CHAPTER I

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 II 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 III  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 IV 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

1. Secretariate Level
2. Directorate Level
3. 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 V 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 VI CONCLUSION

BIBLOGRAPPHY

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

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

APPENDICES

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

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 find 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:

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

Statement of the problem:

Study of School Management Committee In A North Eastern State Of India In Ensuring Right To Elementary Education, A Global Challenge

The researcher found that no such study has been undertaken in Manipur, a north eastern state of India . So the investigator felt that there is a need of studying the roles and responsibilities of SMC in the State to achieve Universalization of Elementary Education.

 The State Profile under Consideration

Described by Lord Irwin as the ‘Switzerland of India’, Manipur boasts of an exotic landscape with gently undulating hills, emerald green valleys, blue lakes and dense forests. It is the sheer tranquillity enveloping it, interrupted only by a soft breeze that sets it apart from the other north-eastern states, and makes it the ideal getaway. Manipur, literally meaning the land of jewel, is a paradise on earth when Mother Nature has been extra generous in her beauty. And from the very inception, this princely state of Manipur has always been a shining outpost of the country in the sparse of the eastern Himalayas.

Manipur is bordering Mizoram and Myanmar in the east, Assam in the West, Assam and Nagaland in the north and Mizoram and Myanmar in the south. Manipur is a part of India both from the point of view of geography and culture. It never lost its basic link with the mainstream of the Indian culture. The culture of Manipur has been a part of Indian culture. It accepted aspects of Indian culture and transmitted them to Burma, China and other lands of East Asia. Its major crop are Maize, Oil seeds, Pulses, Rice, Sugarcane, Wheat, Rubber, Coffee, Cabbage, Brinjal, Carrot, Cauliflower, Bean, Potato, Pea, Radish, Tomato. The state of Manipur is also known as Jewel of India and its beauty lies in the shadow of hills

Schools  by category in Manipur

Academic year	Pri only	Pri with Upper Pri	Pri with Upper Pri Sec./H.Sec	Pri with up. pri. & Sec.	UpPri only	Up Priwith Sec./H.Sc	Total Schools
2013-14	2812	875	87	684	63	151	4672
2012-13	2760	905	89	-	54	20	3828
2011-12	2447	652	654	-	47	157	3957
2010-11	2377	674	635	-	47	145	3878
2009-10	2432	679	646	-	51	135	3943
2008-09	1612	726	577	-	51	141	3107
2007-08	1621	722	554	-	56	132	3085