POST ENUMERATION SURVEY OF U Directorate of Education 214-15 REPORT ON POST ENUMERATION SURVEY () OF DATA OF 5 SCHOOLS OF ANDAMAN AND NICOBAR ISLANDS (Primary to Senior Secondary) submitted to State Project Director Sarva Shiksha Abhiyan Society of A & N Islands Directorate of Education, Port Blair 3192-232777 & 23417 3
Preface The present study (Post Enumeration Survey of Data) is sponsored by Sarva Shiksha Abhiyan Society, Andaman & Nicobar Islands. The survey of 5 sample schools (i.e 23) was conducted by the staff of Directorate of Economics & Statistics, Port Blair. The collected data was compiled and analyzed by the Statistical Officer of the Directorate of Education; report highlights the findings on the deviation between the data and data. The data was collected from 23 sample schools, functioning in rural-urban areas spread over nine educational zones of Andaman & Nicobar Islands. The sample schools are functioning under government, private and private aided managements.the study has been completed successfully with cooperation of Deputy Education Officers and Principals of respective schools. Thus, we are grateful for their kind cooperation. With respect, we express our sincere gratitude is to all the concerned principals/head teachers and other respondent teachers of surveyed schools, who helped us in providing authentic information relating to data. Their contributions are sincerely acknowledged. We also express our indebtedness to all of them, who made contributions directly or indirectly for timely and successful completion of this study. -1-1
Index Contents Page No Preface 1 Index 2-3 Abbreviations 4 Chapter-I 5 Introduction 5 Background 5 Unified District Information System of Education () 6 Study Area 6 Sample Schools 6-7 Chapter-II 8 Objectives and Methodology 8 Main Objective 8 Sample 8 Location of Sample Schools 8 Management Status 9 Strategy Used for Collection of Data 9-1 Status of Tool used for Post Enumeration Survey () 1 Data Analysis 1 Report Writing 1 Chapter-III 11 Comparative Status of Data with Data 9-25 11 Survey Status of Data 11 Location of Sample Schools under and data 12 Rural-Urban 12 in Codes of and data 13 Qualification of Principal/Head teacher 13 Class-wise Status of Schools 14 Management wise 14 Year of Establishment of Sample Schools 15 Year of Recognition of Schools 15 Status of Shift School in and Data 16 Status of Residential Schools 16 Status of Affiliation Board 16 Pre-Primary Section Attached to Sample Schools 17 CCE Status at Elementary Level 17 Examination Results 17-18 Status of Teaching Staff 18-19 Status of School Building 19 Status of Class Rooms 19-2 Condition of Class-rooms 2-21 Availability Status of Land for Additional Classrooms 21 Availability of Separate Room for Principals/ Head Teacher 21 Functional Toilets and Urinals 22 Main Source of Drinking Water 22 Availability of Electricity Connection 22-2- 2
Condition of Boundary Wall 23 Facility of Library 23 Subscription of Newspaper/Magazine 23 Facility of Playground in Sample Schools 24 Status of Functional Computers 24 Status of Medical Check-up of Students Conducted Last Year 24 Status of Ramp for Disabled Student to Access Classrooms 25 Status of Children Enrolled in Current Academic Year (214-25 15) Chapter-IV 26 Investigators Observations 26 Was the School Open on the First Day of the Visit? 26 Number of Visits to the Schools to Get Information 26 Initial Reaction of the Principal/ Head Teacher 26 Response of the Principal/ Head Teacher to Provide 27 Information Availability of Records in School 27 Investigators Observations Pertaining to Different Aspects 27 Suggestions for Enhancing the Quality of and data 29-3- 3
Abbreviations BRC = Block Resource Coordinator CRC = Cluster Resource Coordinator CCE = Continues and Comprehensive Evaluation DCF = Unified Data Capture Format = Unified District Information System for Education EMIS = Educational Management Information System MDM = Mid Day Meal OBCs = Other Backward Classes = Post Enumeration Survey RMSA = Rashtriya Madhyamik Shiksha Abhiyan SCs = Scheduled Castes SPD = State Project Director SSA = Sarva Shiksha Abhhiyan STs = Scheduled Tribes UT = Union Territory SMC = School Management Committee TLE = Teaching Learning Equipment CAL = Computer Aided Learning -4-4
Introduction Chapter-1 I.1 Background Post Enumeration Survey () Data comparing with Data is an inclusive component of Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA). This comparable component is implemented in all the states and Union Territories of India. Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA) are flagship programmes. Data collection procedures of for SSA and SEMIS for RMSA were different till 211-12 but data collection through was integrated from the year 212-13. This unified data collection provided MIS for SSA and RMSA integrated into one unit though the information will be used for differently. There must be one Data Capture Format (DCF) to collect the annual information from primary classes to senior secondary classes under heads elementary, secondary and Senior Secondary. The analysis may be made on the type of requirement relating to SSA and RMSA separately. The Format prescribed by NUEPA along with the software had been use from 212-13 for data collection for the elementary school, secondary school and senior secondary school simultaneously, and it should be printed either in English or in need based language. CRCCs will make 1 data verification at school point before acceptance of the DCFS from the Elementary Schools and submission to BRCCs. In Secondary Schools, the School Head Master/Mistress or Principal will verify the authenticity of data before submission to the SSA office. Data entry, consistency checking and removal of inconsistency by using will be done by SSA office. Data will be submitted at National Level with Certificate (SSA/RMSA). 5 sample checking of data will be conducted through an external agency. The data will be covered from primary to senior secondary schools to evaluate the reliability and quality of data on school education. -5-5
Unified District Information System of Education () MHRD, New Delhi, the Government of India decided to implement Unified- () 212-13 onwards to ensure that only one Data capture Format (DCF) and software will be used for collection of information from the entire schools education sector located in either states/union territories. Thus, Data Capture Format ( DCF) 214-15 prepared by National University of Educational Planning and Administration (NUEPA) is used for data collection in sample schools study. Study Area The Post Enumeration Survey () data was collected from 23 (5) sample schools functioning in rural-urban areas Nine Education zones of Andaman & Nicobar Islands. The A & N Administration is committed to fulfil the National Mission of Education for All under the Right to Education (RTE) Act. Thus, various programmes are being implementing for strengthening the SSA-RMSA mission up to secondary school level. Resulted in achieving the goals of SSA-RMSA. During 12th Five Year Plan, A & N Administration has been continuing the following efforts: Opening new schools and raising new sections in existing schools; Improving school infrastructure and teaching learning environment for enrolment and retention; Promoting social justice on the demand for quality basic education. Sample Schools The data was collected from the following 23 (5) sample schools. These schools were visited by the field staff of Statistical Personnel of the Directorate of Economics & Statistics, Port Blair, during the month of March 215. -6-6
UT Adminstration School 1. Govt. Primary School, Nayashahar. 2. Govt. Middle School, Havelock-6. 3. Govt. Primary School, Tirur 4. Govt. Senior Secondary School, Mannarghat. 5. Govt. Secondary School, V.K.Pur, Little Andaman. 6. Govt Middle School, Jarawa Creek, Baratang. 7. Govt. Secondary School, Uttara, Kadamtala. 8. Govt. Senior Secondary School, Bakultala, Middle Andaman. 9. Govt. Secondary School, Chainpur. 1. Govt. Primary School, Ram Nagar-2, North Andaman. 11. Govt. Secondary School, Durgapur, North Andaman. 12. Govt. Senior Secondary School, Swarajgram, North Andaman. 13. Govt. Secondary School, Kuitashuk, Chowra. 14. Govt. Model Senior Secondary School, Goal Tekri, Kamorta. 15. Govt. Senior Secondary School, Vijay Nagar, Great Nicobar. Central Govt. Schools 16. Senior Secondary School, Kendriya Vidyalaya-1, Port Blair 17. Secondary School, JNV, Car Nicobar. Local Body Schools 18. Middle School, VKV Zilla Parishad, Pahalgaon Private unaided Schools 19. Middle School, St. Mary, Mohanpura, Port Blair. 2. Secondary School, Vitala Public School, Hopetown. 21. Secondary School, Vivekananda Kendriya Vidyalaya, Rangat. 22. Primary School, Saraswati Vidyalaya, Middle Andaman. 23. Middle School, Yeshua Convent Andamans, North Andaman. -7-7
Objectives and Methodology Chapter-2 The present chapter highlights objectives and methodology that was used for conducting survey of sample schools. 2.1 MAIN OBJECTIVE Post Enumeration Survey () of data checking exercise was the main objective by covering: Verified the accuracy of data of 214-15 of 23 sample schools. Identified the gaps between data and data to find out deviation level. Suggested appropriate remedial measures to enhance the accuracy of data. 2.2 SAMPLE A representative sample of 23 schools was assigned to the Statistical Personnel of the Directorate of Economics & Statistics, Port Blair. These schools were 5 sample of existing total number of schools functioning in rural-urban areas of Andaman & Nicobar Islands. The stratified random sampling technique was adopted. The sample comprised elementary, secondary and senior secondary schools functioning under Administration, Central Govt., Local Body and Private Unaided management. 2.3 LOCATION OF SAMPLE SCHOOLS Out of sample 23 schools, 2 schools are located in urban and 21 schools in rural areas as the table 2.1 Table-2.1 Rural- Urban Status of Surveyed Schools Management No. of Rural Urban Schools UT Administration 15 15 schools Private Unaideed 5 4 1 schools Central Govt. Schools 2 1 1 Local Body 1 1 Total 23 21 2-8- 8
2.4 MANAGEMENT STATUS Among the total surveyed schools, 65.22 of sample schools are functioning under UT Adminitration management followed by 21.74 private, 4.35 local body and 8.7 Central Govt. management each as table 2.2. Table-2.2 Management Status of Surveyed Schools School Category UT Administ ration Central Govt. schools Govt. Aided Local body Private unaided Total Primary 3 1 4 Middle 2 1 2 5 Secondary 5 1 2 8 Senior 5 1 6 Secondary Total 15 2 1 5 23 2.5 STRATEGY USED FOR COLLECTION OF DATA The collection of data for assigned sample schools was provided by the SSA office. Field Investigators of the Directorate of Economics & Statistics started visiting sample schools as per the shipping schedule for collection of data during March 215. They visited personally to each school and could take data to cross examine the validity of information recorded in the registers and assess the condition of classrooms and other rooms. The data collection process was closely supervised, monitored and coordinated by the Statistical Officer, Dierctorate of Education, Port Blair. The terms of reference for the () survey were as follows: Verification of data of schools on location particular; Information about school particulars, especially facilities available in schools; Information about staff details; Data regarding enrolment on 3th September 214; Enrolment and attendance details of children on the specified survey day; -9-9
Availability and accessibility of school records; Details regarding seating arrangement of children; Regarding display boards, provision of Mid-day-Meal with quality of food; Perception of investigators regarding cooperation extended by Principals/Head Teachers, in providing the required data and other information pertaining to the schools affairs. 2.6 STATUS OF TOOL USED FOR POST ENUMERATION SURVEY () The Unified Data Capture Formats (DCF), were filled-in from the record of sample schools. Later the collected data was compared with the Data Formats. The data collected through DCF and data received from were compared to find out the deviation. 2.7 DATA ANALYSIS The filled-in Unified Data Capture Formats were examined before compilation of data. After clearing the data, validation checks were applied for internal inconsistency of data. Meanwhile, filled-in schedules of the academic year 214-15 were obtained from the office of SPO SSA. 2.8 REPORT WRITING The report is based on the comparative data of DCF and of sample schools. The deviation exists between and data was used for analytical analysis of all the comparable items. The deviation between both the data was calculated in percentages. -1-1
Chapter-3 Comparative Status of Data with Data The present chapter highlights the analysis of data collected from sample schools through the DCF (information schedule) and compared with the data that was received from the SPO SSA office. The collected data analysed various aspects, particularly the status of basic facilities available in the schools, teachers in position, students enrolment, students appeared in secondary and higher secondary exams and their pass out status respectively. 3.1 SURVEY STATUS OF DATA The following tables discussed data of 23 sample schools mentioned in Chapter-I. It is essential to point out that the tables have been discussed according to the items given in DCF (Information Schedule). The data was compared with data to find out the deviation, if exists between both the data. Field investigators, who were assigned to collect data from sample schools, were found quite competent in getting authentic data as results revealed. The respondent teachers were observed cooperative in providing data of all the sample schools. The variation status between and data revealed significant results on same of the items. The analysis of data on and revealsed slight deviation is insignificant and ignorable. -11-11
Part A 3.2 Location of Sample Schools under and data Table 3.2 highlights variation in location of schools in and data. Zone wise vertical and horizontal variation does not exist in examining the location of schools. Table 3.2 Zone-wise Location of Surveyed Schools Zone UT Adminis tration Central Govt. schools Govt. Aided Local body Private unaided U Devia tion Diglipur 3 1 4 4 Maya 1 1 2 2 bunder Rangat 3 2 5 5 Wimberly 2 1 3 3 gunj South Andaman 2 1 1 4 4 Hut Bay 1 1 1 Car 1 1 1 Nicobar Nancowry 2 2 2 Campbell Bay 1 1 1 3.3 RURAL-URBAN DEVIATION Table III.3 represents and data that show deviation. All Management UT Administration schools Table-3.3 Rural-Urban in Sample School No. of Schools Rural Urban Total Devi ation 15 15 15 15 15 Private schools 5 4 4 1 1 5 5 Private aided schools Central Govt. 2 1 1 1 1 2 2 Schools Local Body 1 1 1 1 1 Total 23 21 21 2 2 23 23-12- 12
3.4 DEVIATION IN CODES OF AND DATA Table 3.4 highlights the status of school s code under different schools categories. The code was available from all sample schools in data that was compared with data and observed same status of and code. Overall results show that variation exists in code numbers of all categories of schools. TABLE 3.4 DEVIATION IN CODE NUMBERS OF AND DATA Schools with Available Total Same Code data 23 23 23 data 23 23 23 () 3.5 Qualification of Principal/Head teacher Table 3.5 highlights the qualification attained by the principals/head teachers of sample schools. The data revealed different level of Education availed by each principal/head teacher that fall between 12 pass and Ph.d level. Majority of the principals/head teachers have obtained B.Ed. degree, which is mandatory for school teaching. The Principals of Yeshuva Convent Middle School & JNV, Car Nicobar donot posses any professional qualification in teaching. Thus, majority of Principals/head teachers of sample schools have obtained mandatory qualification of teaching. Table 3.5 Qualification of Principals/Head teachers Qualification data Teachers Training 4 Graduation+ B.ed 6 Post Graudation + B.ed 8 Post Graduation + M.ed 1 Post Graduation + M.Phil 2 Other Degree Not mentioned 2-13- 13
3.6 CLASS-WISE STATUS OF SCHOOLS The and data revealed variation in respect to status of lowest and highest classes. It is important to note that some of the sample schools have pre-primary section. Though there is deviation shown in lower class this is similar in highest class. TABLE 3-7 CLASS-WISE STATUS OF SCHOOLS UNDER AND DATA Classes Lowest Class Highest Class Pre-primary 19 19 4 4 Class 1 2 2 5 5 Class 6 2 2 8 8 Class 9 6 6 3.8 Management wise Table 3.8 highlights deviation between management categories covered by and data even there is no deviation exist between and data at elementary, secondary and higher secondary stages. The vertical and horizontal results by management categories show similar status that revealed positive results in total sample schools. School Category UT Administration Private Unaided Private Aided Centra Govt. Local body Total Table-3.8 Management-wise Status of Schools Elementary Stage Secondary Stage Senior Sec.Stage Deviat ion 5 5 5 5 3 3 1 1 9 9 2 2 1 1 8 8 Deviat ion 5 5 1 1 6 6 Deviat ion -14-14
3.9 Year of Establishment of Sample Schools The establishment year of all the sample schools falls between 1951 and 214. The and data revealed 4.35 variation fall between 1951-196 & 1961-197. 8.7 variation in 1971-198 & 1991-2 exists in establishment year. Table 3.9 Establishment Year of Schools under and Data () 1951-196 5 4 25. 1961-197 5 6 16.67 1971-198 4 6 33.33 1981-199. 1991-2 4 2 1. 21-21 4 4. 211-214 1 1. Total 23 23. 3.1 Year of Recognition of Sample Schools The and data on the recognition year of the schools vary from elementary stage Senior secondary stage as most of the schools steadily upgraded. The and data show slight variation in recognition of particular school. The data in table 3.1 revealed that the recognition year of different schools fall between 1951 and 214. and data revealed variation on recognition in all level. Table 3.1 Recognition Year of Schools under and Data Recognition Year Elementary Stage Secondary Stage Senior Sec.Stage Deviati Deviat Deviat on ion ion 1951-196 5 4 25 1961-197 5 6 16.67 1971-198 4 6 33.33 1 1 1 1 1981-199 5 5 2 2 1991-2 4 2 1. 2 2 2 2 21-21 4 4 4 4 211-214 1 1 2 2 1 1 TOTAL 23 23 14 14 6 6 Column appeared blank -15-15
3.11 Status of Shift School in and Data Out of 23 sample schools, No schools were observed shift schools. There is no variation exist. 1 data is equally significant in respect to shift school as the table 3.11 Table 3.11 Status of School Building Used as a Part of Shift School under and Data Used as part of () Shift school Yes No 23 23 Total 23 23 3.12 Status of Residential Schools The and revealed variation in respect to residential status of schools. No residential school exist in the sample school. Table 3.12 Status of Residential School under and Data () Yes No 23 23 Total 23 23 3.13 Status of Affiliation Board All the sample schools are affiliated with school Education Board were CBSE. and data revealed variation at secondary stage and at Senior secondary stages in respect to affiliation with CBSE as table 3.13 Table3.13 Status of Affiliation Board of Sample Schools under and Data Affiliation Board Secondary Stage Senior Sec.Stage CBSE 8 8 6 6 Any other -- -- -- -- -- -- TOTAL 8 8 6 6-16- 16
3.14 Pre-Primary Section Attached to Sample Schools Out of 23 sample schools, 19 schools have pre-primary section. The and Data shows deviation in both schools as well as in total number of Students studying in pre-primary section on 3th September 214. Table3.14 Status of Attachment of Pre-primary Section to Sample Schools If yes specify Total Students Yes 19 19 53 33 No 4 4 53 33 Total 23 23 Total Teachers 3.15 CCE Status at Elementary Level The and data revealed equal CCE status at elementary level of sample schools, thus, no deviation exist. Table 3.15 Status of CCE at Elementary Level in Sample Schools Yes 23 23 No/ NA Total 23 23 3.16 Examination Results The and data on the result of class 1th examination revealed variation in appeared there is similarity by number of boys and girls declared pass. -17-17
Table 3.16 Results of Class X Examination for the Previous Academic Year (213-14) of Sample Schools under and Data No. of students appeared No. of Students passed/ qualified Boys 249 249 247 247 Girls 26 26 26 26 TOTAL 455 455 453 453 Similarly, and data revealed variation among boys and girls, who had appeared in class 12th examination and passed out in academic year 213-14. Thus, equal status revealed by and data as table 3.17 Table 3.17 Results of Class XII Examination for the Previous Academic Year (213-14) of Sample Schools under and Data No. of students appeared No. of Students passed/ qualified Boys 154 154 123 123 Girls 119 119 11 11 TOTAL 273 273 224 224 3.18 Status of Teaching Staff and data on teaching staff, in-position and contract teachers revealed slight variation that exist at primary, upper primary, secondary and senior secondary stages. Overall results revealed only 2.67 deviation in case of teaching staff in position and 12.86 in case of contractual teachers. Both deviations appeared insignificant as table 3.18. -18-18
Table 3.18 Status of Teaching Staff against against in-position Teaching Staff Contract Teachers Part Time Instructors Devia Deviati tion on For Primary 126 122 3.17 24 28 16.67 2 2 For Upper Primary Devi ation 83 8 3.61 3 33 1. 9 9 For Secondary 8 82 2.5 13 11 15.38 For Higher Secondary 48 44 8.33 3 7 133.33 TOTAL 337 328 2.67 7 79 12.86 11 11 3.19 Status of School Buildings and data revealed same status of buildings in respect of government, private and private aided schools. Thus, there is no variation exist in the possession of own building by schools as table3.19 Table 3.19 Status and Type of School Buildings Private + Private Aided 5 5 Government (State + KVS) 18 18 Total 23 23 3.2 Status of Class Rooms and data revealed gaps between number of classrooms used forinstructional purpose and number of classrooms under construction. Variation exists in status of both kinds of rooms between and data, particularly for elementary section as given in table 3.2-19- 19
Class/Grade Table 3.2 Status of Class Rooms in Sample Schools Total Classrooms used for No. of Classrooms under instructional purposes construction 1 to 8 191 191 IX 2 2 X 2 2 XI 11 11 XII 9 9 3.21 Condition of Class Rooms The condition of class-rooms varies from school to school of elementary to highersecondary level. The and data show Good condition of rooms in majority of elementary schools, while very small number of elementary schools required minor and major repairs. The data revealed that Government Middle School, Indira Colony, Manimajra need of repair for 6 rooms. Significant deviation exists in and U data on the good condition of rooms as well as rooms need minor and major repair for elementary, secondary and higher secondary stages as table 3.22 Table- 3.22 Condition of Pucca Class Rooms Good Condition Need minor repair Need major repair Devia tion Devia tion PE S For Elementary sections 149 149 18 18 6 6 For secondary classes 35 35 2 2 For Hr. Sec.classes 18 18 2 2 Devi atio n -2-2
Condition of partilly Pucca Class Rooms Good Condition Need minor repair Need major repair PE S Devi atio n Devi atio n PE S For Elementary sections 13 13 5 5 Devi atio n Condition of partilly katcha Class Rooms Good Condition Need minor repair Need major repair PE S Devi atio n Devi atio n PE S For Elementary sections Devi atio n 3.23 AVAILABILITY STATUS OF LAND FOR ADDITIONAL CLASSROOMS and data revealed deviation in availability of land for additional classrooms as table 3.23 Table 3.23 Availability Status of Land for Additional Classrooms Yes 19 19 No 4 4 3.24 Availability of Separate Room for Principals/Head Teachers and data revealed variation as each principal/head teacher of sample school has separate room as table 3.24 Table 3.24 Availability of Separate Room for Head Teacher/Principals Yes 2 2 No 3 3-21- 21
3.25 Functional Toilets and Urinals and data revealed number of functional toilet and urinals for boys and girls in sample schools. The data highlights that there are separate toilet facility available in all the sample schools as table 3.25 Table 3.25 Number of Functional Toilets and Urinals Boys 82 82 Girls 82 82 3.26 Main Source of Drinking Water The and data revealed deviation as all sample schools have the facility of tap water as table 3.26 highlights. Table 3.26 Main Source of drinking water Tap Water 22 22 Well Others 1 1 Total 23 23 3.27 Availability of Electricity Connection and data revealed deviation as all sample schools are connected with electricity mainline and are operating through metres as table 3.27 Table 3.27 Availability of Electricity in the Schools Yes 23 23 No Total -22-22
3.28 Condition of Boundary Wall and data revealed slight deviation in respect barbed wire fencing in on school and under construction Table 3.28 Condition of Boundary Wall Pucca 3 3. Barbed wire fencing 16.67 5 6 Hedges. No Boundary wall. 8 8 Others. 1 1. Partially pucca wall 4 4 5. Under construction 2 1. Total 23 23 3.29 Facility of Library and data revealed deviation in respect to the facility of the library in school campus as table 3.29 Table 3.29 Facility of Library Yes 23 23 No 3.3 Subscription of Newspaper/Magazine and data revealed deviation in respect to subscribe the facility of newspaper/magazineas show in table 3.3 Table 3.3 Subscription of Newspaper/Magazine Yes 16 16 No 7 7-23- 23
3.31 Facility of Playground in Sample Schools and data revealed deviation in respect to the facility of playground in sample schools. During survey, it was observed that each school has in campus playground as table 3.31 Table 3.31 Facility of Playground in Schools Yes 16 16 NO 7 7 3.32 Status of Functional Computers and data revealed number of functional computers. The data revealed 5.4 deviation that is insignificant by comparing the number of computers. Table 3.32 Number of Functional Computers in Sample Schools Yes 125 119 5.4 Total 125 119 5.4 3.33 Status of Medical Check-up of Students Conducted Last Year and data revealed deviation. It indicated that all sample schools have conducted medical check-ups of their students timely as table 3.33 Table 3.33 Whether Medical Check-up of Students Conducted Last Year Yes 23 23 No Total 23 23-24- 24
3.34 Status of Ramp for Disabled Student to Access Classrooms and data revealed deviation in number of schools, having ramp and not having ramp for disabled children to access classrooms as table3.34 Table 3.34 Whether Ramp for Disabled Children Needed to Access Classrooms Yes 6 6 No 17 17 Not reported 3.35 Status of Children Enrolled in Current Academic Year (214-15) Comparing the total enrolment of students in sample schools shows similar status under and data, there is no variation. Table 3.35 Status of Children Enrolled in the Present Academic Year (214-15) Enrolment Dise A General B- ST C- OBC D- Total Enrolment (A+B+C) Boys Girls Total Boys Girls Total Boys Girls Total 2365 215 447 2365 215 447 247 247 494 247 247 494 711 669 138 711 669 138 3323 321 6344 3323 321 6344 Muslim minority Out of E 274 285 559 274 285 559-25- 25
Chapter-IV Investigators Observations This chapter highlights the observations of field investigators on specific aspects given in Investigator Feedback Schedule. The specific aspects are: initial reaction of the principal/head teacher towards the investigation, availability and maintenance of school records, enrolment of students as well as teachers strength on 3th September 214 and problems faced by investigators in getting required information. 4.1 Was the School Open on the First Day of the Visit? All the 23 sample schools were found open at the first day of investigators visit to schools as table 4.1 Table 4.1 Was the School Open on the First Day of Visit? Yes Status in School were observed open on the first day of visit 23 1 IV.2 Number of Visits to the Schools to Get Information 23 sample schools were visited one time by the field investigators. The management authority of each school was observed helpful in providing data at first visit. Table 4.2 Number of Visits to School No. of Schools Status in 1 visit 23 1 4.3 Initial Reaction of the Principal/ Head Teacher The initial reaction of the Principal/Head teacher at the time of visit was appreciable as 52 teachers were found cooperative in Very good manner and 48 in Good manner. They were cooperative because the school authority had already received letter from the sponsored agency about providing data, thus, their cooperation was observed positive as the table 4.3 Table 4.3 Initial Reaction of the Principal/Head Teacher No. of Schools Status in Very Good 12 52 Good 11 48 Total 23 1-26- 26
4.4 Response of the Principal/ Head Teacher to Provide Information On the visit to sample schools, the responses of principals/head teachers were observed positive. 48 principals/head teachers of 11 schools were observed Very Good in their responses, while 52 principals/head teachers of 12 schools were observed Good. Overall analysis revealed that the principals/head teachers of majority of the sample schools were observed responsive in providing required information on data as the table 4.4 highlight. Table 4.4 Response of the Principal/Head Teacher to provide Information No. of Schools Status in Very Good 11 48 Good 12 52 TOTAL 23 1 4.5 Availability of Records in School Availability status of records of each school varies from school to school. Amongst sample schools, 39 schools were observed Very Good, while 61 schools were observed Good in availability of records at the time of visit. Majority of the schools have maintained records either with class teacher or in office, thus availability of records in school was accessible as table 4.5 highlight. Table 4.5 Availability of Records in School No. of Schools Status in Very Good 9 39 Good 14 61 4.6 Investigators Observations Pertaining to Different Aspects: The observations pertained by Investigators from sample schools on various aspects relating to data do not vary from school to school Table 4.6 Was the Principal/Head Teacher able to provide the information pertaining to enrolment and details of passed percentage easily? YES NO 23-27- 27
4.7. All the 1 sample schools teachers have maintained the attendance register and have filled-in all the columns properly as table IV.7 highlight. Table 4.7 Do the teachers fill up the attendance register properly? YES NO 23 4. 8 1 sample schools of either stage (elementary, secondary and higher secondary) have School Report Cards as table 4.8 Table 4.8 Was the School Report Card available in the school? YES NO 23 4.9 1 class teachers of sample schools have maintained attendance registers of class/s and have placed the registers in almirah under his/her charge. Table IV.9 Table IV.1 Are the attendance register properly maintained and kept in almirah? Was the school having photo copy of DCF? YES NO 23 YES NO 23 11. The investigators did not faced any problem in getting the required information from 22 schools as principals/head teachers were observed cooperative and in 1 school the investigator faced problem for getting the information as the records is not maintained properly as Table IV.11 highlight. Table IV.11 Did the investigator face any problem in getting the required information from the school? YES NO 1 22-28- 28
Suggestions for Enhancing the Quality of and data The deviation between and data on some aspects revealed the need of some remedial measures for enhancing the quality of data, thus the following suggestions are proposed: The teachers, who had taken training of Data Capture Format (DCF) of, need to be given to fill the Format of school and the same teacher need to be deputed to provide the information to investigators for data. This strategy may help in reducing the error in data and the and data will easily be comparable. The training of teachers regarding to fill-in the DCF needs to strengthen. Instruction to be issued to all the government, private and aided schools to maintain similarity in keeping the school records. Most of the principals/head teachers are unaware about the School s Code Number, this usually creates problem in comparing the and data. Thus, it is essential to make the principals/head teachers aware about the School s U Code Number. This may be highlighted on Display Board of each school. The and Formats show gaps in certain columns, thus, there is a need to have similar Formats for data and data. To verify the data, it is necessary to collect information under simultaneously. Thus, it becomes necessary that data collection time need to be fixed in a particular month/months for both the agencies. The 5 sample size is too small to find out the deviation, thus the sample size needs to be increased. ***** -29-29