Study of School Management Committee in a North Eastern State of India in Ensuring Right to Elementary Education, a Global Challenge

  • ID: 3098974
  • Report
  • Region: Global, India
  • 87 Pages
  • Politic India
1 of 3
The present study conducted in a north eastern province of India has the potential to understand the problem of achieving universal elementary education in third world countries having more or less similar socioeconomic context and shifting nature of families and communities in the global context where corporatization has becoming the rule of the day and nature of solutions through replacement of traditional family and community ties with that of School Management Committee, a corporate concept of the global vision. The study will definitely give a new vision to all concerned citizens, researchers, academic and corporate institutions and of course international agencies striving hard to meet the global commitment by ensuring elementary education to all children on this earth without exception.

In the light of recent passage of Right of Children to Free and Compulsory Education Act, 2009 as a fundamental right to all children between 6-14 years of age in India where millions of children are still either out of schools or drop out of schools before completion of elementary education, there is a critical need to ?nd ways in which this fundamental right can be realized. It is also now widely acknowledged that without community as a primary stakeholder in the process, this right would not meet its intent. The Act provides for various entry points for such a purpose, most critical of them being School Management Committees.

The School Management Committee ( SMC ) plays an essential role in school governance to enhance the quality of education offered. In bringing together representatives of different stakeholders, it lays the groundwork for broadened and shared decision-making. One major challenge to the SMC is its proposed corporate status, a departure from the present arrangement of assigning to the supervisor full responsibility for the running of the school. Instead, the duties of the supervisor are to be taken up by the SMC who will assume collective responsibility for school management and performance. This also serves to protect individual managers from personal liabilities in relation to the activities and responsibilities of the school. As a body corporate under the Education Ordinance, the SMC is a separate legal entity and its liabilities could be limited by the statute.

Schools and communities were closely related entities in ancient India. Social institutions in India such as joint family and kinship group collaborated with the school, and together they accomplished the broad objectives of education. These included the inculcation of the norms and values of society, skills for life, culture and refinement, in addition to reading, writing and arithmetic. The gurukuls, the viharas, and the madrasas were the standard institutions which carried out this mission under different religious/political influences. Cutting across all these differing influences, there was the underlying community- orientation which always characterized India’s educational system. With the British came the twist. They, deliberately and calculatedly, gave an orientation to Indian education to suit their political and economic agenda in this colony. Behind the so- called ‘liberal’, ‘modern’ English education, they had such malignant intentions as should have burned outrage in any Indian citizen. Unfortunately the Indian elite of those days did not care to see through these designs, because they had personal gains from the British system. It was Mahatma Gandhi who, along with the struggle for political freedom, questioned the British system. He developed the basic education model to counter the British model. Unfortunately, in spite of a dozen or so experiments in basic education along the Wardha pattern, it stands a stunted model. In the independent India we have seen a series of educational reforms trying to put the derailed bogies of Indian education back on the rails. The effort is still on; and the present study is part of the on-going struggle to regain the community orientation of Indian education, without neglecting its need to keep abreast of advancements in the field in these days of globalization.

The decentralisation envisaged by the two precursors of the Right to Education Act owed much to the 73rdand 74thconstitutional amendment of Indian acts . Enacted in 1992, the two pieces of legislation created a key paradigm shift in governance models by invoking decentralisation, paving the way for the participation of local communities and institutions in the planning, implementation, and monitoring of government programs including those in education. The amendments established the three-tier Panchayati Raj system in the country, with elected bodies at the gram, taluk, and zilla levels to enable the community to actively participate in developmental programs and ensure more effective implementation. Amongst the 29 subjects identified by the 73rd Amendment Act for transfer to the panchayats was education -primary and secondary, adult and non-formal, vocational and technical.

The present study therefore attempts to study the roles and responsibilities of SMC specifically in Wangoi block of Imphal West district so as to find out the roles and responsibilities of the School Management Committee.

Objectives of the study are to:

- Find out how much the SMCs members are aware about their role and responsibilities in the light of RTE 2009.
- Understand the current situation of the SMC members, whether SMCs are functioning as per the norms of RTE Act 2009
- Discuss the different activities undertaken by SMC
- Find out the status of the related documents and maintenance of records about the functioning of SMCs in the school.
- Suggest strategies of empowering the SMCs members for improvement of the school

Note: Product cover images may vary from those shown
2 of 3
- Introduction
- Community – Oriented Education in India A Historical Overview
- Universalization of Elementary Education (U.E.E.)
- Sarva Shiksha Abhiyan (SSA)
- The National Curriculum Framework of India, 2005
- Role and responsibilities of SMC
- Operational Definition
- School Management Committee
- Role & Responsibilities of the School Management Committee
- The Right of Children to Free And Compulsory Education Act 2009:
- Features of the Right of Children to Free and Compulsory Education Act, 2009:
- Rationale of the Study
- Objectives of the study
- Procedure for the study
- Statement of the problem

Chapter 2: Review of Related Literature
- Introduction
- Review of Studies/ Reports/ Publications/ Articles related to present study: International Context
- Prew (2009)
- Monwaragegum (Bangaladesh-1995)
- S.C.Y Zibophe (Malawi-1989)
- Carl A. Grant, University of Wisconsin- Madison, USA (1979)
- Bambangsumintono, Nora Mislan and Hamdan Said, Indonesiain
- Review of Studies/ Reports/ Publications/ Articles related to present study: Indian Context
- Sunitachugh (2004)
- M. Gopinath Reddy and G. Bhavani(2012)
- Yazali Josephine (2012)
- Ashok Mehta Committee (1977)
- R. Govinda (2007)
- R. Govinda and Madhumita Bandyopadhyay (May 2010)
- Tyagi (1999)
- Madhumita Bandyopadhyay (February 2011)
- Prof. S. C. Agarwal and Vishal Agarwal(2013)
- An Overview

Chapter 3: Researchdesign And Methodology
- Research Methodology
- Sample
- Design & Description of the field study
- The research tools
- Analysis and Interpretation of data
- Delimitation of the study

Chapter 4: About Manipur
- Manipur: The Switzerland of India
- Manipur State Profile
- Statistical Details
- The physical features of Manipur may be divided into three well-defined regions
- The Manipur Hills
- The Manipur Valley
- Administrative Units
- Some Important Tourist Centers
- Resources
- Agricultural products
- Forest resources
- Handloom
- Transport and Communication
- Education Scenario
- Educational indicators
- Education before Independence
- Structure of Education in the State
- Set up of Education Department
- - Secretariate Level
- - Directorate Level
- - Field/Zonal Level
- Educational Scenario
- Status of Education in the State
- District Profile
- Demography of the Wangoi Block
- Topography
- Socio-economic Condition
- Educational Scenario in the Wangoi Block

Chapter 5: Analysis and Interpretation of Data
- Introduction
- Coverage Area
- Educational Qualification of Committee members
- Awareness related information about RTE Act 2009 and Role and responsibilities of School Management Committee (SMC)
- Analysis of the data
- Suggestion for the improvement of school and SMC

Chapter 6: Conclusion


List of Tables:
Table No.1: Sample schools
Table 2: State Statistical Details
Table No. 3: Total Schools by category
Table No. 4: Total schools by Management (Primary & Upper Primary)-2013-14
Table No. 5: Enrolment Ratios – Primary Level
Table No. 5 (II):GER/NER – Upper Primary level
Table No. 6: Percentage of underage and overage children to total enrolment
Table No. 7: Enrolment Primary/Upper Primary: All Management
Table No. 8: Retention Rate Primary level
Table No. 9: School Management (Upper Primary/Sections)-2013-14
Table No. 10: School Management (Primary/Sections)-2013-14
Table No. 11: Imphal West District Retention Rate at Primary Level
Table No. 12: Imphal West District Retention Rate at Upper Primary Level
Table No. 13: Imphal West District Retention Rate at Elementary Level
Table No. 14: Transition Rate (Primary to upper primary)
Table No. 15: Annual Average Dropout Rate
Table No. 16: Annual Average Dropout Rate
Table No.17: Schools Selected for the Study
Table No. 18 List of Respondents
Table No. 19 Educational Qualification of Committee members
Table No. 20 Queries from Headmaster regarding roles and responsibilities of SMC
Table No. 21 Percentage of Headmasters who conducted enrolment drives and motivated parents to send their children in school
Table No. 22 Changes noticed by Headmasters due to the efforts of SMC members in developing School in post RTE Act
Table No. 23 Responses of Local Educationalist/ PRI/Parents
Table No. 24 Responses of Local Educationalist/ PRI/Parents
Table No. 25 Responses of Cluster Resource Person and Block Resource Person
Table No. 26 Facilities available in school
Table No. 27 Different activities undertaken by and for the mobilization of SMC

List of Figures:
Figure1: Research design - Exploratory description design
Figure 2: The administrative picture for education at Secretariat level is given below
Figure3: Percentage of Headmasters who conducted enrolment drives and motivated parents to send their children in school
Figure4 : Responses of Local Educationalist/ PRI/Parents
Figure5 : Responses of Local Educationalist/ PRI/Parents
Figure 6: Responses of Cluster Resource Person and Block Resource Person

Appendix-A Questionnaire 1: For Headmaster
Appendix-B Questionnaire 2: For Local Educationalist/ PRI/Parents
Appendix-C Questionnaire Schedule For Cluster Resouce Person
Appendix-D Interview Schedule For Block Resouce Person
Note: Product cover images may vary from those shown
3 of 3


4 of 3
Note: Product cover images may vary from those shown