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RMSA: FOR UNIVERSALISATION OF SECONDARY EDUCATION

RMSA: FOR UNIVERSALISATION OF SECONDARY EDUCATION. Mr. Sukhwinder Singh Asst. Professor Malwa Central College of Education for Women. EFFORTS on EDUCATION FOR ALL(EFA).

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RMSA: FOR UNIVERSALISATION OF SECONDARY EDUCATION

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  1. RMSA:FOR UNIVERSALISATION OF SECONDARY EDUCATION Mr. Sukhwinder Singh Asst. Professor Malwa Central College of Education for Women

  2. EFFORTS on EDUCATION FOR ALL(EFA) • The WORLD CONFERENCE ON EFA Jomtien, Thailand, 5-9 March 1990 to universalize primary education and massively reduce illiteracy by the end of the decade-Mid term Review at Aman,Jordan in 1996 • EDUCATION FOR ALL SUMMIT of NINE HIGH POPULATION COUNTRIES (Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria & Pakistan) New Delhi 12-16,Dec 1993. • DAKAR FRAMEWORK FOR ACTION ON EDUCATION FOR ALL: Meeting Our Collective Commitments : the World Education Forum Dakar, Senegal, 26-28 April 2000

  3. EFFORTS on EDUCATION FOR ALL(EFA) • The participating governments committed themselves to the attainment of the following DAKAR FRAMEWORK-GOALS • Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children • Ensuring that by 2015 all children, with special emphasis on girls, children in difficult circumstances and from ethnic minorities have access to and complete free and compulsory primary education of free and compulsory primary education of good quality • Ensuring that the Learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes

  4. EFFORTS on EDUCATION FOR ALL(EFA) • Achieving 50 per cent improvement in levels of adult literacy by 2015,especially for women, and equitable access to basic and continuing education for all adults • Eliminating gender disparities in primary and secondary education by 2005,and achieving gender equality in education by 2015, with focus on ensuring girls’ full and equal access to and achievement in basic education of good quality; • Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills”

  5. History of secondary education in India • European system of education(early 19th centaury) • As a pre University course (3 New universities in India in 1857) • Establishment of secondary education board (early 20th centaury)

  6. Problems of Sec. Education • Imported curriculum • Intended only for production of few Government clerks; not for the masses • Intended only for the subjugated groups; not for the free citizens of a democracy • (Hugh B Woods, 1954)

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

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

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

  10. Drop out in BIMARO

  11. GDP and education in 2015-16(BUGDET Document)

  12. RMSA

  13. Need for RMSA • The Government of India has launched, in 2007, a centrally sponsored scheme, RashtriyaMadhyamikShikshaAbhiyan(RMSA), for universalisation of access to and improvement of quality at the secondary and higher secondary stage, • Since education is a concurrent subject as per the constitution in the Indian federal system, so centre & state governments are policy and decision makers on this subject, • RMSA is therefore a crucial step to prepare the State Govts. /UTs to take up the goal of Universalisation of Secondary Education.(USE)

  14. Need for RMSA contd… • Unlike U.E.E which is a constitutional mandate, U.S.E is not mandated by Constitution but only by morale and by need. • This means that well-thought out and practically possible goals and strategies for implementation must emerge from the states and union territories.

  15. Project at a Glance • A Centrally sponsored scheme • (a) IMPLENTING AGENCY: • State level: Secretary to Secondary Education Dept (Chairman), & • District Level: Collector & Dist. Magistrate(Chairman), DEO (Dist. Project Coordinator) • (b) PERIOD 2009-10 to 2016-17 • (c) COVERAGE: All the secondary Schools (classes IX & X) run by Govt/Municipal/Local Bodies, private aided, managements. • (d) FINANCIAL ASSISTANCE Government of India/State Government Funds

  16. Vision, Goals & Objectives – National VISION At the national level, the vision for secondary education is to make good quality education available, accessible and affordable to all young persons in the age group of 14-18years. • Ensure universal access of secondary education by 2017 (GER of 100%), and • Universal retention by 2020,

  17. Vision Cont.. • Providing access to secondary education with special references to economically weaker sections of the society, the educationally backward, the girls and the disabled children residing in rural areas and other marginalized categories like SC, ST, OBC and Educationally Backward Minorities (EBM).

  18. Vision, Goals & Objectives – National The national policy document of RMSA has drawn up the following specific goals and objectives: • To ensure that all secondary schools have physical facilities, staff and supplies at least according to the prescribed standards through financial support in case of Government/ Local Body and Government aided schools, and appropriate regulatory mechanism in the case of other schools

  19. Vision, Goals & Objectives – National The national policy document of RMSA has drawn up the following specific goals and objectives: To improve access to secondary schooling to all young persons according to norms – through proximate location (say, Secondary Schools within 5 kms, and Higher Secondary Schools within 7-10 kms), efficient and safe transport arrangements/ residential facilities depending on local circumstances including open schooling. However, in hilly and difficult areas, these norms can be relaxed. Preferably residential schools may be set up in such areas

  20. Vision, Goals & Objectives – National • To ensure that no child is deprived of secondary education of satisfactory quality due to gender, socio-economic, disability and other barriers; • To improve quality of secondary education resulting in enhanced intellectual, social and cultural learning • To ensure that all students pursuing secondary education receive education of good quality; and achievement of the above objectives would also, inter-alia, signify substantial progress in the direction of the Common School System.

  21. Road Map • All secondary school age children are in schools by 2013 • All secondary school age children are in secondary classes appropriate to their age by 2020 • All secondary school completing children will have access to higher secondary classes by 2020 • “….. making good quality education available to all students in all schools at affordable fees is a primary commitment of the Common School System”, • State should invest in common schools system with standards, norms, building, etc., with the same standards as that of KendriyaVidyalayas.

  22. Delayed response • CABE recommended Universalisation of secondary education in 2005 • But announced only in 2007 • Implementation of RMSA was further delayed

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

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

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

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

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

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

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

  30. SMDC: THE SUPER POWER! • Monitor progress of implementation • The Head Master/ Principal will present all the documents and Registers before every meeting • He / She will also brief the SMDC regarding progress of implementation and status of education in his or her school • SMDC will inspect the work sites,

  31. SMDC: THE SUPER POWER! • take stock of progress of non-recurring expenditure under various components of the scheme, • take stock of consumables and recurring expenditure on various components of the • scheme, availability of required facilities and text books etc., • take stock of status of education including teachers attendance, Students attendance, conduct of teachers and students, quality aspects, law and order situation in and around school premises, health conditions & immunization of students, equity aspects like problems encountered by the girls, SCs, STs, children belonging to BPL families and Educationally Backward Minorities etc (Frame work for implementation of RMSA, chapter IX, 9.1.1, P-58)

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

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

  34. Secondary Education Management Information System (SEMIS) Chapter 5(3) • NUEPA as nodal agency • The DISE data management is a perfect indicator for the flaws of such system. No systematic measures had been suggested to improve management of DISE.

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

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

  37. Ensuring Access through PPP! • “New schools will also be set up in PPP mode” • (Frame work for implementation of RMSA, Chapter II,2.1.1, P-6)

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

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

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

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

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

  43. Strong Planning • District level Perspective plan and annual plan • State plan by coordinating the district level planning • National planning and allocation

  44. Learning resource centers (LRC) • “……all schools need to be equipped with Learning Resource Centres (LRC) with following inputs. • Library • Provision for ICT support • Link with EDUSAT (Frame work for implementation of RMSA, chater V,5.7, P-33)

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

  46. Thank You

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