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RMSA:
FOR UNIVERSALISATION OF SECONDARY
EDUCATION
Mr. Sukhwinder Singh
Asst. Professor
Malwa Central College of Education for Women
EFFORTS on EDUCATION FOR ALL(EFA)
• The WORLD CONFERENCE ON EFA
Jomtien,
Thailand, 5-9 March 1990 to universalize primary education and
massively reduce illiteracy by the end of the decade-Mid term
Review at Aman,Jordan in 1996
• EDUCATION FOR ALL SUMMIT of NINE HIGH
POPULATION COUNTRIES (Bangladesh, Brazil, China,
Egypt, India, Indonesia, Mexico, Nigeria & Pakistan) New Delhi
12-16,Dec 1993.
• DAKAR FRAMEWORK FOR ACTION ON
EDUCATION FOR ALL: Meeting Our Collective
Commitments : the World Education Forum Dakar,
Senegal, 26-28 April 2000
2
EFFORTS on EDUCATION FOR ALL(EFA)
• The participating governments committed themselves to the
attainment of the following DAKAR FRAMEWORK-GOALS
• Expanding and improving comprehensive early childhood
care and education, especially for the most vulnerable and
disadvantaged children
• Ensuring that by 2015 all children, with special emphasis
on girls, children in difficult circumstances and from ethnic
minorities have access to and complete free and compulsory
primary education of free and compulsory primary education
of good quality
• Ensuring that the Learning needs of all young people and
adults are met through equitable access to appropriate
learning and life skills programmes
3
EFFORTS on EDUCATION FOR ALL(EFA)
• Achieving 50 per cent improvement in levels of adult
literacy by 2015,especially for women, and equitable
access to basic and continuing education for all adults
• Eliminating gender disparities in primary and secondary
education by 2005,and achieving gender equality in
education by 2015, with focus on ensuring girls’ full and
equal access to and achievement in basic education of
good quality;
• Improving all aspects of the quality of education and
ensuring excellence of all so that recognized and
measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills”
4
History of secondary education in India
• European system of education(early 19th centaury)
• As a pre University course (3 New universities in India in
1857)
• Establishment of secondary education board (early 20th
centaury)
Problems of Sec. Education
• Imported curriculum
• Intended only for production of few Government
clerks; not for the masses
• Intended only for the subjugated groups; not for the free
citizens of a democracy
•(Hugh B Woods, 1954)
Hugh B Woods, 1954
• “Its (secondary education) only relation to the
real needs of Indian youth today is by chance,
not design”
• “The examination determines the curricu-lum
and the methods of teaching”
Constitutional Breach
 The State shall endeavor to provide, within a
period of ten years from the commencement of
this Constitution, for free and compulsory
education for all children until they complete the
age of fourteen years.
- (Article 45, Indian Constitution)
STARK REALITY
• In India:
• about 30% of children fail to complete Grade V (lower
primary)
• about 50% drop out before completing Grade VIII (upper
primary),
• 60% do not finish Grade X (lower secondary)
•
(Selected educational statistics, 2007-08)
Drop out in BIMARO
states
Class
Age
Bihar(BI)
I-X
6-14
Drop
out
79.54
Madhya
Pradesh
Rajasthan
I-X
6-14
61.60
I-X
6-14
71.45
Orissa
I-X
6-14
64.70
GDP and education in 2015-16
(BUGDET Document)
Nation
Cuba
USA
Pakistan
India
Malasia
UK
Brazil
Ethiopia
% of GDP to
education
18.71
5.7
1.8
3.89
8.1
5.3
4.2
4.6
Total percentage of GDP for education in 2016 (as
per the Educational statistics published by
UNESCO)
3.89
as % of total government expenditure
10.7
RMSA
14
Need for RMSA
• The Government of India has launched, in 2007, a
centrally sponsored scheme, Rashtriya Madhyamik
Shiksha Abhiyan (RMSA), for universalisation of
access to and improvement of quality at the secondary
and higher secondary stage,
• Since education is a concurrent subject as per the
constitution in the Indian federal system, so centre &
state governments are policy and decision makers on
this subject,
• RMSA is therefore a crucial step to prepare the State
Govts. /UTs to take up the goal of Universalisation of
Secondary Education.(USE)
15
Need for RMSA contd…
• Unlike U.E.E which is a constitutional mandate, U.S.E is
not mandated by Constitution but only by morale and
by need.
• This means that well-thought out and practically
possible goals and strategies for implementation must
emerge from the states and union territories.
16
Project at a Glance




A Centrally sponsored scheme
(a)
IMPLENTING AGENCY:
State level:
Secretary to Secondary Education Dept (Chairman), &
District Level: Collector & Dist. Magistrate(Chairman),
DEO (Dist. Project Coordinator)
 (b) PERIOD
2009-10 to 2016-17
 (c) COVERAGE:
All the secondary Schools (classes IX & X) run by
Govt/Municipal/Local Bodies, private aided,
managements.
 (d) FINANCIAL ASSISTANCE
Government of India/State Government Funds
Vision, Goals & Objectives – National
VISION
At the national level, the vision for secondary
education is to make good quality education
available, accessible and affordable to all young
persons in the age group of 14-18years.
• Ensure universal access of secondary education by 2017 (GER
of 100%), and
• Universal retention by 2020,
18
Vision Cont..
• Providing access to secondary education with special
references to economically weaker sections of the
society, the educationally backward, the girls and the
disabled children residing in rural areas and other
marginalized categories like SC, ST, OBC and
Educationally Backward Minorities (EBM).
Vision, Goals & Objectives – National
The national policy document of RMSA has
drawn up the following
specific goals and objectives:
• To ensure that all secondary schools
have physical facilities, staff and
supplies at least according to the
prescribed standards through
financial support in case of
Government/ Local Body and
Government aided schools, and
appropriate regulatory mechanism
in the case of other schools
20
Vision, Goals & Objectives – National
The national policy document of RMSA has drawn up the
following specific goals and objectives:
To improve access to secondary schooling to all
young persons according to norms – through
proximate location (say, Secondary Schools within
5 kms, and
Higher Secondary Schools within 7-10 kms),
efficient and safe transport arrangements/
residential facilities depending on local
circumstances including open schooling.
However, in hilly and difficult areas, these norms
can be relaxed. Preferably residential schools may
be set up in such areas
21
Vision, Goals & Objectives – National
• To ensure that no child is deprived of
secondary education of satisfactory quality due
to gender, socio-economic, disability and other
barriers;
• To improve quality of secondary education
resulting in enhanced intellectual, social and
cultural learning
• To ensure that all students pursuing secondary
education receive education of good quality;
and achievement of the above objectives would
also, inter-alia, signify substantial progress in the
direction of the Common School System.
22
•
Road
Map
All secondary school age children are in schools by 2013
• All secondary school age children are in secondary classes appropriate to their
age by 2020
• All secondary school completing children will have access to higher secondary
classes by 2020
• “….. making good quality education available to all students in all schools at
affordable fees is a primary commitment of the Common School System”,
• State should invest in common schools system with standards, norms,
building, etc., with the same standards as that of Kendriya Vidyalayas.
23
Delayed response
• CABE recommended Universalisation of secondary
education in 2005
• But announced only in 2007
• Implementation of RMSA was further delayed
Mismatch
• RMSA (2007) aim is
universalisation of
secondary education. Its
main target was 100%
enrollment at secondary
level.
• The 11th plan started in
2007 envisages only
75% enrollment at
secondary level at all
India level.
Hypotheses
RMSA is suffering from following problems:
overlapping administrative system
Unilateral decisions and poor planning with
state governments
Interference on academic freedom of
teachers
Problems in implementation
• Diverse conditions prevailing in different states (Eg:
Kerala
X Bihar)
• Flimsy planning of states
• Deviation from national visions ( State visions has
become a verbal game)
• Financial issues
• No curricular and pedagogic out look: administrative
dominance
Contradiction
National Visions
• Access (5 Km For Sec
&10 Km for H.Sec)
• Universal access by 2017
• Universal retention by
2020
• Weaker sections
Uttarakhand-Vision
 “To ensure quality education
that is available, accessible
and affordable to every
young person in the age
group of 14-18 and prepare
them to become global
citizens with intellectual,
scientific, social, cultural and
humane outlook.”
Equity through Distance learning!
• “Expansion of Open and Distance Learning needs to be
undertaken, especially for those who cannot pursue full
time secondary education”
• (Frame work for implementation of RMSA, chater II,2.1.3,
P-7)
If this is the case, what is the
meaning of raising
enrollment ratio?
Participation Controversy!
• Involvement of Panchayati Raj and Municipal
Bodies, Community, Teachers, Parents and other
stakeholders (??) in the management of Secondary
Education, through bodies like School Management
Committees and Parent –Teacher Associations will
be ensured in planning process, implementation,
monitoring and evaluation
• Frame work for implementation of RMSA, Chapter
II,2.1.5, P-7)
SMDC in RMSA
• School Management and Development Committee
(SMDC) is a key body in implementation of RMSA
• Constitution is in the same model of university
Syndicates
• (Frame work for implementation of RMSA, chater VII,
8.3.2, P-54)
• SMDC suggested as part of RTE still remain as an
un resolved issue in many states
SMDC: THE SUPER POWER!
Monitor progress of implementation
The Head Master/ Principal will present all the
documents and Registers before every meeting
He / She will also brief the SMDC regarding
progress of implementation and status of
education in his or her school
SMDC will inspect the work sites,
SMDC: THE SUPER POWER!
take stock of progress of non-recurring expenditure
under various components of the scheme,
take stock of consumables and recurring expenditure on
various components of the
scheme, availability of required facilities and text books
etc.,
 take stock of status of education including teachers
attendance, Students attendance, conduct of teachers
and students, quality aspects, law and order situation in
and around school premises, health conditions &
immunization of students, equity aspects like problems
encountered by the girls, SCs, STs, children belonging to
BPL families and Educationally Backward Minorities etc
(Frame work for implementation of RMSA, chapter IX, 9.1.1, P-58)
Panchayat
• will also (in addition to SMDC) monitor progress of
implementation of all the components at school
level.
• documents must be presented before the Gram
Panchayat / Gram Sabha/ ULBs.
• briefing regarding progress of implementation and
status of education in the school.
Panchayat; Cont…
 Gram Panchayat/ Gram Sabha to inspect the work sites, take
stock of progress of non-recurring expenditure under various
components of the scheme, take stock of consumables and non
recurring expenditure on various components of the scheme,
availability of required facilities and text books etc., take stock
of status of education including teachers attendance, Students
attendance, conduct of teachers and students, health conditions
and immunization of students, quality aspects, law and order
situation in and around school premises, equity aspects like
problems encountered by the girls, SCs, STs, children belonging
to BPL families and Educationally Backward Minorities etc.
(Frame work for implementation of RMSA, chapter IX, 9.1.2, P-58)
Secondary Education Management
Information System (SEMIS) Chapter 5(3)
• NUEPA as nodal agency
• The DISE data management is a perfect indicator for
the flaws of such system. No systematic measures
had been suggested to improve management of
DISE.
Strengthening of resource
institutions
• Strengthening of resource institutions at various levels like
NCERT, SCERT, University departments of education,
RIE’s, IASE’s, Teacher education institutions etc. are
vaguely stated.
• No modus operandi suggested for that!
• The term ’strengthening’ is not defined!
Unilateral!!
• “……all types of schools, including unaided private
schools will also contribute towards Universalisation
of Secondary Education (USE) by ensuring adequate
enrolments for the children from under privileged
society and the children Below Poverty Line (BPL)
families”
• (Frame work for implementation of RMSA, Chapter I,
1.4, P-4)
Ensuring Access through PPP!
• “New schools will also be set up in PPP mode”
• (Frame work for implementation of RMSA, Chapter
II,2.1.1, P-6)
Unilateral framework!
• “Requirement of incentives like scholarship, uniforms,
shoes, textbooks, note books etc. will have to be worked
out on the basis of State norms. These would be part of
the RMSA but the funding would be mainly from the
State Plan”
•
(Frame work for implementation of RMSA, chater III, 3.10.3, P-13)
No discussions had been conducted with
States, till date!
ALLOCATION OF RESOURCES
• Out of the 14 conditions for allocation of resources, there are
several flaws and issues to be resolved!
 Commitment from the State Government with regard to the State
share;
 Institutional reforms in states to facilitate decentralized management
of education,
 Availability of financial resources in a particular year.
 However, the release will also be performance linked.
 If an educationally backward district does not utilize the resources in
 the manner intended, it is unlikely to continue to receive a priority.
(Frame work for implementation of RMSA, chater III,3.12, P-15)
Financing patterns
• During 11th plan period funding for central and state
share will be 75:25 (for north eastern states it will be
90:10)
• For the 12th plan period it will be 50:50 (for north
eastern states it will be 90:10)
(Frame work for implementation of RMSA, chater III,3.18.2 and 3.18.5, P-15)
Teaching under scanning!
• Theme specific supervision visits besides the overall
assessment visits would also be undertaken.
Classroom observation by resource persons has also
been provided for.
• (Frame work for implementation of RMSA, chapter III,3.16.3, P15)
• SMDC :Another threat to academic freedom of
teachers!
MCQ domination
• “It is proposed that the incidence of short-answer
questions be reduced and replaced with Multiple
Choice Questions (MCQs) on one-hand and
Reflective (long answer) type questions on the other.
Orientation programmes to make the teachers
familiar with MCQs and how to have them test
higher-order thinking need to be organized. While
long answer type questions involve more examiner
time thansperant today, MCQs, being machinemarked, will involve nil”
(Frame work for implementation of RMSA, chater V,5.9.3, P-34)
Strong Planning
• District level Perspective plan and annual plan
• State plan by coordinating the district level planning
• National planning and allocation
Learning resource centers (LRC)
• “……all schools need to be equipped with Learning
Resource Centres (LRC) with following inputs.
Library
Provision for ICT support
Link with EDUSAT
(Frame work for implementation of RMSA, chater V,5.7, P-33)
• “…..things gain meaning by being used in a shared
experience or joint action” (John Dewy, 1916)
2017 and 2020 are not too far……..absence
of coordinated actions in the
implementation of RMSA will repeat the
same pathetic story of Article 45 of Indian
constitution
Thank You