhya Pradesh
54
Table 3.14
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Rural Madhya Pradesh
55
Table 3.15
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG) from
2015 to 2018 in Urban Madhya Pradesh
55
Table 3.16
Admissions in entry class in sample schools by DG (social),
EWS and disability category under section 12(1) (C) of RTE
Act 2009 from 2015 to 2018 in Rural Madhya Pradesh
56
Table 3.17 Admissions in entry class in sample schools by DG (social
57 category), EWS and disability category under section 12(1)
(C) of RTE Act 2009 from 2015 to 2018 in Urban Madhya
Pradesh
Table 3.18
Distribution of sample schools, by area, providing free
Items to students admitted under section 12(1) (C) of RTE
Act 2009 in Madhya Pradesh
59
Table 3.19
Distribution of sample schools by area and items for which
EWS parents were required to pay for.
59
Table 3.20
Distribution of sample schools by area where the parents
were restricted to buy school items in Madhya Pradesh
59
Table 3.21
Distribution of sample schools, by area, having drop-outs of
EWS/ DG students after admission in sample schools in
Madhya Pradesh
61
Table 3.22
Distribution of sample schools by performance of EWS / DG
students in comparison to other students in Madhya
Pradesh
62
Table 3.23
Distribution of sample schools having separate bank
accounts for receiving Reimbursement funds in Madhya
Pradesh
65
Table 3.24
Reimbursement of funds to schools by area in Madhya
Pradesh from 2015-2018
65
Table 3.25
Distribution of sample schools facing some problem in
receiving reimbursement funds in Madhya Pradesh
65
Table 3.26
Distribution of sample schools having some requirements
from school post receiving reimbursement in Madhya
Pradesh
66
Table 3.27
Average amount of reimbursement per annum per student
received by school in rural and urban area in Madhya
Pradesh
66
Table 4.1
Distribution of sample schools by area and different
categories in Karnataka
69
Table 4.2
Distribution of schools by area and measures taken to
advertise the 25% seats reserved under RTE in Karnataka
72
Table 4.3
Distribution of schools that provide/display information for
parents about admission process in Karnataka
72
Table 4.4
Distribution of schools, by area, that had visits from the
education department regarding the process of admission,
73
enrolment and inclusion in Karnataka
Table 4.5
Distribution of schools, by area, that had taken steps to
facilitate form submission by parents in Karnataka
73
Table 4.6
Distribution of schools by area and type of information
government collects on RTE portal in Karnataka
74
Table 4.7
Distribution of schools, by area, that impart some special
training to teachers for teaching/dealing with students of
EWS and Disadvantaged section in Karnataka
75
Table 4.8
Distribution of schools, by area, that follows up with
dropout students in Karnataka
75
Table 4.9 Current enrolment in sample schools in Karnataka 77
Table 4.10
Current class-wise enrolment in sample schools in Rural
Karnataka
78
Table 4.11
Current class-wise enrolment in sample schools in Urban
Karnataka
79
Table 4.12
Admissions in entry class in sample schools from 2015 to
2018 in Rural Karnataka
80
Table 4.13
Admissions in entry class in sample schools from 2015 to
2018 in Urban Karnataka
80
Table 4.14
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Rural Karnataka
81
Table 4.15
Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 (EWS/DG)from 2015
to 2018 in Urban Karnataka
82
Table 4.16
Admissions in entry class in sample schools by DG (social),
EWS and disability category under section 12(1) (C) of RTE
Act 2009 from 2015 to 2018 in Rural Karnataka
83
Table 4.17
Admissions in entry class in sample schools by DG (social
category), EWS and disability category under section 12(1)
(C) of RTE Act 2009 from 2015 to 2018 in Urban Karnataka
84
Table 4.18
Distribution of sample schools, by area, providing free
Items to students admitted under section 12(1) (C) of RTE
Act 2009 in Karnataka
85
Table 4.19
Distribution of sample schools by area and items for which
EWS parents were required to pay for.
86
Table 4.20
Distribution of sample schools by area where the parents
were restricted to buy school items in Karnataka
86
Table 4.21
Distribution of sample schools, by area, having drop-outs of
EWS/ DG students after admission in sample schools in
Karnataka
88
Table 4.22
Distribution of sample schools by performance of EWS / DG
students in comparison to other students in Karnataka
89
Table 4.23
Distribution of sample schools having separate bank
accounts for receiving Reimbursement funds in
KARNATAKA
91
Table 4.24
Reimbursement of funds to schools by area in Karnataka
from 2015-2018
91
Table 4.25
Distribution of sample schools facing some problem in
receiving reimbursement funds in KARNATAKA
92
Table 4.26
Distribution of sample schools having some requirements
from school post receiving reimbursement in KARNATAKA
93
Table 4.27
Average amount of reimbursement per annum per student
received by school in Rural and urban area in KARNATAKA
93
Development & Research Services Pvt. Ltd, New Delhi Page I
EXECUTIVE SUMMARY
The present study is a survey based assessment of the status of implementation of
Section 12(1) (C) of the RTE Act, 2009 in Delhi, Karnataka and Madhya Pradesh.
These states were selected by NITI Aayog on the basis of their position with regard
to highest rates of school participation and enrolment. This report brings out the
status of implementation of various provisions under Section 12(1) (C) of the RTE
Act and their impact on stakeholders using the identified parameters / indicators. The
structure of the report has been finalized in consultation with NITI Aayog.
The survey covered 60 schools spread across 15 districts in 3 states. These units
were equally divided in rural and urban area in 5 districts per state. A multi stage
sampling process was used for selection of the sampling units. For selection of
districts, first all the districts in the state were arranged on the basis of total
enrolment under Private Schools (Latest DISE data). From this list, 2 districts with
highest enrolment, 2 with moderate and 1 with lowest enrolment were selected. For
selection of 20 schools from each state, 4 schools (2 each from urban and rural
area) were selected from each sampled district. Two schools from urban area were
covered from District Headquarter and the rest of 2 schools from rural area. To
ensure fair representation of private aided and un-aided schools, one each was
selected from respective category. The selection of schools was done randomly after
getting the necessary information of school category etc. from the District Education
Office. The quantitative primary data for the survey was collected through three
structured schedules each administered to school principal / headmaster, Teacher
and one of the Parent of the child. For qualitative inputs state project directors and
district education officers were interviewed.
This report provides a detailed description of findings pertaining to key areas of
interest. The key findings of the study are as follows:
Development & Research Services Pvt. Ltd, New Delhi Page II
OVERVIEW OF FINDINGS
Notification of Rules
All the three states have notified the respective State Rules for implantation of
the RTE Act, 2009; and have well - structured organisational set-up for its
implementation.
Awareness Generation
For generating awareness and publicity about the Act, IEC activities were
being undertaken by all the state governments through print and electronic
media.
Advertisement about reservation of 25% seats for EWS/DG candidates under
the Act was mainly done on DoE portal of the states and school notice
boards. The Portal also gives necessary information about state RTE rules
and admission related issues
Majority of schools provided / displayed information for parents about
admission process including number of seats available, neighbourhood
criterion, documents required, deadline for submission and date of draw for
selection of students.
Admission Process
The admission process was primarily online through website in all the states.
In all states, 25% seats at the entry levels (nursery, kindergarten and class 1)
were reserved for EWS/DG categories in private schools, excluding minority
institutions.
Age limits prescribed for admission for children belonging to EWS / DG
categories was 3-5 years for nursery; 4-6 years for kindergarten; and 5-7
years for class 1.
Selection of candidates was done by computerised draw.
The successful applicants were informed about the school allotted for
admission under EWS/DG category through SMS on their registered mobile
number.
Type of information that state governments collected on RTE portal included
tuition fee, cost of text books, uniforms, learning material, number of available
Development & Research Services Pvt. Ltd, New Delhi Page III
seats, applications received, neighbourhood criteria, name and details of
children finally selected and enrolled; and details of children continuing
education.
Most of the schools imparted special training to teachers for teaching and
dealing with students of EWS and DG categories in Delhi and Madhya
Pradesh; and also took up follow-action with drop-outs to help and motivate
them for continuing their education. However, in Karnataka majority of schools
did not follow this practice.
Enrolment in schools
In contravention to the provision in Section 9 of the Act, no local authority was
maintaining records of children upto age of 14 years in Delhi, MP and
Karnataka.
In Delhi, Sarva Shiksha Abiyan (SSA) maintained record of all children within
the age group of 6-14 years. In MP, the School Education Department was
conducting annual door to door household survey (HHS) under School
Chalein Hum Abhiyan for identifying children from zero to 14 years to update
the village education register (VER) in rural areas and ward education register
(WER) in urban areas. In Karnataka the head Master of every government
school maintained the records of school going children. Child census was
conducted and consolidated periodically; and out of school children were
mainstreamed through various interventions.
In Delhi, percentage of students enrolled under EWS / DG category wrt
current strength was about 20%. They accounted for about 25% share in new
admissions. At entry level their enrolment ranged from lowest of 740 in 2017
to highest of 788 in 2016 registering a decrease of about 6% in rural area. In
urban area it increased from lowest of 1346 in 2015 to highest of 1828 in 2018
registering an increase of 36%. Less than 3% students left the schools both in
rural and urban area without Transfer Certificates during 2015-2018.
In MP, percentage of students enrolled under EWS / DG category wrt current
strength was about 16%. They accounted for 7% share in new admissions. At
entry level their enrolment declined from highest of 952 in 2015 to lowest of
Development & Research Services Pvt. Ltd, New Delhi Page IV
880 in 2018 registering a decrease of about 8% in rural area. In urban area it
increased from lowest of 984 in 2016 to highest of 1105 in 2017 registering an
increase of about 12%. Less than 4% students left the schools both in rural
and urban area without Transfer Certificates during 2015-2018.
In Karnataka, percentage of students enrolled under EWS / DG category wrt
current strength was about 12%. They accounted for 9% share in new
admissions. At entry level their enrolment increased from lowest of 209 in
2016 to highest of 241 in 2018 registering an increase of about 12% in rural
area. In urban area it increased from 135 in 2015 to 175 in 2017 registering an
increase of about 12%. Less than 2.4% students left the schools both in rural
and urban area without Transfer Certificates during 2015-2018.
The main reasons for large number of seats remaining vacant included lack of
awareness and knowledge about admission process; delay in the admission
process; preference given to schools starting with pre-primary/ nursery level
rather than those which directly start from class 1; high budget private schools
are able to evade/resist the system; parents of general category of students
tend to have a prejudice against marginalised sections of society ; some of
the enrolled EWS/DG students dropped out after admission because of
migration and also due to non-affordability of non-refundable expenses
charged by schools.
Free Provisions
In Delhi, besides free tuition fee, free items provided to EWS/DG students
included uniforms and text books (85% schools each); and material for extra-
curricular activities (70% schools). About 40% schools also provided them
other free facilities like school transport, computer and smart classes etc.
About 65% schools charged for other facilities like school transport, computer
and smart classes etc.
In MP, only tuition fee was free. Parents had to pay for uniforms and text
books in all schools). In 75% schools they paid for material for extra -
curricular activities; In 40% schools they also paid for transport and computer
classes etc. However, parents were not restricted to buy these items from
school.
Development & Research Services Pvt. Ltd, New Delhi Page V
In Karnataka, only tuition fee was free in all schools. Some provided free text
books, uniforms and material for extra-curricular activities. Parents had to pay
for uniforms in 75% schools; in 70% schools they paid for material for extra -
curricular activities; In 50% schools they also paid for text books also.
However, parents were not restricted to buy these items from school.
Retention
No specific data was collected for retention of EWS/DG students in primary
and upper primary level school education in the study area. However, as per
government authorities in all the three states retention rate of the said
category of students was very high at the elementary level of school
education.
Drop-Outs
About 60%, 70% and 35% schools in Delhi, MP and Karnataka respectively
had drop-outs of EWS/ DG students after admission. The most probable
reasons reported by school principals across states for dropout were change
of place of residence and transfer of parents. Additionally, in Delhi, some
parents also did not want to send their children in schools. However as per
government authorities drop-out rate was very low.
Learning Achievement
Majority of 70% schools in Delhi rated the performance of EWS / DG students
in comparison to other students as ‘similar’; and 30% rated it ‘weaker’ None
rated it as ‘better’. In MP 55% schools rated it as ‘similar’; 45% rated it ‘better’
(45%); and none rated it ‘weaker’. In Karnataka, 50% schools rated it as
‘similar’; 35% rated it as ‘better’; and only 15% it as ‘weaker’.
Social Experience
Parents of most of the students had very positive social experience about
treatment given to their children in sample schools in all the three states. Their
children never faced any problem in school.
Development & Research Services Pvt. Ltd, New Delhi Page VI
Impact
It has a very positive impact on EWS/DG students. The Act has provided
them a scope to study in a good school and receive best education.
The Act provided a platform to bring children of all sections of society together
and provide them an opportunity to avail best school level education.
It has created an inclusive attitude with a democratic perspective in
heterogeneous classrooms. The classrooms are the representations of the
cross section of society.
Most teachers felt that the teaching level though had to be brought down
because they had to reach out to diverse learners.
The final goal setting is lowered when the students have not been to school at
6 years or above.
In Karnataka, Low and medium budget schools are happy to implement RTE
Act in view of substantial amount of fee reimbursement to schools for children
admitted under Section 12(1) (c) of the RTE Act. However, many high budget
schools are implementing RTE Act reluctantly and trying to get status of
linguistic minority. This has an adverse impact on implementation of the RTE
Act.
Financial Implications
Average amount per annum per child reimbursed to school was found to be
Rs.19,176/-, Rs.4037/ - and Rs. 16,000/- in Delhi, MP and Karnataka
respectively.
About 75%, 89% and 20% schools in Delhi, MP and Karnataka did not have
separate bank account for reimbursements.
About 70%, 65% and 20% schools in Delhi, MP and Karnataka faced some
problem in receiving reimbursement funds.
In Delhi, percentage of funds received against the amount of funds applied for
reimbursement was at the level of 81%, 52% and 5% only during 2015-16,
2016-17 and 2017-18 respectively; and about 50% schools required additional
funds post reimbursement.
Development & Research Services Pvt. Ltd, New Delhi Page VII
Likewise, in MP, percentage of funds received against the amount of funds
applied for reimbursement was at the level of 71%, 34% and 2% only during
2015-16, 2016-17 and 2017-18 respectively; and only 2 urban schools
required additional funds post reimbursement.
In Karnataka, percentage of funds received against the amount of funds
applied for reimbursement was at the level of 93%, 95% and 92% during
2015-16, 2016-17 and 2017-18 respectively; and only 2 rural schools
required additional funds post reimbursement.
RECOMMENDATIONS
Union Government
Department of School Education and Literacy, Ministry of Education (MoE)
should have a periodical review - meetings with state governments, preferably
every 6 months, to share their experiences about implementation of the
provisions of section 12 (1) (c) of the RTE Act, success stories, challenges
faced, and best strategies adopted to overcome them. It will provide a useful
platform for learning best regulatory practices and articulate their plan of
action accordingly.
State Governments
The states must have a robust Management System (MIS) for private schools.
All processes from admission to reimbursement with timelines for milestones
and accountability should be made public. Immediate remedial measures
should be taken by concerned authority to check the defaulters. The portal for
online education system should provide comprehensive information about
dropouts and learning levels of EWS/DG students. Grievances received and
their redressal should be made time bound and public.
The monitoring mechanism should be strengthened to ensure the functioning
of private schools is in compliance with the prescribed guidelines. They must
ensure that the School Management Committees (SMCs) are constituted and
Development & Research Services Pvt. Ltd, New Delhi Page VIII
remain functional. The SMCs must meet regularly to help in efficient
functioning of schools through Strategic Development Plans (SDPs).
A designated authority must be appointed to maintain record of all children
within the age group of 6-14 years.
The recognised participating private schools should be graded as per
available infrastructure and facilities; and the applicants seeking admission
should be asked to fill in the preferences of the schools accordingly.
District-wise records of all EWS/DG categories of students enrolled should be
maintained and their progress tracked / monitored till completion of
compulsory education.
At least 75 % attendance should be linked with promotion from one class to
next class and there should be no detention till class 5.
Awareness Generation
IEC activities to generate awareness among the target groups about the
provisions of the Act and knowledge about the eligibility criteria, admission
process of EWS / DG category of students should be strengthened. The
under-privileged households should be identified and provided timely
information in this regard. Type of information to be shared, method of its
dissemination and authority responsible for outreach should be clearly
identified.
Print media, advertisement and posters should be extensively used,
particularly in rural area, to make announcements about the admission of
children under section 12(1) (c) of RTE Act 2009. Community meetings
should be organised to disseminate information about how to submit
application, how to track it, and seek redressal of grievances, if needed.
In addition to public representatives and anganwadi workers, gram
panchayats and local NGOs should also be actively engaged in IEC activities
to generate awareness about the Act and admission processes/procedures
amongst potential applicants, assist them in form-filing, and track their
admission status.
Development & Research Services Pvt. Ltd, New Delhi Page IX
Admission Process:
There should be a mechanism for submission of off-line application forms for
those who cannot follow online process.
Admission process should start well on time and before the month of April, the
beginning of the academic session.
The selection process must involve verification of given residential address
through personal home visits.
Documentation of the students admitted under EWS / DG categories should
be updated every year.
All the schools must organise an orientation and counselling programme for
parents of the students given admission to help them understand the
functioning of the schools and roles / responsibilities expected from parents.
The residential address of EWS/DG students, in particular those who lived in
rented accommodation, should be periodically checked for any change, as
they may change their address during the course of time. The school records
must be updated accordingly
Free Provisions
All schools must provide free school uniform, text books and stationery to the
EWS/DG category students admitted under section 12 (1) (c) of the RTE Act.
Retention:
All the school teachers should be sensitised to meet the needs of EWS / DG
students and ensure that no student leaves the school without TC.
Advocacy programmes should be organised for parents of the children leaving
the school to understand their problem and extend them needful help to the
extent possible and also facilitate in continuation of the education of their
children.
The schools should have separate arrangement for teaching specially abled
students
Development & Research Services Pvt. Ltd, New Delhi Page X
District level records of retention of EWS/DG students should be maintained
upto class 8 level.
Drop-outs:
Efforts should be made to check drop-out rates of EWS/ DG students after
admission. In this regard, organise advocacy programmes for drop-outs /
potential drop –outs and extend needful help to ensure that the child
completes his elementary education in another school.
Orientation of teachers:
All the schools must ensure that the quota mandated by section 12(1) (c) of
RTE Act 2009 remains fairly accessible to the intended beneficiaries and take
necessary measures to comply with the prescribed norms in fulfilling it.
All the school teachers and Principals must be provided training to sensitize
them about the needs of EWS /DG students and for effective implementation /
compliance of the RTE guidelines. Similar to in-service training of government
school teachers, training of private school teachers should be conducted by
respective schools through DIETs.
Training should be organised at district level through a well - structured
module
School Administration:
The school administration must engage the candidates and their parents
before the beginning of the academic session to give them counselling and
proper orientation about the norms, methodology adopted by them in
conducting the classes and the role / co-operation expected from parents.
The Parent’s Teacher Association in private schools should have reservation
for parents of EWS/DG category students admitted in the school.
Development & Research Services Pvt. Ltd, New Delhi Page XI
Reimbursement:
Most of the schools are facing some problem in receiving reimbursement
funds. Immediate steps should be taken to streamline the process of
reimbursement and address their issues.
The reimbursement provisions and processes should be made transparent.
Criteria and method for reimbursement should be well defined; and the
designated financial authorities responsible for calculating and reimbursement
for fee, uniforms and books etc. should be put in public domain for the benefit
of stakeholders.
Redressal Mechanism
Problems of staff and parents about implementation of the RTE Act should be
first resolved by a special committee constituted for this purpose in the school
itself.
It is hoped that the insights generated through research findings of this survey
will help in designing focused interventions to improve implementation of the
Section 12 (1) (c) of the RTE Act in the States. They will be useful to achieve
the central objective of the provisions of the RTE Act.
….. Development and Research Services Pvt. Ltd.
1
CHAPTER 1
BACKGROUND AND R ESEARCH DESIGN
1.1 Introduction
The Right to Education Act, 2009 is an Act of Parliament of India enacted on 4
th
August
2009 which describes the modalities of the importance of free and compulsory education
for children between 6 and 14 in India under Article 21A of the Indian Constitution. India
became one of 135 countries to make education a fundamental right of every child when
the act came into force on 1 April 2010.
Within the Act, one of the provisions made via section 12 (1) (c) mandates that private
aided and un-aided schools (With the exceptions of Minority & Residential schools)
reserve at least 25% of their entry level seats for children from economically weaker and
disadvantaged sections of society and provide free education to children admitted under
this provision. Under the same provision, states are to reimburse the schools per child
cost equivalent to what is incurred by the state in Government schools.
All states have notified rules for Section 12 (1) (c) with states differing in the level of clarity
offered. Some states clearly define which children are eligible by specifying which
population constitutes Disadvantaged and weaker sections; others keep the definition
broad. State rules also take different approaches to defining ‘Neighbourhood’, the grade
level for which reimbursements will be done for and conditions that need to be met for
children to apply to private unaided schools under Section 12 (1) (c).
Since the enactment of RTE in 2010, implementation of Section 12(1) (c) has been
patchy. In 2015, MHRD reported zero participation from private schools in 18 states while
many other states that have schools participating show low enrolment against seats
offered. Moreover, data is not clear on the retention and learning outcomes of students
enrolled under the said section.
The Development and Research Services (DRS) has been commissioned to undertake
the sample survey and study the status of implementation of Section 12(1) (c) of the RTE
Act, 2009 in Delhi, Karnataka and Madhya Pradesh. The study brings out status of
implementation of various provisions under Section 12(1) (c) of the RTE Act and their Development and Research Services Pvt. Ltd.
2
impact on stakeholders using the identified parameters / indicators. The structure of the
report has been finalized in consultation with NITI Aayog.
1.2 Objective
The objective of the study is to examine the various components with respect to the
implementation of section 12 (1) (c) mandating that private aided and un-aided schools
(With the exceptions of minority & Residential schools) reserve at least 25% of their entry
level seats for children from economically weaker and disadvantaged sections of society
and provide free education to children admitted under this provision.
The detailed study objectives are as follows:
To examine the admission process at School/ District/ State level,
To collect data on number of students enrolled by gender, social category and
disability,
To make the list of free provisions for students under section 12 (1) (c) and to make
tabulation of any cost being borne by students.
To examine student retention, drop-outs, learning achievement, social experience
(presence/ absence of discrimination or biases).
To assess impact on other stakeholders: schools (trends in school fee, experience
of teachers etc.) and parents
1.3 Methodology
The study used both quantitative and qualitative research methods to capture the required
information on various study parameters. Quantitative Primary data was collected from the
sampled schools and qualitative data through interactions with concerned officials of the
District and State Government.
Three states, namely Delhi, Karnataka and Madhya Pradesh where the study was
required to be conducted had been already selected by Niti Aayog. These states had been
selected on the basis of their position with regard to highest rates of school participation
and enrolment.
1.4 Sampling Design
As per ToR a sample of 20 schools was required to be drawn from each state. DRS
adopted a robust sampling design to ensure reasonable accuracy in the research outputs. Development and Research Services Pvt. Ltd.
3
1.4.1 Multi Stage Sampling
A multi stage sampling process was used for selection of the sampling units as described
in following sub-sections.
1
st
Stage – Selection of States:
Three states, namely Delhi, Karnataka and Madhya Pradesh where the study was
required to be conducted had been already selected by Niti Aayog. These states had been
selected on the basis of their position with regard to highest rates of school participation
and enrolment. Selection of states comprised the first stage of sampling process.
2
nd
Stage – Selection of districts:
In all 5 districts from each state were selected at the 2nd stage of sampling process. For
this purpose, within each state, all the districts were first arranged on the basis of the total
enrolment under Private Schools (Latest DISE data). Then, from this list, 2 districts with
highest enrolment, 2 with moderate enrolment and 1 having the lowest enrolment was
selected.
3
rd
Stage – Selection of schools:
To select the sample of 20 schools from each state, 4 schools (2 each from urban and
rural area) were selected from each of 5 sampled districts in each state. The 2 schools
from urban area were covered from the District Headquarter and the rest of 2 schools from
rural area. To ensure adequate representation of private aided and un-aided schools, out
of the 2 schools in each case, 1 was from the private aided school category and another
from the private un-aided school category.
(Note: In case of non-existence of school from a particular category, the selection was
made from the available category)
The selection of these schools was done randomly after getting the necessary information
of school category etc. from the District Education Office.
1.4.2 Sample Size
The coverage of the sampled units comprised 60 schools spread across 3 states (Delhi,
Karnataka and Madhya Pradesh) in 15 districts (5 districts in each state). These units
were equally divided in rural and urban area in each selected district in each state as per
details give in Table 1.1 presented below:
Development and Research Services Pvt. Ltd.
4
Table 1.1: Coverage of sampling units
S. No. States Districts
No. of Schools
per district
Total Sampled
Schools
1 Delhi 5 4 (2 Rural + 2 Urban) 20
2 Karnataka 5 4 (2 Rural + 2 Urban) 20
3 Madhya Pradesh 5 4 (2 Rural + 2 Urban) 20
4 Total 15 4 (2 Rural + 2 Urban) 60
1.5 Survey Instruments
The following tools were used for collection of requisite information for the study.
1.5.1 Quantitative
Three types of survey modules were developed and used for collection of quantitative
data as described below:
School schedule – To be administered to School Principal / Headmaster
Teacher schedule – To be administered to Teacher
Parent schedule – To be administered to either parent of the child
1.5.2 Qualitative
Specific guidelines were prepared for discussion in In-depth Interview with concerned
authorizes at the state and district levels.
IDI Guide for State Project Director
IDI Guide for District Education Officer
1.6 Target Groups and Key Respondents
The target groups and key respondents that acted as the primary source of information for
investigating various dimensions of survey included the following:
Target groups:
School students enrolled under RTE section 12 (1) (c).
Respondents:
One of the parents of every child
One teacher of each school Development and Research Services Pvt. Ltd.
5
Principal / headmaster of each school
Selection of teacher:
In every selected school, one senior teacher actively involved in the admission process
was selected and interviewed.
Selection of Parents:
One parent, either father or mother of the concerned child selected randomly, was
interviewed at their residence.
1.7 Time Duration
Actual duration of the data collection for the study was from October to December 2018.
1.8 Limitation of Study
This study is based primarily on data collected from sample units. In this light the study
has following limitations in generalizing the results:
The outcome of the evaluation is based on primary data collected through
sampling, and hence has its own limitation and should be treated cautiously despite
the best intention of the evaluation team to draw representative sample.
The outcome of the evaluation may vary to the extent of hiding information or giving
wrong information by the interviewees for fear of identity and other reasons.
1.9 Outline of Report
The study report is presented in 5 chapters. Chapter 1 provides the background and
research design used for the study; Chapter 2, 3, 4 present the status of implementation
of Section 12(1) (c) of the RTE Act, 2009 in Delhi, Madhya Pradesh and Karnataka
respectively. These chapters provide research insight into the admission process at
school/district/state level, number of students enrolled under section 12(1) (c) by gender,
social category and disability; list of free provisions for target students; retention, drop-
outs, learning achievement, social experience of the target groups; and impact on
stakeholders. The concluding Chapter 5 recapitulates the key findings, conclusions and
recommendations of the study for needful interventions. Additionally, the report also
includes an Executive Summary that synthesizes key points and provides a thorough
overview of the overall content. Development and Research Services Pvt. Ltd. 6
CHAPTER 2
DELHI
2.1 Introduction
2.1.1 Organisational set-up
In Delhi, the overall responsibility for implementation of SSA-RTE programme vests
with the Secretary (Education).The Government of NCT of Delhi (GNCTD), all the
three Municipal Corporations, NDMC and DCB have been notified (April 2013) as local
authorities for implementation of the RTE Act. In the Directorate of Education, the
Director is the Chief Executive Officer (CEO) assisted by Additional Directors, Deputy
Directors of Education at various units/branches/districts and Principals of schools. In
the Universalization Elementary Education Mission (UEEM), the Education Secretary
is the Chairperson of the Executive Council who is assisted by the Vice-Chairperson,
State Project Director, Finance Controller, District Project Officers and subordinate
staff. In Delhi Municipal Corporations, the Act is implemented by the Commissioners
assisted by Additional Commissioners and Additional/ Deputy/Assistant Directors. A
State Advisory Council has been also constituted by the GNCTD in April 2014 to
render advice for effective implementation of the Act.
2.1.2 Notification of Rules
The Right of Children to Free and Compulsory Education (RTE) Act, 2009, became
operational with effect from 01 April 2010 for providing right to free and compulsory
elementary education (1st to 8th class) to all children of the age of 6 to14 years in a
neighbourhood school. Government of NCT of Delhi notified the ‘Delhi Right of
Children to Free and Compulsory Education Rules, 2011’ (DRTE Rules) in November
2011. Prior to enactment of the RTE Act, the Sarva Shiksha Abhiyan (SSA) was the
flagship programme of the Government of India (GoI) for achieving universalization of
elementary education. The SSA Framework of Implementation and Norms for
Intervention was revised to correspond to the provisions of the RTE Act and SSA
became the main vehicle for implementing the provisions of the RTE Act.
The DRTE Rules inter alia provide for the following: Development and Research Services Pvt. Ltd. 7
Duties of the government of NCT of Delhi and local authority relating to
identification of children. Special training for out of school children for a
minimum period of three months and maximum period of not exceeding two
years.
Areas or limit of neighborhood school and procedure for recognition of private
schools.
Procedures for formation and functioning of school management committee,
preparation of school development plan and grievances redressal of teacher.
It prohibits segregation of children belonging to weaker section and
disadvantaged group admitted in private unaided school from other children in
the classroom and discrimination from rest of children in any manner relating to
entitlement and facilities such as text book, uniform, library and extra-curricular
activities.
2.1.3 Awareness generation
For generating awareness and publicity about the Act, IEC activities are being
undertaken by the government through print and electronic media from time to time.
2.1.4 Sampling Units
To pursue the study objectives in Delhi, a sample of 20 un-aided schools, 10 each
from rural and urban area, was selected. Table 2.1 given below presents their
distribution by gender, educational and aided/un-aided categories.
Table 2.1: Distribution of sample schools by area and different categories in Delhi
Category Rural Urban Total
Distribution by educational categories
Primary 0 0 0
Upper Primary 5 3 8
Secondary 5 7 12
Total 10 10 20
Distribution by aided / un-aided categories
Aided 0 0 0
Un-aided 10 10 20
Total 10 10 20
Distribution by gender categories
Boys 0 0 0
Girls 0 1 1
Co-ed 10 9 19
Total 10 10 20 Development and Research Services Pvt. Ltd. 8
2.2 Admission Process
The admission process adopted by the sample schools was discussed by all the
stakeholders. The content analysis of discussions held with the concerned authorities
in the government revealed that the admission process in private unaided recognised
schools in Delhi was primarily online through website. The website gives necessary
information about the number of seats available, application form, dates for
submission of application form, eligibility criteria for admission and supporting
documents needed etc. The website of the DoE provides online application form for
admission under EWS/DG category for the ensuing academic session; list schools
recognised under DSEAR, 1973; schools provisionally recognised under RTE Act,
2009 who will be a part of these online admissions; and e-brochure on instructions
both in Hindi and English; and answers to a list of frequently asked questions on on-
line EWS/DG admission in private un-aided recognised schools of Delhi. The website
gives all the details about students finally selected for admission (school wise) for
general seats as well as EWS/DG category seats.
2.2.1 Definitions and terms / rules for admission
In Delhi, Section 12 (1) (c) of the RTE Act includes children belonging to Economically
Weaker Section (EWS) and children belonging to Disadvantaged Group (DG). Children
belonging to EWS category are those whose parents have annual family income from
all sources amounting to less than one lakh rupees. The children belonging to
Disadvantaged Group include those belonging to, Scheduled Castes (SCs), Scheduled
Tribes (STs), non-creamy layer Other Backward Classes (OBCs), Children with Special
Needs and suffering from disability, Orphans and Transgender.
Majority of the schools give heavy weightage to neighbourhood –distance in kms. (Or
areas where school provide transport facilities), sibling and alumni while allotting points
in eligibility criteria. Some schools also give consideration to the first child, single
parent and legally adopted child. Schools have fixed criteria for their 50% to 75%
general category entry-level seats. Only children upto the age of 4, 5 and 6 years are
admitted to nursery, kindergarten and class 1 (entry level) respectively under general
category students. The 1st list of selected applicants will be uploaded on website on Development and Research Services Pvt. Ltd. 9
4.2.2019. From 5 -12 February 2019 parents can take queries pertaining to point
allotment with grievance cell in DoE in all districts of the NCR of Delhi.
DoE has given autonomy to schools to decide their own criteria for admission, and
upload them on DoE website by a given date (December 14, 2018 for admission in
2019). The Department has also warned schools not to include 50 listed criteria like
parents education, profession, income, food habits, and written or oral interview of both
students and parents – abolished by Delhi in 2016.
The successful applicants of the computerized draw of lots are informed about the
school allotted for admission under EWS/DG category through SMS on their registered
mobile number, within 24 hours of completion of draw of lots. The applicants can check
the name of the school allotted through Computerized Draw of Lots using Registration
ID & Date of Birth at the link in the applicable module (like `EWS/DG Admission 2018-
19') available at the Home page of the departmental website www.edudel.nic.in. If the
applicant has been allotted the school, the screen will show the allotted school name. b)
If the applicant has not been allotted any school, the screen will show a message that it
is regretted that you have not been selected in the draw of lots. c) If the applicant enters
wrong Registration ID/Date of Birth then the screen will show a message that 'No
Record Found'. The successful applicants should approach the school allotted through
computerized draw of lots on or before a specified date during school hours along with
the documents as per the information filled in the online application form:- (a) Print out
of the application filled. (b) Two photographs of the candidate. (c) Self Attested
photocopy of proof of date of birth. (d) Self Attested photocopy of Residential Proof. (e)
Self Attested photocopy of documentary proof for EWS or DG category, whichever
applicable. The parents/guardians shall also keep the original documents with
themselves for verification by the school authority. If the successful applicant fails to
approach/report the school up to 31st March of the academic year for completing the
formalities for admission under EWS/DG category, his candidature is cancelled. The
School can check the details of the students/applicants allotted through computerized
draw of lots on departmental website i.e. www.edudel.nic.in. Using the school ID and
Password through the link School Plant--.EWS--- EWS/DG, the School can see all the
online applications details of the allotted applicants by using the mentioned link. Development and Research Services Pvt. Ltd. 10
DoE have issued detailed guidelines for admission of EWS/DG category students in
private unaided recognized schools of Delhi at Entry Level Classes. As per these
guidelines all the schools are required to take following action:
Place an enlarged printout of the list of students outside the school gates for
the information and ease of parents.
Many parents may be approaching p rivate schools for the first time.
Therefore, in order to help and facilitate the parents of EWS/DG Category
children, the concerned schools must set up Help Desks within the school
premises to explain to the parents the formalities regarding paper work etc.
required for admission.
Schools shall not deny admission to the successful candidates who have filled
details of only one of the parents in the online application form. It should also
be ensured by school authorities that the admission to EWS/DG category
successful candidates shall not be denied on frivolous grounds e.g. one or
two letters are different in any name in some document. Absence of Aadhaar
is also not a ground to deny admission to the successful candidates.
Heads of the concerned Private Unaided Recognized Schools shall not
unnecessarily send the parents to the Department, for making
amendments/correction in the online application forms, as the same cannot
be done at this stage. Rather, they should be taking a decision based on
genuineness/merit of the specific cases and must not deny admission on
unjustified frivolous grounds.
Admission is to be granted as soon as possible so that children can join the
academic session on the very first day itself.
The school shall not charge tuition fee from the students admitted under
EWS/DG category. Further, schools have to provide the free books, school
uniforms and writing material to each and every student admitted under
EWS/DG category.
Schools are advised to hold introductory session for all parents together
including the parents of EWS/DG Category children.
The school must confirm details of the EWS/DG category successful
candidates from the supportive documents produced by them.
The school shall carefully carry out the necessary scrutiny/verification of the Development and Research Services Pvt. Ltd. 11
documents produced. The school must also verify the genuineness of
EWS/DG certificates issued by the different department through online
(http://edistrict.Delhigovt.nic.in), if available, or in writing from the office of
issuing authority.
Income certificate issued by the Competent Authority declaring the total
annual family income less than Rs.1,00,000/- is a valid document for
admission under EWS/DG category whether it is in the name of mother or
father or legally adopted guardian of the child.
The school shall not ask for income certificate from those EWS category
parents who submit copy of BPL/AAY/Food Security Card issued by Food and
Civil Supply Department, GNCT of Delhi.
The school shall also not ask for any Income Certificate from the
parents/applicants who have been selected under DG category.
The school shall not impose the condition for the copies of the documents
produced at the time of admission to be attested by a Gazetted Officer. Self-
attested documents must be accepted by the school, however, verification
with original documents must be carried out by the school.
The school shall issue proper acknowledgement against the request of the
parents/guardian seeking admission in the school as declared in the
computerized draw of lots.
The school shall call all candidates allotted through computerized draw of lots
on their registered mobile number informing about the selection in the school
and last date of admission.
The school shall not refuse to grant admission to EWS/DG category children
on the ground of distance range.
Every selected student has been allotted a Serial Number in order of their
selection in the respective school through computerized draw of lot and list of
candidates has been forwarded online in the same order to the respective
schools. The school shall give admission to the selected candidates in order
of the Serial Number allotted to the candidate through computerized draw of
lots and as available on the online module.
The school, by 31March of academic year shall update the correct admission
status as per the options available on the web page of the respective schools
(Admitted/provisionally Admitted/Not Reported/Rejected/In-waiting) in respect Development and Research Services Pvt. Ltd. 12
of the applicants allotted through computerized draw of lots. The said details
shall be updated daily through the specific link available on department
website
On the above mentioned link, the school shall clearly specify, in detail, the
reason of rejection, if any selected applicant is denied the admission. The
category of the reasons may be selected from the following grounds: - • Non-
submission of valid date of birth proof of the candidate. • Non-submission of
valid residence proof. • Non-submission of valid EWS/DG proof. • For EWS,
the Income Certificate does not show annual income as less than one lakh
per annum. • If ration card is submitted as residence proof, the name of the
child does not figure in the ration card. • Mismatch between online details and
documentary evidence. • Duplicate Entry. • Any other General Instructions for
all concerned.
The school once allotted to the applicant through the computerized draw of
lots shall not be changed under any circumstances.
The admission of the child shall be cancelled in case they documents
submitted by the applicant at the time of admission are found to be
forged/fake at any stage. However, school shall not declare any EWS/DG
category admission rejected at their end. Any such case shall be referred to
the DDE/District. DDE's shall necessarily pass speaking orders, in case of any
doubt, but not later than 31 March of the academic year. DDE/District shall
setup a helpdesk from 10 am to 5 pm on working days from 1
st
March to 31
st
March. The helpdesk shall maintain a single register of all referred cases
relating to EWS/DG category whether by parents / schools / or from HQ or
from the online portal or public hearings etc. Unique serial number and
acknowledgement will be maintained. This helpdesk shall provide all
assistance and guidance to parents. DDE/PSB to conduct a training of 2 or
more staff per District nominated by DDE at specified location, date and time.
Multiple/Duplicate entries, if found at any stage, shall liable to cancellation of
the candidature/admission of the candidate.
For any clarification/grievances in this context, parents/school may contact on
the EWS helpline numbers 8800355192 and 9818154069 on working days
from Monday to Friday between 10:00 am to 5:00 pm. Parents can also file
their grievances/complaints on the GRMS portal at http://doepvt.Delhi.gov.in Development and Research Services Pvt. Ltd. 13
2.2.2 Processes
All the private, un-aided recognised schools in the NCR start admission as per
guidelines issued by the DoE (generally in the month of January). Most of the
schools have computerised the admission process and receive applications
through their websites. Additionally, they also sell application forms for admission
in their premises for convenience of parents.
All schools declare the number of seats reserved for EWS and DG students
publicly as well as on the DoE portal. The parents of the students apply for
admissions to multiple schools on the DoE portal as per their preference.
The DoE then allots the EWS and DG seats to these applications considering the
distance of their residences from the schools. The schools then receive the list of
student applications from the DoE, and reviews their documents required for
school admissions.
Once the students have been allotted seats in the schools, the DoE receives
confirmation regarding the admissions taken, and the number of seats filled.
The parents of the EWS/DG students then receive information about the seats
allotted against their application, and approach the respective schools for
admissions.
Upon admission, schools provide these students with the resources (books,
uniforms etc.) required in schools. They raise reimbursement claims on the DOE
portal annually, depending on the amount spent per child, and receive the
admissible reimbursement amount from the government. If some seats still are
left vacant, fresh applications against the vacant EWS/DG seats are issued to
the schools. The entire process of application takes place again until the vacant
seats are filled.
The admission process in Delhi for EWS / DG and Children with Disability (CwD)
categories is computerised through the website of the DoE. It begins generally
on 15 January and the last date of submission of online application for admission
is 15 February or the dates announce by the DoE.
Selection of students is done through computerised draw. In 2019, the first
computerised draw of lots for CwD applicants would take place on 21 February,
the same for EWS /DG is scheduled for 27 February. As per RTE Act 2009, 25%
seats in all entry levels (nursery, kindergarten and class 1) in all private schools Development and Research Services Pvt. Ltd. 14
excluding minority institutions are reserved for EWS/DG categories. Age limits
prescribed for admission in 2019 for children belonging to EWS / DG categories
are 3-5 years for nursery; 4-6 years for kindergarten; and 5-7 years for class 1
as on 31 March 2019. Families having income less than Rs. 1 lakh are eligible
for applying in EWS category, kids belonging to SC/ST/OBC non-creamy layer
groups can apply under DG category along with orphans, transgender and all
children living with HIV.
2.2.3 Interaction with Parents
Interaction with parents revealed that the process of admission at the entry level was
online. They had given preference for admission in 3-4 schools. They did not pay any
money for purchasing the application form for admission of their child. They were
informed about the admission of their child through SMS received on their registered
mobile number. They had submitted the birth certificate of their child along with the
application form. Some of the parents mentioned that the verification team didn’t come
to their place. Most parents didn’t face any difficulty during the admission process.
2.2.4 Interaction with Principals / School Headmasters
Interaction with Principals / School Headmasters regarding measures taken to
advertise that the 25% seats reserved under RTE mainly include display on DoE portal
(Total 100%; R 100%; Urban 100%); followed by school notice board (Total 95%; R
90%; Urban 100%); Advertisement through print media (Total 30%; R 30%; Urban
30%); and Other means (Total 50%; R 60%; Urban 40%). Most of the schools in both
rural (100%) and urban area (80-100%) displayed / provided necessary information
regarding number of seats available; neighbourhood criterion; documents required for
submission with application for admission; deadline for form submission; and date of
draw for admission. All the schools (100%) had been visited by the education
department to streamline the process of admission, enrolment and inclusion in Delhi.
Most of the schools (Total 90%; R 100%; Urban 80%) had taken necessary steps to
facilitate form submission by the parents. Majority of the schools were aware about the
type of information government collects on the RTE portal, however, the schools in
rural area were better informed in this regard. Most of the schools imparted special Development and Research Services Pvt. Ltd. 15
30
90
100
60
30
100 100
40
30
95
100
50
0
20
40
60
80
100
120
Advertisement through print
media
School Notice board DoE PortalOthers
Figure 2.1 - Distribution of schools(in %) by area and measures
taken to advertise the 25% seats reserved under RTE in Delhi
RuralUrbanTotal
training to teachers for teaching and dealing with students of EWS and DG categories;
and also took up follow-action with drop-outs to help and motivate them for continuing
their education.
Tables 2.2 – 2.8 given below present the details.
Table 2.2: Distribution of schools by area and measures taken to advertise the 25% seats reserved
under RTE in Delhi
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Advertisement through print media 3 3 6
School Notice board 9 10 19
DoE Portal 10 10 20
Others 6 4 10
Total 10 10 20
Table 2.3: Distribution of schools that provide/display information for parents about admission
process in Delhi
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Number of seats available 10 10 20
Neighbourhood Criterion 10 9 19
Document required 10 9 19
Deadline for form submission 10 9 19
Date of lottery 10 8 18
Total 10 10 20 Development and Research Services Pvt. Ltd. 16
100 100 100 100 100 100
90 90 90
80
100
95 95 95
90
0
20
40
60
80
100
120
Number of seats
available
Neighbourhood
Criterion
Document requiredDeadline for form
submission
Date of lottery
Figure 2.2 - Distribution of schools (in %) that provide/display
information for parents about admission process in Delhi
RuralUrbanTotal
Table 2.4: Distribution of schools, by area, that had visits from the education department regarding
the process of admission, enrolment and inclusion in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 10 100 10 100 20 100
No 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Table 2.5: Distribution of schools, by area, that had taken steps to facilitate form submission by
parentsin Delhi
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Yes 10 8 18
No 0 2 2
Total 10 10 20 Development and Research Services Pvt. Ltd. 17
100
80
90
20
10
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RuralUrbanTotal
Figure 2.3 - Distribution of schools(in %), by area, that had
taken steps to facilitate form submission by parentsin Delhi
YesNo
Table 2.6: Distribution of schools by area and type of information government collects on RTE portal in
Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fees 10 100 7 70 17 85
Cost of Text Books, Uniforms 10 100 5 50 15 75
Other Learning materials 8 80 4 40 12 60
Other School charges 8 80 5 50 13 65
Entry Level Class 9 90 8 80 17 85
Number of available seats 10 100 8 80 18 90
Applications received 7 70 5 50 12 60
Neighbourhood 8 80 7 70 15 75
Name and details of final children and
parents enrolled
8 80 8 80 16 80
Details of children continuing education 8 80 8 80 16 80
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 18
Table 2.7: Distribution of schools, by area, that impart some special training to teachers for
teaching/dealing with students of EWS and Disadvantaged section in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 7 70 7 70 14 70
No 3 30 3 30 6 30
Total 10 100.0 10 100.0 20 100.0
Table 2.8: Distribution of schools, by area, that follows up with dropout studentsin Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 7 70 7 70 14 70
No 3 30 3 30 6 30
Total 10 100.0 10 100.0 20 100.0
2.3 Enrolment in schools
As per RTE Act, the Government must ensure compulsory admission, attendance and
completion of elementary education by every child. For this purpose, identification of
children is a critical starting step followed by their enrolment in school. Section 9 of the
Act provides that every local authority would maintain records of children up to the age
of 14 years residing within its jurisdiction. Rule 9 of DRTE Rules states that the local
authority would maintain records of all children in its jurisdiction, through a household
survey, from their birth till they attain 14 years. This record was envisaged to include
status of pre-primary/elementary education of the child in the jurisdiction of respective
local authorities, children requiring special facilities/residential facilities on account of
migration and sparse population, etc.
However, as per discussion with concerned government authorities, there was no
such authority in Delhi. Sarva Shiksha Abiyan (SSA) maintained record of all children
within the age group of 6-14 years. The Head of School was responsible for cross-
verifying the eligibility of the students who applied for taking benefit under the act.
Development and Research Services Pvt. Ltd. 19
2.3.1 Current enrolment status
The study observed that among the current total strength of students in the sample
schools in Delhi, percentage of students enrolled under EWS / DG category was about
20% (Rural 17%; Urban 21%). However, the drop-out rate of students admitted under
these categories was relatively less in rural area than that in urban area (Rural 0.10%;
Urban 0.30%).
In this context, the status shows definite improvement in terms of new admissions
both in rural and urban area. Overall, the percentage of students admitted under EWS
/ DG category in new admissions was at the level of about 25% (Rural 22%; Urban
27%).
Table 2.9 presents the details.
Table 2.9: Current enrolment in sample schools in Delhi
Class
Total No.
of
Student
in school
Total No. of
Admission Under
EWS/DG Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Rural 5896 994 16.86 1 0.10 1100 240 21.82
Urban 14199 3032 21.35 9 0.30 1766 471 26.67
Total 20095 4026 20.03 10 0.25 2866 711 24.81
2.3.1.1 Current class-wise enrolment
A. Rural area
Further probe into class-wise current enrolment revealed that the percentage of
students enrolled under EWS / DG category out of the current total strength as well as
new admissions at Pre-School/ Nursery level, Pre-Primary/ KG and class 1level in
rural Delhi was more than 25%. But in classes 2 to 8 this percentage gradually drops
down. Important to note that there was only 1% drop-out (n=95) at Pre-School/
Nursery level and 0% in all other classes.
Development and Research Services Pvt. Ltd. 20
Table 2.10 presents the details.
Table 2.10: Current class-wise enrolment in sample schools in Rural Delhi
Class
Total No.
of
Student
in Class
Total No. of
Admission Under
EWS/DG
Category
Total No. of
Student Admitted
Under EWS/DG
Category Who Have
dropped out
Total No.
of New
Admissio
n
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2
)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
328 95 28.96 1 1.05 328 95 28.96
Pre-
Primary/ KG
367 99 26.98 0 0.00 12 7 58.33
1 680 215 31.62 0 0.00 320 122 38.13
2 655 158 24.12 0 0.00 69 4 5.80
3 636 135 21.23 0 0.00 64 6 9.38
4 632 103 16.30 0 0.00 65 2 3.08
5 657 90 13.70 0 0.00 58 1 1.72
6 650 74 11.38 0 0.00 84 2 2.38
7 660 19 2.88 0 0.00 50 1 2.00
8 631 6 0.95 0 0.00 50 0 0.00
Total 5896 994 16.86 1 0.10 1100 240 21.82
B. Urban area
The situation in urban area is better than that noted in rural area schools. Percentage
of students enrolled under EWS / DG category out of the current total strength at Pre-
School/ Nursery level, Pre-Primary/ KG, class 1 and 2 level is more than 25%. It also
exceeds 25% in Pre-School/ Nursery level, Pre-Primary/ KG, class 1 and 3 levels in
case of new admissions. But in all other classes it gradually declines. Important to
note that the drop-out rate in all classes is less than 1% only.
Development and Research Services Pvt. Ltd. 21
Table 2.11 presents the details.
Table 2.11 Current class-wise enrolment in sample schools in Urban Delhi
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total No. of
New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
1129 301 26.66 2 0.66 1148 301 26.22
Pre-
Primary/ KG
1210 323 26.69 1 0.31 84 43 51.19
1 1509 393 26.04 0 0.00 228 81 35.53
2 1429 366 25.61 0 0.00 58 6 10.34
3 1402 340 24.25 0 0.00 35 10 28.57
4 1386 308 22.22 1 0.32 33 5 15.15
5 1441 295 20.47 2 0.68 48 4 8.33
6 1605 319 19.88 2 0.63 101 20 19.80
7 1531 207 13.52 1 0.48 23 1 4.35
8 1557 180 11.56 0 0.00 8 0 0.00
Total 14199 3032 21.35 9 0.30 1766 471 26.67
2.3.2 Enrolment at entry class
A. Rural area
Enrolment at entry class in sample schools in rural Delhi was dominated by boys by 9-
17 percentage points every year from 2015-2018. Not much variation is noted in total
enrolment made every year as it ranged between lowest of 740 in 2017 to highest of
788 in 2016. The study also observed that up to about 2% students left the school even
without Transfer Certificates during the said period.
Development and Research Services Pvt. Ltd. 22
Table 2.12 presents the details.
Table 2.12: Admissions in entry class in sample schools from 2015 to 2018 in Rural Delhi
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 443(58.4%) 316(41.6%) 759 (100%) 3 7 10 1.32
2016 458(58.1%) 330(41.9%) 788 (100%) 6 6 12 1.52
2017 424(57.3%) 316 (42.7%) 740 (100%) 0 2 2 0.27
2018 418(54.8%) 345(45.2%) 763 (100%) 6 10 16 2.10
B. Urban area
Un-like in rural area, in urban area in Delhi enrolment at entry class in sample schools
was dominated by girls during 2015, 2017 and 2018 by 4-5 percentage points.
However, during 2016 boys dominated the enrolment by about 1%. Un-like in rural
area, total enrolment made every year in urban area varied from lowest of 1346 in 2015
to highest of 1828 in 2018 registering an appreciable increase of 36%. As regards,
transfer certificates, in urban area also up to about 2% students left the school without
Transfer Certificates.
Table 2.13 presents the details.
Table 2.13: Admissions in entry class in sample schools from 2015 to 2018in Urban Delhi
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL
Boy
s
Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 646(48.0%) 700 (52.0%) 1346(100.0%) 34 28 32 2.38
2016 839(50.6%) 820 (49.4%) 1659 (100.0%) 18 16 16 0.96
2017 831(47.2%) 931(52.8%) 1762 (100.0%) 25 14 19 1.08
2018 877(48.0%)
951(52.0)
1828 (100.0%) 10 14 24 1.31
Development and Research Services Pvt. Ltd. 23
It is important to note that under the provisions of section 5 of RTE Act, Head teacher or
teacher in charge is required to give immediate TC certificate. Failure to give TC
certificate invites disciplinary action against said head teacher. The provision provides
children the right to seek transfer from a Government or Government aided school to
another such school to complete elementary education. This provision is intended to
institute reform to remove procedural barriers in obtaining Transfer Certificates. In this
context it is desirable to take necessary steps to ensure that no student leaves the
school without TC.
2.3.3 Enrolment under Section 12(1) (C) of RTE Act, 2009
A. Rural area
Enrolment under section 12(1) (C) of RTE Act 2009 at the entry class in sample schools
in rural Delhi was dominated by boys over girls by 13-20 percentage points every year
from 2015-2018. Total enrolment made increased from the lowest of 122 in 2015 to
highest of 252 in 2018 registering an increase of 106%. However, maximum of 8.89%
students in 2915 and minimum of 0.9% students in 2018 left the school even without
Transfer Certificates. The gradual improvement on this count is appreciable.
Table 2.14 presents the details.
Table 2.14: Admissions in entry class in sample schools by gender under section 12(1) (c) of RTE
Act 2009 (EWS/DG) from 2015 to 2018 in Rural Delhi
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 71(58.2%) 51(41.8%) 122 (100.0%) 3 5 8 8.89
2016 97(59.1%) 67(40.9%) 164 (100.0%) 5 4 9 6.77
2017 135(60.0%) 90(40.0%) 225 (100.0%) 0 2 2 1.04
2018 142 (56.3%) 110(43.7%) 252 (100.0%) 0 2 2 0.90
Un-like in rural area, in urban area enrolment under section 12(1) (C) of RTE Act 2009 Development and Research Services Pvt. Ltd. 24
51.2
50.8
48.4
48.7
48.8
49.2
51.6
51.3
46
47
48
49
50
51
52
2015201620172018
Figure 2.4 - Admissions in entry class in sample schools by
gender under section 12(1) (C) of RTE Act 2009 _Urban Delhi (in
%)
BoysGirls
at entry class in sample schools was more balanced in terms of gender distribution
about 50% each for boys and girls. Total enrolment made every year in urban area
varied from lowest of 327 in 2016 to highest of 427 in 2018 registering an appreciable
increase of about 31%. As regards, transfer certificates, in urban area also maximum of
3.03% students in 2015 and minimum of 1.41% students in 2018 left the school without
Transfer Certificates.
Table 2.15 presents the details.
Table 2.15: Admissions in entry class in sample schools by gender under section 12(1) (c) of RTE
Act 2009 (EWS/DG) from 2015 to 2018 in Urban Delhi
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 169 161 330 (100.0%) 10 0 10 3.03
2016 166 161 327 (100.0%) 2 3 6 1.83
2017 185 197 382 (100.0%) 4 3 7 1.83
2018 208 219 427 (100.0%) 4 2 6 1.41
Analysis of the admission data in rural area by different categories of students reveals Development and Research Services Pvt. Ltd. 25
that admissions of SCs, STs, OBCs, Children with Special Needs (CwD) and students
of EWS categories gradually increased over previous years except in respect of OBCs
in 2018. Admission of OBCs in 2018 declined by 13.3%. Further, maximum proportion
of OBCs (12.5%) and SCs (9.09%) in 2015; and EWS students (4.82%) in 2016 left the
school without Transfer Certificates.
Table 2.16 presents the details.
Table 2.16: Admissions in entry class in sample schools by DG (social), EWS and disability category
under section 12(1) (c) of RTE Act 2009 from 2015 to 2018 in Rural Delhi
Category
Admission taken Left Out (Without TC)
Number of
students
% inc. /dec. over
previous year
Number of
students
%
2015
SC 33 3 9.09
ST 1 0 0
OBC 16 2 12.5
CwD 0 0 0
Orphans 0 0 0
EWS 72 3 4.17
Total 122 8 6.56
2016
SC 56 69.7 5 8.93
ST 0 0 0 0
OBC 25 56.25 0 0
CwD 0 0 0 0
Orphans 0 0 0 0
EWS 83 15.3 4 4.82
Total 164 34.4 9 5.49
2017
SC 73 30.4 0 0
ST 1 0 0 0
OBC 45 80.0 0 0
CwD 1 0 0 0
Orphans 0 0 0 0
EWS 105 26.5 2 1.9
Total 225 37.2 2 0.89 Development and Research Services Pvt. Ltd. 26
Category
Admission taken Left Out (Without TC)
Number of
students
% inc. /dec. over
previous year
Number of
students
%
2018
SC 85 16.4 0 0
ST 1 0 0 0
OBC 39 -13.3 0 0
CwD 4 300 0 0
Orphans 0 0 0 0
EWS 123 17.1 2 1.63
Total 252 12.0 2 0.79
However, analysis of the admission data in urban area by different categories of
students does not reveal much variation in admissions of SCs, STs, OBCs, Children
with Special Needs (CwD) and students of EWS categories over different years except
that admission of SCs increased by 117% in 2017.Further, maximum proportion of
OBCs (13.04%) and SCs (8.57%) in 2015; and EWS students (1.92%) in 2016 left the
school without Transfer Certificates.
Table 2.17 presents the details.
Table 2.17: Admissions in entry class in sample schools by DG (social category), EWS and disability
category under section 12(1) (c) of RTE Act 2009 from 2015 to 2018 in Urban Delhi
Category
Admission taken Left Out (Without TC)
Number of
students
% (inc/dec) over
previous year
Number of
students
%
2015
SC 35 3 8.57
ST 1 0 0
OBC 23 3 13.04
CwD 5 0 0
Orphans 0 0 0
EWS 266 4 1.5
Total 330 10 3.03
2016
SC 34 -2.9 1 2.94
ST 0 -100.0 0 0
OBC 32 39.1 0 0
CwD 1 -80.0 0 0
Orphans 0 0.0 0 0
EWS 260 -2.3 5 1.92
Total 327 -0.9 6 1.83 Development and Research Services Pvt. Ltd. 27
Category
Admission taken Left Out (Without TC)
Number of
students
% (inc/dec) over
previous year
Number of
students
%
2017
SC 72 111.8 0 0
ST 3 0.0 0 0
OBC 35 9.4 2 5.71
CwD 2 100.0 0 0
Orphans 0 0.0 0 0
EWS 270 3.8 5 1.85
Total 382 16.8 7 1.83
2018
SC 82 13.9 0 0
ST 2 -33.3 0 0
OBC 28 -20.0 0 0
CwD 1 -50.0 0 0
Orphans 0 0.0 0 0
EWS 314 16.3 6 1.91
Total 427 11.8 6 1.41
It may be reiterated that the failure to give TC certificate should invite disciplinary action
against the concerned teacher. Therefore, any procedural barrier in obtaining Transfer
Certificates must be removed to ensure that no student leaves the school without TC.
2.4 Free Provisions
Analysis of data collected from sample schools revealed that the free items provided to
the students admitted under section 12(1) (c) of RTE Act 2009 (EWS/DG) in Delhi by
most of the schools included uniforms (Total 85%; Rural 100%; Urban 70%); text books
(Total 85%; Rural 100%; Urban 70%); and material for extra-curricular activities (Total
70%; Rural 80%; Urban 60%). A sizable proportion of schools also provided them other
free facilities like school transport, computer and smart classes etc. (Total 40%; Rural
50%; Urban 30%).
In few schools (Total 5%; Rural 0%; Urban 10%) parents of EWS/DG category of
students had to pay for school uniforms, text books and material for extra-curricular
activities. Majority of schools also charged for other facilities like school transport,
computer and smart classes etc. (Total 65%; Rural 70%; Urban 60%).However, in
none of the school parents of these children were restricted to buy these items from the
respective school.
While it is appreciable that some of the schools are providing free facilities for school Development and Research Services Pvt. Ltd. 28
transport, computer and smart classes to EWS/DG students, it may be reiterated that
the prescribed guidelines by the government envisage that the school shall not charge
tuition fee from the students admitted under EWS/DG category; and also provide them
free text books, school uniforms and writing material.
Relevant extracts from the State Rule are as follows:
(1) A child attending a school of the Government or local authority referred to in sub-
clause (i) of clause (n) of section 2, a child attending a school referred to in sub-clause
(ii) of clause (n) of section 2 in pursuance of clause (b) of subsection (1) of section 12
and a child attending a school referred to in sub-clauses (iii) and (iv) of clause (n) of
section 2 in pursuance of clause (c) of sub section (1) of section 12 shall be entitled to
free text books, writing material and uniform: Provided that a child with disabilities shall
also be provided free special learning and support material.
The state Official in Delhi also confirmed that the school can't take anything from
parents as everything is free for EWS Students.
Therefore, there is scope for improvement to ensure strict compliance of prescribed
guidelines in this regard by all (100%) schools.
Table 2.18 - 2.20 present the details.
Table 2.18: Distribution of sample schools, by area, providing free Items to students admitted
under section 12(1) (c) of RTE Act 2009 in Delhi
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Uniform 10 7 17
Text Book 10 7 17
Materials for extra-curricular activity 8 6 14
Others (Specify) 5 3 8
Total 10 10 20 Development and Research Services Pvt. Ltd. 29
100 100
80
50
70 70
60
30
85 85
70
40
0
20
40
60
80
100
120
UniformText Book Materials for extra-curricular
activity
Others (Specify)
Figure 2.5- Distribution of sample schools (in %), by area,
providing free Items to students admitted under section 12(1)
(C) of RTE Act 2009 in Delhi
RuralUrbanTotal
Table 2.19: Distribution of sample schools by area and items for which EWS parents were required to pay
for.
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fee 0 0 0 0 0 0
Uniform 0 0 1 10 1 5
Text Books 0 0 1 10 1 5
Material foe extra-curricular activity 0 0 1 10 1 5
Others 7 70 6 60 13 65
Total 7 100.0 6 100.0 13 100.0
Table 2.20: Distribution of sample schools by area where the parents were restricted to buy
school items in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 0 0 0 0 0 0
No 10 100 10 100 20 100
Total 10 100.0 10 100.0 20 100.0
2.5 Retention
One of the objectives of the RTE Act is the retention of children for elementary level
school education. Though no specific data was collected for retention rate of EWS/DG
categories of students at the primary and upper primary level of school education, Development and Research Services Pvt. Ltd. 30
interaction with DEOs revealed that barring few drop-outs the retention rate of the said
category of students admitted in entry class (Nursery, KG and class1) is very high in
Delhi. Various activities like Kishore Munch, SC/ST parents counselling campus and
other programmes organised for EWS/DG students promote retention of these students
in sampled schools.
As per the RTE Act’s no-detention policy, it is the responsibility of the teachers to
improve the learning outcomes of the students and enable them to continue studying
further.
2.6 Drop-Outs
As per interaction with concerned government authorities, the drop-out rates in
schools is very low. However, majority of 60% schools both in rural and urban area
had drop-outs of EWS/ DG students after admission in sample schools in Delhi. The
most probable reason reported by school principals for dropout was change of place
of residence and transfer of parents. Some parents also did not want to send their
children in schools.
Table 2.21 presents the details
Table 2.21: Distribution of sample schools, by area, having drop-outs of EWS/ DG students after
admission in sample schools in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 6 60 6 60 12 60
No 4 40 4 40 8 40
Total 10 100.0 10 100.0 20 100.0
The RTE Act intends to reduce drop-outs. In this regard, an action plan is required to be
prepared and followed by implementing agencies. In addition an institutional
mechanism need to be set up to collect and analyse data of children who had dropped
out for suggesting remedial measures to keep the problem under check. The state
department has reportedly formulated an action plan to minimize dropout rate by taking
initiatives like organizing parents counselling, launching various welfare schemes.
Instructions have also been issued to Zones for maintaining records of dropout children.
As reported by Principals of some of the schools, most probable reasons for dropout of
children admitted in schools are (i) migration of their parents; (ii) change of residence; Development and Research Services Pvt. Ltd. 31
and (iii) distance to school. In few cases some parents did not want their children to
study.
The role of the teacher, too, is critical, as drop-outs often speak of teachers beating
them, and complain that teacher’s waste class time rather than attending to their
needs in imparting quality education. The study noted that except one school in urban
area, none of the school had made any separate arrangement for teaching EWS/DG
students.
2.7 Learning Achievement
Majority of schools rated the performance of EWS / DG students in comparison to other
students as ‘similar’(Total 70%; Rural 60%; Urban 80%). A significant proportion of
them rated it as’ weaker’ (Total 30%; Rural 40%; Urban 20%). None of them rated it as
‘better’. As per teachers, the weaker performance of EWS students is primarily due to
their family background, poor diet habits, lack of conducive environment at home.
Table 2.22 presents the details.
Table 2.22: Distribution of sample schools by performance of EWS / DG students in comparison
to other students in Delhi
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Better 0 0 0 0 0 0
Similar 6 60 8 80 14 70
Weaker 4 40 2 20 6 30
Total 10 100.0 10 100.0 20 100.0
However, most of the parents of EWS/DG students expressed satisfaction with the
learning outcomes of their children. They had attended 3-4 parent-teacher meetings
and the discussion points were progress of their children in terms of getting education,
participation in sports and child’s behavior etc. They felt that their children received
good education the school.
It is important to note that the learning outcomes in schools depend equally on the
method and practice of teaching especially as an academic subject or theatrical
concept and the assessment system. Theory of pedagogy identifies the student as an Development and Research Services Pvt. Ltd. 32
agent and the teacher as facilitator. Instructive guidelines are governed by the pupil’s
background knowledge and experience, situation and environment, as well as learning
goals set by the student and teacher. An ideal Activity Based Learning (ABL) class
room is a multi-age; multi-activity classroom, divided into six groups. The groups are
divided into teacher-supported groups and peer-supported groups. Learning is through
pictorial card-supported activity. In peer-supported groups, the eldest child helps the
rest of the group. Textbooks are peripheral.
2.8 Social Experience
As per provision of the Act, the government/local authority should ensure that no child is
subjected to caste, class, religious or gender abuse in the school. It is the duty of the
government to ensure inter alia that children belonging to weaker sections and
disadvantaged groups are not discriminated again stand prevented from pursuing and
completing elementary education; that admission, attendance and completion of
elementary education by every child is monitored; that school building, teaching staff
and learning equipment are provided; good quality elementary education conforming to
norms and standards is provided; curriculum and courses of study are prescribed in a
timely manner; and that school teachers are trained.
Interaction with the parents of the school children revealed the following:
Majority of parents had very positive social experience about treatment given to
their children in sample schools.
Their children never faced any problem in school in terms of discrimination /
bias, language, mixing up with other children, projects and activities etc.
Most of the school teachers also reported that the teaching, learning and
attitude of the students have become inclusive.
However, as per experience shared by most of the school teachers, the health
& hygiene remained primary concern of EWS students.
2.9 Impact
As per study findings the impact of implementation of Section 12(1)(c) of the RTE Act, 2009
has been as follows:
The Act provided a platform to bring children of all sections of society together Development and Research Services Pvt. Ltd. 33
and provide them an opportunity to avail best school level education.
It has created an inclusive attitude with a democratic perspective in
heterogeneous classrooms. The classrooms are the representations of the
cross section of society.
The learners have an opportunity to have equanimity in education.
Most teachers felt that the teaching level though had to be brought down
because they had to reach out to diverse learners.
The final goal setting is lowered when the students have not been to school at 6
years or above.
Most teachers felt that implementation of the Act provided a scope for the
underprivileged to study in a good school and receive best education.
2.10 Financial Implications
Section 12 of the Act provides that an unaided school shall admit children belonging to
WSDG in the neighborhood in class I to the extent of at least 25 per cent of the strength
of that class. The unaided school shall be reimbursed the expenditure so incurred by it
to the extent of per child expenditure incurred by the State or the actual amount
charged from the child whichever is less.
Section 12(2) of the RTE Act, 2009 provides for the reimbursement of per child
expenditure so incurred by the school, as per the norms notified by the concerned
State/UT. The schools in Delhi are required to submit the details of students admitted
under EWS/DG category in online module using school ID & password at the specified
link in the web portal of the DoE (www.edudel.nic.in). Printouts of the online report duly
signed by HOS are then submitted to the DDE (Zone) concerned. The concerned DDE
(ZONE) conducts physical inspection to verify the data entered in online reimbursement
module. Thereafter requisite approval is given and reimbursements made as per rates
approved by Finance Department, Govt. of SCT Delhi. The admissible reimbursement
is transferred to the school bank account direct.
The study noted that average amount per annum per child reimbursed to school in
Delhi was found to be Rs.19,176/- @ Rs.1598/- per month per child. Majority of the
schools (Total 75%; Rural 80%; Urban 70%) did not have separate bank account for the
reimbursements received despite requirement to maintain a separate bank account in Development and Research Services Pvt. Ltd. 34
respect of the amount received by them as reimbursement under sub-section (2) of
section 12 of the Act. Majority of the schools (Total 70%; Rural 60%; Urban 80%)
faced some problem in receiving reimbursement funds. Overall in the combined Rural
and urban area, the percentage of funds received against the amount of funds applied
for reimbursement was at the level of 81%, 52% and 5% only during 2015-16, 2016-17
and 2017-18 respectively. One (urban school) out of 12 schools in the study area in
2015-16; 4 (1 rural + 3 urban) out of 15 schools in 2016-17; and 12 (6 rural + 6 urban)
out of 13 schools in 2017-18 had not received the funds till the time of survey. About
50% of the schools required some additional funds to meet the fund deficit post receipt
reimbursement.
Table 2.23- 2.27 present the details.
Table 2.23: Distribution of sample schools having separate bank accounts for receiving
Reimbursement funds in DELHI
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 2 20 3 30 5 25
No 8 80 7 70 15 75
Total 10 100.0 10 100.0 20 100.0
20
30
25
80
70
75
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RuralUrbanTotal
Figure 2.6- Distribution of sample schools(No. in %) having
separate bank accounts for receiving
Reimbursement funds in Delhi
YesNo Development and Research Services Pvt. Ltd. 35
Table 2.24: Reimbursement of funds to schools by area in Delhi from 2015-2018
Parameter 2015-16 2016-17 2017-18
Rural
No. of Schools applied for reimbursement of funds 5 8 7
No. of Schools received funds 5 7 1
Amount of funds applied for reimbursement (Rs.) 2654761 7494907 7736342
Funds received (Rs.) 2556506 6729769 1257350
% Funds received 96 90 16
Urban
No. of Schools applied for reimbursement of funds 7 7 6
No. of Schools received funds 6 4 0
Amount of funds applied for reimbursement (Rs.) 10585776 14160157 19618259
Funds received (Rs.) 8226510 4542626 0
% Funds received 78 32 0
Total (Rural +Urban)
No. of Schools applied for reimbursement of funds 12 15 13
No. of Schools received funds 11 11 1
Amount of funds applied for reimbursement (Rs.) 13240537 21655064 27354601
Funds received (Rs.) 10783016 11272395 1257350
% Funds received 81 52 5
Table 2.25: Distribution of sample schools facing some problem in receiving reimbursement
funds in DELHI
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 6 60 8 80 14 70
No 4 40 2 20 6 30
Total 10 100.0 10 100.0 20 100.0
Table 2.26: Distribution of sample schools having some requirements from school post receiving
reimbursement in DELHI
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 5 50 5 50 10 50
No 5 50 5 50 10 50
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 36
Table 2.27: Average amount of reimbursement per annum per student received by school in Rural and
urban area in DELHI
Area Amount of reimbursement (Rs.)
Rural 19176
Urban 19176
Total 19176
2.11 Recommendations for Improvement
Based on the study findings, interaction with the stakeholders and observations of the
study team, following recommendations are made to improve implementation of the
Section 12(1) (c) of the RTE Act, 2009 in Delhi:
State Government
The government in NCT of Delhi must strengthen the monitoring mechanism to
ensure the functioning of private school is in compliance with the prescribed
guidelines.
The private schools in Delhi should be graded as per available infrastructure
and facilities; and the parents of EWS / DG category students seeking
admission be asked to fill in the preferences of the schools accordingly. This
will help the parents to make informed choice for admission of their children
and help in reduction of dropouts.
Progress of all EWS/DG categories of students admitted under DRTE
Rulesshould be tracked / monitored till completion of compulsory education.
At least 75 % attendance should be linked with promotion from one class to
next class and there should be no detention till class 5.
Awareness Generation
IEC activities to generate awareness about the provisions of the Act and
knowledge about the eligibility criteria, admission process of EWS / DG
category of students should be strengthened.
Print media, advertisement and posters should be extensively used, particularly
in rural area, to make announcements about the admission of children under
Section 12(1) (C) of RTE Act 2009.
In addition to Public representatives and Anganwadi workers, Gram
Panchayats should also be actively engaged in IEC activities to generate
awareness about the RTE Act 2009 Act and its provisions. Development and Research Services Pvt. Ltd. 37
Admission Process:
There should be a mechanism for submission of off-line application forms for
those who cannot follow online process. Parents who do not have access to
NGOs or Anganwadi, which organise camps for filing the applications often
seek help of cyber cafes who charge Rs.150-300 for the services. The parents
demand for a support system to take care of their concerns needs urgent
attention.
Admission process should start well on time and before the month of April, the
beginning of the academic session.
The selection process must involve verification of given residential address
through personal home visits.
Pre-Schooling should mandatory for the admission in first class
School should have right to disqualify any student with a valid reason.
Documentation of the students admitted under EWS / DG categories should be
updated every year.
Editing of student profile, if needed, should be done at school level.
All the schools must organise an orientation and counseling programme for
parents of the students given admission to help them understand the
functioning of the schools and roles / responsibilities expected from parents.
The residential address of EWS/DG students, in particular those who lived in
rented accommodation, should be periodically checked for any change, as they
may change their address during the course of time. The school records must
be updated accordingly
Free Provisions
All schools must provide free school uniform, text books and stationery to the
EWS/DG category students admitted under Section 12 (1)(c) of the RTE Act.
Retention:
To check retention rates of students, all students leaving the school due to any
reason, must be issued compulsorily Transfer Certificate within a stipulated
time to enable them seek admission in other school and continue their
compulsory education.
All the school teachers should be sensitised to meet the needs of EWS / DG Development and Research Services Pvt. Ltd. 38
students and ensure that no student leaves the school without TC.
Advocacy programmes should be organised for parents of the children leaving
the school to understand their problem and extend them needful help to the
extent possible and also facilitate in continuation of the education of their
children.
The schools should have separate arrangement for teaching specially abled
students
Immediate measures should be taken to maintain district level records of
retention of EWS/DG category of students up to class 8 level.
Drop-outs:
Efforts should be made to check drop-out ratesof EWS/ DG students after
admission. In this regard, organise advocacy programmes for potential drop-
outs and extend needful help like residential facility for the children of migratory
familiesfor continuity of school education of their children will go a long way to
meet the challenge.
Orientation of teachers:
All the school teachers and Principals must be provided training to sensitize
them about the needs of EWS /DG students and for effective implementation /
compliance of the RTE guidelines. Similar to in-service training of government
school teachers, training of private school teachers should be conducted by
respective schools through DIETs.
Training should be organised at district level through a well - structured module
School Administration:
The school administration must engage the candidates and their parents before
the beginning of the academic session to give them counseling and proper
orientation about the norms, methodology adopted by them in conducting the
classes and the role / co-operation expected from parents. This will help them
settle in school environment conveniently.
The Parent’s Teacher Association in private schools should have reservation
for parents of EWS/DG category students admitted in the school. Development and Research Services Pvt. Ltd. 39
Reimbursement:
Most of the schools are facing some problem in receiving reimbursement funds.
Immediate steps should be taken to streamline the process of reimbursement
and address their issues.
The process of reimbursement should be simplified and efforts should be made
to make the reimbursements in the on-going academic session itself.
Redressal Mechanism
Problems of staff and parents about implementation of the RTE Act should be
first resolved by a special committee constituted for this purpose in the school
itself.
…. Development and Research Services Pvt. Ltd. 40
CHAPTER 3
MADHYA PRADESH
3.1 Introduction
3.1.1Organisational set-up
The Additional Chief Secretary, School Education Department is responsible for
overall implementation of the RTE Act in the State. The State Advisory Council
advises the Government on implementation of the RTE Act. Under MP RTE Rules,
Commissioner, Rajya Shiksha Kendra (RSK), who is the Mission Director of SSA, is
responsible for management of elementary education at State level.
3.1.2 Notification of Rules
In exercise of powers conferred under the RTE Act, the Government of Madhya
Pradesh (GoMP) notified Right of Children to Free and Compulsory Education Rules,
2011 (MP RTE Rules), which came into force in March 2011.
The MP RTE Rules inter alia provide for the following:
Duties of State government and local authority relating to identification of
children. Special training for out of school children for a minimum period of
three months and maximum period of not exceeding two years.
Areas or limit of neighborhood school and procedure for recognition of private
schools.
Procedures for formation and functioning of school management committee,
preparation of school development plan and grievances redressal of teacher.
It prohibits segregation of children belonging to weaker section and
disadvantaged group admitted in private unaided school from other children in
the classroom and discrimination from rest of children in any manner relating to
entitlement and facilities such as text book, uniform, library and extra-curricular
activities.
3.1.3 Awareness Generation
Publicity and awareness measures adopted by the state government for
implementation of the Act include Education Portal of the government, websites of Development and Research Services Pvt. Ltd. 41
schools, advertisement on all leading newspapers, Radio, TV, Government Letters
and Help line Number etc. In this regard active cooperation is also sought from public
representatives and anganwadi workers.
The Education Portal www.educationportal.mp.gov.in/rteportalgives all the details
about students finally selected for admission (school wise) for general seats as well as
EWS/DG category seats; number of private schools; schools that have generated e-
proposals for fee reimbursement; total students admitted under RTE quota; and
number of students whose fee has been reimbursed to schools; fee reimbursement
payments made to private schools etc.
3.1.4 Sampling Units
To pursue the study objectives in Madhya Pradesh, a sample of 20 un-aided schools,
10 each from rural and urban area, was selected. Table 3.1 given below presents their
distribution by gender, educational and aided/un-aided categories.
Table 3.1: Distribution of sample schools by area and different categories in
Madhya Pradesh
Category Rural Urban Total
Distribution by educational categories
Primary 0 0 0
Upper Primary 2 0 2
Secondary 8 10 18
Total 10 10 20
Distribution by aided / un-aided categories
Aided 0 0 0
Un-aided 10 10 20
Total 10 10 20
Distribution by gender categories
Boys 0 0 0
Girls 0 1 1
Co-ed 10 9 19
Total 10 10 20
3.2 Admission Process
The admission process adopted by the sample schools was discussed by all the
stakeholders. The content analysis of discussions held with the concerned authorities
in the government revealed that the admission process of children belonging to
disadvantaged groups and weaker section in the private un-aided schools in Madhya Development and Research Services Pvt. Ltd. 42
Pradesh was primarily online through website. This process was started in the State
from the academic session 2011-12.
3.2.1 Definitions and terms / rules for admission
Every year, the state government issues necessary instructions for the admission in the
neighbourhood private schools for implementing Section 12 (1) (c) of the RTE Act,
2009. In all private schools excluding minority institutions 25% seats are reserved for
EWS/DG categories. The website gives necessary information about the list of schools
covered under the MP RTE Rules, number of seats available, application form, dates
for submission of application form, eligibility criteria for admission and supporting
documents needed etc. It provides online application form for admission under
EWS/DG category for the ensuing academic session; list schools recognised under MP
RTE Rules who will be a part of these online admissions; instructions for on-line
EWS/DG admission in private un-aided recognised schools of Madhya Pradesh. The
website also provides detailed information about students finally selected for admission
(school wise) and the schools engaged in this regard.
Majority of the schools give weightage to neighbourhood –distance in kms. Age limits
prescribed for admission of children belonging to EWS / DG categories are 3-5 years
for nursery; 4-6 years for kindergarten; and 5-7 years for class 1 as on 16 June.
Families having income less than Rs. 1 lakh are eligible for applying in EWS category,
kids belonging to SC/ST/OBC non-creamy layer groups can apply under DG category
along with orphans, transgender and all children living with HIV. Requisite income
certificate issued by revenue department will be required for EWS category. Applicants
for CwD category need a disability certificate issued from a government hospital.
3.2.2 Processes
The processes for admission in schools are carried out as per time-bound
guidelines issued (in April) by the state government every year.
The applications for admission in schools are received through online system of
Education Portal www.educationportal.mp.gov.in/rteportal. The applicants first
submit their applications online (30 April - 29 May). They are then required to
download it and visit the nearby JAN SHIKSHA KENDRA to verify the facts
submitted. If needed, necessary corrections are made at this stage (30 April -29 Development and Research Services Pvt. Ltd. 43
May). After verification, the officials upload the applications on the portal and
register them for admission on specified period (1May-5 June).
The selection of candidates among the registered applicants and allocation of
seats is done through online lottery system. In this context, the Aadhaar number
of the candidate is necessary.
In case of its non-availability at the time of submission of the application, the
application can be submitted without it.
However, it must be got processed and submitted at the time of final admission
to the school.
The successful applicants of the computerized draw of lots are informed about
the school allotted for admission under EWS/DG category through SMS on their
registered mobile number on specified date (12 June)
They can check the name of the school allotted to them and download their
allocation from the website on the specified dates (12-20 June). Aadhaar
verification date is noted as the admission date of the student in the school.
The successful applicants are required to approach the school allotted to them
on or before a specified period (13-30 June) during school hours along with the
documents as per the information filled in the online application form:- (a) Print
out of the application filled. (b) Two photographs of the candidate. (c) Self
Attested photocopy of proof of date of birth. (d) Self Attested photocopy of
Residential Proof. (e) Self Attested photocopy of documentary proof for EWS or
DG category, whichever applicable. The parents/guardians shall also keep the
original documents with themselves for verification by the school authority.
3.2.3 Interaction with parents
Interaction with parents revealed that the process of admission at the entry level was
online. They had given preference for admission in 2-3 schools. They did not pay any
money for purchasing the application form for admission of their child. They were
informed about the admission of their child through SMS received on their registered
mobile number. They had submitted their BPL cards, birth certificate and Aadhaar
card of their child along with the application form. Some of the parents mentioned that
the verification team didn’t come to their place. Most parents didn’t face any difficulty
during the admission process. Some of them had to pay for books and school dress. It Development and Research Services Pvt. Ltd. 44
was interesting to note that children of none of the parents faced any problem in the
school.
3.2.4 Interaction with Principals /School Headmasters
Interaction with Principals /School Headmasters the measures taken to advertise the
that the 25% seats are reserved under RTE mainly include display on Education
Portal and school notice board (Total 100%; R 100%; Urban 100%); followed by
advertisement through print media (Total 45%; R 40%; Urban 50%); and other means
(Total 30%; R 50%; Urban 10%). Most of the schools in both rural (80-100%) and
urban area (70-100%) displayed / provided necessary information regarding number
of seats available; neighbourhood criterion; documents required for submission with
application for admission; deadline for form submission; and date of draw for
admission. All the schools (100%) had been visited by the education department to
streamline the process of admission, enrolment and inclusion in Madhya Pradesh. All
of them (100% schools) had taken necessary steps to facilitate form submission by
the parents. All the schools (100%) were aware about the different types of
information collected by the on the RTE portal. Majority of the schools (Total 80%;
Rural 70%; Urban 90%) imparted special training to teachers for teaching and dealing
with students of EWS and DG categories. Most of them (Total 65%; Rural 70%; Urban
60%) also took up follow-action with drop-outs to help and motivate them for
continuing their education.
Tables 3.2 – 3.8 given below present the details.
Table 3.2: Distribution of schools by area and measures taken to advertise the
25% seats reserved under RTE in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Advertisement through print media 4 5 9
School Notice board 10 10 20
DoE Portal 10 10 20
Others 5 1 6
Total 10 10 20 Development and Research Services Pvt. Ltd. 45
40
100 100
50 50
100 100
10
45
100 100
30
0
20
40
60
80
100
120
Advertisement through print
media
School Notice board DoE PortalOthers
Figure 3.1- Distribution of schools(in %) by area and measures
taken to advertise the 25% seats reserved under RTE in MP
RuralUrbanTotal
Table 3.3: Distribution of schools that provide/display information for parents
aboutadmission process in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Number of seats available 10 100 10 100 20 100
Neighbourhood Criterion 10 100 8 80 18 90
Document required 10 100 10 100 20 100
Deadline for form submission 10 100 9 90 19 95
Date of lottery 8 80 7 70 15 75
Total 10 100.0 10 100.0 20 100.0
Table 3.4: Distribution of schools, by area, that had visits from the education
department regarding the process of admission, enrolment and inclusion in
Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 10 100 10 100 20 100
No 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 46
Table 3.5: Distribution of schools, by area, that had taken steps to facilitate form
submission by parents in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 10 100 10 100 20 100
No 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Table 3.6: Distribution of schools by area and type of information government
collects on RTE portal in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fees 10 100 10 100 20 100
Cost of Text Books, Uniforms 10 100 10 100 20 100
Other Learning materials 10 100 10 100 20 100
Other School charges 10 100 10 100 20 100
Entry Level Class 10 100 10 100 20 100
Number of available seats 10 100 10 100 20 100
Applications received 10 100 10 100 20 100
Neighbourhood 10 100 10 100 20 100
Name and details of final
children and parents enrolled
10 100 10 100 20 100
Details of children continuing
education
10 100 10 100 20 100
Total 10 100.0 10 100.0 20 100.0
Table 3.7: Distribution of schools, by area, that impart some special training to
teachers for teaching/dealing with students of EWS and Disadvantaged section
in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. No. No.
Yes 7 9 16
No 3 1 4
Total 10 10 20
Development and Research Services Pvt. Ltd. 47
70
90
80
30
10
20
0%
20%
40%
60%
80%
100%
RuralUrbanTotal
Figure 3.2- Distribution of schools (In %), by area, that impart
some special training to teachers for teaching/dealing with
students of EWS and Disadvantaged section in MP
YesNo
70
60 65
30
40 35
0
20
40
60
80
100
120
RuralUrbanTotal
Figure 3.3- Distribution of schools (In %), by area, that follow
up with dropout students in MP
YesNo
Table3.8: Distribution of schools, by area, that follows up with dropout students
in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 7 70 6 60 13 65
No 3 30 4 40 7 35
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 48
3.3 Enrolment in schools
As per RTE Act, the Government of Madhya Pradesh must ensure compulsory
admission, attendance and completion of elementary education by every child. For
this purpose, identification of children is a critical starting step followed by their
enrolment in school.
Section 9 of the RTE Act provides that every local authority would maintain records of
children up to the age of 14 years residing within its jurisdiction. Rule 6 of MP RTE
Rules state that the local authority would maintain records of all children in its
jurisdiction, through a household survey, from their birth till they attain 14 years. This
record was envisaged to include status of pre-primary/elementary education of the
child in the jurisdiction of respective local authorities, children requiring special
facilities/residential facilities on account of migration and sparse population, etc.
However, as per discussion with DEO, there was no such authority in Bhopal
maintaining prescribed record relating to children from their birth till they attain 14
years. The School Education Department was conducting annual door to door
household survey (HHS) under School Chalein Hum Abhiyan for identifying children
from zero to 14 years to update the village education register (VER) in rural areas and
ward education register (WER) in urban areas. The identified children need to be
assigned a unique number to monitor their enrolment after survey.
3.3.1 Current status by Rural / Urban classification
The study observed that among the current total strength of students in the sample
schools in Madhya Pradesh, percentage of students enrolled under EWS / DG
category total strength was about 16% (Rural 17%; Urban 14%). However, the drop-
out rate of students admitted under these categories was relatively more in rural area
than that in urban area (Rural 2.23%; Urban 0.45%).
Overall, the percentage of students admitted under EWS / DG category in new
admissions was at the level of about 7.24% (Rural 10.12%; Urban 4.79%) as against
15.59% (Rural 16.94%; Urban 14.39%) in the total strength of students in the schools.
Development and Research Services Pvt. Ltd. 49
Table 3.9 presents the details.
Table 3.9: Current enrolment in sample schools in Madhya Pradesh
Class
Total No. of
Student in
school
Total No. of
Admission
Under EWS/DG
Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total
No. of
New
Admi
ssion
New Admission Under
EWS/DG Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Rural 6890 1167 16.94 26 2.23 1611 163 10.12
Urban 7681 1105 14.39 5 0.45 1898 91 4.79
Total 14571 2272 15.59 31 1.36 3509 254 7.24
3.3.1.1 Current class-wise enrolment
A. Rural area
Probe into class-wise current enrolment revealed that the percentage of students
enrolled under EWS / DG category out of the current total strength has been at
maximum level of 22.48% in pre-school /Nursery followed by 22.45 in class 1 and only
3.01% in pre-primary /Nursery in the rural area.
Development and Research Services Pvt. Ltd. 50
Table 3.10 presents the details.
Table 3.10: Current class-wise enrolment in sample schools in Rural Madhya
Pradesh
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
427 96 22.48 1 1.04 427 96 22.48
Pre-
Primary/ KG
1062 209 19.68 3 1.44 525 16 3.05
1 715 154 21.54 1 0.65 147 33 22.45
2 786 166 21.12 3 1.81 88 3 3.41
3 738 167 22.63 3 1.80 91 2 2.20
4 672 150 22.32 2 1.33 80 6 7.50
5 724 139 19.20 7 5.04 75 2 2.67
6 580 56 9.66 6 10.71 47 3 6.38
7 594 17 2.86 0 0.00 105 1 0.95
8 592 13 2.20 0 0.00 26 1 3.85
Total 6890 1167 16.94 26 2.23 1611 163 10.12
B. Urban area
The situation in urban area was poorer than that noted in rural area schools.
Percentage of students enrolled under EWS / DG category out of the current total
strength has been at the maximum level of 16.02% in pre-school /Nursery followed by
5.02 in pre-primary /Nursery and only 4.69% in class 1 in the urban area. As regards
drop –outs, except in Pre-Primary /KG class and class 1, there was no case of drop-
out of EWS/DG students in any other class. The drop-out rate was 2.82% in Pre-
Primary /KG class and 1.04% in class 1. Overall drop-out rate was 0.45% (N=1105) in
urban area.
Development and Research Services Pvt. Ltd. 51
Table 3.11 presents the details.
Table 3.11: Current class-wise enrolment in sample schools in Urban
Madhya Pradesh
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of
Student
Admitted Under
EWS/DG
Category Who
Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
387 77 19.90 0 0.00 387 62 16.02
Pre-
Primary/ KG
1065 142 13.33 4 2.82 319 16 5.02
1 789 96 12.17 1 1.04 277 13 4.69
2 865 146 16.88 0 0.00 134 0 0.00
3 868 189 21.77 0 0.00 133 0 0.00
4 881 182 20.66 0 0.00 135 0 0.00
5 850 134 15.76 0 0.00 131 0 0.00
6 635 57 8.98 0 0.00 121 0 0.00
7 657 46 7.00 0 0.00 138 0 0.00
8 684 36 5.26 0 0.00 123 0 0.00
Total 7681 1105 14.39 5 0.45 1898 91 4.79
It is important to note that the percentage of students enrolled under EWS / DG
category out of the current total strength as well as out of new admissions in all classes,
in general and in class 1 and below in particular, has been less than 25% both in rural
and urban area. This is despite the fact that every year, the state government issues
necessary instructions for the admission in the neighbourhood private schools for
implementing section 12 (1) (c) of the RTE Act, 2009 in all private schools excluding
minority institutions 25% seats are reserved for EWS/DG categories. Section 12 (1) (c)
of the RTE Act states that private schools shall admit in class I, minimum 25 per cent of
strength of that class, children belonging to disadvantaged groups and weaker section Development and Research Services Pvt. Ltd. 52
in the neighbourhood and provide free and compulsory elementary education till its
completion.
As per interaction with the stakeholders the reasons for not admitting full 25 percent
quota of admission are as follows:
Admission processes take at least 3 months’ time (April to June) of the
educational Year. It is a long time for parents to wait to get admission for their
child in the preferred school. The apprehend un-certainty in this regard.
Through online process many students don’t get admission in the schools of
their first priority.
Despite commitment of all schools only the most preferred schools can fill up
their full quota of 25%.
In remaining schools that get less priority in application form some seats remain
vacant in absence of demand.
Lack of knowledge and awareness about online process of admission among
parents of EWS / DG category students.
Some parents do not have necessary documents required for admission of their
child.
Some parents wanted to get their children admitted only in the most reputed
school but the admission criteria of nearest school deprived them in doing so.
3.3.2 Enrolment at entry class
A. Rural area
Enrolment at entry class in sample schools in rural Madhya Pradesh was dominated by
boys by 10-12 percentage points every year from 2015-2018. Total enrolment made
every year declined gradually from highest of 952 in 2015 to lowest of 880 in 2018
registering a decline of about 8%. The study also observed that maximum percentage
of students that left the schools without TC was maximum in 2016 (3.58%) and
minimum in 2015 (0.21%).
Development and Research Services Pvt. Ltd. 53
Table 3.12 presents the details.
Table3.12: Admissions in entry class in sample schools from 2015 to 2018 in
Rural Madhya Pradesh
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 530(55.7%) 422(44.3%) 952(100%) 2 0 2 0.21
2016 514(55.8%) 407(44.2%) 921(100%) 19 14 33 3.58
2017 490(55.3%) 396(44.7%) 886(100%) 18 8 26 2.93
2018 489(55.6%) 391(44.4%) 880(100%) 13 8 25 2.84
B. Urban area
Un-like in rural area, in urban area the enrolment at entry class in sample schools was
dominated by girls during 2015, 2016 and 2017 by 4-12 percentage points. However,
during 2018 boys dominated the enrolment by about 6%. Total enrolment made every
year varied from lowest of 984 in 2016 to highest of 1105 in 2017 registering an
increase of about 12%. As regards transfer certificates, in urban area percentage of
students that left the schools without TC was maximum in 2016 (3.58%) and minimum
in 2015 (0.21%).
Development and Research Services Pvt. Ltd. 54
Table 3.13 presents the details.
Table 3.13: Admissions in entry class in sample schools from 2015 to
2018 in Urban Madhya Pradesh
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 517(47.7%) 566(52.3%) 1083(100%) 4 8 12 1.11
2016 431(43.8%) 553(56.2%) 984(100%) 4 9 13 1.32
2017 493(44.6%) 612(55.4%) 1105(100%) 4 6 10 0.90
2018 535(53.4%) 466(46.6%) 1001(100%) 5 4 9 0.90
It is important to note that under the provisions of section 5 of RTE Act, Head teacher or
teacher in charge is required to give immediate TC certificate. Failure to give TC
certificate invites disciplinary action against said head teacher. The provision provides
children the right to seek transfer from a Government or Government aided school to
another such school to complete elementary education. This provision is intended to
institute reform to remove procedural barriers in obtaining Transfer Certificates. In this
context it is desirable to take necessary steps to ensure that no student leaves the
school without TC.
3.3.3 Enrolment under Section 12(1) (c) of RTE Act, 2009
A. Rural area
Enrolment under section 12(1) (c) of RTE Act, 2009 at the entry class in sample schools
in rural Madhya Pradesh was dominated by boys over girls by 12-26 percentage points
every year from 2015-2017. However, during 2018 it was equally shared by boys and
girls. Year-wise, not much variation is seen in total enrolment as it ranged from the
lowest of 144 in 2016 to highest of 157 in 2017 registering an increase of 9%.
Encouragingly, only less than 0.05% students left the school without Transfer
Certificates during 2015-2018.
Development and Research Services Pvt. Ltd. 55
Table 3.14 presents the details.
Table 3.14: Admissions in entry class in sample schools by gender under section 12(1)
(C) of RTE Act 2009 (EWS/DG) from 2015 to 2018 in Rural Madhya Pradesh
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 87(55.8%) 69(44.2%) 156(100%) 3 2 5 0.03
2016 91(63.2%) 53(36.8%) 144(100%) 4 2 6 0.04
2017 88(56.1%) 69(43.9%) 157(100%) 2 3 5 0.03
2018 76(50.0%) 76(50.0%) 152(100%) 1 1 2 0.01
B. Urban area
Un-like in rural area, in urban area enrolment under section 12(1) (C) of RTE Act
2009at entry class was dominated by girls over boys by 10-26 percentage points every
year from 2015-2018. Year-wise, total enrolment ranged from the highest of 182 in
2015 to the lowest of 118 in 2018 registering a decline of 35%. However, maximum of
5.49% students in 2015 and minimum of 0.85% in 2018 left the school without Transfer
Certificates.
Table 3.15 presents the details.
Table 3.15: Admissions in entry class in sample schools by gender under
section 12(1) (c) of RTE Act 2009 (EWS/DG) from 2015 to 2018 in Urban Madhya
Pradesh
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 68 114 182(100%) 3 7 10 5.49
2016 48 82 130(100%) 1 3 4 3.08
2017 68 88 156(100%) 2 2 4 2.56
2018 53 65 118(100%) 0 1 1 0.85 Development and Research Services Pvt. Ltd. 56
37.4 36.9
43.6
44.9
62.6 63.1
56.4 55.7
0
10
20
30
40
50
60
70
2015201620172018
Figure 3.4- Admissions in entry class in sample schools by
gender under section 12(1) (C) of RTE Act 2009 _Urban MP (In
%)
BoysGirls
Analysis of the admission data in rural area by different categories of students reveals
that admissions of SCs, STs, OBCs, Children with Special Needs (CwD) and students
of EWS categories had a mixed trend of growth over previous years. Maximum SC
students (65) were admitted 2015; STs (31) in 2016; OBCs (73) in 2018; orphan (1) in
2018; and EWS (5) in 2018. No child with disability had been admitted during 2015-
2018. Maximum of SCs (5.45%) in 2018; STs (14.29%) in 2015; OBCs (3.33%) in
2016; and one out of two EWS students (50.0%) in 2016 left the school without
Transfer Certificates.
Table 3.16 presents the details.
Table 3.16: Admissions in entry class in sample schools by DG (social), EWS
and disability category under section 12(1) (c) of RTE Act 2009 from 2015 to
2018 in Rural Madhya Pradesh
Category
Admission taken Left Out (Without TC)
Number of
students
% inc (+) /dec(-)
over previous year
Number of
students
%
2015
SC 65 0 0.00
ST 28 4 14.29
OBC 61 1 1.64
CwD 0 0 0.00
Orphans 0 0 0.00
EWS 2 0 0.00
Total 156 0 0.00
2016
SC 51 -21.5 2 3.92
ST 31 10.7 1 0.00
OBC 60 -1.6 2 3.33 Development and Research Services Pvt. Ltd. 57
Category
Admission taken Left Out (Without TC)
Number of
students
% inc (+) /dec(-)
over previous year
Number of
students
%
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 2 0.0 1 50.00
Total 144 -7.7 6 4.17
2017
SC 55 7.8 3 5.45
ST 21 -32.3 0 0.00
OBC 77 28.3 2 2.60
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 4 100.0 0 0.00
Total 157 9.0 5 3.18
2018
SC 52 -5.5 1 1.92
ST 21 0.0 0 0.00
OBC 73 -5.2 1 1.37
CwD 0 0.0 0 0.00
Orphans 1 100.0 0 0.00
EWS 5 25.0 0 0.00
Total 152 -3.2 2 1.32
Like-wise, analysis of the admission data in urban area by different categories of
students also shows a mixed trend of growth. Further, maximum proportion of SCs
(7.41%) in 2015; STs (10.71%) in 2018; OBCs (7.04%) in 2015; and EWS students
(9.52%) in 2017 left the school without Transfer Certificates.
Table 3.17 presents the details.
Table 3.17: Admissions in entry class in sample schools by DG (social
category), EWS and disability category under section 12(1) (c) of RTE Act 2009
from 2015 to 2018 in Urban Madhya Pradesh
Category
Admission taken Left Out (Without TC)
Number of
students
% inc (+) /dec(-)
over previous year
Number of
students
%
2015
SC 54 4 7.41
ST 26 0 0.00
OBC 71 5 7.04 Development and Research Services Pvt. Ltd. 58
Category
Admission taken Left Out (Without TC)
Number of
students
% inc (+) /dec(-)
over previous year
Number of
students
%
CwD 2
0 0.00
Orphans 0 0 0.00
EWS 29 1 3.45
Total 182 10 5.49
2016
SC 36 -33.3 1 2.78
ST 18 -30.8 0 0.00
OBC 56 -21.1 2 3.57
CwD 0 -100.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 20 -31.0 1 5.00
Total 130 -28.6 4 3.08
2017
SC 53 47.2 1 1.89
ST 21 16.7 1 4.76
OBC 61 8.9 0 0.00
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 21 5.0 2 9.52
Total 156 20.0 4 2.56
2018
SC 38 -28.3 1 2.63
ST 28 33.3 3 10.71
OBC 41 -32.8 0 0.00
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 11 -47.6 0 0.00
Total 118 -24.4 4 3.39
3.4 Free Provisions
Analysis of data collected from sample schools revealed that only tuition fee was
exempted for EWS/DG students in all the schools. No school provided free uniform and
text books. Material for extra-curricular activities and other items like ID card, school
batch etc. were provided free by only some schools (Total 25%; Rural 20%; Urban Development and Research Services Pvt. Ltd. 59
30%).
In all the schools (100%) parents had to pay for school uniforms and text books. In
majority of schools (Total 75%; Rural 80%; Urban 70%) they had to pay for material for
extra-curricular activities. Some of the schools (Total 40%; Rural 50%; Urban 30%) also
charged them for other items like school transport and computer classes etc. However,
in none of the school parents of these children were restricted to buy these items from
the respective school.
Tables 3.18 - 3.20 present the details.
Table 3.18: Distribution of sample schools, by area, providing free Items to
students admitted under section 12(1) (c) of RTE Act 2009 in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Uniform 0 0 0 0 0 0
Text Book 0 0 0 0 0 0
Materials for extra-curricular activity 2 20 3 30 5 25
Others (Specify) 3 30 2 20 5 25
Total 10 100.0 10 100.0 20 100.0
Table 3.19: Distribution of sample schools by area and items for which EWS parents
were required to pay for.
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fee 0 0 0 0 0 0
Uniform 10 100 10 100 20 100
Text Books 10 100 10 100 20 100
Material foe extra-curricular activity 8 80 7 70 15 75
Others 5 50 3 30 8 40
Total 10 100.0 10 100.0 13 100.0
Table 3.20: Distribution of sample schools by area where the parents were
restricted to buy school items in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 0 0 0 0 0 0
No 10 100 10 100 20 100
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 60
As per interaction with DEOs only tuition fee was free for the EWS/DG category of
students admitted under section 12(1) (c) of RTE Act 2009, the students had to pay for
their lunch fee, bus fare, books, dress and notebooks etc. Due to paucity of funds they
had requested GOI for additional funds to provide additional free facilities. It has been
noted that some of the enrolled EWS/DG students dropped out after admission to non-
affordability of expenses related to non-refundable expenses on school uniform, text
books and transport etc. charged by the schools. The other reason for their dropout
accounted for migration due to change of residence or economic consideration, natural
calamities and harvesting etc.
However, it may be reiterated that as per the rules notified by the state government, the
students are entitled to free text books, writing materials and uniforms etc. Relevant
extracts from MP State Government Rules ‘Right of children to Free and compulsory
Education Rules, 2011’ extended to the whole of Madhya Pradesh.
Rule 7: Admission of children belonging to weaker section and disadvantaged
group.
(1) The school referred to in sub-clauses (iii) and (iv) of clause (n) of section 2 shall
ensure that children admitted in pursuance of clause (c) of sub-section (1) of section
12 shall not be segregated from the other children in the classroom nor shall their
classes be held at places and timing different from the classes held for the other
children.
(2) The school referred to in sub-clauses (iii) and (iv) of clause (n) of section 2 shall
ensure that children admitted in pursuance of clause (c) of subsection (1) of section 12
shall not be discriminated from the rest of the children in any manner pertaining to
entitlement and facilities such as text books, uniform, library and information
Communication Technology facilities, extra-curricular and sports.
(3) The areas or limit of neighbourhood specified in rule 4 (1) shall apply to admission
made in pursuance of clause (c) of sub-section (1) of section 12: Provided that the
school may, for the purposes of filling up the requisite percentage of seats for children
referred to in clause (c) of subsection (1) of section 12 admit the children from the
extended limit of neighborhood as defined under clause (h) of sub-rule (1) of rule 2. Development and Research Services Pvt. Ltd. 61
(4) The Jan Shikshak shall maintain a list of children belonging to the disadvantaged
group and the weaker section in the limits of neighbourhood of every unaided school,
aided and specified category schools within his/her jurisdiction. 8. Reimbursement of
per-child expenditure by the State
Rule 8: Reimbursement of per-child expenditure by the State Government.
Reimbursement under sub-section (2) of section 12 read with sub-section (2) of
section 7 shall be made at the end academic session of every year, in March, as
decided by the State Government from time to time. For this purpose, the first
academic session shall be 2011- 12.
3.5 Retention
One of the objectives of the RTE Act is the retention of children in the schools for
elementary level education. Though no specific data was collected for retention rate of
EWS/DG categories of students at the primary and upper primary level of school
education, interaction with DEOs revealed that barring few drop-outs the retention rate
at the elementary level of school education of the said category of students admitted in
entry class (Nursery, KG and class1) is 100% in the state of Madhya Pradesh.
3.6 Drop-Outs
Majority of 70% schools both in rural and urban area had drop-outs of EWS/ DG
students after admission in sample schools in Madhya Pradesh.
Table 3.21presents the details
Table 3.21: Distribution of sample schools, by area, having drop-outs of EWS/
DG students after admission in sample schools in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 7 70 7 70 14 70
No 3 30 3 30 6 30
Total 10 100.0 10 100.0 20 100.0
One of the objectives of the RTE Act is the retention of children in schools for Development and Research Services Pvt. Ltd. 62
elementary level education and reduction in the dropout rate. In this regard, an action
plan is required to be prepared and followed by implementing agencies. In addition, an
institutional mechanism needs to be set up to collect and analyse data of children who
had dropped out for suggesting remedial measures to keep the problem under check.
As reported by Principals of some of the schools, most probable reasons for dropout of
children admitted in schools are (i) transfer of their parents; and (ii) change of place of
their residence.
3.7 Learning Achievement
Majority of schools rated the performance of EWS / DG students in comparison to other
students as ‘similar’(Total 55%; Rural 60%; Urban 50%). Interestingly, a significant
proportion of them rated it as ‘better’ (Total 45%; Rural 40%; Urban 50%). None of them
rated it as ‘weaker’.
Table 3.22 presents the details.
Table 3.22: Distribution of sample schools by performance of EWS / DG
students in comparison to other students in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Better 4 40 5 50 9 45
Similar 6 60 5 50 11 55
Weaker 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Most of the parents of EWS/DG students also expressed satisfaction with the learning
outcomes of their children. They had attended 2-3 parent-teacher meetings and the
discussion points were progress of their children in terms of getting education,
participation in sports and child’s behavior etc. They felt that their children received
good education the school.
It is important to note that the learning outcomes in schools depend equally on the
method and practice of teaching especially as an academic subject or theatrical
concept and the assessment system. Theory of pedagogy identifies the student as an
agent and the teacher as facilitator. Instructive guidelines are governed by the pupil’s Development and Research Services Pvt. Ltd. 63
background knowledge and experience, situation and environment, as well as learning
goals set by the student and teacher. An ideal Activity Based Learning (ABL) class
room is a multi-age; multi-activity classroom, divided into six groups. The groups are
divided into teacher-supported groups and peer-supported groups. Learning is through
pictorial card-supported activity. In peer-supported groups, the eldest child helps the
rest of the group. Textbooks are peripheral.
Discussion with most of the teachers of sampled schools revealed that the medium of
instructions in their schools was bi-lingual with emphasis on English. The education was
imparted with teaching learning material (TLM)method and through live demonstration
with nature and by playing activities. Most of the students attended the classes in
schools regularly.
3.8 Social Experience
As per provision of the Act, it is the duty of the Government to ensure inter alia that
children belonging to weaker sections and disadvantaged groups are not discriminated
again stand prevented from pursuing and completing elementary education; that
admission, attendance and completion of elementary education by every child is
monitored; that school building, teaching staff and learning equipment are provided;
good quality elementary education conforming to norms and standards is provided;
curriculum and courses of study are prescribed in a timely manner; and that school
teachers are trained.
Interaction with the parents of the school children revealed the following:
Behavior of the school children with each other was cordial.
Teachers had good relationship with students.
Their children did not face any language problem.
Their children integrated with other children without any bias.
Most of the school teachers also reported that the teaching, learning and attitude
of the students have become inclusive.
3.9 Impact
As per study findings the impact of implementation of Section 12(1) (c) of the RTE Act,
2009 in Madhya Pradesh has been as follows: Development and Research Services Pvt. Ltd. 64
It has a very positive impact on EWS/DG students. They are better disciplined,
respectful, well mannered, improved behavioral change and more
knowledgeable. Their social status has improved.
It has provided them an opportunity to have equanimity in education and has
increased their awareness level.
The learning and attitude of children in schools have become inclusive.
3.10 Financial Implications
Section 12 of the RTE Act provides that private unaided schools, providing free and
compulsory education under the Act, shall be reimbursed expenditure incurred by them
to the extent of per child expenditure incurred by the State, or actual amount charged
from the child, whichever is less. Further, Rule 8 of MP RTE Rules specifies that the
reimbursement shall be made at the end of academic session of every year in March as
decided by the State Government from time to time.
As per the procedure laid down by Department, the submission of proposal for
reimbursement of fees by schools, their sanctions by DPCs and release orders for
payment to schools are done through the online RTE module developed by the
Department in the Education Portal. DPC sanctions the proposal of school after
verification by nodal officer. Thereafter, an advice is generated through the portal for
issuing release order to the nodal bank for transferring the amount to the school’s bank
account.
The study noted that majority of 80% schools both in rural as well as in urban area did
not have separate bank account for reimbursements. Average amount per child per
annum reimbursed to school in Madhya Pradesh was found to be Rs.4037 in rural are
and Rs.4308 in urban area. Overall in the combined Rural and urban area, the
percentage of funds received against the amount of funds applied for reimbursement
was at the level of 71%, 34% and 2% only during 2015-16, 2016-17 and 2017-18
respectively. Four(rural schools) out of 16total schools in 2016-17; and 3 (2 rural + 1
urban) out of 4 total schools in 2017-18 had not received the funds till the time of
survey. Majority of the schools (Total 65%; Rural 70%; Urban 60%) faced some
problem in receiving reimbursement funds. However, only 2 urban schools had some
requirement of additional funds to meet the fund deficit post receipt reimbursement.
Development and Research Services Pvt. Ltd. 65
Table 3.23-3.27 present the details.
Table 3.23: Distribution of sample schools having separate bank accounts for receiving
Reimbursement funds in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 2 20 2 20 4 20
No 8 80 8 80 16 80
Total 10 100.0 10 100.0 20 100.0
Table 3.24: Reimbursement of funds to schools by area in Madhya Pradesh from
2015-2018
Parameter 2015-16 2016-17 2017-18
Rural
No. of Schools applied for reimbursement of funds 10 9 2
No. of Schools received funds 10 5 0
Amount of funds applied for reimbursement (Rs.) 4164810 7540725 5513380
Funds received (Rs.) 2979567 1025422 0
% Funds received 72 14 0
Urban
No. of Schools applied for reimbursement of funds 7 7 2
No. of Schools received funds 7 7 1
Amount of funds applied for reimbursement (Rs.) 3772917 2736897 690570
Funds received (Rs.) 2646178 2499679 132570
% Funds received 70 91 0
Total (Rural +Urban)
No. of Schools applied for reimbursement of funds 17 16 4
No. of Schools received funds 17 12 1
Amount of funds applied for reimbursement (Rs.) 7937727 10277622 6203950
Funds received (Rs.) 5625745 3525101 132570
% Funds received 71 34 2
Table 3.25: Distribution of sample schools facing some problem in receiving
reimbursement funds in Madhya Pradesh
List of items Distribution of schools
Rural Urban Total
No. No. No.
Yes 7 6 13
No 3 4 7
Total 10 10 20 Development and Research Services Pvt. Ltd. 66
70
60
65
30
40
35
0
20
40
60
80
100
120
RuralUrbanTotal
Figure 3.5- Distribution of sample schools(In %) facing some
problem in receiving reimbursement funds in MP
YesNo
Table 3.26: Distribution of sample schools having some requirements from
school post receiving reimbursement in Madhya Pradesh
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 0 0 2 20 2 10
No 10 100 8 80 18 90
Total 10 100.0 10 100.0 20 100.0
Table 3.27: Average amount of reimbursement per annum per student received by
school in rural and urban area in Madhya Pradesh
Area Amount of reimbursement (Rs.)
Rural 4037
Urban 4308
Total 4180
3.11 Recommendations for Improvement
Based on the study findings, interaction with the stakeholders and observations of the
study team, following recommendations are made to improve implementation of the
Section 12(1) (c) of the RTE Act, 2009 in Madhya Pradesh:
Development and Research Services Pvt. Ltd. 67
Like in Delhi the state government of Madhya Pradesh must also take
necessary measures to strengthen the monitoring mechanism; gradation of
private schools; track the progress of students enrolled under Section 12(1) (c)
of RTE Act 2009; link attendance (75%) with promotion from one class to next
class and ensure no detention till class 5; awareness generation; mechanism
for submission of off-line application forms; ensure that the schools organise
an orientation programme for parents; update residential address of students
periodically; schools provide free school uniform, text books and stationery to
the students admitted under Section 12 (1) (c) of the RTE Act; check retention
and drop - out rates; training of teachers; strengthen school administration;
ensure timely reimbursement of fund; and redressal mechanism.
Admission process should start well on time and before the month of April, the
beginning of the academic session.
The selection process must involve verification of given residential address
through personal home visits.
School should have right to disqualify any student with a valid reason.
…. Development and Research Services Pvt. Ltd. 68
CHAPTER 4
KARNATAKA
4.1 Introduction
4.1.1 Organisational set-up
The Department of Public Instruction in the Government of Karnataka is the sole
authorized board for implementation of RTE Act in Karnataka. The Commissioner for
Public Instruction is responsible for its overall implementation in the State. A Deputy
Director of Public Instruction (DDPI) assists him in this regard. The School
Development and Monitoring Committee (SDMC) is the designated local authority
which implements the provisions of the Act at the school level. The SDMC ensures that
every child in the jurisdiction of the respective school gets enrolled in the school,
attends school regularly and gets quality education. The SDMC also ensures that there
are no drop-outs/out-of-school children in its jurisdiction. The head teacher of the
school is required to periodically bring to the notice of the SDMC all such lapses and
violations of the Act and Rules. The SDMC informs the Block Education Officer (BEO)
about the observations made. The BEO reports them to the DDPI and SDPI for
information and needful intervention.
4.1.2 Notification of Rules
In exercise of powers conferred under the RTE Act, the Government of Karnataka
notified Right of Children to Free and Compulsory Education Rules, 2012 (Karnataka
RTE Rules) on 28 April 2012.
The Karnataka RTE Rules inter alia provide for the following:
Duties of State government and local authority relating to identification of
children. Special training for out of school children for a minimum period of three
months and maximum period of not exceeding two years.
Areas or limit of neighborhood school and procedure for recognition of private
schools.
Procedures for formation and functioning of school management committee,
preparation of school development plan and grievances redressal of teacher.
It prohibits segregation of children belonging to weaker section and Development and Research Services Pvt. Ltd. 69
disadvantaged group admitted in private unaided school from other children in
the classroom and discrimination from rest of children in any manner in the
classroom, during mid-day meals, in the play grounds, in the use of drinking
water and toilet facilities and in the cleaning of toilets and classrooms.
.
4.1.3 Awareness generation
Publicity and awareness measures adopted by the state government for
implementation of the Act include dissemination of important information, including
government orders and circulars, through print and electronic media. Posters, bills,
brochures and information booklets are printed and supplied to for distribution through
field level functionaries. All Block Education Officers, Nodal Officers and Heads of
schools are provided training on the issues related to RTE Act. Consultation meetings
are held to sensitize heads of school managements, NGOs, activists and people’s
representatives. Government orders and circulars issued are published in the website.
4.1.4 Sampling Units
To pursue the study objectives in Karnataka, a sample of 20 un-aided schools, 10 each
from rural and urban area, was selected. Table 4.1 given below presents their
distribution by gender, educational and aided/un-aided categories.
Table 4.1: Distribution of sample schools by area and different categories in
Karnataka
Category Rural Urban Total
Distribution by educational categories
Primary 0 1 1
Upper Primary 0 3 3
Secondary 10 6 16
Total 10 10 20
Distribution by aided / un-aided categories
Aided 0 0 0
Un-aided 10 10 20
Total 10 10 20
Distribution by gender categories
Boys 0 0 0
Girls 0 0 0
Co-ed 10 10 20
Total 10 10 20 Development and Research Services Pvt. Ltd. 70
4.2 Admission Process
The admission process of children belonging to disadvantaged groups and weaker
section in the private un-aided schools’ U/S 12(1) (c) of the RTE Act commenced in
Karnataka from 2012-13.
4.2.1 Definitions and terms / rules for admission
Section 12 (1) (c) of the RTE Act includes children belonging to Economically Weaker
Section (EWS) and children belonging to Disadvantaged Group (DG). Children
belonging to EWS category are those whose parents have annual family income from
all sources amounting to less than one lakh rupees. The children belonging to
Disadvantaged Group include those belonging to, Scheduled Castes (SCs), Scheduled
Tribes (STs), non-creamy layer Other Backward Classes (OBCs), Children with Special
Needs and suffering from disability, Orphans and Transgender.
Till 2014-15 applications were invited offline giving options to mark preference to 5
schools in the neighbourhood. Maximum income limit fixed was Rs.3.5 lakhs per
annum. Preference was given to those having less than Rs.1 lakh annual income.
Lottery system was adopted at school level in presence of the departmental
representatives in case of more applications to select the required number of students
for admission.
However, from 2015-16 onwards, the process of admission has become online.
4.2.2 Processes
Entire admission process has been computerised through specially developed
software for this purpose. Applications are invited online.
Aadhaar Card number is mandatory to identify the neighbourhood.
The validity of the data of caste, income, medical certificates is verified online
with the help of Atal Jana Snehi Kendra.
Seats are allotted through online lottery with the help of software developed by
NIC at the Head Office.
The successful applicants of the computerized draw of lots are informed about
the school allotted for admission under EWS/DG category through SMS on their
registered mobile number.
Thereafter the parents get in touch with the concerned school and get their Development and Research Services Pvt. Ltd. 71
children admitted to complete the process. In case some seats remain unfilled,
second and third round of computerised draws are also conducted.
4.2.2 Interaction with Parents
Interaction with parents revealed that the process of admission at the entry level was
online. They had given preference for admission in 3-4 schools. They did not pay any
money for purchasing the application form for admission of their child. They were
informed about the admission of their child through SMS received on their registered
mobile number. They had submitted their BPL cars, birth certificate and Aadhaar card,
caste and income certificate along with the application form. Some of the parents
mentioned that the verification team didn’t come to their place. Most parents didn’t face
any difficulty during the admission process. Some of them had to pay for books and
school dress. It was interesting to note that children of none of the parents faced any
problem in the school.
4.2.3 Interaction with Principals / School Headmasters
The Principals / School Headmasters of the sampled schools informed that the
measures taken to advertise reservation of 25% seats under RTE mainly include
display on school notice board by 80% schools ( 80% Rural + 80% Urban); followed by
advertisement through print media by 35% schools (30% Rural + 40% Urban); and DoE
Portal by 5% schools (10% Rural + 0% Urban). Most of the rural schools (60-80%)
displayed / provided necessary information regarding number of seats available;
neighbourhood criterion; documents required for submission with application for
admission; and deadline for form submission. However, only 30% schools exhibited the
date of draw for admission. In urban area also most of the schools (90-100%) provided
necessary information regarding number of seats available; documents required for
submission with application for admission; and deadline for form submission. However,
only 50% schools informed about neighbourhood criterion and date of draw for
admission. All the schools (100%) were visited by the education department to
streamline the process of admission, enrolment and inclusion in Karnataka. Almost all
of them (Total 95%, Rural 100%, Urban 90% schools) had taken necessary steps to
facilitate form submission by the parents. Some of the schools both in rural as well as in
urban area did not know about the different types of information being collected by the
government on the RTE portal in the state. About 50-90% rural schools and 20-80% Development and Research Services Pvt. Ltd. 72
urban schools had limited knowledge about some of the information being collected in
this regard. Majority of the schools (Total 65%; Rural 70%; Urban 60%) did not impart
any special training to teachers for teaching and dealing with students of EWS and DG
categories. Most of the schools (Total 65%; Rural 50%; Urban 80%) did not take any
follow-action with drop-outs to help and motivate them for continuing their education.
Tables 4.2 – 4.8 given below present the details.
Table 4.2: Distribution of schools by area and measures taken to advertise the
25% seats reserved under RTE in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Advertisement through print media 3 4 7
School Notice board 8 8 16
DoE Portal 1 0 1
Others 0 0 0
Total 10 10 20
Table 4.3: Distribution of schools that provide/display information for parents
aboutadmission process in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Number of seats available 8 9 17
Neighborhood Criterion 6 5 11
Document required 7 9 16
Deadline for form submission 6 10 16
Date of lottery 3 5 8
Total 10 10 20
30
80
10
40
80
0
35
80
5
0
20
40
60
80
100
Advertisement through print mediaSchool Notice boardDoE Portal
Figure 4.1- Distribution of schools(in %) by area and
measures taken to advertise the 25% seats reserved under
RTE in Karnataka
RuralUrbanTotal Development and Research Services Pvt. Ltd. 73
Table 4.4: Distribution of schools, by area, that had visits from the education department
regarding the process of admission, enrolment and inclusion in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 10 100 10 100 20 100
No 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Table 4.5: Distribution of schools, by area, that had taken steps to facilitate form
submission by parents in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Yes 10 9 19
No 0 1 1
Total 10 10 20
80
60
70
60
30
90
50
90
100
50
85
55
80 80
40
0
20
40
60
80
100
120
Number of seats
available
Neighbourhood
Criterion
Document requiredDeadline for form
submission
Date of lottery
Figure 4.2- Distribution of schools (In %) that provide/display
information for parents about admission process in
Karnataka
RuralUrbanTotal Development and Research Services Pvt. Ltd. 74
100
90
95
10
5
84%
86%
88%
90%
92%
94%
96%
98%
100%
RuralUrbanTotal
Figure 4.3- Distribution of schools(No in %), by area, that had
taken steps to facilitate form submission by parents in
Karnataka
YesNo
Table 4.6: Distribution of schools by area and type of information government collects
on RTE portal in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fees 9 90 6 60 15 75
Cost of Text Books, Uniforms 5 50 6 60 11 55
Other Learning materials 5 50 2 20 7 35
Other School charges 5 50 2 20 7 35
Entry Level Class 9 90 6 60 15 75
Number of available seats 7 70 6 60 13 65
Applications received 9 90 8 80 17 85
Neighbourhood 6 60 7 70 13 65
Name and details of final children
and parents enrolled
8 80 8 80 16 80
Details of children continuing
education
8 80 7 70 15 75
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 75
30
40
35
70
60
65
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RuralUrbanTotal
Figure 4.4 - Distribution of schools (In %), by area, that impart some
special training to teachers for teaching/dealing with students of EWS
and Disadvantaged section in Karnataka
YesNo
Table 4.7: Distribution of schools, by area, that impart some special training to
teachers for teaching/dealing with students of EWS and Disadvantaged section in
Karnataka
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Yes 3 4 7
No 7 6 13
Total 10 10 20
Table 4.8: Distribution of schools, by area, that follows up with dropout studentsin
Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 5 50 2 20 7 35
No 5 50 8 80 13 65
Total 10 100.0 10 100.0 20 100.0
4.3 Enrolment in schools
As per RTE Act, the Government must ensure compulsory admission, attendance and
completion of elementary education by every child. For this purpose, identification of
children is a critical starting step followed by their enrolment in school. Section 9 of the
Act provides that every local authority would maintain records of children up to the age Development and Research Services Pvt. Ltd. 76
of 14 years residing within its jurisdiction. Rule 6 of Karnataka RTE Rules states that
the local authority would maintain records of all children in its jurisdiction, through a
household survey, from their birth till they attain 14 years. This record was envisaged to
include status of pre-primary/elementary education of the child in the jurisdiction of
respective local authorities, children requiring special facilities/residential facilities on
account of migration and sparse population, etc.
However, as per discussion with concerned authorities of the government at the state
and district level, there is no separate authority to maintain records of all children within
the age group of 6 to 14 years at District or State level. But HM of every government
school maintains the records of school going children. Child census is conducted and
consolidated periodically and out of school children are mainstreamed through various
interventions.
4.3.1 Current enrolment status
The study observed that among the current total strength of students in the sample
schools in Karnataka, percentage of students enrolled under EWS / DG category total
strength was about 12% (Rural 11%; Urban 13%). However, the drop-out rate of
students admitted under these categories was relatively more in urban area than that in
rural area (Rural 0.19%; Urban 3.01%).
In this context, the strength of EWS / DG students in terms of new admissions shows
marginal increase in rural area (Total admission 11.09%; New admissions 11.25%) but
substantial decrease in urban area (Total admission 12.57%; New admissions 6.82%).
Overall, the percentage of students admitted under EWS / DG category in new
admissions was at the level of about 8.99% (Rural 11.25%; Urban 6.82%) as against
15.59% (Rural 16.94%; Urban 14.39%) in the total strength of students in the schools.
Development and Research Services Pvt. Ltd. 77
Table 4.9 presents the details
Table 4.9: Current enrolment in sample schools in Karnataka
Class
Total No. of
Student in
school
Total No. of
Admission
Under EWS/DG
Category
Total No. of
Student
Admitted Under
EWS/DG
Category Who
Have dropped
out
Total No.
of New
Admission
New Admission Under
EWS/DG Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Rural 9404 1043 11.09 2 0.19 1893 213 11.25
Urban 6347 798 12.57 24 3.01 1979 135 6.82
Total 15751 1841 11.69 26 1.41 3872 348 8.99
4.3.1.1 Current class-wise enrolment
A. Rural area
Probe into class-wise current enrolment revealed that the percentage of students
enrolled under EWS / DG category out of the current total strength has been at
maximum level of 18.39% in class 2 and minimum at 0.00% level in class 8 in the rural
area; like – wise their enrolment in new admissions was at maximum level of 24.00% in
class 5 and minimum level of 0.00% at class 8. Further, the drop -out rate was
maximum (1.04%) in class 1 and minimum (0%) in all other classes. Overall drop-out
rate was 0.19% (N=1043).
Development and Research Services Pvt. Ltd. 78
Table 4.10 presents the details.
Table 4.10: Current class-wise enrolment in sample schools in Rural Karnataka
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of
Student
Admitted Under
EWS/DG
Category Who
Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
796 117 14.70 0 0.00 796 117 14.70
Pre-
Primary/ KG
887 134 15.11 0 0.00 157 13 8.28
1 1107 193 17.43 2 1.04 420 23 5.48
2 1104 203 18.39 0 0.00 68 10 14.71
3 1017 135 13.27 0 0.00 60 9 15.00
4 963 72 7.48 0 0.00 71 9 12.68
5 890 41 4.61 0 0.00 50 12 24.00
6 962 101 10.50 0 0.00 81 10 12.35
7 810 47 5.80 0 0.00 72 10 13.89
8 868 0 0.00 0 0.00 118 0 0.00
Total 9404 1043 11.09 2 0.19 1893 213 11.25
B. Urban area
Similar probe into class-wise current enrolment in urban area revealed that the
percentage of students enrolled under EWS / DG category out of the current total
strength has been at maximum level of 20.87% in Pre-School / Nursery class and
minimum at 0.00% level in class 8. Their enrolment in new admissions was also at
maximum level of 20.87% in Pre-School / Nursery class and minimum level of 0.00% at
class 2 to 8. Further, the drop -out rate was maximum (13.04%) in class 7 and minimum
(0%) in class 8. Overall drop-out rate was 3.01% (N=798).
Development and Research Services Pvt. Ltd. 79
Table 4.11 presents the details.
Table 4.11 Current class-wise enrolment in sample schools in Urban Karnataka
Class
Total No. of
Student in
Class
Total No. of
Admission
Under EWS/DG
Category
Total No. of Student
Admitted Under
EWS/DG Category
Who Have dropped
out
Total No.
of New
Admission
New Admission
Under EWS/DG
Category
No.
% wrt
Col.(2)
No.
% wrt
Col.(3)
No.
% wrt
Col.(7)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Pre-School/
Nursery
575 120 20.87 4 3.33 575 120 20.87
Pre-
Primary/ KG
625 125 20.00 1 0.80 230 2 0.87
1 766 146 19.06 2 1.37 301 13 4.32
2 666 99 14.86 0 0.00 120 0 0.00
3 661 69 10.44 1 1.45 139 0 0.00
4 672 101 15.03 4 3.96 126 0 0.00
5 646 54 8.36 3 5.56 121 0 0.00
6 669 38 5.68 3 7.89 171 0 0.00
7 628 46 7.32 6 13.04 65 0 0.00
8 439 0 0.00 0 0.00 131 0 0.00
Total 6347 798 12.57 24 3.01 1979 135 6.82
It is important to note that the percentage of students enrolled under EWS / DG category
out of the current total strength as well as out of new admissions in all classes has been
less than 25% both in rural and urban area. This calls for urgent attention for strict
compliance of prescribed guidelines and monitoring the progress of implementation of
the Act.
As per interaction with the stakeholders, the reasons for not admitting full 25 percent
quota of admission are as follows:
Delay in admission process.
Schools preferred by some parents do not qualify the neighbourhood criteria.
Absence of demand. Only the most preferred schools can fill up their full quota of
25%.
Lack of awareness and knowledge among target groups.
Development and Research Services Pvt. Ltd. 80
4.3.2 Enrolment at entry class
A. Rural area
Enrolment at entry class in sample schools in rural Karnataka was dominated by boys by
8-14 percentage points every year from 2015-2018. Total enrolment made every year
increased from minimum of 1323 in 2016 to maximum of 1569 in 2018 registering an
increase of about 19%. The study also observed that maximum percentage of students
that left the schools without TC was less than 1% during the said period.
Table 4.12 presents the details.
Table 4.12: Admissions in entry class in sample schools from 2015 to 2018 in
Rural Karnataka
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 747(53.8%) 642(43.2%) 1389(100%) 1 1 2 0.14
2016 715(54.0%) 608(46.0%) 1323(100%) 7 4 11 0.83
2017 815(57.0%) 616(43.0%) 1431(100%) 2 3 5 0.35
2018 882(56.2%) 687(43.8%) 1569(100%) 5 7 12 0.76
B. Urban area
Similarly, enrolment at entry class in sample schools in urban Karnataka was also
dominated by boys by 6-11 percentage points every year from 2015-2018. Total
enrolment made every year gradually increased from minimum of 1172 in 2015 to
maximum of 1520 in 2018 registering an increase of about 30%. The study also
observed that maximum percentage of students that left the schools without TC was less
than 1% during the said period.
Table 4.13 presents the details.
Table 4.13: Admissions in entry class in sample schools from 2015 to 2018 in
Urban Karnataka
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No. % wrt Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 619(52.8%) 553(47.2%) 1172(100%) 0 0 0 0.00
2016 666(55.3%) 539(44.7%) 1205(100%) 2 0 2 0.17
2017 739(53.1%) 654(46.9%) 1393(100%) 0 1 1 0.07
2018 815(53.6%) 705(46.4%) 1520(100%) 1 2 3 0.20
Development and Research Services Pvt. Ltd. 81
52.8 53.1 53.4
56.8
47.2 46.9 46.6
43.2
0
10
20
30
40
50
60
2015201620172018
Figure 4.5- Admissions in entry class in sample schools by gender
under section 12(1) (C) of RTE Act 2009 _Rural Karnataka (In %)
BoysGirls
4.3.3 Enrolment under Section 12(1) (c) of RTE Act, 2009
A. Rural area
Enrolment under section 12(1) (c) of RTE Act 2009at the entry class in sample schools in
rural Karnataka was dominated by boys over girls by 6-14 percentage points every year
from 2015-2018. Year-wise, not much variation is seen in total enrolment as it ranged
from the lowest of 209 in 2016 to highest of 241 in 2018 registering an increase of about
12%. Further, only less than 2.4% students left the school without Transfer Certificates
during 2015-2018.
Table 4.14 presents the details.
Table 4.14: Admissions in entry class in sample schools by gender under section
12(1) (C) of RTE Act 2009 (EWS/DG) from 2015 to 2018 in Rural Karnataka
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 113 101 214(100%) 1 1 2 0.93
2016 111 98 209(100%) 3 2 5 2.39
2017 127 111 238(100%) 0 0 0 0.00
2018 137 104 241(100%) 2 3 5 2.07
Development and Research Services Pvt. Ltd. 82
B. Urban area
Unlike in rural area, enrolment under section 12(1) (c) of RTE Act 2009at the entry class
in sample schools in urban Karnataka was dominated by girls over boys by about 1-3
percentage points during 2015-17. However, in 2018, boys dominated girls by about 4
percentage points in this regard. Year-wise, total enrolment ranged from the lowest of
135 in 2015 to highest of 175 in 2017 registering an increase of about 12%. Further, only
less than 2.4% students per year left the school without Transfer Certificates during
2015-2018.
Table 4.15 presents the details.
Table 4.15: Admissions in entry class in sample schools by gender under section
12(1) (c) of RTE Act 2009 (EWS/DG) from 2015 to 2018 in Urban Karnataka
Year
Admission taken Left Out (Without TC)
Boys Girls TOTAL Boys Girls
TOTAL
No.
% wrt
Col (4)
(1) (2) (3) (4) (5) (6) (7) (8)
2015 67(49.6%) 68(50.4%) 135(100%) 0 0 0 0.00
2016 67(48.6%) 71(51.4%) 138(100%) 1 0 1 0.72
2017 87(49.7%) 88(50.3%) 175(100%) 0 0 0 0.00
2018 90(52.0%) 83(48.0%) 173(100%) 1 2 3 1.73
Analysis of the admission data in rural area by different categories of students reveals
that admissions of SCs, STs, OBCs, Children with Special Needs (CwD) and students of
EWS categories had a mixed trend of growth over previous years. Maximum SC
students (37) were admitted 2018; STs (13) in 2017 and 2018; OBCs (191) in 2018. No
child of orphan and EWS category got admitted in sampled schools during 2015-2018.
Maximum of OBCs (2.91%) in 2016 left the school without Transfer Certificates.
Development and Research Services Pvt. Ltd. 83
Table 4.16 presents the details.
Table 4.16: Admissions in entry class in sample schools by DG (social), EWS and
disability category under section 12(1) (c) of RTE Act 2009 from 2015 to 2018 in
Rural Karnataka
Category
Admission taken Left Out (Without TC)
Number of
students
% inc/dec over
previous year
Number of
students
%
2015
SC 43 0 0.00
ST 9 0 0.00
OBC 160 2 1.25
CwD 2 0 0.00
Orphans 0 0 0.00
EWS 0 0 0.00
Total 214 2 0.93
2016
SC 29 -32.6 0 0.00
ST 8 -11.1 0 0.00
OBC 172 7.5 5 2.91
CwD 0 -100.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 209 -2.3 5 2.39
2017
SC 35 20.7 0 0.00
ST 13 62.5 0 0.00
OBC 190 10.5 0 0.00
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 238 13.9 0 0.00
2018
SC 37 5.7 0 0.00
ST 13 0.0 0 0.00
OBC 191 0.5 5 2.62
CwD 0 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 241 1.3 5 2.07
Development and Research Services Pvt. Ltd. 84
Likewise, analysis of the admission data in urban area by different categories of students
reveals that admissions of SCs, STs, OBCs, Children with Special Needs (CwD) and
students of EWS categories had a mixed trend of growth over previous years. Maximum
SC students (54) and STs (16) were admitted 2017; and OBCs (108) in 2018. No child of
orphan and EWS category got admitted in sampled schools during 2015-2018. Maximum
of OBCs (2.78%) in 2018 left the school without Transfer Certificates.
Table 4.17 presents the details.
Table 4.17: Admissions in entry class in sample schools by DG (social category),
EWS and disability category under section 12(1) (C) of RTE Act 2009 from 2015
to 2018 in Urban Karnataka
Category
Admission taken Left Out (Without TC)
Number of
students
% (inc/dec) over
previous year
Number of
students
%
2015
SC 42 0 0
ST 15 0 0
OBC 77 0 0
CwD 1 0 0
Orphans 0 0 0
EWS 0 0 0
Total 135 0 0
2016
SC 47 11.9 1 2.13
ST 16 6.7 0 0.00
OBC 75 -2.6 0 0.00
CwD 0 -100.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 138 2.2 1 0.72
2017
SC 54 14.9 0 0.00
ST 16 0.0 0 0.00
OBC 104 38.7 0 0.00
CwD 1 0.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 175 26.8 0 0.00 Development and Research Services Pvt. Ltd. 85
Category
Admission taken Left Out (Without TC)
Number of
students
% (inc/dec) over
previous year
Number of
students
%
2018
SC 50 -7.4 0 0.00
ST 15 -6.3 0 0.00
OBC 108 3.8 3 2.78
CwD 0 -100.0 0 0.00
Orphans 0 0.0 0 0.00
EWS 0 0.0 0 0.00
Total 173 -1.1 3 1.73
4.4 Free Provisions
Analysis of data collected from sample schools revealed that only tuition fee was
exempted for EWS/DG students in all private un-aided schools; maximum of 50%
schools (Rural 60% + Urban 40%) provided free text books; followed by 30% schools
(Rural 0% + Urban 60%) gave free material for extra-curricular activities; and only 25%
schools (Rural 20% + Urban 30%) provided them free uniforms.
In the majority of 75% schools (Rural 70% + Urban 80%) parents of the EWS students
had to pay for uniforms; material for extra-curricular activities in 70% schools (Rural
100% + Urban 40%). About half of the schools (Rural 40% + Urban 60%) charged them
for text books also. However, in none of the school parents of these children were
restricted to buy these items from the respective school.
Tables 4.18 - 4.20 present the details.
Table 4.18: Distribution of sample schools, by area, providing free Items to
students admitted under section 12(1) (C) of RTE Act 2009 in Karnataka
List of items Distribution of schools
Rural Urban Total
No. % No. % No. %
Uniform 3 30 2 20 5 25
Text Book 6 60 4 40 10 50
Materials for extra-
curricular activity
0 0 6 60 6 30
Others (Specify) 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Development and Research Services Pvt. Ltd. 86
Table 4.19: Distribution of sample schools by area and items for which EWS parents
were required to pay for.
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Tuition Fee 0 0 0 0 0 0
Uniform 7 70 8 80 15 75
Text Books 4 40 6 60 10 50
Material foe extra-curricular activity 10 100 4 40 14 70
Others 0 0 0 0 0 0
Total 10 100.0 10 100.0 20 100.0
Table 4.20: Distribution of sample schools by area where the parents were
restricted to buy school items in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 0 0 0 0 0 0
No 10 100 10 100 20 100
Total 10 100.0 10 100.0 20 100.0
The RTE Act provides for the right of children to free and compulsory education till
completion of elementary education in a neighbourhood school. It clarifies that
‘compulsory education’ means obligation of the appropriate government to provide free
elementary education and ensure compulsory admission, attendance and completion of
elementary education to every child in the six to fourteen age group. ‘Free’ means that
no child shall be liable to pay any kind of fee or charges or expenses which may
prevent him or her from pursuing and completing elementary education.
Relevant extracts from the State RTE Rules, Karnataka also reaffirm the same as
reproduced below:
‘All the children attending such schools are entitled to all facilities given by the state –
scholarships, free uniforms, free textbooks, free midday meals, free school bags,
writing materials, and any other facility that may be introduced from time to time, etc.
These facilities shall also be made available to children admitted under the 25% quota
in private un-aided schools. Development and Research Services Pvt. Ltd. 87
The state shall ensure that all the children admitted in unaided schools under the 25%
quota are given all the free entitlements which the children get in a government school -
free uniforms, textbooks, school bags, scholarships, mid-day meals, etc.’
However, as per interaction with the State Project Director, EWS/DG category of
students admitted under section 12(1) (c) were provided free tuition fee in private un-
aided schools. Textbooks and uniform from the schools were being given them free
only till the year 2015-16. Pursuant to the government order dated: 03.03.2017, children
studying in CBSE, ICSE schools have to bear the cost of uniform, textbooks and other
materials. Children studying in state board schools are provided free text books by the
government. However, they had to purchase school uniform from the open market.
Parents of most of the children also informed that the schools covered only tuition fee
and they had to pay for everything else. As some parents could not pay for the text
books and uniforms etc. charged by some schools, their students dropped out after
admission. Some students also dropped out due change of residence and work place of
their parents.
4.5 Retention
Retention rate is the percentage of school’s first time enrolled students who continue at
that school the next year. Though no specific data was collected for EWS/DG
categories of students first time enrolled who continued at the respective schools during
next year as well, interaction with government authorities revealed that the retention
rate in the state increased from 96.6% during 2012-13 to 98.37% in 2017-18.
As per the RTE Act’s no-detention policy, it is the responsibility of the teachers to
improve the learning outcomes of the students and enable them to continue studying
further.
4.6 Drop-Outs
As per government authorities at the state and district level, dropout rate at Low
Performance School (LPS) level decreased from 2.56% (2012-13) to 1.63% (2017-18) in
Karnataka.
Analysis of school survey data revealed that majority of 65% schools (60% Rural + 70%
Urban) had no drop-out of EWS/ DG students after admission in sample schools in the
state. However, the rest of 35% sample schools (40% Rural + 30% Urban) had some
drop-outs. Development and Research Services Pvt. Ltd. 88
Table 4.21 presents the details
Table 4.21: Distribution of sample schools, by area, having drop-outs of EWS/ DG
students after admission in sample schools in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 4 40 3 30 7 35
No 6 60 7 70 13 65
Total 10 100.0 10 100.0 20 100.0
One of the objectives of the RTE Act is the retention of children in schools for elementary
education and reduction in the dropout rate. In this regard, an action plan is required to
be prepared and followed by implementing agencies. In addition an institutional
mechanism need to be set up to collect and analyse data of children who had dropped
out for suggesting remedial measures to keep the problem under check.
As reported by Principals of some of the schools, most probable reasons for dropout of
children admitted in schools are (i) transfer of their parents; and (ii) change of place of
their residence.
The role of the teacher, too, is critical, as drop-outs often speak of teachers beating
them, and complain that teachers generally waste class time rather than attending to
their needs in imparting quality education.
4.7 Learning Achievement
As per interaction with the government authorities at the state and district level, class
wise learning outcomes of each subject are identified by the DSERT as per the
directions of MHRD. Draft Rules to incorporate learning outcomes in the State Rules
have been prepared. A study by Mr. Vijaya Kumar Damera, I.A.S. reveals that the
performance of children admitted under RTE Act, is equal or better than that of other
children.
Majority of the 50% sampled schools (40% Rural + 60% Urban) rated the performance of
EWS / DG students in comparison to other students as ‘similar’. Interestingly, a
significant proportion of 35% schools (30% Rural + 40% Urban) rated it as ‘better’. Only
15% schools (30% Rural + 0% Urban) termed it as ‘weaker’.
Development and Research Services Pvt. Ltd. 89
Table 4.22 presents the details.
Table 4.22: Distribution of sample schools by performance of EWS / DG students
in comparison to other students in Karnataka
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Better 3 30 4 40 7 35
Similar 4 40 6 60 10 50
Weaker 3 30 0 0 3 15
Total 10 100.0 10 100.0 20 100.0
4.8 Social Experience
As per provision of the Act, it is the duty of the Government to ensure inter alia that
children belonging to weaker sections and disadvantaged groups are not discriminated
again stand prevented from pursuing and completing elementary education; that
admission, attendance and completion of elementary education by every child is
monitored; that school building, teaching staff and learning equipment are provided;
good quality elementary education conforming to norms and standards is provided;
curriculum and courses of study are prescribed in a timely manner; and that school
teachers are trained.
Interaction with the parents of the school children revealed that they had very positive
social experience about treatment given to their children in sample schools.
• Most of the school teachers reported that all students were very friendly.
Behaviour of students with each other was cordial.
• Teachers had very positive, supportive, open, interactive, firm and encouraging
relationship with students.
• As per state and district level authorities stray cases of discrimination were
reported during 2013-14 in newspapers. But issues were sorted out
subsequently due to increased awareness among parents and teachers.
• In many schools even teachers were unable to distinguish between RTE and
non-RTE student.
4.9 Impact
As per study findings the impact of implementation of Section 12(1) (c) of the RTE Act,
2009 in Karnataka has been as follows:
It has a very positive impact on EWS/DG students. They are getting good Development and Research Services Pvt. Ltd. 90
education in terms of knowledge, discipline, good behavior, communication
abilities, communal harmony, team spirit etc.
Inclusive learning.
Enhancement of social status.
Improvement awareness level.
Low and medium budget schools are happy to implement RTE Act in view of
substantial amount of fee reimbursement to schools for children admitted under
Section 12(1) (c) of the RTE Act.
However, many high budget schools are implementing RTE Act reluctantly and
trying to get status of linguistic minority. This has an adverse impact on
implementation of the RTE Act.
There has been slight decrease in the student enrolment in Govt. schools and
gradual increase in the un-aided private schools.
4.10 Financial Implications
Section 12 of the RTE Act provides that private unaided schools, providing free and
compulsory education under the Act, shall be reimbursed expenditure incurred by them
to the extent of per child expenditure incurred by the State, or actual amount charged
from the child, whichever is less. Further, Rule 8 of MP RTE Rules specifies that the
reimbursement shall be made at the end of academic session of every year in March as
decided by the State Government from time to time.
As per discussion with the government authorities at the state and district level, a
separate software has been developed by the state for reimbursement of fees to
schools; and facilitating the heads of the school managements to upload their
management details, students details and expenditure incurred etc. Per child
expenditure is auto calculated on the basis of total recurring expenditure incurred as
per the audit report, divided by total number of children enrolled in the school. For this
purpose, three factors are taken into account, namely (i) actual fee charged to the child,
(ii) per child cost as per the audit and (iii) maximum fee fixed by the government. The
least of the three factors is reimbursed to schools through Khazane-2 software.
The school claims the reimbursement through online software and forward to the Block
Education Officer, who in turn verifies and approves the claim, then submits to the Development and Research Services Pvt. Ltd. 91
Deputy Director of Public Instruction in batches of 20. The DDPI verifies and approves
the claims and submits to the Commissioner for Public Instruction. The CPI approves
the claim after verification and sends it back to the DDPI for payment. The DDPI in turn
generates payment order and sends it to treasury. Thereafter payment is made to the
bank account of the concerned school through NEFT/RTGS.
The study noted that majority of 80% schools both in rural as well as in urban area had
separate bank account for reimbursements. However 20% schools both in rural and
urban area did not have ant separate bank account for reimbursements. Average
amount per child reimbursed to school in Karnataka was found to be Rs.16000 per
annum in rural as well as in urban area. Overall in the combined Rural and urban area,
the percentage of funds received against the amount of funds applied for
reimbursement was at the level of 93%, 95% and 92% during 2015-16, 2016-17 and
2017-18 respectively. All the schools that had applied for reimbursement of funds
during 2015-16 to 2017-18 had received the reimbursements. Majority of the 80%
schools (Rural 70% + Urban 90%) did not face any problem in receiving reimbursement
funds. However, 20% schools (Rural 30% + Urban 10%) did face some problems in this
regard. About 90% schools (Rural 80% + Urban 100%) had some requirement of
additional funds to meet the fund deficit post receipt reimbursement.
Table 4.23 - 4.27 present the details.
Table 4.23: Distribution of sample schools having separate bank accounts for receiving
Reimbursement funds in KARNATAKA
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 8 80 8 80 16 80
No 2 20 2 20 4 20
Total 10 100.0 10 100.0 20 100.0
Table 4.24: Reimbursement of funds to schools by area in Karnataka from 2015-
2018
Parameter 2015-16 2016-17 2017-18
Rural
No. of Schools applied for reimbursement of funds 9 10 10
No. of Schools received funds 9 10 10
Amount of funds applied for reimbursement (Rs.) 4414762 6211968 11063382
Funds received (Rs.) 4108113 5947922 10306390
% Funds received 93.05 95.75 93.16
Urban Development and Research Services Pvt. Ltd. 92
No. of Schools applied for reimbursement of funds 9 9 10
No. of Schools received funds 9 9 10
Amount of funds applied for reimbursement (Rs.) 2528781 4027956 6251590
Funds received (Rs.) 2336501 3738023 5655880
% Funds received 92.40 92.80 90.47
Total (Rural +Urban)
No. of Schools applied for reimbursement of funds 18 19 20
No. of Schools received funds 18 19 20
Amount of funds applied for reimbursement (Rs.) 6943543 10239924 17314972
Funds received (Rs.) 6444614 9685945 15962270
% Funds received 92.81 94.59 92.19
Table 4.25: Distribution of sample schools facing some problem in receiving
reimbursement funds in KARNATAKA
List of items
Distribution of schools
Rural Urban Total
No. No. No.
Yes 3 1 4
No 7 9 16
Total 10 10 20
30
10
20
70
90
80
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
RuralUrbanTotal
Figure 4.6- Distribution of sample schools (In %) facing some problem
in receiving reimbursement funds in Karnataka
YesNo Development and Research Services Pvt. Ltd. 93
Table 4.26: Distribution of sample schools having some requirements from
school post receiving reimbursement in KARNATAKA
List of items
Distribution of schools
Rural Urban Total
No. % No. % No. %
Yes 2 20 0 0 2 10
No 8 80 10 100 18 90
Total 10 100.0 10 100.0 20 100.0
Table 4.27: Average amount of reimbursement per annum per student received
by school in Rural and urban area in KARNATAKA
Area Amount of reimbursement (Rs.)
Rural 16000
Urban 16000
Total 16000
4.11 Recommendations for Improvement
Based on the study findings, interaction with the stakeholders and observations of the
study team, following recommendations are made to improve implementation of the
Section 12(1) (c) of the RTE Act, 2009 in Karnataka:
Like in Delhi and MP the state government of Karnataka must take necessary
measures to strengthen the monitoring mechanism; gradation of private schools;
track the progress of students enrolled under Section 12(1) (c) of RTE Act 2009;
link attendance (75%) with promotion from one class to next class and ensure no
detention till class 5; awareness generation; mechanism for submission of off-
line application forms; ensure that the schools organise an orientation
programme for parents; update residential address of students periodically;
schools provide free school uniform, text books and stationery to the students
admitted under Section 12 (1) (c) of the RTE Act; The selection process must
involve verification of given residential address through personal home visits;
check retention and drop - out rates; training of teachers; strengthen school
administration; ensure timely reimbursement of fund; and redressal mechanism.
…. Development and Research Services Pvt. Ltd. 94
CHAPTER 5
CONCLUSION
5.1 Introduction
The study attempted to assess the status of implementation of provisions made in section
12 (1) (c) of the RTE Act 2009 in Delhi, Madhya Pradesh and Karnataka. This report is
based on quantitative primary data collected from the 60 sampled schools (20 schools in
each state) and qualitative data gathered through interactions with concerned government
officials at the District and State levels offering insights into key areas of interest. It is
hoped that the findings and insights presented in the report would serve as strategic
inputs for implementing the proposed interventions. Further, the estimates generated will
be useful for assessing the impact of the provisions of the Act under study. This chapter
presents a recap of the key findings that emerged from the survey, impact areas and
related outcome.
5.2 Key Findings
Major findings of the study were as follows:
Notification of Rules
All the three states have notified the respective State Rules for implantation of the
RTE Act, 2009; and have well - structured organisational set-up for its
implementation.
Awareness Generation
For generating awareness and publicity about the Act, IEC activities were being
undertaken by all the state governments through print and electronic media.
Advertisement about reservation of 25% seats for EWS/DG candidates under the
Act was mainly done on DoE portal of the states and school notice boards. Thus,
awareness generation about section 12(1) (c) of the RTE Act is very limited.
Majority of schools provided /displayed information for parents about admission
process including number of seats available, neighbourhood criterion, documents
required, deadline for submission and date of draw for selection of students. Development and Research Services Pvt. Ltd. 95
All the states have an Education Portal that gives necessary information about
state RTE rules and admission related issues.
Admission Process
The admission process in the schools in all the three states was primarily online
through website.
In all states, 25% seats at the entry levels (nursery, kindergarten and class 1) were
reserved for EWS/DG categories in private schools, excluding minority institutions.
Age limits prescribed for admission for children belonging to EWS / DG categories
was 3-5 years for nursery; 4-6 years for kindergarten; and 5-7 years for class 1.
Selection of candidates was done by computerised draw.
The successful applicants were informed about the school allotted for admission
under EWS/DG category through SMS on their registered mobile number.
Type of information that state governments collected on RTE portal included tuition
fee, cost of text books, uniforms, learning material, number of available seats,
applications received, neighbourhood criteria, name and details of children finally
selected and enrolled; and details of children continuing education.
Most of the schools imparted special training to teachers for teaching and dealing
with students of EWS and DG categories in Delhi and Madhya Pradesh; and also
took up follow-action with drop-outs to help and motivate them for continuing their
education. However, in Karnataka majority of schools did not follow this practice.
Enrolment in schools
In contravention to the provision in Section 9 of the Act, no local authority was
maintaining records of children upto age of 14 years in Delhi, MP and Karnataka.
In Delhi, Sarva Shiksha Abiyan (SSA) maintained record of all children within the
age group of 6-14 years. In MP, the School Education Department was conducting
annual door to door household survey (HHS) under School Chalein Hum Abhiyan
for identifying children from zero to 14 years to update the village education register
(VER) in rural areas and ward education register (WER) in urban areas. In
Karnataka the head Master of every government school maintained the records of
school going children. Child census was conducted and consolidated periodically;
and out of school children were mainstreamed through various interventions. Development and Research Services Pvt. Ltd. 96
In Delhi, percentage of students enrolled under EWS / DG category wrt current
strength was about 20%. They accounted for about 25% share in new admissions.
At entry level their enrolment ranged from lowest of 817 in 2018 to highest of 860 in
2016 registering a decrease of about 5% in rural area. In urban area it increased
from lowest of 1346 in 2015 to highest of 1828 in 2018 registering an increase of
36%. Less than 5% students left the schools both in rural and urban area without
Transfer Certificates during 2015-2018.
In MP, percentage of students enrolled under EWS / DG category wrt current
strength was about 16%. They accounted for 7% share in new admissions. At entry
level their enrolment declined from highest of 952 in 2015 to lowest of 880 in 2018
registering a decrease of about 8% in rural area. In urban area it increased from
lowest of 984 in 2016 to highest of 1105 in 2017 registering an increase of about
12%. Less than 4% students left the schools both in rural and urban area without
Transfer Certificates during 2015-2018.
In Karnataka, percentage of students enrolled under EWS / DG category wrt
current strength was about 12%. They accounted for 9% share in new admissions.
At entry level their enrolment increased from lowest of 209 in 2016 to highest of
241 in 2018 registering an increase of about 12% in rural area. In urban area it
increased from 135 in 2015 to 175 in 2017 registering an increase of about 12%.
Less than 2.4% students left the schools both in rural and urban area without
Transfer Certificates during 2015-2018.
Free Provisions
In Delhi, free items provided to EWS/DG students included uniforms and text books
(85% schools each); and material for extra-curricular activities (70% schools).
About 40% schools also provided them other free facilities like school transport,
computer and smart classes etc. About 65% schools charged for other facilities like
school transport, computer and smart classes etc.
In MP, only tuition fee was free. Parents had to pay for uniforms and text books in
all schools). In 75% schools they paid for material for extra - curricular activities; In
40% schools they also paid for transport and computer classes etc. However,
parents were not restricted to buy these items from school.
In Karnataka, only tuition fee was free in all schools. Some provided free text
books, uniforms and material for extra-curricular activities. Parents had to pay for
uniforms in 75% schools; in 70% schools they paid for material for extra - curricular Development and Research Services Pvt. Ltd. 97
activities; In50% schools they also paid for text books also. However, parents were
not restricted to buy these items from school
Retention
No specific data was collected for retention of EWS/DG students admitted at entry
class in sampled schools for elementary education in any state. However, as per
government authorities in all the three states retention rate of these students was
very high in the primary and upper primary level of school education in all the three
states.
Drop-Outs
About 60%, 70%and 35% schools in Delhi, MP and Karnataka respectively had
drop-outs of EWS/ DG students after admission. The most probable reasons
reported by school principals across states for dropout were change of place of
residence and transfer of parents. Additionally, in Delhi, some parents also did not
want to send their children in schools. However as per government authorities
drop-out rate was very low.
Arrangements for teaching EWS/DG Students
Except one school in Delhi, 2 in MP and 5 in Karnataka, no school had made any
separate arrangement for teaching EWS/DG students.
Learning Achievement
Majority of 70% schools in Delhi rated the performance of EWS / DG students in
comparison to other students as ‘similar’; and 30% rated it ‘weaker’ None rated it
as ‘better’. In MP 55% schools rated it as ‘similar’; 45% rated it ‘better’ (45%); and
none rated it ‘weaker’. In Karnataka, 50% schools rated it as ‘similar’; 35% rated it
as ‘better’; and only 15% it as ‘weaker’.
Social Experience
Parents of most of the students had very positive social experience about treatment
given to their children in sample schools in all the three states. Their children never
faced any problem in school.
Development and Research Services Pvt. Ltd. 98
Impact
It has a very positive impact on EWS/DG students. The Act has provided them a
scope to study in a good school and receive best education.
The Act provided a platform to bring children of all sections of society together and
provide them an opportunity to avail best school level education.
It has created an inclusive attitude with a democratic perspective in heterogeneous
classrooms. The classrooms are the representations of the cross section of society.
Most teachers felt that the teaching level though had to be brought down because
they had to reach out to diverse learners.
The final goal setting is lowered when the students have not been to school at 6
years or above.
In Karnataka, Low and medium budget schools are happy to implement RTE Act in
view of substantial amount of fee reimbursement to schools for children admitted
under Section 12(1) (c) of the RTE Act. However, many high budget schools are
implementing RTE Act reluctantly and trying to get status of linguistic minority. This
has an adverse impact on implementation of the RTE Act.
Financial Implications
Average amount per annum per child reimbursed to school was found to be
Rs.19,176/-, Rs.4037/ - and Rs. 16,000/- in Delhi, MP and Karnataka respectively.
About 75%, 89% and 20%schools in Delhi, MP and Karnataka did not have
separate bank account for reimbursements.
About 70%, 65% and 20%schools in Delhi, MP and Karnataka faced some problem
in receiving reimbursement funds.
In Delhi, percentage of funds received against the amount of funds applied for
reimbursement was at the level of 81%, 52% and 5% only during 2015-16, 2016-17
and 2017-18 respectively; and about 50% schools required additional funds post
reimbursement.
Likewise, in MP, percentage of funds received against the amount of funds applied
for reimbursement was at the level of 71%, 34% and 2% only during 2015-16,
2016-17 and 2017-18 respectively; and only 2 urban schools required additional
funds post reimbursement.
In Karnataka, percentage of funds received against the amount of funds applied for
reimbursement was at the level of 93%, 95% and 92% during 2015-16, 2016-17 Development and Research Services Pvt. Ltd. 99
and 2017-18 respectively; and only 2 rural schools required additional funds post
reimbursement.
5.3 Conclusion
The study findings indicate that section 12 (1) (c) of the RTE Act 2009 is being
successfully implemented to only some extent in Delhi, Madhya Pradesh and Karnataka.
Awareness about section 12(1)(c) of the RTE Act and knowledge about processes and
procedures in seeking admission in private schools for availing intended benefits is limited
among the potential beneficiaries. Several schools have not fulfilled the 25% quota
particularly in MP and Karnataka. The main reasons for large number of seats remaining
vacant are as follows:
Lack of awareness about section 12(1) (c) of the Act and knowledge about the
admission processes among parents of potential beneficiaries prevents them from
availing the intended benefits of rights granted to them under the Act.
Often, the number of students in the final admissions is significantly smaller than
those participating in the draw by lottery due to delay in the admission process.
Unless all students in the first round get admission, subsequent process gets
delayed further. Such delays, even if rectified in a few months, can adversely
impact the academic progress of the student.
Applicants generally preferred schools that begin at the pre-primary/ nursery level
rather than those which directly start from class 1.
High budget private schools are able to evade the system, or resist the admissions.
They fear that EWS/DG category children have inferior backgrounds, cultural
disadvantages, and poor academic contributions to the classroom. Such students
are more likely to drop-out because of their incapability in adopting environment in
the private schools.
Besides resistance to follow rules by private schools, particularly un-aided private
schools, parents of general category of students and some schools tend to have a
prejudice against the people from marginalised sections of society.
Some of the enrolled EWS/DG students dropped out after admission because of
migration due to change of residence or economic consideration, natural calamities
and harvesting etc. In some cases, the reason was attributed to non-affordability of
expenses related to non-refundable charges on school uniform, text books and
transport etc. charged by schools.
Development and Research Services Pvt. Ltd. 100
It is encouraging to note that implementation the provision of section 12(1) (c) of the RTE
Act had very positive impact on the education of the EWS/DG students. It has provided a
platform to bring children of all sections of society together and provide them an
opportunity to avail best school level education. It meets the constitutional obligation made
by section 12 (1) (c) of the RTE Act in terms of social integration by bringing children from
different backgrounds to share interests and knowledge on a common platform. The
learners had an opportunity for equanimity in education. Many parents of EWS/DG
children in these schools had a positive social experience about the treatment given to
their children. Their children did not face much problem in school in terms of discrimination
/ bias, language, mixing up with other children, projects and activities etc. Most of the
school teachers also felt that the teaching, learning and attitude of the students had been
inclusive. Their experiences are indicative of the extent of positive impact made by section
12 (1) (c) of the RTE Act.
However, there is lot of scope for improvement in all the three states. They have yet to
appoint local authority to maintain record of all children within the age group of 6-14 years
in the state. This record was envisaged to include status of pre-primary/elementary
education of the child in the jurisdiction of respective local authorities, children requiring
special facilities/residential facilities on account of migration and sparse population, etc. It
is desirable to maintain district-wise records of all EWS/DG categories of students
admitted under section 12(1) (c) and track their progress till completion of compulsory
education. Enrolment of students under section 12 (1)(c) shows a mixed trend of increase
and decrease in enrolment numbers in the last 3 years, and it remains below the
mandated 25%.
It has also been noted that some of the students left the school without transfer certificate
despite the provisions of section 5 of RTE Act, whereby Head teacher or teacher in charge
is required to give immediate Transfer Certificate (TC). Failure to give TC invites
disciplinary action against said head teacher. The provision provides children the right to
seek transfer from a government or government aided school to another such school to
complete elementary education. This provision is intended to institute reform to remove
procedural barriers in obtaining Transfer Certificates.
5.4 Recommendations:
Based on the study findings, interaction with key stakeholders and observations of the
research team following recommendations are made for consideration.
Development and Research Services Pvt. Ltd. 101
Union Government
Department of School Education and Literacy, Ministry of Education (MoE) should
have a periodical review - meetings with state governments, preferably every 6
months, to share their experiences about implementation of the provisions of
section 12 (1) (c) of the RTE Act, success stories, challenges faced, and best
strategies adopted to overcome them. It will provide a useful platform for learning
best regulatory practices and articulate their plan of action accordingly.
State Governments
The states must have a robust Management System (MIS) for private schools. All
processes from admission to reimbursement with timelines for milestones and
accountability should be made public. Immediate remedial measures should be
taken by concerned authority to check the defaulters. The portal for online
education system should provide comprehensive information about dropouts and
learning levels of EWS/DG students. Grievances received and their redressal
should be made time bound and public.
The monitoring mechanism should be strengthened to ensure the functioning of
private schools is in compliance with the prescribed guidelines. They must ensure
that the School Management Committees (SMCs) are constituted and remain
functional. The SMCs must meet regularly to help in efficient functioning of schools
through Strategic Development Plans (SDPs).
A designated authority must be appointed to maintain record of all children within
the age group of 6-14 years.
The recognised participating private schools should be graded as per available
infrastructure and facilities; and the applicants seeking admission should be asked
to fill in the preferences of the schools accordingly. .
District-wise progress of students enrolled under section 12 (1) (c) should be
tracked / monitored till completion of compulsory education.
At least 75 % attendance should be linked with promotion from one class to next
class and there should be no detention till class 5.
Awareness Generation
IEC activities to generate awareness among the target groups about the provisions
of the Act and knowledge about the eligibility criteria, admission process of EWS /
DG category of students should be strengthened. The under-privileged households Development and Research Services Pvt. Ltd. 102
should be identified and provided timely information in this regard. Type of
information to be shared, method of its dissemination and authority responsible for
outreach should be clearly identified.
Print media, advertisement and posters should be extensively used, particularly in
rural area, to make announcements about the admission of children under section
12(1) (c) of RTE Act 2009. Community meetings should be organised to
disseminate information about how to submit application, how to track it, and seek
redressal of grievances, if needed.
In addition to public representatives and anganwadi workers, gram panchayats and
local NGOs should also be actively engaged in IEC activities to generate
awareness about the Act and admission processes/procedures amongst potential
applicants, assist them in form-filing, and track their admission status.
Admission Process:
There should be a mechanism for submission of off-line application forms for those
who cannot follow online process.
Admission process should start well on time and before the month of April, the
beginning of the academic session and timelines drawn for major deadlines of
admission cycle.
Admission of RTE 12(1) (c) applicants should be synchronised with that of the other
students in private schools.
The selection process must involve verification of given residential address through
personal home visits.
Documentation of the students admitted under EWS / DG categories should be
updated every year.
All the schools must organise an orientation and counselling programme for
parents of the students given admission to help them understand the functioning of
the schools and roles / responsibilities expected from parents.
The residential address of EWS/DG students, in particular those who lived in rented
accommodation, should be periodically checked for any change, as they may
change their address during the course of time. The school records must be
updated accordingly.
Development and Research Services Pvt. Ltd. 103
Free Provisions
All schools must provide free school uniform, text books and stationery to the
EWS/DG category students admitted under section 12 (1) (c) of the RTE Act.
Retention:
All the school teachers should be sensitised to meet the needs of EWS / DG
students and ensure that no student leaves the school without TC.
Advocacy programmes should be organised for parents of the children leaving the
school to understand their problem and extend them needful help to the extent
possible and also facilitate in continuation of the education of their children.
The schools should have separate arrangement for teaching specially abled
students
District level records of retention of EWS/DG students should be maintained upto
class 8
th
level.
Drop-outs:
Efforts should be made to check drop-out rates of EWS/ DG students after
admission. In this regard, organise advocacy programmes for drop-outs / potential
drop –outs and extend needful help to ensure that the child completes his
elementary education in another school.
Orientation of teachers:
All the school teachers and Principals must be provided training to sensitize them
about the needs of EWS /DG students and for effective implementation /
compliance of the RTE guidelines. Similar to in-service training of government
school teachers, training of private school teachers should be conducted by
respective schools through DIETs.
Training should be organised at district level through a well - structured module
School Administration:
All the schools must ensure that the quota mandated by section 12(1) (c) of RTE
Act 2009 remains fairly accessible to the intended beneficiaries and take necessary
measures to comply with the prescribed norms in fulfilling it.
The school administration must engage the candidates and their parents before the
beginning of the academic session to give them counselling and proper orientation Development and Research Services Pvt. Ltd. 104
about the norms, methodology adopted by them in conducting the classes and the
role / co-operation expected from parents.
The Parent’s Teacher Association in private schools should have reservation for
parents of EWS/DG category students admitted in the school.
Reimbursement:
Most of the schools are facing some problem in receiving reimbursement funds.
Immediate steps should be taken to streamline the process of reimbursement and
address their issues.
The reimbursement provisions and processes should be made transparent. Criteria
and method for reimbursement should be well defined; and the designated financial
authorities responsible for calculating and reimbursement for fee, uniforms and
books etc. should be put in public domain for the benefit of stakeholders.
Redressal Mechanism
Problems of staff and parents about implementation of the RTE Act should be first
resolved by a special committee constituted for this purpose in the school itself.
…..