Government of Jammu and Kashmir
Evaluation Report on
Sarva Shiksha Abhiyaan(SSA) Jammu Division
(2007-08 to 2011-12)
Evaluation Study conducted by: Regional Joint Director, Evaluation & Statistics, Jammu.
Directorate of Economics and Statistics Planning and Development Department
0
10
20
30
40
50
60
70
80
90
100
2007-08 2008-09 2009-10 2010-11 2011-12 2007-12
61.46%
70.26%68.12%
93.25%
70.84%75.07%
Utilization Percentage of Funds under SSA in Jammu Division from 2007-08 to 2011-12
Year
Fund
Utili
zatio
n %
age
Highlights of the Study
1. For universalization of elementary education in a time bound manner, the Government of India
introduced Sarva Shiksha Abhiyan(SSA) for providing free and compulsory education to all
children falling in the age group (6-14 years).
2. The provisions of SSA includes opening of new primary schools, up-gradation of schools ,
construction of school building, additional class rooms, toilets, drinking water facilities and
grants for Teacher for TLM, School Maintenance, Teaching Learning Equipment etc.
3. In J&K state the scheme SSA was launched during the year 2001-02 and is being executed by
Education Department through State Project Director SSA Jammu and Kashmir.
4. As per the official data, against the total released funds of ₹.123641.15 lacs, an amount of
₹.92821.32lacsi.e. (75.07%) funds were utilized w.e.f. 2007-08 to 2011-12 in respect of Jammu
Division. The utilization percentage of funds is low. It is important that funds provided are utilized in full
so that the objectives of the scheme can be achieved in a time-bound manner as stipulated.
5. As per the physical targets and achievement of TLE grants, against the achievement of 1036 newly
opened primary schools, the TLE grants were provided only to 501 schools and against the achievement of
conversion of 3487 EGS to Primary schools only 279 schools were provided TLE grants during the period
2007-08 to 2011-12. The same needs to be clarified from the Executing Agency.
6. During 2007-08 to 2011-12, against the target of 1190 opening of new primary schools, 1036 new
schools were opened i.e. 87.06%. Against the target of 3529 conversion of EGS into primary
schools, 3487 were converted into primary schools i.e. 98.81% and against the target of up
gradation of 1918 primary schools to upper primary schools, 1646 schools were upgraded i.e.
85.82% in the Jammu division.
7. During the year 2007-08, total enrollment of Jammu division under SSA was 485614 which increased to
551339 by the end of 2011-12 i.e. an increase of 13.53% over the base year. There was an increase of
8.20% in case of enrollment of boys whereas correspondingly there was a significant increase in the
enrollment of girls i.e. 19.68%during the reference period.
8. Under school grants, out of 36 sample selected schools only 33 schools had received funds during 2011-
12. It is a matter of concern that three schools were not provided school grants.
9. Under School Maintenance Grants, 3 schools of Samba and 4 schools of Purmandal education zone
were not provided funds under School Maintenance Grants. It is suggested that funds for school
maintenance grants must be provided to all schools without any bias.
10. 50% schools in the selected education zones were having shortage of teaching staff. This must be looked at
seriously and posts of the teachers must be filled on priority.
11. 77.78% of schools were short of class rooms as per norms under SSA. This issue is of utmost importance
and must be taken seriously by the administrative department. It is not possible to fulfill the basic
objectives of the scheme when the basic infrastructure is not present in the schools.
12. It was observed that 16.67% sample schools were not having drinking water facility, 19.44% schools had
no separate toilet facility. Also 8.61% of contacted parents asserted that proper sitting arrangement was not
present in the school. It is suggested that all the schools be provided with these important facilities.
13. It was observed that where drinking water facility is available, there also the supply was not regular.
Moreover, water tanks were not cleaned at regular interval and some water tanks were not covered with
lids.
14. Similarly, it was observed that in the schools which had the toilet facility, the toilets were
unhygienic and in some schools the toilets were found locked. Lack of drinking water & separate
toilet facility discourages enrollment in the schools, provision of these facilities must be ensured
in all the schools. The School Management itself needs to perform minor functions like cleaning of tanks
and toilets etc.
15. Very few schools had computer learning facility for students. Out of 209 parents, 80.86% asserted that
computer facility were not available in schools. It was also observed that there were no trained computer
teachers posted in most of the sample schools. Computers and computer teachers must be provided to the
schools so that students can get the knowledge and benefit from computer facility.
Recommendation:
Despite completion of more than 10 years of implementation of SSA scheme there is still lack of basic infrastructure facilities in the government schools. Most of the schools were not having adequate teachers and class-rooms. The safe drinking water facility, separate toilet facility, fans, adequate sitting arrangement were not available in some of the schools. The authorities must ensure provision of these basic facilities, as lack of these facilities discourages enrollment in the government schools and in many cases results in migration to the private schools.
CONTENTS
S. NO.
TITLE PAGE
1. Introduction 1-7
2. Physical and financial Achievements 8-17
3. Field findings 18-40
4. Summary of Main Findings and Suggestions 41-46
5. Annexure “A” 47-48
6. Annexure “B” 49
7. Annexure “C” 50
8. Annexure “D” 51
9. Annexure “E” 52
Chapter - I Introduction:
The role of education in facilitating social and economic progress has
long been recognized. Education improves functional and analytical ability
and thereby opens up opportunities for individuals and also groups to
achieve greater access to labour markets and livelihoods and to claim group
entitlements. Education in its broadest sense of development is the most
crucial input for empowering people with skills and knowledge and giving
them access to productive and gainful employment in future. Improvements
in education do not merely enhance efficiency but also augment democratic
participation, upgrade health and the overall quality of individual and
societal life.
Elementary education is the foundation of the pyramid of education
system. During this period students are taught to think critically, to strive to
attain high standards, to meet the challenges posed by technological
advancements and to develop citizenship and basic values. It lays the
groundwork for future learning and future success. It is well said that:
“We will never be able to run if we don’t learn how to walk”.
Economic and social prosperity in 21st century depends on the ability
of nations to educate all members of their societies to be prepared to thrive
in a rapidly changing world. In this connection, the first attempt has been
made in the World Declaration on Education for All, adopted in 1990 in
Jomtien, Thailand where the world leader from 155 countries adopted an
expanded vision of what basic education means, calling for a learning
environment in which everyone would have the chance to acquire the basic
elements which serve as a foundation for further learning and enable full
participation in society. The main purpose of the Education For All (EFA)
initiative is to address all the problems and constraints arresting the growth
of basic education particularly in the Nine Most Populous Developing
Countries, i.e. Bangladesh, Brazil, China, Egypt, Indonesia, India, Mexico,
Nigeria and Pakistan.
Background of SSA:
The citizens of India have a fundamental right to education. The said
right flows from Article 21 of Constitution of India. This right is, however,
not an absolute right. Its content and parameters have to be determined in
the light of Articles 45 and 41. In other words, every child/citizen of this
country has a right to free education until he completes the age of fourteen
years.
The Right of Children to Free and Compulsory Education (RTE) Act,
2009, which represents the consequential legislation envisaged under Article
21-A, means that every child has a right to full time elementary education of
satisfactory and equitable quality in a formal school which satisfies certain
essential norms and standards. The RTE Act, along with Article 21-A
inserted in the Fundamental Rights of the Constitution of India became
operational on 1st April 2010.
The Government of India has introduced Sarva Shiksha Abhiyan(SSA)
which is a flagship programme for achievement of universalization of
elementary education in a time bound manner, as mandated by the 86th
amendment to the Constitution of India making free and compulsory
education to children of ages 6-14 (estimated to be 205 million in number in
2001) a fundamental right. The programme aims to achieve the goal of
universalization of elementary education of satisfactory quality by 2010.
The SSA scheme was launched in the country in the year 2000-01
and currently, SSA is implemented as one of India’s flagship programme for
universalizing elementary education. In J&K state it was started during the
year 2001-02 and is being implemented with the active participation of the
community. The State Project Directorate of SSA under the overall
supervision of the School Education Department is coordinating all the
activities of the scheme. The scheme has been taken up in J&K State in its
totality.
Objectives of the SSA programme: SSA is being implemented in partnership with State Governments to
cover the entire country and address the needs of 192 million children living
in 1.1 million habitations. SSA, aims at opening of new primary school in
those habitations which do not have schooling facilities, up-gradation of
schools from primary level to middle level and strengthening existing school
infrastructure through provision of construction of school buildings,
additional class rooms, toilets, drinking water, maintenance grant and
school improvement grants.
Existing schools with inadequate teacher strength are provided with
additional teachers, while the capacity of existing teachers is being
strengthened by extensive training, grants for developing teaching-learning
materials and strengthening of the academic support structure at a cluster,
block and district level. SSA seeks to provide quality elementary education
including life skills. SSA has a special focus on girl's education and children
with special needs. SSA also seeks to provide computer education to bridge
the digital divide.
Besides above, following are the main objectives of the mission:
1. Ensure that all children in the specified age group are in school.
2. All children complete five years of primary schooling by 2007.
3. All children complete eight years of elementary schooling by 2010.
4. Focus on elementary education of satisfactory quality with
emphasis on education for life.
5. Bridge all gender and social category gaps at primary stage by 2007
and at elementary education level by 2010.
6. Universal retention by 2010.
Funding pattern of the scheme: The costs for SSA are shared by the Center and States in the ratio
85:15 in north eastern states. In J&K state, the scheme SSA was launched
during the year 2001-02 and the ratio of the funding pattern of the state
with center was 75:25 and subsequently it was 60:40 during the year 2008-
09 to 2009-10 and w.e.f. 2010-11 to till date the funding pattern of the
scheme is 65:35 in order to make the scheme more successful, result
oriented and to cherish its basic objectives. The Central Government during
the year 2004-05 imposed an, education cess of 2 percent on all taxes to
mobilize additional funds for SSA and the Mid-Day Meal Scheme. In 2008-
09, this surcharge was increased to 3 percent.
Conceptualization of the study: The SSA scheme has completed more than 10 years in our state. In
order to assess the effectiveness of the programme, the State Level
Evaluation Committee (SLEC) in its meeting held on 25-11-2011 has
decided to conduct the evaluation study on the Quality Interventions and its
implementation underSSA through Directorate of Economics and Statistics
during the year 2011-12.
In order to assess the quality interventions in the Sarva Shiksha Abhiyan
and its Implementations as per the guideline laid down by the Govt. of India,
the study is conceived with the following objectives:
Objectives of the evaluation study:
1. To assess whether required infrastructure is being provided to
improve the elementary education at the school level.
2. To assess the impact of Sarva Shiksha Abhiyan on enrolment, dropout
rate, retention, gender and social category gaps.
3. To assess whether all the interventions envisaged under the
programme especially interventions like supply of free text books, free
school uniforms, teachers training are being implemented successfully
or not.
4. To assess whether 25% reservation in Pvt. unaided schools has been
provided to the children belonging to the disadvantage group and
weaker section.
5. To identify the bottlenecks/difficulties faced, if any, in the
implementation of the Programme and suggest remedial measures.
6. To assess the usefulness of the policies/strategies adopted under SSA
in achieving the targets of the programme effectively.
7. To assess whether the community participation through Village Education Committee is taking place at the school level.
Sample size and selection procedure: The multi-stage random sampling procedure was adopted for the
study. At the 1st stage, district Samba was selected for the study. At the
2nd stage, two educational zones, one with maximum and other with
minimum number of schools under SSA were selected. At the 3rd stage,
20% of the schools of the sample Education Zones were selected at random
basis for detailed enquiry. Out of the selected schools, 10% parents of the
students who were studying in the school were interviewed to elicit their
opinion regarding the implementation of quality interventions as envisaged
under SSA. Besides this, parents of 5 dropout students were also
interviewed to find out the reasons for drop-out. In addition to this, one
private unaided school adjoining to the schools selected under the study
were also taken to see whether these schools have given admission to the
25% children belonging to the disadvantaged group and weaker sections.
Apart from this, one Village Education Committee member was also
interviewed to elicit his opinion regarding the implementation of the scheme
at the gross root level.
Due to large number of interventions in the Scheme the following
important interventions were taken-up under the study:
1. Teachers. 2. Opening of New Primary Schools, Conversion of EGS into Primary Schools
and 3. Upgradation of Primary to Upper Primary Schools. 4. Classrooms. 5. Free Text Books. 6. School Maintenance Grants. 7. Teacher Learning Equipment. 8. School Grants. 9. Teacher’s Grants. 10. Teachers Training. 11. Computer Aided Learning Centers. 12. Out of school Children.
Source of the Data: The official data in terms of background of the scheme, basic
parameters, guidelines, objectives and modus operandi of the scheme was
obtained from the project authority viz. Directorate of Sarva Shiksha
Abhiyan, J&K. The information in respect of physical and financial
achievements of the scheme was collected from Chief Educational Officer of
the selected district Samba and heads of the selected government & private
school of the selected education zones.
For the primary data, a detailed field survey was conducted to obtain
the information for the assessment of effectiveness of the programme
through;
i. Interview of the parents of school going children.
ii. Interview of parents of dropout and out of school children.
iii. Interview of VEC members.
Instruments of investigation: For the purpose of collection of data, a set of seven schedules, four for
obtaining official information and remaining three for obtaining primary
data from the field were designed for the study as detailed below: 1. Schedules for Official Data (Directorate of SSA, District Wise) 1.1-1.10 2. Schedules for Official Data (Zonal Level) 2.1-2.10 3. Schedule for Head of schools (Govt. Schools) 3.0 4. Schedule for Private Unaided Schools 4.0 5. Schedule for School going children 5.0 6. Schedule for Drop outs and out of school children 6.0 7. Schedule for VEC members 7.0
Reference Period: The official data pertains to 2007-08 to 2011-12. Since the period of
official part is five years; keeping in view the large number of beneficiaries,
the field data and selection of sample beneficiaries pertained to the year
2011-12.
Field Work and Tabulation:
The field work was conducted by the staff of Regional Joint
Directorate of Evaluation and Statistics, Jammu under the overall
supervision and control of Regional Joint Director, Evaluation and
Statistics, Jammu.
Scrutiny and Tabulation of data: The scrutiny and tabulation of data was done by the staff of Regional
Joint Directorate of Evaluation and Statistics, Jammu.
Report Writing: After conducting the field operations of the study, the staff of
Regional Joint Directorate of Evaluation & Statistics Jammu carried out the
scrutiny process of the schedules. After ensuring that the data spread over
the schedules was reliable and consistent, it was displayed on the muster
sheet. Finally on the basis of muster sheets tables were generated in order
to comprehend the data clearly. The report writing was conducted by
Regional Joint Director, Evaluation and Statistics, Jammu.
Statistical Tools & Techniques:
All relevant and appropriate Statistical tools and techniques in terms
of percentages, averages, pictorial graphs, pie-diagram and charts were used
for presentation of data more appropriately and accurately, wherever
required.
Chapter- II
Physical and financial achievements:
Sarva Shiksha Abhiyaan has been operational since 2000-2001 to provide for a
variety of interventions for universal access and retention, bridging of social
category and gender gaps in elementary education and improving the quality
of learning. SSA interventions include inter alia, opening of new schools and
alternate schooling facilities, construction of schools and additional
classrooms, toilets and drinking water provision, periodic teacher training
and academic resource support, textbooks and support for learning
achievement.
As per the stipulations of the Sarva Shiksha Abhiyaan, the financial norms
governing the Centre : State sharing pattern during the 9th Five Year Plan was
85:15, during the 10th plan it stood at 75:25. Thereafter it is 65:35 between
the Centre and J&K state government. The commitments regarding the
sharing costs were taken from the states in writing. The states were also
asked to maintain their level of investment in elementary education as in
1999-2000 to ensure that the contribution of state share for SSA comes in
the form of additional investment. The government of India releases funds
directly to the state implementing agency. The further installment are
released to the society only after the state government transfers its matching
funds to the society and expenditure of at least 50% of the funds (centre and
state) is affected. The annual funds under the programme are released in
two installments.
Table No - 1
District Wise Releases and Expenditure Made Under SSA w.e.f. 2007-08 to 2011-12 in respect of Jammu Division Figures in lakhs of ₹
S. No
District 2007-08 2008-09 2009-10 Rel. Exp. Rel. Exp. Rel. Exp.
1 2 3 4 5 6 7 8 1 Kathua 1489.48 978.99 1133.44 700.37 2566.78 1959.18 2 Samba 0.00 0.00 356.61 304.29 839.47 631.59 3 Jammu 1445.16 1311.68 1091.02 1383.64 2474.66 2045.66 4 Rajouri 1858.50 1361.16 1584.20 1408.43 2693.27 1912.26
5 Poonch 1625.35 1206.44 1497.84 1147.35 3359.82 2781.20 6 Reasi 0.00 0.00 960.42 586.69 2264.99 956.91 7 Udhampur 3568.06 2065.62 1339.11 1229.54 3327.40 2030.39 8 Doda 3608.27 1431.68 1477.91 760.86 3853.72 2522.69 9 Kishtwar 0.00 0.00 851.61 426.39 2371.42 1436.19
10 Ramban 0.00 0.00 746.24 470.78 1718.26 1075.57 Total 13594.82 8355.57 11038.40 8418.34 25469.79 17351.64
S. No
District 2010-11 2011-12 Cumulative Rel. Exp. Rel. Exp. Rel. Exp. % Exp.
1 2 9 10 11 12 13 14 15 1 Kathua 3113.62 2970.42 4068.34 3193.61 12371.66 9802.57 79.23 2 Samba 1090.26 1013.60 1897.08 1065.40 4183.42 3014.88 72.07 3 Jammu 2953.51 2748.61 4045.54 3429.68 12009.89 10919.27 90.92 4 Rajouri 4059.55 3768.67 6320.14 4088.74 16515.66 12539.26 75.92 5 Poonch 3683.52 3687.49 5507.47 3462.73 15674.00 12285.21 78.38 6 Reasi 2542.49 2313.02 4242.97 3480.10 10010.87 7336.72 73.29 7 Udhampur 4206.85 4315.28 6045.27 4631.80 18486.69 14272.63 77.20 8 Doda 3334.43 3002.47 4827.44 3448.66 17101.77 11166.36 65.29 9 Kishtwar 2196.15 1822.05 4063.72 2601.90 9482.90 6286.53 66.29
10 Ramban 2280.99 1829.83 3058.80 1821.71 7804.29 5197.89 66.60 Total 29461.37 27471.44 44076.77 31224.33 123641.15 92821.32 75.07
Source: State Project Director, SSA
The position of release of funds (year wise and district wise) and
expenditure incurred is shown in table no 1. Against the release of
₹13594.82 lakhs during the year 2007-08, the funds to the tune of ₹8355.57
lakhs were utilized. In 2008-09 ₹11038.40 lakhs were released against
which ₹8418.34 were utilized by the department. The releases for the
subsequent years 2009-10, 2010-11 and 2011-12 stood at ₹25469.79,
₹29461.37 and ₹44076.77 lakhs against which ₹17351.64, ₹27471.44 and
₹31224.33 lakhs were utilized respectively. In total an amount of
₹123641.15 lakhs was released during the period 2007-08 to 2011-12, out
of which funds to the tune of ₹92821.32 lacs were utilized registering 75%
financial achievement.
It is pertinent to mention here that during the year 2010-11,
Udhampur and Poonch districts have exceeded the expenditure against the
releases and district Jammu also exceeded the expenditure during 2008-09.
The Department was requested vide Regional Joint Director, Jammus
No:JDESJ/Evl/Study/2014-15/977-78 dated:30-07-2014 to clarify the
position on the issue but they did not respond. It must be enquired by the
Administrative Department how the expenditure exceeds the total releases. The
cumulative % of expenditure was highest in district Jammu i.e, 91% of
funds were utilized against releases and Doda district was low performing
district with 65% of utilization of funds. Kishtwar and Ramban districts too
were low performing districts.
The concerned executing agencies in these districts must look into this matter seriously and take adequate steps to utilize the funds so that, people in these districts are not devoid of basic right to education.
Table No- 2 District Wise Grants Under SSA from 2007-08 to 2011-12 in Respect of Jammu Division
Figures: Col. 3,5,7,9 in Nos.; Col. 4,6,8,10 in Lakh ₹ S.
No. District Teacher grants (TLM) School Grants
Physical Financial Physical Financial Target Ach. Rel. Exp. Target Ach. Rel. Exp.
1 2 3 4 5 6 7 8 9 10 1 Kathua 22379 22379 111.90 111.90 8522 8522 426.16 426.16 2 Samba 6075 6075 30.375 30.375 2495 2495 137.99 137.99
3 Jammu 28819 28819 144.095 144.095 9346 9346 466.90 466.90 4 Rajouri 26963 26963 134.815 134.815 9940 9940 506.33 506.33 5 Poonch 21596 21596 107.98 107.98 8422 8422 429.73 429.73 6 Reasi 9898 9898 49.49 49.49 5248 5248 286.58 286.58 7 Udhampur 22817 22817 114.085 114.085 8775 8775 419.88 419.88 8 Doda 18747 18747 93.735 93.735 8419 8419 397.05 397.05 9 Kishtwar 7845 7845 39.225 39.225 3992 3992 218.48 218.48
10 Ramban 7803 7803 39.015 39.015 3912 3912 213.38 213.38 Total 172942 172942 864.71 864.71 69071 69071 3502.48 3502.48
S. No.
District School Maintenance Grants Teaching Learning Equipment Physical Financial Physical Financial
Target Ach. Rel. Exp. Target Ach. Rel. Exp. 1 2 11 12 13 14 15 16 17 18 1 Kathua 6715 6715 423.50 423.50 216 216 87.00 87.00 2 Samba 1823 1823 122.80 122.80 108 108 41.70 41.70 3 Jammu 7650 7650 492.85 492.85 204 204 84.00 84.00 4 Rajouri 7558 7558 478.52 478.52 245 245 114.10 114.10 5 Poonch 6201 6201 388.97 388.97 269 269 108.50 108.50 6 Reasi 4032 4032 248.27 248.27 294 294 119.40 119.40 7 Udhampur 6852 6852 419.37 419.37 477 477 182.10 182.10 8 Doda 6407 6407 378.87 378.87 350 350 164.50 164.50 9 Kishtwar 2899 2899 175.47 175.47 269 269 114.70 114.70
10 Ramban 2928 2928 182.40 182.40 268 268 99.20 99.20
Total 53065 53065 3311.02 3311.02 2700 2700 1115.20 1115.20 Source: State Project Director, SSA
Teacher learning material (TLM) is an important component under
SSA. A provision of ₹500 per teacher per year for the procurement of low
cost teaching aids has been kept under SSA. During 2007-08 to 2011-12,
172942 teachers were provided this Grant in Jammu Division and ₹864.71
lacs were spent for the purpose.
School grants are provided for repair and replacement of non-
functional school equipment, purchase of library books, newspapers,
blackboards, public address system, organization of Academic debates and
competitions, cleanliness of the school premises, purchase of dustbins etc.
The amount for upper primary schools includes items for Science,
Laboratories and computer education requirements also. An amount of
₹5000/- per year per primary school and ₹7000/- per year per upper
primary school are provided under SSA. During 2007-08 to 2011-12
₹3502.48 lacs were spent under school grants.
School maintenance grants are provided @ ₹7500/- per year per
school under SSA. Such grant are to be utilized for repair work of school
building, painting of black boards and display boards, small repair including
drinking water facilities & electrical fitting and painting & fixing of scheme
related display boards. From 2007-08 to 2011-12, expenditure of ₹3311.02
lacs was incurred as school maintenance grants in Jammu division.
Teaching learning equipment is provided @ ₹20000/- for new primary
School and @ ₹50000/- for new and upgraded and upper primary school.
During 2007-08 to 2011-12 Teaching Learning Equipment to the tune of
₹1115.20 lacs were utilized. However, as per the data provided by State Project Director
(SSA), out of 6149 schools i.e. 1036 primary schools opened, 3487 EGS converted into
Primary schools and 1646 Primary schools upgraded) were supposed to be provided funds
under TLE Grants but only 2700 schools were provided TLE Funds which indicates that the
physical achievement under this component was only 44%
Table No-3 District Wise Number of Schools Opened, EGS Converted into Primary Schools & Primary Schools Upgraded to Upper Primary in Jammu Division
from 2007-08 To 2011-12 Figures in Nos.
S
No.
District
No. of Primary Schools Opened No. of EGS converted into Primary Schools
No. of Primary Schools upgraded to upper Primary School
Target Achieve ment
%age Target Achieve ment
%age Target Achieve ment
%age
1 2 3 4 5 6 7 8 9 10 11 1 Kathua 118 95 80.51 312 289 92.63 142 116 81.69 2 Samba 68 66 97.06 74 73 98.65 86 72 83.72 3 Jammu 74 63 85.14 278 275 98.92 127 112 88.19 4 Rajouri 73 73 100 486 486 100 217 217 100 5 Poonch 139 139 100 496 496 100 185 185 100 6 Reasi 134 99 73.88 477 470 98.53 237 182 76.79 7 Udhampur 243 183 75.31 377 377 100 247 196 79.35 8 Doda 75 75 100 406 406 100 295 246 83.39 9 Kishtwar 108 108 100 313 313 100 213 173 81.22
10 Ramban 158 135 85.44 310 302 97.42 169 147 86.98 Total 1190 1036 87.06 3529 3487 98.81 1918 1646 85.82
Source: State Project Director, SSA
Opening of new schools is one of the important components of SSA. Against the targets of 1190 schools to be opened in the Jammu division w.e.f. 2007-08 to 2011-12, 1036 new schools were opened registering an achievement of 87.06%. Doda, Kishtwar, Rajouri and Poonch districts had
achieved 100% of their targets in opening of schools. Reasi and Udhampur however, were low performing districts in respect of opening of new schools which registered the achievement of 73.88% & 75.31% respectively.
Education Guarantee Scheme(EGS) is for those schools areas which are un-served and do not have any school. EGS are later converted into primary schools when their enrollment increases. Against the targets of 3529 EGS centres, 3487 were converted into Primary schools i.e an achievement of 98.81%. Five districts viz. Poonch, Rajouri, Udhampur, Doda and Kishtwar achieved 100% of their targets.
Against the target of 1918 school to be upgraded w.e.f 2007-08 to 2011-12, 1646 primary school were upgraded to upper primary schools achieving nearly 86% of the targets. Again Reasi and Udhampur were the low performing districts with achievement of 76.79% and 79.35% respectively.
Percentage Achievement of Target s w.r.t. Opening of New Schools, Convergence EGS into Primary Schools and Up-gradation of Primary Schools to Upper Primary School Under SSA from 2007-08 to 2011-12 in Jammu Division.
It is important to note that Rajouri and Poonch districts have outshined other districts with achievement of 100% of their targets with respect to opening of new primary schools, number of EGS converted to primary schools and up-gradation of primary schools to upper primary schools.
Table No - 4
Gender and Social Category Wise Enrolment from Class 1st to 8th in Govt. Schools in Respect of Jammu Division from 2007-08 to 2011-12
S. No.
Year Total enrollment SC Out of Total ST Out of total Boys Girls Total SC boys SC girls Total
SCs ST boys ST Girls Total
STs 1 2 3 4 5 6 7 8 9 10 11 1 2007-08 259844 225770 485614 51830 47352 99182 64456 50161 114617 2 2008-09 306915 279542 586457 57359 53534 110893 81318 68083 149401 3 2009-10 304624 282029 586653 55477 52712 108189 81303 69710 151013 4 2010-11 293413 276782 570195 53988 52201 106189 78044 68295 146339 5 2011-12 281143 270196 551339 51105 49465 100570 76190 69430 145620
Source: State Project Director, SSA
The year wise enrollment of children is the most relevant parameter to assess the success of the SSA programme. The above table reveals that during 2007-08 the total enrollment of Jammu division under SSA was 485614 which increased to 551339 by the end of 2011-12 i.e. an increase of 13.53% over the base year. There was a
gradual increase in enrolment upto 2009-10. During 2010-11, the enrolment decreased 16458 children and further by 18856 students during 2011-12. The decrease in enrolment is beyond expectation. The SSA authorities must check the authentic of data provided to it by the feeding agencies/schools.
The enrolment of SC boys was 51830 during the year 2007-08 and the year 2008-09 showed the highest number i.e 57359. However there after it gradually fell down to 51105 in 2011-12 i.e 1.40% less than the base year. Similarly enrolment of SC girls was the highest during the year 2008-09 which was 53534 and after 2008-09 there was a downward trend.
Trend of ST boys in the enrolment in Schools was at the increasing side during the year 2008-09 and 2009-10. However during the year 2010-11 and 2011-12, a decreasing trend was observed. During the year 2009-10, enrolment of ST girls rose to 69710 i.e an increase of 38.97% over the base year 2007-08. However it fell to 69430 by the end of 2011-12.
Percentage Share of Boys and Girls in Total Number of Students Enrolled During 2007-08 and 2011-12
The pie charts above depict the percentage share of Boys and Girls in total number of students enrolled during 2007-08 and 2011-12. It is clearly
visible that there was a positive change in the percentage of girls studying in the schools with an increase from 46% to 49% from 2007-08 to 2011-12.
Table No -5 Number of In-service Teachers at BRC Level and Resource Persons Trained in Jammu Division During 2007-08 and 2011-12
Figures: Col. 3,5 in Nos.; Col. 4,6 in Lakh ₹ S.
No. District In-service teacher trained at BRC
level. Refresher training for Resource
persons Physical Financial Physical Financial
1 2 3 4 5 6 1 Kathua 8423 159.13 600 12.00 2 Samba 2525 47.32 200 4.00 3 Jammu 10264 182.21 750 15.00 4 Rajouri 10864 183.17 750 15.00 5 Poonch 11344 205.01 550 11.00 6 Reasi 2876 57.25 240 4.80 7 Udhampur 9022 138.32 550 11.00 8 Doda 6184 95.03 620 12.40 9 Kishtwar 2920 58.40 280 5.60
10 Ramban 3888 77.76 240 4.80 Total 68310 1203.60 4780 95.60
Source: State Project Director, SSA
Training of in-service teacher is an important feature of SSA. There is a provision of 10 days in-service training for all teachers each year at BRC level. It is compulsory and a grant of ₹100/- per day is paid during the training period. In Jammu division during 2007-08 to 2011-12, 68310 teachers were trained at BRC level and an expenditure of ₹1203.60 lacs was incurred. A total of 4780 resource persons had under gone refresher course and an expenditure of ₹95.60 lakhs was incurred on such courses.
Table No - 6 District Wise Distribution of Free Text Books Under SSA from Class 3rd to 8th in Respect of Jammu Division w.e.f. 2007-08 to 2011-12.
S. No.
District Distribution of free textbooks at Primary level (3rd to 5th)
Distribution of free textbooks at Upper Primary level (6th to 8th)
Total (3rd to 8th)
1 2 3 4 5 1 Kathua 111070 115676 226746 2 Samba 28930 33671 62601 3 Jammu 123035 132783 255818 4 Rajouri 157342 137311 294653 5 Poonch 135793 116766 252559 6 Reasi 100139 80262 180401 7 Udhampur 128274 123855 252129 8 Doda 110113 100767 210880 9 Kishtwar 63905 48068 111973
10 Ramban 84503 67600 152103 Total 1043104 956759 1999863
Source: State Project Director, SSA
Distribution of free text books to all eligible students is one of the interventions of SSA. Students of 1st and 2nd class were not provided textbooks under SSA. The expenditure on said free textbooks have to be met out of District Plan. In Jammu division 1043104 free text book sets were distributed to students of 3rd to 5th class, 956759 text book-sets were distributed to students of 6th to 8th class since 2007-08 to 2011-12. A total of 1999863 text-book sets were distributed to students of 3rd to 8th class during the years 2007-08 to 2011-12.
So far as supply of free uniforms to the students is concerned it is pertinent to mention here that no funds were provided in Jammu Division during the period 2007-08 to 2011-12 as per the data received from the agencies . As such the free uniforms were not supplied amongst the students.
Table No -7
District Wise No. of Computer Aided Learning Centers Established Under SSA in Respect of Jammu Division from 2007-08 to 2011-12.
S. No.
District Computer centers established
Students benefitted
1 2 3 4 1 Kathua 27 1131 2 Samba 25 723 3 Jammu 27 1256 4 Rajouri 27 1180 5 Poonch 27 1079 6 Reasi 25 737 7 Udhampur 27 1330 8 Doda 27 1062 9 Kishtwar 25 1481
10 Ramban 25 957 Total 262 10936
Source : State Project Director, SSA
Since 2007-08 to 2011-12, a total of 262 computer centers were established and 10936 students were benefitted from the established computer centers.
Chapter- III
Field Findings: The instant Evaluation Study was carried out by the Regional Joint
Directorate of Evaluation and Statistics, Jammu at the behest of State Level
Evaluation Committee (SLEC) to study the impact of Sarva Shiksha Abhiyan
(SSA). The field data was collected through field enquiries from the head of
the sample schools, Parents of the school going children, Village Education
Committee Members and drop-out & out of school children. The field
findings of the study can be thus categorized into:- I. Response from the heads of the sample schools.
II. Response from Parents of the school going children of sample
schools.
III. Response of the VEC members of concerned sample school.
IV. Response of the Drop out and Out of school children of concerned
sample school
V. Response of heads of private schools.
In this chapter, efforts have been made to assess the implementation
of the programme in achieving the set goals and to assess as to what extent
the interventions have been implemented in the selected sample schools of
the sample education zones Samba & Purmandal.
I. Response from the heads of the sample schools: Sarva Shiksha Abhiyaan programme is a set of specially focused
interventions directed to provide useful and relevant elementary education
for all the children in the age group of 6 to14 years and bridge the social
category and gender gap in schooling of children. In order to ascertain the
objectives of the study “Quality Intervention and its implementation under SSA”, a
simple random sampling procedure was adopted to access the impact of the
scheme at the school level. In Samba District, there are 05 education zones,
viz; Ghagwal education zone having 89 schools, Samba education zone
having 120 schools, Vijaypur education zone having 101 schools, Ramgarh
education zone having 73 schools and Purmandal education zone having 53
schools. Accordingly, two education zone of the Samba District, one with
maximum and one with minimum number of schools were selected viz,
education zone Samba and Purmandal. Out of selected zones 20% of the
schools were selected from each zone and out of selected schools in the
sample zones, 10% of the parents of the school going children were
interviewed to assess their observations and opinions with respect to
implementation of interventions under SSA. Apart from this one VEC
member from each selected school was also interviewed.
Table No -8
Sample Selection of Schools Out of the Selected Education Zones Samba and Purmandal.
S No
Educ
atio
n Zo
nes
Tota
l Sch
ools
Unde
r SSA
Sam
ple
Sele
cted
Tota
l en
rolm
ent
Sam
ple
sele
cted
Parents of the
VEC
Mem
bers
School going
children
Out of school
children
Drop out children
1 2 3 4 5 6 7 8 9 10 1 Samba 120 24 1154 136 136 2 - 24 2 Purmandal 53 12 624 73 73 1 12 12
Total 173 36 1778 209 209 3 12 36
The table no-8 explains about sample selection of the schools of both
the education zones Samba and Purmandal. Out of the 120 schools in the
sample education zone Samba, 24 numbers of schools were selected and in
education zone Purmandal out of 53 schools, 12 schools were selected, at
random which represent the 20% of the total schools as per the sampling
procedure.
In Samba education zone, 24 sample schools had the total enrolment
of 1154 students, out of which 136 student’s parents were selected and
interviewed where as in Purmandal education zone out of the 624 students,
73 student’s parents were interviewed. Further, One member of the Village
Education Committee of the sample schools was selected for interview. The
list of dropouts and out of school children from the Catchment areas was
also obtained from the sample schools to ascertain the reasons for their
drop-out and not seeking admission in the schools.
a) School Grants: Sarva Shiksha Abhiyan (SSA) provides grants to the tune of ₹5000 per year to
each Primary school and ₹.7000 per year per Upper Primary School for the
replacement of non- functional school equipment and for other recurring
costs such as consumables items etc. The amount for Upper Primary school
will include item for science laboratories and computer education
requirements. Primary school and Upper Primary school would be treated as
separate school for the purpose of school grants even if they are functioning
within the same premises. The Evaluation Enquiry conducted in the sample
schools on School Grants reflected the following position:-
Table No -9
School Grants Provided to the Sample Schools Under SSA During the Reference Period 2011-12.
S No
Sample Zone
Sample schools
No. of Schools provided funds
under School grants
School Grants (Rs in lacs)
Received Utilized %age 1 2 3 4 5 6 7
1 Samba 24 23 2.04 1.65 80.88 2 Purmandal 12 10 0.60 0.60 100.00
Total 36 33 2.64 2.25 85.23
The above table reveals the funds received and utilized under the head
School grants in respect of selected sample schools. In Samba zone, out of
the 24 schools, 23 sample schools were provided the funds to the tune of
₹2.04 lacs out of which ₹1.65 lacs were utilized. In Purmandal zone out of
12 schools, 10 schools were provided funds amounting to ₹0.60 lacs which
were fully utilized. In aggregate out of 36 selected schools only 33 schools
had received the school grant amounting to ₹2.64 lacs. Out of which 2.25
lakhs i.e 85.23% were utilized. It is a matter of concern that three schools namely Govt
Primary School, Sarmal& Govt. Primary School, Sadral in Education Zone Purmandal and
Govt. Middle School, Panthi in Education Zone Samba were not provided school grants.
b) Maintenance Grants for Schools: The scheme SSA envisages for provision for Maintenance, repair and
renovation of school buildings through Schools Management Committees /
Village Education Committees. As per the norms schools up to three class
rooms are eligible for maintenance grant up to the maximum of ₹5000 per
school per year whereas school having more than three class rooms are
eligible for maintenance grant up to the maximum of ₹10000 per school per
year, subject to the condition that the overall eligibility for the district would
be ₹7500 per school. Primary school and Upper Primary school would be
treated as separate school for the purpose of maintenance even if they are
functioning within the same premises. In respect of sample schools the
position is depicted below:-
Table No -10 School Maintenance Grants Provided to the Sample Schools Under SSA During the Reference Period 2011-12
S.No.
Sample Zone
Sample schools
No. of Schools provided School
Maintenance Grants
School Maintenance Grants(₹ in lacs) Received Utilized %age
utilized
1 2 3 4 5 6 7
1 Samba 24 21 1.58 1.53 96.83 2 Purmandal 12 08 0.64 0.60 93.75
Total 36 29 2.22 2.13 95.95
The table highlights that out of the total 36 sample schools of the two
selected education zones, 29 schools have received funds under head “School
Maintenance Grants” i.e only 83.33%. Out of the total funds ₹2.22 lacs provided,
95.95% was utilized. 3 schools of Samba and 4 schools of Purmandal
education zone were not provided funds under School Maintenance Grants.
The list of these schools is given as Annexure “A” of the report. Funds for school
maintenance grants must be provided to all schools without any bias so that cleanliness and
hygiene in the schools can be maintained. It is pertinent to mention here that School Grants in
Samba district were 100% utilized as per data received from the executing agencies whereas it
does not corroborates with field data. This must be enquired into.
c) Teachers Grants Sarva Shiksha Abhiyaan recognizes the important role of Teacher and
laid focus on their developmental needs. A provision of ₹500 per teacher per
year in primary and upper primary school for the procurement of low cost
teaching aids had been kept under the Scheme SSA.
Table No - 11
Teachers Grants (TLM Grants) Provided to the Sample Schools Under SSA During the Reference Period 2011-12
S No Sample Zone
Sample schools
Number of teachers in
position
No. of Schools provided Teachers
Grants
Teachers Grants (TLM) Rs. In lakhs
Received Utilized %age
1 2 3 4 5 6 7 8
1 Samba 24 97 23 0.41 0.365 89.02 2 Purmandal 12 55 10 0.19 0.185 97.37
Total 36 152 33 0.60 0.55 91.67
Out of 36 sample schools of both the zones, 33 schools had received
the funds under teacher’s grants during the year 2011-12. An amount of
₹0.60 lacs were received by 33 schools of both the selected sample zones
and 91.67% was utilized. It is pertinent to mention that nearly 8% grants remained
unutilized under TLM grants whereas in chapter II table 2.2 reveals that in district Samba
the grants under TLM were fully utilized. The data provided by the department does not
corroborate with the field observations. The reasons for this deviation must be enquired into.
d) Teaching Learning Equipment Grants: As per the norms of SSA, in order to make the teaching process more
interesting to the children there is a provision for “Teacher Learning
Equipment Grants” @ ₹20,000 for new primary school and @ ₹50,000 for
new and upgraded upper primary school to procure the blackboards, charts
and sports materials etc.
In both the sample education zones, out of 36 selected schools, none
of the school was provided the funds under the component of “Teaching Learning
Equipment Grants”. It is pertinent to mention that no school was upgraded to the
level of upper primary school in the sample education zone Samba and
Purmandal during the reference period 2011-12.
e) Enrolment: The year-wise enrollment of Children is the most relevant parameter
to assess the success of any education promotional scheme. The basic
objective of the SSA programme is to increase the enrollment in the schools.
The overall goals of SSA includes universal assess& retention, bridging
gender & social category gap in education. The following table depicts the
year wise enrolment of sample schools with reference to SC and ST
students. It also covers the gender ratio of SC and ST students.
Table No -12
Category & Gender Wise Yearly Enrollment of Sample Schools from 2007-08 to 2011-12
S No Sample Zone
Sample schools
Year Boys Girls
Tota
l En
rollm
ent
Out
of T
otal
SC
Boys
Out
of T
otal
SC
Girls
Tota
l SC
Out
of T
otal
ST
Boys
Out
of T
otal
ST
Girls
Tota
l ST
1 2 3 4 5 6 7 8 9 10 11 12 13
1 Samba 24 2007-08 569 585 1154 413 423 836 21 17 38 2008-09 507 509 1016 388 359 747 17 19 36 2009-10 508 552 1060 352 394 746 15 18 33 2010-11 552 577 1129 350 398 748 21 26 47 2011-12 563 591 1154 429 418 847 20 25 45
2 Purmandal 12 2007-08 361 369 730 154 147 301 34 56 90 2008-09 355 374 729 153 143 296 41 49 90 2009-10 353 339 692 163 158 321 31 45 76 2010-11 360 339 699 197 169 366 30 46 76 2011-12 323 301 624 168 160 328 28 34 62
The above table reveals year-wise enrollment of children from 2007-08
to 2011-12. During 2007-08 the total enrollment of 24 sample schools of
Samba zones under SSA was 1154 which remained the same during the
year 2011-12. However, during 2008-09, it decreased to 1016 and thereafter
there was an increasing trend. In Purmandal education zone, the total
enrollment of 12 sample schools was 730 during the year 2007-08 which
decreased subsequently, to 624 children during 2011-12. The decline in the
enrollment is a matter of concern and reasons for this decline must be
identified. It is worth to mention that the official data provided in respect of sample zones
showed increasing trends whereas field data does not corroborate the same. The reason could be
the opening of new schools in the vicinity of sample schools. The gender-wise breakup of
enrollment reveals that in education zone Samba there were 585 girls during
2007-08 which increased to 591 during 2011-12 as compared to boys which
were 569 during 2007-08 and decreased to 563 during 2011-12. Category
wise enrollment shows that, out of the total enrolment of 1154 in 24 sample
schools in Samba zone, 836 were SC children and 38 were ST during 2007-
08 which subsequently increased to 847 for SC and 45 in respect of ST
during 2011-12.
In education zone Purmandal, there were 361 boys in the year 2007-
08 which decreased to 323 in 2011-12. Similarly enrollment of girls reduced
from 369 to 301 during the said period. Category wise enrollment shows
that, during 2007-2008, against the total enrollment of 730 there were 301
SC which increased to 328 and 90 ST Children which decreased to 62. The
enrolment of children at the district/zonal level is the appropriate parameter
for assessment of successful implementation of the SSA Programme. At the
school level, it is most probable to give disturbing results due to opening of
new schools in the catchment area of the sample schools. Further the year
of establishment of sample schools/upgradation of sample schools would
also influence this parameter negatively at the school level.
It has been observed during field visit that in Purmandalzone, most
of the students were children of migratory labour. It is suggested that efforts must
be seriously taken to motivate and encourage the local population to send their children to
government schools. For this purpose support must also be sought from VEC members, Panchs
and Sarpanchs of villages. On the other side the Department must try to improve the basic
infrastructure of the schools which seems to be one of the causes of decline in enrolment.
f) Staff Position of Sample schools:
Ensuring adequate teaching staff to the newly opened and upgraded
schools under SSA is one of the interventions of the programme. The set
norms under the programme states that there must be one teacher against
40 children in primary and upper primary school, at least two teachers in a
primary school and one teacher for every class in the upper primary level.
The below mentioned table explain the sanctioned strength and staff
positioned in the schools.
Table no -13
Sanctioned Strength, Staff in Position and Shortage of Teachers in the Sample Schools During the Reference Period2011-12 S No Sample
education Zone
No of Sample Schools
Staff Position No of Schools where Shortage
%age of Schools where
Shortage Sanctioned In positioned
Shortage
1 2 3 4 5 6 7 8 1 Samba 24 141 97 44 14 58.33 2 Purmandal 12 61 55 06 04 33.33
Total 36 202 152 50 18 50.00
In samba education zone, 24 sample schools had sanctioned strength
of 141 teachers against which only 97 teachers were in- position and there
was shortage of 44 teachers in the zone. The shortage was seen in 14
schools. Similarly, in Purmandal zone, 12 sample schools had sanctioned
strength of 61 teachers against which 55 were in position and there was
shortage of 06 teachers. The shortage in respect of 04 schools. In aggregate
50% schools in the selected education zones were having shortage of teaching staff and the
shortage was to the extent of 25%. This must be looked at seriously and posts of the teachers
must be filled on priority basis. The list of sample schools which were having
shortage of teaching staff is provided at Annexure - “B” of the report.
g) Teacher training: The teacher training is one of the main components of the holistic and
comprehensive approach of spreading quality education under SSA. The well
trained teachers facilitate the child-centered and active based learning i.e.
learning by doing, learning by observation, art, sports and moral education.
The best teaching revolves mainly around the teacher’s characteristics and
his/her power of motivation. In order to acquaint teachers with the latest
modes of teaching, training of in-service teachers, new teachers and un-
trained teachers were envisaged under SSA. The position with regard to this
component of SSA in respect of sample schools is depicted below:-
Table No- 14 No of Teachers Trained Under SSA in the Sample Schools During the Reference Period 2011-12
S. No.
Zone
Sample schools
Total number of teachers
No of Teachers trained (2011-12)
In-service
New Teachers
Un-trained teachers
Total
1 2 3 4 5 6 7 8 1 Samba 24 97 27 04 13 44 2 Purmandal 12 55 13 04 06 23
Total 36 152 40 08 19 67
The above table reveals that in sample education zone Samba, 27 in-
service teachers, 04 new teachers and 13 un-trained teachers of 24 sample
schools were trained during the reference period 2011-12. In sample
education zone Purmandal, 13 in-service teachers, 04 new teachers and 06
un-trained teachers were trained.
h) Free Distribution of Text books:
In order to achieve the objectives of Universalization of Elementary
education, there is provision of providing free text books from class 1st to
8th to all the children in the schools. The students of classes 1st and 2nd
were provided free text books under State plan scheme and classes 3rd to
8th were provided free text books under SSA. In respect of sample schools,
the position observed in the field is detailed below:-
Table No -15
Free distribution of Books to the Students in the Sample Schools During the Reference Period 2011-12
S. No Zone Sample schools
Enrollment Distribution of free Text books to students (No.)
Primary Level
Middle level
Total Primary level
Middle level
Total
1 2 3 5 6 7 8 9 10 1 Samba 24 733 421 1154 733 421 1154 2 Purmandal 12 309 315 624 309 315 624
Total 36 1042 736 1778 1042 736 1778
In respect of free distribution of text books table above shows that 733
students at primary level and 421 at middle level of 24 sample schools of
education zone Samba and 309 students at primary level and 315 at middle
level of 12 sample schools of zone Purmandal were provided free text books.
As such 100% students enrolled during 2011-12 were provided free text
books.
Providing of school Uniforms: None of the sample schools had given free uniforms
to the students.
i) School Infrastructure: The Main focus of the Sarva Shiksha Abhiyaan(SSA) is to improve the
quality of education primary and upper primary level which mainly depends
upon the quality of infrastructural facilities in the schools. For this purpose
under one of the intervention namely civil works new school buildings and
additional class rooms are constructed. Under the norms of SSA
programme, a room for every teacher or every grade / class whichever is
lower in primary and upper primary. The field findings in respect of sample
schools on availability of classrooms are depicted below:-
Table No -16
Status of the School Buildings in the Sample Schools During the Reference Period 2011-12
S No Sample education
Zone
Sample Schools Schools in Number of
schools Availability of class
rooms
No. o
f Sch
ools
whe
re sh
orta
ge
%ag
e (c
ol. 1
1 ou
t of c
ol. 3
)
Govt
. Bui
ldin
gs
Rent
ed B
uild
ings
Scho
ols c
onst
ruct
ed
unde
r SSA
Addi
tiona
l Cla
ss ro
oms
cons
truc
ted
unde
r SSA
Clas
s roo
ms a
s per
No
rms
Clas
s roo
ms a
vaila
ble
Shor
tage
1 2 3 4 5 6 7 8 9 10 11 12 1 Samba 24 24 0 12 7 129 95 34 17 70.83 2 Purmandal 12 12 0 4 3 56 39 17 11 91.66
Total 36 36 0 16 10 185 134 51 28 77.78
The above table reveals that in sample education zone Samba, 24
sample schools were selected for study and found that all were functioning
in Govt. buildings. In all of the 24 sample schools, there was requirement of
129 class rooms as per the norms of the SSA but only 95 classrooms were
available. Thus there was shortage of 34 classroom i.e. 26% and the
shortage was in respect of 17 schools. Similarly in the sample education
zone Purmandal, all the 12 sample schools were functioning in Government
buildings and against the requirement of 56 classrooms, 39 classrooms were
existing and thus there was shortage of 17 class rooms in the sample
schools. The shortage of classrooms was in respect of 11 schools. The list of
schools where there was shortage of classrooms is provided at Annexure- “ C
”.
Classrooms are one of requisites and basic infrastructure which must
be available in every School. Overall 77.78% of schools were short of class
rooms as per norms under SSA. This issue is of utmost importance and
must be taken seriously by the Administrative Department. It is not possible
to fulfill the objective of the scheme when the basic infrastructure is not
present in the schools.
Status of the School Buildings in the Sample Schools during the Reference Period 2011-12
Table No -17
No. of Supervisory Visits Made in the Sample Schools during the Reference Period 2011-12
S
No
Sample education Zone
Number of
Sample schools
Sample schools reported
supervisory visit
Number of visits by
Yes No CEO ZEO DIET Others 1 2 3 4 5 6 7 8 9 1 Samba 24 24 - 12 44 29 35 2 Purmandal 12 10 2 9 21 35 31
Total 36 34 2 21 65 64 66 %age 94.44 5.56
The supervision of schools is necessary for maintenance of minimum
standard of education in the schools. It helps in keeping check on the staff
and promote discipline among students. In both the sample education
zones, 94.44% schools have reported that they were supervised by higher
authority and only 5.56% sample schools have reported that there was no
supervisory visit made by the higher authority in their schools. Data
submitted by the schools shows that CEO, ZEO, DIET officials have made
21, 65, 64 visits in the sample schools respectively with 66 visits from other
officers like DRG, ZRC, CRC etc. District authorities should ensure that each and every
school should be covered under supervisory visits.
Table No - 18
Availability of Drinking Water Facilities and Separate Toilet Facility in the Sample Schools during the Reference Period 2011-12
S No Sample education
Zone
Sample schools
Drinking water facilities available within the School Premises
Separate Toilet facilities available for Boys and Girls
Yes No Yes No 1 2 3 4 5 6 7 1 Samba 24 19 5 20 04 2 Purmandal 12 11 01 09 03
Total 36 30 06 29 07 %age 83.33 16.67 80.56 19.44
Safe and clean drinking water facility in the schools has great impact
on the health of students. Lack of drinking water and toilet facilities within
the school premises affects the children’s attendance in the schools. As
reported by the heads of 36 sample schools and physically verified as well in
both education zones, it was found that 83.33% schools have drinking water
facility. It was observed in majority of the schools the water tanks were not
cleaned at regular intervals and some tanks were not covered with lids.
Cleanliness of water tanks must be done at regular intervals and water
tanks be covered. Further, it was observed that the water supply was also
irregular in almost all the schools. The schools where drinking water facility was not
available must be provided with the same at the earliest. The list of sample schools
where drinking water facility was not available is given as Annexure -“D” of
the report.
80.56% of the schools had separate toilet facility and 19.44% had no
toilet facility. The children in such schools have to go in open for the
purpose. The sample schools which did not had separate toilet facility is
given as Annexure “E” of the report. It was also observed that in the schools
which had the toilet facility, the toilets were unhygienic and in some schools
the toilets were found locked. It is recommended that all the schools be provided
separate toilets facility for students and staff.
II. Response from Parents of the school going children of sample schools: The parents of the school children are the primary stakeholders in
visualizing the impacts of any programme aiming at the development of
Education. As such in the instant Evaluation Study the parents of students
were tapped to elicit their opinion of various aspects of the SSA programme.
In the first instance the visits paid by the parents to the sample schools
during 2011-12 were analyzed and are detailed below:-
Table No - 19
Personal Visits by the Parents of the School Going Children of the Sample Schools during the Reference Period 2011-12
S
No
Name of the education
Zone
Sample selected
( parents of Children)
Frequency of visits by Parents
No. of parents satisfied with the performance of their child
Weekly Monthly Quarterly Yes No
1 2 3 4 5 6 7 8 1 Samba 136 7 109 20 136 - 2 Purmandal 73 13 37 23 73 -
Total 209 20 146 43 209 -
%age 9.57 69.86 20.57 100 -
Satisfaction of parents of school going children is of utmost
important. The parents satisfaction with the school teachers and other
infrastructure available in the school will induce confidence in parents to
opt for admitting their children in govt. schools which in turn will increase
enrollment.
A school visit of parents signifies how much they are involved and
careful about the education of their children. A total of 209 parents were
interviewed in both the sample education zones i.e. 136 from Samba and 73
from Purmandal education zone, out of which 9.57% told that they visited
the school weekly, 69.86% visited the school monthly and 20.57% visited
the school quarterly. 100% of the parents were satisfied with the
performance of their children.
Table No - 20
Satisfaction Level of Students(as per Their Parents) of the Sample Schools During the Reference Period2011-12
S. No
Name of the Zone
Sample selected (parents of Children)
Whether your child is Satisfied with his/her
teacher performance
If No, he/she complains
Yes
No
Very often
Some-times
Rarely
1 2 3 4 5 6 7 8 1 Samba 136 133 3 - - 3 2 Purmandal 73 73 0 - - -
Total 209 206 3 - - 3
%age 98.6 1.4 100
Satisfaction of students in respect of their teachers is another
important factor which motivates the children and paves way for education
friendly atmosphere at the school. The above table throws light on the
satisfaction level of the children with their teachers. 98.6% of students were
satisfied with their teachers. This shows that even if there was lack of basic
infrastructures and other activities, the teachers were doing their best to live
up to the expectations of students & parents. However, 3 no. respondents in
Govt. Middle school Arjai, Samba were dissatisfied due to lack of
accommodation in the school. Moreover, in general many students were
dissatisfied with late providing of books.
Table No - 21
Satisfaction Level of Parents Regarding the Sitting Arrangement of Their Children in the Sample Schools during the Reference Period2011-12
S No Name of the Zone
Sample selected (parents of Children)
Whether proper sitting arrangement
Type of sitting arrangement
Yes No Mats Desks others 1 2 3 4 5 6 7 8 1 Samba 136 134 2 2 134 - 2 Purmandal 73 57 16 16 57 -
Total 209 191 18 18 191 - %age 91.39 8.61 8.61 91.39 -
Infrastructure in schools also means proper facilities like sitting
arrangement, drinking water facility, toilet, computer labs etc. The presence
of basic infrastructure raises the level of satisfaction among parents and
children.
Proper sitting arrangement helps the children to be attentive during
teaching in the class and promote discipline among the children. 91.39% of
parents asserted that proper sitting arrangement was present in the school
and 91.39% of schools have desk as sitting arrangement. The evaluation team
visited the Schools during the months of April, May and June and found that in hot and humid
weather, majority of the schools were without electricity and some were without fans.
Stakeholders must ensure the provision of basic facilities in order to fulfill the basic aim of
increasing enrollment of children in Government schools.
Table No - 22
Opinion of the Parents of the School Going Children Regarding Infrastructure Available in the Sample Schools during the Reference Period2011-12
S No Name of the sample
Zone
Sample selected
(parents of Children)
Separate class room available for each
class
Drinking water facilities available within the School
Premises
Separate Toilet facilities available for Boys and Girls
Yes No Yes No Yes No 1 2 3 4 5 6 7 8 9 1 Samba 136 43 93 131 5 115 21 2 Purmandal 73 24 49 63 10 48 25
Total 209 67 142 194 15 163 46 %age 32.06 67.94 92.82 7.18 78 22
The above table reveals about the opinion of parents of school going
children with regard to presence of basic infrastructure present in the
schools. 32.06% of parents asserted that separate class rooms were there in
schools for their children, 92.82% asserted that drinking water facility was
present within school premises and 78% asserted that separate toilet facility
was available for boys and girls in school premises.
Separate class-room helps the students to learn easily and
quickly, without interruption. As per parents of the children very few
schools had separate classroom. This was also in consonance with the data
provided by the school authorities. Efforts must be made to provide each
class, a separate class room by improving school infrastructure.
So far as drinking water facility is concerned, 92.82% of school had
drinking water facility within school premises and maximum number of
schools had water storage tank which during the visit of the evaluation team
were found dirty and had not been cleaned. This must be done regularly to
avoid the occurrence of water borne diseases. Further, efforts must be
taken to provide separate toilet facility in each school as defection in open
causes agony among the students which affects the overall enrollment of
schools particularly female students.
Table No - 23
Opinion of the Parents of the Children Regarding Computer Infrastructure and Distribution of Free Text Books in the Sample Schools during the Reference Period2011-12
S.
No
Name of the sample Zone
Sample selected (parents of Children)
Computer learning facilities available
Free textbooks provided
Yes No Yes No 1 2 3 4 5 6 7 1 Samba 136 10 126 136 - 2 Purmandal 73 30 43 73 -
Total 209 40 169 209 - % age 19.14 80.86 100 -
Very few schools had computer learning facility for students. Out of
209 parents, 19.14% asserted that computer facility were available in
schools of their wards but very few of them asserted that their child had ever
tried his/ her hands on computers. The biggest reason behind this was non
availability of computer teacher. This must be seriously looked into by the department
and computer teacher be appointed where ever there is requirement in the school so that students
can get the benefit of computer facility available in the school. So far as free text books
are concerned, 100% of parents asserted that their children had received
free text books. However, some parents were of the view that the books were
not provided at the start of the session. Some have even reported that books
were provided 4-5 months after the start of the session. It is important that books
are provided to the students well in the beginning of the academic session so that the students do
not suffer due to non-availability of books during their regular classes. Further to mention here
that none of the students were provided free uniforms in selected schools of both the sample
zones.
III. Response of VEC Members: The Sarva Shiksha Abhiyan laid stress on the effective involvement of the
Village Education Committee in School management with the objective to
create a sense of community involvement in the educational institution. The
SSA accordingly made it mandatory that the funds provided for up-
gradation, maintenance, repair of schools and teaching learning equipment’s
should be utilized through the active participation of Village Education
Committee/School Management Committee.
Table No - 24
Status and Frequency of VEC Meetings Conducted in the Sample Schools during the Reference Period 2011-12
S No
Name of the sample
Zone
No of
Sample VECs
Whether VEC
meeting conducted
Frequency of the
meeting
Whether suggestions
given
Whether schools acted upon suggestions
Yes No Monthly Weekly Yes No Yes No 1 2 3 4 5 6 7 8 9 10 11 1 Samba 24 23 1 23 0 23 0 23 0 2 Purmandal 12 12 0 12 0 12 0 12 0
Total 36 35 01 35 0 35 0 35 0 %age 97.22 2.78 100 0 100 0 100 0
The above table reveals that 97.22% interviewed VEC members
reported that regular meetings were conducted with the school management
in both the sample education zone during 2011-12. The frequency of the
meetings was monthly and 100% had given their suggestions and the same
were acted upon by the school management.
The role of VEC members is critical in implementation of SSA.
The VEC members are bridge between School and the people of the
villages. The level of participation of VEC members must be increased
to 100 % and intervention of VEC members is must for infusing the
confidence of parents and children in Govt. schools.
Table No - 25
Awareness of VEC Members Regarding School Funding and Their Involvement in the Process of Procurements in the Sample Schools during the Reference Period 2011-12
S
No
Sample Zone
No of Sample schools
No of VEC member
contacted
Aware about School funding
Transparency in Utilization of funds
Procurement made through VEC
members Yes No Yes No Yes No
1 2 3 4 5 6 9 10 7 8 1 Samba 24 24 24 0 24 0 23 01 2 Purmandal 12 12 12 0 12 0 12 0
Total 36 36 36 0 36 0 35 01
%age 100 100 97 3
The above table reveals about the awareness and satisfaction
level of the VEC members related with the concerned sample school
with regard to the funding of the schools, transparency in utilization of
funds and their involvement in procurement of the infrastructural
material for schools. In sample Education zone Samba, 24 VEC
members were contacted and all were aware about the school funding
out of which, 23 members reported that they were involved in
procuring the material for creation of school infrastructure where as in
Purmandal zone all reported that procurement was made through
them.
Table No - 26
Awareness of VEC Members Regarding Dropout of Children in the Sample Schools during the Reference Period 2011-12
S
No
Sample Zone
No of Sample schools
No of VEC member
contacted
Number of children reported to be out of
school
If yes, Whether persuaded for
admission
Yes Yes No
1 2 3 4 5 6 7 1 Samba 24 24 02 02 0 2 Purmandal 12 12 01 01 0
Total 36 36 03 03 0
With regard to children “Out of School” in Samba education zone two
VEC members have reported that two children were out of school in their
area and in education zone Purmandal one VEC member reported that one
child was out of school. All three VEC members reported that they had
persuaded the parents of out of school children for admission in the school
but they were not willing to send their wards due to disability of 2 children
and due to poor economic condition of the one family. In both the education
zone 100% VEC members were aware of the school funding and 97% were
involved in procurement.
Table No - 27
Satisfaction Level of VEC Members Regarding School Infrastructure, Teaching Learning Process and Cooked Mid-Day Meal (CMDM) in the Sample Schools during the Reference Period 2011-12
S No Sample Zone No of Sample schools
No of VEC members contacted
Satisfied with School
infrastructure
Satisfied with Teaching learning
process
CMDM served in the schools
Yes No Yes No Yes No 1 2 3 4 5 6 7 8 9 10 1 Samba 24 24 09 15 24 0 24 0 2 Purmandal 12 12 06 06 12 0 12 0
Total 36 36 15 21 36 0 36 0 %age 41.67 58.33 100 100
The table explains about the satisfaction level of contacted VEC
members regarding the school infrastructure & teaching learning process.
58% of VEC members were not satisfied with the school infrastructure.
However, all the interviewed VEC members were satisfied with the teaching
learning process and reported that Cooked Mid-Day Meal (CMDM) is being
served in the schools of their area.
Apart from this, some VEC members were not satisfied with regard to
non-existence of boundary walls around schools premises and availability of
appropriate Play grounds in the Schools.
IV. Response of drop-outs and out of school children: During the field survey an attempt was made to contact the drop-
out and out of school children or their parents to ascertain the reasons of
their decision. This exercise was also felt necessary to examine whether
there existed any proper arrangement in the school management to
persuade such children and their parents for enrolment in the schools. Table No - 28
Out of Schools Children in the Sample Schools during the Reference Period 2011-12
S No
Sample zone
No. of out of school
children
Reasons for “Out of school”
Whether parents
willing to send child to school
Whether they were
persuaded to send child
to school
If Yes, no. of children
Persuaded by
Weak economic condition
Disability
No interest of child
Yes No Yes No Teachers
VEC Membe
r 1 2 3 4 5 6 7 8 9 10 11 12 1 Samba 2 1 1 0 0 2 2 0 02 02 2 Purmandal 1 0 1 0 0 1 1 0 01 01
Total 03 01 02 0 0 3 03 0 03 03
During the field survey it was found that in the catchment area of 36
sample schools there were only three children “Out of school”. One child was
out of school due to weak economic condition and two due to disability.
When contacted, parents of all the three children were not willing to send
their wards to school. Moreover, they reported to had been persuaded by the
teachers and VEC members for the same.
Table No - 29
Class Wise &Gender wise Dropout of Children in the Sample Schools during the Reference Period 2011-12
SNo Sample Zone
Class in which dropout Sex Reasons for dropout 1st 2nd 3rd 4th 5th 6th 7th 8th Male Female
1 2 3 4 5 6 7 8 9 10 11 12 13 1 Samba 0 0 0 0 0 0 0 0 0 0 - 2 Purmandal 0 04 0 0 06 02 0 0 09 03 Children of
Migratory labour Total 0 04 0 0 06 02 0 0 09 03
The above table explains that in two sample education zones,
there were 12 drop out students in Purmandal, comprising of 09 boys and
03 girl students, out of which 04 students were dropped from class 2nd, 6
students from class 5th and 2 students from class 6th. The main reason of
drop out of children, as stated by the concerned schools, was migration as
the parents of these children were migratory labour working in the
industrial area.
V. Response of head of private schools : Private schools were included within the purview of SSA in the instant
study to know whether one of interventions namely 25% of reservation in
private un-aided schools to the students of weaker section and disadvantage
group as per Right to Education Act 2009 has been provided in the sample
zones or not. It was observed that out of 14 private schools covered, none of
the schools has implemented the same. Moreover, none of the head of the
schools were aware about the same. The SSA authorities at the appropriate
level must give wide publicity to these provisions of the Act so that the
interested parents could avail the opportunities of this reservational
Intervention
Chapter - 4 Summary of findings and Suggestions: 1. The Government of India has introduced Sarva Shiksha Abhiyan for
achievement of universalization of elementary education in a time bound
manner for providing free and compulsory education to children of ages
6-14 years.
2. The provisions of SSA includes opening of new primary schools, up-
gradation of schools , construction of school building, additional class
rooms, toilets, drinking water facilities and grants for Teacher for TLM,
School Maintenance, Teaching Learning Equipment etc.
3. In J&K state the scheme SSA was launched during the year 2001-02 and
is being executed by Education Department through State Project
Director SSA Jammu and Kashmir.
4. The Centre: State sharing pattern during the 9th Five Year Plan was
85:15, during the 10th plan it stood at 75:25. Thereafter it is 65:35
between the Centre and J&K state government.
5. The evaluation study is based on primary as well as on secondary data.
Many difficulties were faced by Evaluation team during the collection of
official data. In spite of various persuasions and follow-ups, the project
authorities could not provide the data in the desired manner.
6. As per the official data, against the total released funds of ₹.123641.15
lacs, an amount of ₹.92821.32 lacs i.e. (75.07%) funds were utilized w.e.f.
2007-08 to 2011-12 in respect of Jammu Division. The percent
utilization of funds is low. It is important that funds provided are utilized
in full so that the objectives of the scheme can be achieved in a time-
bound manner as stipulated.
7. During 2007-08 to 2011-12 a total of 172939 teachers were provided the
teacher grant with the expenditure of ₹.864.71 lakhs. School Grants were
provided to the schools with the expenditure of ₹.3502.48 lakhs, School
Maintenance Grants were provided to different schools with the
expenditure of ₹.3311.02 lakhs and Teaching Learning Equipment grants
were provided to 2700 newly opened and upgraded upper primary
schools with the expenditure of ₹.1115.20 lakhs, in respect of Jammu
division.
8. As per the physical targets and achievement of TLE grants, against the
achievement of 1036 newly opened primary schools, the TLE grants were
provided only to 501 schools and against the achievement of conversion
of 3487 EGS to Primary schools only 279 schools were provided TLE
grants during the period 2007-08 to 2011-12. The same needs to be
clarified from the Executing Agency.
9. During 2007-08 to 2011-12, against the target of 1190 opening of new
primary schools, 1036 new schools were opened i.e. 87.06%. Against the
target of 3529 conversion of EGS into primary schools, 3487 were
converted into primary schools i.e. 98.81% and against the target of up
gradation of 1918 primary schools to upper primary schools, 1646
schools were upgraded i.e. 85.82% in the Jammu division.
10. During the year 2007-08, total enrollment of Jammu division under
SSA was 485614 which increased to 551339 by the end of 2011-12 i.e.
an increase of 13.53% over the base year. There was an increase of
8.20% in case of enrollment of boys whereas correspondingly there was a
significant increase in the enrollment of girls i.e. 19.68%during the
reference period.
11. The enrollment of SC boys fell down by 1.40% over the base year
enrollment, similarly in SC girls the overall increase in enrollment was
4.47% during the reference period. In case of ST boys there was an
increase of 18.20%and ST girls 38.42% over the base year. The change in
the enrollment in the SC students does not correspond with the change
in the other categories. Efforts should be made to find out the reason and
take corrective measures, if required.
12. In Jammu division during 2007-08 to 2011-12, 68310 nos. of
trainings were provided to the different teachers at BRC level with the
expenditure of ₹.1203.28 lakhs and 4780 resource persons had under
gone refresher course with expenditure of ₹95.60 lakhs. There were lot of
discrepancies in the data provided by the SPD, SSA with regard to
trainings in all the districts, this needs to be clarified.
13. In Jammu division 1043104 free text book-sets were distributed to
students of 3rd to 5th level, 956759 text book sets were distributed to
students of 6th to 8th level and 262 nos. of computer centres were
established which benefited 10936 students during the period 2007-08
to 2011-12. None of the schools had provided free uniforms to students
and no funds were released in this respect in Jammu Division.
14. Under school grants, out of 36 sample selected schools only 33
schools had received funds during 2011-12. It is a matter of concern that
three schools were not provided school grants. Moreover, funds to the
tune of ₹2.04 lakhs were provided to the sample education zone Samba
during 2011-12 but only 80.88% were utilized.
15. Under School Maintenance Grants, 3 schools of Samba and 4 schools
of Purmandal education zone were not provided funds under School
Maintenance Grants. It is suggested that funds for school maintenance
grants must be provided to all schools without any bias.
16. Out of 36 sample schools of both the zones, 33 schools had received
the funds under teacher grants during the year 2011-12. An amount of
`.0.60 lakhs was received by 33 schools of both the selected sample zones
and 91.67% of the funds were utilized.
17. There has been no change in the enrollment figure in the sample
schools of Samba zone where as enrollment of Purmandal zone has
decreased from 2007-08 to 2011-12. The parameter of enrolment at the
school level is not appropriate to gauge the successfulness of SSA
interventions in view of large scale opening and upgradation of new
schools in the catchment areas. As such the increase in enrolment at
zonal and district level is enough proof of the programme proving
successful in increasing the enrolment and reducing the volume of “Out
of School children”.
18. In respect of sample education schools, out of 152 teachers only 67
teachers were given training under SSA during the reference period
2011-12.
19. 50% schools in the selected education zones were having shortage of
teaching staff. This must be looked at seriously and posts of the teachers
must be filled on priority.
20. 77.78% of schools were short of class rooms as per norms under SSA.
This issue is of utmost importance and must be taken seriously by the
administrative department. It is not possible to fulfill the basic objectives
of the scheme when the basic infrastructure is not present in the schools.
21. It was observed that 16.67% sample schools were not having drinking
water facility, 19.44% schools had no separate toilet facility. Also 8.61%
of contacted parents asserted that proper sitting arrangement was not
present in the school. It is suggested that all the schools be provided with
these important facilities.
22. It was observed that where drinking water facility is available, there
also the supply was not regular. Moreover, water tanks were not cleaned
at regular interval and some water tanks were not covered with lids.
Similarly,it was observed that in the schools which had the toilet facility,
the toilets were unhygienic and in some schools the toilets were found
locked. Lack of drinking water &separate toilet facility discourages
enrollment in the schools, provision of these facilities must be ensured in
all the schools. The School Management itself needs to perform minor
functions like cleaning of tanks and toilets etc.
23. Very few schools had computer learning facility for students. Out of
209 parents, 80.86% asserted that computer facility were not available in
schools. It was also observed that there were no trained computer
teachers posted in most of the sample schools. Computers and computer
teachers must be provided to the schools so that students can get the
knowledge and benefit from computer facility.
24. Though 100% students were being provided books by the schools,
but it was observed in the field as well as reported by some parents of the
students that the books were not provided in time. It must be ensured
that books are provided well in the beginning of the academic session so
that the students do not suffer due to non-availability of books during
their regular classes.
25. Almost all the VEC members have actively participated in school
management affairs meetings. They also reported to had attended
meetings, given their suggestions and school management had acted
upon their suggestions.
26. 100% of the contacted VEC members were aware about the funding of
the schools and asserted that transparency was being maintained in
utilization of the funds. 97% VEC members told that in respect of school
procurement, they were taken into confidence. However, 58% of VEC
members were not satisfied with the existing school infrastructure.
27. It was observed during the field enquiry that there were 3 children out
of school. 2 of them were mentally retarded and 1 was not willing to go to
school despite persuasion by school authorities as well as VEC members
citing weak economic conditions as the reason.
28. There were 12 drop out students in Purmandal sample education
zone. The main reason of drop out of children, as stated by the concerned
schools was migration as the parents of these children were migratory
labour working in the industrial area.
29. As per the Right to Education Act 2009, private un-aided schools have
to give 25% reservation to the students of weaker section and
disadvantaged groups. It seems that the Act has not yet been adopted in
the J&K state. And it was observed in the field that no private un-aided
school adjoining to the sample schools has implemented the Act.
30. As the field survey was done during summer season, it was observed
by the evaluation team that in some schools the classrooms were without
fans or the fans fixed were not working due to one or the other reason.
31. Some of the schools were without boundary wall and play grounds.
Absence of these facilities discourages enrollment.
Despite completion of more than 10 years of implementation of SSA
scheme there is still lack of basic infrastructure facilities in the government
schools. Most of the schools were not having adequate class-rooms. The safe
drinking water facility, separate toilet facility, fans, adequate sitting
arrangement were not available in some of the schools. The authorities must
ensure provision of these basic facilities, as lack of these facilities
discourages enrollment in the government schools and in many cases
results in migration to the private schools.
Problems and bottlenecks faced during the conduct of the study:
The collection of official data is a perquisite for conduct of the study.
However, the evaluation team has faced lot of difficulties while collecting the
official data despite repeated personal visits to the SPD & CEO offices.
Annexure “A”
(Sample Schools which were not provided School Maintenance Grants)
1. Sample education zone Samba:
a. Govt. Middle School, Paenthi b. Govt. Primary School, Naid c. Govt. Primary School, Samlah
2. Sample education zone Purmandal:
a. Govt. Primary School, MandiGarota b. Govt. Middle School, Uttarbehni c. Govt. Primary School, Sadral d. Govt. Primary School, Samral
Annexure “B”
Sample Schools where there was shortage of Teachers
A) Education Zone Samba:
1. Govt Girls Middle School Arzi
Samba 08 05 03
2. Govt Boys Middle School Khali Mandi Samba
10 05 05
3. Govt Middle School Rehain 12 03 09 4. Govt Girls Pry School, Katli 04 02 02 5. Govt Girls Pry School
Bhangdour 03 01 02
6. Govt Boys Middle School Badhani
14 07 07
7. Govt Middle School Balori 06 04 02 8. Govt Upper Pry School Amala 06 03 03 9. Govt Middle School Kangwala 06 04 02 10. Govt Girls Middle School Chak
Jangi 06 02 04
11. Govt Girls Upper Pry school Chak Manga Rakwal
05 03 02
12. Govt Middle School Jattah 05 04 01 13. Govt Middle School Manhor
Gopala 06 04 02
14. Govt Middle School Rakh Amb Tali
08 07 01
B) Education Zone Purmandal:
S. No Name of the School No of Teachers as per
norms Teachers available
Shortage of Teachers
15. Govt Girls Middle School Smailpur
12 10 02
16. Govt Girls Middle School Purmandal
09 07 02
17. Govt Middle School Utterbani 08 07 01 18. Govt Girls Pry School Bhakeri 03 02 01
Annexure “ C “
Sample Schools where there was shortage of Classrooms
A) Education Zone Samba: S. no
Name of the School
No of classrooms as per norms
Rooms available Shortage of Classrooms
1. Govt Girls Middle School Arzi Samba
08 05 03
2. Govt Girls Middle School Rehain
08 04 04
3. Govt Girls Pry School Katli
04 03 01
4. Govt Girls pry School Bhangdour
03 02 01
5. Govt Boys Middle School Badhani
08 06 02
6. Govt Middle School Chatala Camp
07 06 01
7. Govt Middle School Balori
06 05 01
8. Govt Upper Pry School Amala
06 03 03
9. Govt Middle School Kangwala
06 03 03
10. Govt Girls Middle School Chak Jangi
06 04 02
11. Govt Girls Upper Pry School Chal Manga Rakwal
05 03 02
12. Govt Middle School Manohar Gopala
06 05 01
13. Govt Middle School Rak Amb Tali
08 06 02
14. Govt Middle School Gujawal
06 05 01
15. Govt Pry School Platter
03 02 01
16. Govt Pry School Nai Kali
03 01 02
17. Govt Pry School Dhaina
04 02 02
B) Education Zone Purmandal:
S. no
Name of the School
No of classrooms as per norms
Rooms available Shortage of Classrooms
18. Govt Primary School Meen Charakan
03 02 01
19. Govt Middle School Makoran Wali
07 06 01
20. Govt Girls Middle School Smailpur
08 07 01
21. Govt Girls Middle 08 04 04
School Purmandal 22. Govt Primary School
Sarmal 02 01 01
23. Govt Pry School Sandral
02 01 01
24. Govt Primary School Babli
03 02 01
25. Govt Middle School Utterbani
08 05 03
26. Govt Primary School Nathwal
03 02 01
27. Govt Middle School Thalori
06 04 02
28. Govt Pry School Mandi Gharota Gura Slathia
03 02 01
Annexure “ D”
(Sample Schools which were not having Drinking Water Facility)
1. Sample education zone Samba
a. Govt. Primary School, Bhangdour b. Govt. Upper Primary School, Chak Manga Rakwal c. Govt. Middle School, Jattah d. Govt. Primary School, Plater e. Govt. Primary School, Naid
2. Sample education zone Purmandal:
a. Govt. Primary School, Sadral
Annexure “ E”
(Sample Schools which were not having Separate Toilet Facility)
1. Sample education zone Samba
a. Govt. Girls Primary School, Katli b. Govt. Primary School, Naid c. Govt. Primary School, SinkiChhapri d. Govt. Primary School, Dhiani
2. Sample education zone Purmandal
a. Govt. Primary School, Sadral b. Govt. Girls Primary School, Pakhri c. Govt. Primary School, MandiGarota