chief minister girls cycle scheme-introduction and conceptual framework

CHAPTER -1

INTRODUCTION AND CONCEPTUAL FRAMEWORK

1.1 INTRODUCTION OF EDUCATION

Man is not a biological animal but a pure social one. Living in a society as a

responsible social human being is the ultimate goal of human. So education shapes and

moulds the overall behaviour of human being and nurtures the potentialities. Since time

immemorial, education is estimated as the right road to progress and prosperity.

Education in today‘s scenario has a very complex meaning. Whenever we say

education, our mind starts to think about a building where students dressed in the uniforms go

carrying their satchel. This is a part of formal education set-up. Education has a very vast

scope than our stereotyping. Education is what we learn throughout our life time. Education

helps a man to be able to live for himself in such a way that his livings contribute to the

society and in the end he realizes God through his deeds.

Education is an important human activity. It was born with the birth of the human race

and shall continue to function as long as the human race lives. Education is an essential

human virtue. Man becomes 'man' through education. He is what education makes him.

It has been rightly said that without education, man is a splendid slave, reasoning

savage. Education is necessary for society. Education fashions and models man for society.

Man cannot be conceived merely in terms of his biological existence. Education brings into

focus the social aspect of man. Education signifies man's supreme position in society.

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Education is an essential basis of good life. A man becomes a human being in the real sense

when he is transformed from primarily an animal being into a human being.

In short, education is an essential concomitant of all human societies. "What

sculpture is to a block of marble, education is to the soul", says Addison.

1.2 ETYMOLOGICAL MEANING OF EDUCATION

The word "Education" has been derived from the Latin term "Educatum" which

means the act of teaching or training. A group of educationists say that it has come from

another Latin word "Educare" which means "to bring up" or "to raise". According to a few

others, the word "Education" has originated from another Latin term "Educere" which means

"to lead forth" or "to come out".

All these meanings indicate that education seeks to nourish the good qualities in man

and draw out the best in every individual. Education seeks to develop the innate inner

capacities of man.

By educating an individual we attempt to give him some desirable knowledge,

understanding, skills, interests, attitudes and critical 'thinking. That is, he acquires knowledge

of history, geography, arithmetic, languages and sciences.

He develops some understanding about the deeper things in life, the complex human

relations, and the cause and effect relationship and so on. He gets some skills in writing,

speaking, calculating, drawing, operating some equipment etc. He develops some interests in

and attitudes towards social work, democratic living, and co-operative management .

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1.3 DEFINITION OF EDUCATION

The meaning of education has differed from age to age, from person to person. Some

have emphasized on one aspect of education while others have emphasized on the other. The

different views are there because of complexity of human environment, different philosophies

of life and different educational theories and practices. The true meaning of education will be

clearer by its definitions given by renowned educationists.

In the Indian context education has been defined as follows:

i. Rigved: "Education is something which makes man self-reliant and

selfless".

ii. Sri Aurobindo: ―The child‘s education ought to be an out bringing of all that

is best, most powerful, most intimate living in his nature, the mould into which

man‘s action and development ought to run is the quality and the power. He

must acquire new things but he will acquire them best, most wholly on the

basis of his own development type and inborn force.‖

iii. Gandhi: “By education I mean an all-round drawing out of the best in child

and man, body, mind and spirit. Literacy is not the end of Education not even

the beginning. It is one of the means whereby man and woman can be

educated; Literacy in itself is no education.‖

According to western philosophers education is,

i. Socrates: "Education means the bringing out of the ideas of universal validity

which are latent in the mind of every man".

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ii. Friedrich William Froebel: "Education is unfoldment of what is already

enfolded in the germ. It is the process through which the child makes internal

external".

iii. T.P. Nunn- ―Education is the complete development of the individuality of

the child‖.

Hence, as an individual in the society, he has to think critically about various issues

in life and take decisions about them being free from bias and prejudices, superstitions and

blind beliefs. Thus, he has to learn all these qualities of head, hand and heart through the

process of education.

1.4 AIMS OF EDUCATION

Life is very complex and complicated. But an aim in life can make the complex life

simple and purposeful. Aims give us direction to work and without aim, destination, or

objective life becomes incomplete and haphazard.

Individual has different interests, attitudes and needs. Every individual wants to

achieve certain goals in life. But a clear-cut aim makes the road of life easy. Educational aims

are varied. They have their different role in different fields. Some specific aims are listed

below:

(i) Knowledge Aim: The aim of education is the acquisition of knowledge, skills and

attitudes. It helps to adjust properly in one‘s own environment. Knowledge helps the man to

overcome the nature and satisfy human wants. It links the teacher and taught with social

situation. It helps with certain skills to live in a society as human being and civilized one.

Philosophers and educationists of the world believe in knowledge. It is the valuable asset of

life, which helps the individual to overcome misery and problems of life.

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(ii) Vocational Aim: Knowledge aim of education is narrow by nature. The theoretical

knowledge will never meet our basic needs of life. We need bread and butter to fill up our

belly. We can get it if education is vocationalised. Gandhiji realized it in 1937 when he

introduced Basic Education. Vocational aim develops the social efficiency of the individual.

It reduces mental tension after completion of education. Those who are lower, intelligence in

vocational education or training are a blessing for them. Realizing this aspect. Indian

Education Commission (1964-66) introduces work-experience in the curriculum.

(iii) Character Building Aim: The Indian concept of education believes in self-realization.

Self-realization is possible through moral education. So the individual should cultivate moral

virtues or values which constitute character. Swami Vivekananda said, ―We want that

education by which character is formed, strength of mind is increased, the intellect is

expanded and by which one can stand on one‘s own feet.‖

(iv) Complete-Living Aim: The individual has various aspects to be developed. Every aspect

of the personality is reflected in various activities to be performed. Education should help the

individual to fulfil the various needs and necessities of life like self-preservation, fulfilling

necessities of life, rearing and bearing of children, performing civic responsibilities and

utilizing his leisure time properly.

Firstly, the individual must know the art of self-preservation. Secondly, education

should enable to him to earn his living. Thirdly, he should know how to take care of his own

children. Lastly, he must have the idea how to utilize the leisure hours properly in a profiting

manner.

(v) Harmonious: Development of the personality aim- Gandhiji said, ―By education, I mean

an all-round drawing out of the best in the child and man-body, mind and spirit.‖ The

meaning itself indicates to develop all-round aspects of individual-physical, intellectual,

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social and spiritual. All these aspects of the individual should be harmoniously developed.

True education is development of 3H‘s instead of 3R‘s.

The development of Head, Heart and hand of an individual makes him happy.

(vi) Democratic Aim of Education: One of the important aims and objective of education

suggested by Secondary Education Commission (1952-54) is to develop the democratic

citizenship. India is a democratic country. Even citizen must have to realize the duties and

responsibilities carefully. So the aim of education is to train carefully the future citizens.

Training should be provided to develop the following qualities of the individual.

(i) Capacity for clear thinking

(ii) Receptivity of new idea

(iii) Clarity in speech and writing

(iv) True patriotism

Indian Education Commission (1964-66) under the chairmanship of Dr. D.S. Kothari

suggested the following as the aims of education in a democratic set-up.

(i) Increasing productivity

(ii) Developing social and national integrity

(iii) Making education modernized and

(iv) Cultivating of social, moral and spiritual values.

1.5 STATUS OF EDUCATION IN BIHAR

The government of Bihar ( Appendix No.1) , one of India‘s poorest states, has

recently undertaken several policy initiatives to make education more affordable and
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accessible to children. These initiatives have focused on reducing the ―opportunity cost‖ of

schooling and providing incentives for enrolment and performance.

Bihar has an average literacy of 47%, in which female literacy percentage is 33.1%.

There are 53844 schools in Bihar. Out of these there are 53034 government schools. 95.15%

(50464) of the government schools are located in the rural areas. The enrolment in govt.

Schools is 98.66% as compared to India where it is 78.56%.

Girls enrolment in upper primary section in Bihar is 45.71, in this ST and SC

enrolment of girls are 1.69 and 16.85 respectively. The percentage of female teachers in the

schools of Bihar is 27.91% and pupil-teacher ratio is 64. The Gender Parity Index in Bihar is

0.82 as compared to whole of India which is 0.91.

In spite of these lofty figures, the Educational Development Index (EDI) of Bihar

showed very poor results. EDI uses 23 indicators as infrastructure, teachers and outcome

indicators. Bihar ranked at 35 at composite primary and upper primary levels of education

with an EDI as low as 0.321. The achievement of students of Bihar also remained very

low.22.07 % boys and 23.77% girls scored more than 60% in class 7 th exams. Student

classroom ratio of Bihar is 91 as compared to India where it is 36. Only 3% of schools in

Bihar have computer facilities.

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TABLE NO: 1.1

SCHOOLS IN BIHAR

GOVT. PRIVATE TOTAL
SCHOOLS SCHOOLS
ALL SCHOOLS 53034 850 53884
SCHOOLS LOCATED IN RURAL AREAS
50464 627 51091
%AGE OF SCHOOLS IN RURAL AREAS
95.15% 73.7% 94.8%

(Source: Analytical Report, DISE 2006-07, NUEPA)

TABLE NO: 1.2

FACILITY AND ENROLMENT INDICATORS

HEADS BIHAR INDIA
% SINGLE TEACHER SCHOOL 5.12 11.76
% SCHOOL WITH COMMON TOILETS 46.73 58.13
% SCHOOL WITH GIRL’S TOILET 16.21 42.58
% SCHOOL HAVING ELECTRICITY CONNECTION 3.60 33.23
% GOVT. MANAGEMENT SCHOOLS HAVING DRINKING 90.13 83.93
WATER FACILITY
% ENROLMENT IN GOVT.SCHOOLS 98.66 78.56
% GIRLS ENROLMENT IN UPPER PRIMARY 45.17 45.67
% SC ENROLMENT 16.88 19.87
% ST ENROLMENT 1.69 10.69
% FEMALE TEACHERS 27.91 41.86
STUDENT CLASSROOM RATIO 91 36
PUPIL TEACHER RATIO 64 34
GENDER PARITY INDEX 0.82 0.91

(Source: Analytical Report, DISE 2006-07, NUEPA)

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Thus, we see in field of education lot more has to be done. The responsibility of it

lies in the shoulder of the government. Recent policy initiatives and improvements in primary

school enrolment show that Bihar is making progress in improving its education levels.

Recent policies have focused on lowering the cost of schooling through subsidizing or

providing textbooks, uniforms, bicycles and cash transfers for attendance. While these have

reduced the costs of schooling in Bihar, much remains to be done to boost schooling

infrastructure and improve conditions for both students and teachers.

1.6 PROBLEMS RELATED TO WOMEN EDUCATION IN BIHAR

The deterrents to girls' education are rooted in their homes and society. Educating

girls is commonly perceived as unnecessary; mainly on account of the role they have been

assigned in running the house and also because they will eventually leave their parental

homes after marriage where their skills in household chores will hold them in better stead.

Poor retention of girls is attributed to two main factors. The first is the tendency of

parents to withdraw them from school on attainment of adolescent age ,say 9+ as they

become capable of fulfilling certain domestic needs like sustenance activities & sibling care,

while the second is the school environment itself which neither encourages girls no

reasonable enough to bring out the best in them. During the seasons of harvest, marriages,

festivals, etc. girls' attendance at school suffer a setback as they are kept back at home. In the

absence of any mechanism to address their need as a result of these periods of absenteeism,

their achievement suffers. Thus begins the cycle of teachers' neglect in the classroom leading

to disinterest and e-motivation eventually resulting in their leaving school. Added to these are

natural barriers, distance to school. The reason are clearly described in the figure given

below.

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Figure No: 1.1

LOW ATTENDANCE OF GIRLS IN SCHOOLS IN BIHAR

• HELPING HAND IN AGRICULTURE AND AT HOME
• LOOK AFTER YOUNGER SIBLINGS
• CAN'T AFFORD BURDEN OF EDUCATION
POVERTY • PARENTS SAVE MONEY FOR DOWRY

• FEEL SHAME TO SEND ADOLSCENT GIRLS OUTSIDE THEIR HOME
• EARLY MARRIAGES
• EVE TEASING
• IT IS STILL A TABOO TO EDUCATE GIRLS AS THEY ARE EXPECTED TO DO
SOCIAL BARRIERS ONLY HOUSE CHORES.

• SCHOOLS ARE FAR AWAY
• SCHOOLS AHVE LESS NUMBER OF FEMALE TEACHERS
• SCHOOLS DON'T HAVE FACILTY OF TOILET FOR GIRLS
FAULTY EDUCATION • STANDARD OF EDUCATION IS VERY POOR
SYSTEM • SYLLABUS ARE NOT OPTIMUM FOR GIRLS ESPECIALLY OF RURAL AREAS

• ATTENDANC E IS VERY LOW IN SOWING AND REAPING SEASON.
• DURING MARRAIGE SEASON GIRLS REMAIN ABSENT FROM SCHOOL
FOR A LONG PERIOD OF TIME.
SAEASONAL • DURING MONSOON THE VILLAGES ARE FLOODED HENCE SCHOOLS ARE
FLUCTUATIONS CLOSED FOR THAT DURATION OF TIME.

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1.7 EDUCATION AS AN INSTRUMENT OF SOCIAL CHANGE

The role of education as an agent or instrument of social change and social

development is widely recognized today. Social change may take place – when humans need

change. When the existing social system or network of social institutions fails to meet the

existing human needs and when new materials suggest better ways of meeting human needs.

Social change do not take race automatically or by themselves. As Mac Iver says,

social charge take place as a response to many type of change that take place on the social

and non-social environment. Education can initiate social changes by bring about a change in

the outlook and attitude of men. It can bring about a change in the pattern of social

relationships and thereby it may cause social changes.

There was a time when educational institution and teachers were engaged in

transmitting a way of life to the student. During those days, education was more a means of

social control than an instrument, of social change. Modern schools and universities do not

take place much emphasis upon transmitting a way of life to the students. The traditional

education why heart for an unchanging, state society. Not marked by rapid changes. But

today education aims at imparting empirical knowledge.

Education is seen as a major vector in society, but that it is largely allocated a

conservative role, since its main function is in the socialization of the young and the

maintenance of the social order. During times of rapid social change, such as the second half

of the 20th century, the role of education in the service of the nation is emphasized. When

things are going well, especially economically, more experimentation with education is

supported, and more idealistic goals are pursued, such as equity of educational opportunity. It

is in the ideological and moral spheres, however, that education is most clearly expected to

play a leading role. Social change takes place as a response to many types of changes that

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take place in the social and non-social environment. Education can initiate social changes by

bringing about a change in outlook and attitude of man. It can bring about a change in the

pattern of social relationships and thereby it may cause social changes.

Education is in the concurrent list of power division between state and the

centre that means efforts has to be taken both by the central government and state

government to eradicate illiteracy and provide quality education even in the rural areas.

Under RTE, it is mandatory to provide free and compulsory education to all the children up

to the age of 14, i.e. class 8th. Sarva Shiksha Abhiyaan (SSA), Operation Blackboard (OB)

are some of the schemes of central government to universal enrolment of students.

In the state of Bihar where there is utmost poverty education is the one and only tool

that revive Bihar to its old golden days of Takshila and Nalanda. But the poverty and

requirement of cheap labour in factories and agricultural sector has kept many children away

from school. Girls are even in the worst condition. Besides being a bread earner they have to

look after the needs of the family. Cooking, looking after young children, social taboo, eve

teasing and early marriages are some of the evils which keep girls away from schools. We see

from the above data that the girls are the marginalised section of the society. Therefore in the

whole universal elementary education goal government has to formulate schemes in order to

make girls come to school breaking all the social dogmas and also retain them till they

complete their matriculation.

With change in the political power in Bihar, new schemes have been introduced to

attract students towards school and reduce the dropout rates. These schemes include free text

books, mid-day meal scheme, free school dress, cash for attendance scheme, and bicycle for

students and cash for girls scoring first division in matriculation. Bihar now spends a major

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portion of its revenue on education so that it overcomes century old problems of illiteracy,

poverty, gender inequality.

1.8 SARV SHIKSHA ABHIYAAN (SSA)

Sarva Shiksha Abhiyan (Education for All Movement) is a programme by

the Government of India aimed at the universalization of elementary education "in a time

bound manner", as mandated by the 86th amendment to the Constitution of India making free

education to children aged 6–14 (estimated to be 205 million in number in 2001)

a fundamental right. The programme was pioneered by Atal Bihari Vajpayee. SSA is being

implemented in partnership with State Governments to cover the entire country and address

the needs of 192 million children in 1.1 million habitations. In FY 2009-10,60% of SSA

funds came from GOI. This has now been revised to 65%.

The programme is looking to open new schools in those habitations without schooling

facilities and to strengthen existing school infrastructure through provision of additional class

rooms, toilets, drinking water, maintenance grant and school improvement grants. SSA is

now the primary vehicle for implementing the Right to Free and Compulsory Education Act

(RTE).

Existing schools with inadequate teacher strength are provided with additional

teachers, and 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 female education and children with

special needs. SSA also seeks to provide computer education to bridge the digital divide.

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Its goals of 2011 were to do the following:

i. Open new schools in areas without them and to expand existing school infrastructures

and maintenance.

ii. Address inadequate teacher numbers and provide training a development for existing

teachers.

Provide quality elementary education including life skills with a special focus on the

education of girls and of children with special needs, as well as computer education. SSA is

an effort to universalise elementary education by community-ownership of the school system.

It is a response to the demand for quality basic education all over the country. The SSA

programme is also an attempt to provide an opportunity for improving human capabilities to

all children, through provision of community owned quality education in a mission mode.

1.9 BASIC FEATURES OF SSA

i. A programme with a clear time frame for universal elementary education.

ii. A response to the demand for quality basic education all over the country.

iii. An opportunity for promoting social justice through basic education.

iv. An effort at effectively involving the Panchayati Raj Institutions, School Management

Committees, Village and Urban Slum level Education Committees, Parents' Teachers'

Associations, Mother Teacher Associations, Tribal Autonomous Councils and other

grass root level structures in the management of elementary schools.

v. An expression of political will for universal elementary education across the country.

vi. A partnership between the Central, State and the local government.

vii. An opportunity for States to develop their own vision of elementary education

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1.10 AIMS OF SSA

SSA is to provide useful and relevant elementary education for all children in the 6 to

14 age group by 2010. There is also another goal to bridge social, regional and gender gaps,

with the active participation of the community in the management of schools. Useful and

relevant education signifies a quest for an education system that is not alienating and that

draws on community solidarity. Its aim is to allow children to learn about and master their

natural environment in a manner that allows the fullest harnessing of their human potential

both spiritually and materially. This quest must also be a process of value based learning that

allows children an opportunity to work for each other's well being rather than to permit mere

selfish pursuits.

SSA realizes the importance of Early Childhood Care and Education and looks at the

0-14 age as a continuum. All efforts to support pre-school learning in ICDS centres or special

pre-school centres in non ICDS areas will be made to supplement the efforts being made by

the Department of Women and Child Development.

1.11 OBJECTIVES OF SSA

i. All children in school, Education Guarantee Centre, Alternate School, ' Back-to-

School' camp by 2003.

ii. All children complete five years of primary schooling by 2007.

iii. All children complete eight years of elementary schooling by 2010.

iv. Focus on elementary education of satisfactory quality with emphasis on education for

life.

v. Bridge all gender and social category gaps at primary stage by 2007 and at elementary

education level by 2010.

vi. Universal retention by 2010.
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1.12 NEED FOR A FRAMEWORK FOR IMPLEMENTATION

i. To allow states to formulate context specific guidelines within the overall framework

ii. To encourage districts in States and UTs to reflect local specificity

iii. To promote local need based planning based on broad National Policy norms

iv. To make planning a realistic exercise by adopting broad national norms.

The objectives are expressed nationally though it is expected that various districts and

States are likely to achieve universalisation in their own respective contexts and in their

own time frame. 2010 is the outer limit for such achievements. The emphasis is on

mainstreaming out-of-school children through diverse strategies, as far as possible, and

on providing eight years of schooling for all children in 6-14 age group. The thrust is on

bridging of gender and social gaps and a total retention of all children in schools. Within

this framework it is expected that the education system will be made relevant so that

children and parents find the schooling system useful and absorbing, according to their

natural and social environment.

1.13 BROAD STRATEGIES CENTRAL TO SSA PROGRAMME

i. Institutional Reforms - As part of the SSA, the central and the State governments

will undertake reforms in order to improve efficiency of the delivery system. The

states will have to make an objective assessment of their prevalent education

system including educational administration, achievement levels in schools,

financial issues, decentralisation and community ownership, review of State

Education Act, rationalization of teacher deployment and recruitment of teachers,

monitoring and evaluation, status of education of girls, SC/ST and disadvantaged

groups, policy regarding private schools and ECCE. Many States have already

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carried out several changes to improve the delivery system for elementary

education.

ii. Sustainable Financing – SSA is based on the premise that financing of

elementary education interventions has to be sustainable. This calls for a long -

term perspective on financial partnership between the Central and the State

governments.

iii. Community Ownership - The programme calls for community ownership of

school-based interventions through effective decentralisation. This will be

augmented by involvement of women's groups, VEC members and members of

Panchayati Raj institutions.

iv. Institutional Capacity Building -The SSA conceives a major capacity building

role for national, state and district level institutions like NIEPA / NCERT / NCTE

/ SCERT / DIET.

v. Improvement in quality- It requires a sustainable support system of resource

persons and institutions.

vi. Improving Mainstream Educational Administration - It calls for improvement

of mainstream educational administration by institutional development, infusion

of new approaches and by adoption of cost effective and efficient methods.

vii. Community Based Monitoring with Full Transparency - The Programme will

have a community based monitoring system. The Educational Management

Information System (EMIS) will correlate school level data with community-

based information from micro planning and surveys. Besides this, every school

will be encouraged to share all information with the community, including grants

received. A notice board would be put up in every school for this purpose.

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viii. Habitation as a Unit of Planning - The SSA works on a community based

approach to planning with habitation as a unit of planning. Habitation plans will

be the basis for formulating district plans.

ix. Accountability to Community - SSA envisages cooperation between teachers

and parents as well as accountability and transparency to the community.

x. Priority to Education of Girls - Education of girls, especially those belonging to

the scheduled castes and scheduled tribes and minorities, will be one of the

principal concerns in SSA.

xi. Focus on Special Groups - There will be a focus on the inclusion and

participation of children from SC/ST, minority groups, urban deprived children

disadvantaged groups and the children with special needs, in the educational

process.

xii. Pre-Project Phase - SSA will commence throughout the country with a well-

planned pre-project phase that provides for a large number of interventions for

capacity development to improve the delivery and monitoring system. These

include provision for household surveys, community-based micro planning and

school mapping, training of community leaders, school level activities, support for

setting up information system, office equipment, diagnostic studies, etc.

xiii. Thrust on Quality - SSA lays a special thrust on making education at the

elementary level useful and relevant for children by improving the curriculum,

child-centered activities and effective teaching learning strategies.

xiv. Role of teachers - SSA recognizes the critical and central role of teachers and

advocates a focus on their development needs. Setting up of Block Resource

Centres/Cluster Resource Centres, recruitment of qualified teachers, opportunities

for teacher development through participation in curriculum-related material

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development, focus on classroom process and exposure visits for teachers are all

designed to develop the human resource among teachers.

xv. District Elementary Education Plans - As per the SSA framework, each district

will prepare a District Elementary Education Plan reflecting all the investments

being made and required in the elementary education sector, with a holistic and

convergent approach. There will be a Perspective Plan that will give a framework

of activities over a longer time frame to achieve UEE. There will also be an

Annual Work Plan and Budget that will list the prioritized activities to be carried

out in that year. The Perspective Plan will also be a dynamic document subject to

constant improvement in the course of Programme Implementation.

TABLE NO: 1.3

NORMS FOR INTERVENTIONS UNDER SSA

S. No. INTERVENTION NORM

1. Teacher •One teacher for every 40 children in

Primary and upper primary

•At least two teachers in a Primary school

•One teacher for every class in the upper

primary

2. School / Alternative schooling • Within one Kilometre of every habitation

facility • Provision for opening of new schools as

per State norms or for setting up EGS like

schools in unserved habitations.

3. Upper Primary schools/ Sector • As per requirement based on the number

of children completing primary education,

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up to a ceiling of one upper primary

school/section for every two primary

schools

4. Classrooms •A room for every teacher in Primary &

upper Primary, with the provision that there

would be two class rooms with verandah to

every Primary school with at least two

teachers.

• A room for Head-Master in upper Primary

school/section

5. Free textbooks • To all girls/SC/ST children at primary &

upper primary level within an upper ceiling

of Rs. 150/- per child

• State to continue to fund free textbooks

being currently provided from the State

Plans.

6. Civil works •Ceiling of 33% of SSA programme funds.

• For improvement of school facilities.

• It could also be used as an additional

room.

• No expenditure to be incurred on

construction of office buildings

•Districts to prepare infrastructure Plans.

7. Maintenance and repair of school •Only through school management

buildings committees/VECs

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• Upto Rs. 5000 per year as per specific

proposal by the school committee.

• Must involve elements of community

contribution

8. Upgradation of EGS to regular • Provision for TLE @ Rs 10,000/- per

school or setting up of a new Primary school

school as per State norm • TLE as per local context and need

• Involvement of teachers and parents

necessary in TLE selection and

procurement

• VEC/ school-village level appropriate

body to decide on best mode of

procurement

• Requirement of successful running of

EGS centre for two years before it is

considered for up-gradation.

• Provision for teacher & classrooms.

9. TLE for upper-primary • @ Rs 50,000 per school for uncovered

schools.

• As per local specific requirement to be

determined by the teachers/ school

committee

• School committee to decide on best mode

of procurement, in consultation with

teachers

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• School Committee may recommend

district level procurement if there are

advantages of scale.

10. Schools grant • Rs. 2000/- per year per primary/upper

primary school for

replacement of non functional school

equipment

• Transparency in utilisation

• To be spent only by VEC/SMC

11. Provision for disabled children • Up to Rs. 1200/- per child for integration

of disabled children, as per specific

proposal, per year

• District Plan for children with special

needs will be formulated within the Rs.

1200 per child norm

• Involvement of resource institutions to be

encouraged

12. Innovative activity for girls' • Upto to Rs. 15 lakh for each innovative

education, early childhood care & project and Rs. 50 lakh for a district per

education, interventions for children year will apply for SSA

belonging to SC/ST community, • ECCE and girls education interventions to

computer education specially for have unit costs already approved under

upper primary level other existing schemes.

13. Management Cost • Not to exceed 6% of the budget of a

district plan

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• To include expenditure on office

expenses, hiring of experts at various levels

after assessment of existing manpower, etc.

• Priority to experts in MIS, community

planning processes, civil works, gender,

etc. depending on capacity available in a

particular district

• Management costs should be used to

develop effective teams at State/ District

/Block/Cluster levels

14. Interventions for out of school • As per norms already approved under

children Education Guarantee Scheme & Alternative

and Innovative Education, providing for the

following kind of interventions

• Setting up Education Guarantee Centres

in unserved habitations

• Setting up other alternative schooling

models

• Bridge Courses, remedial courses, Back-

to-School Camps with a focus on

mainstreaming out of school children into

regular schools.

(Source-www.ssa.nic.in)

23

1.14 SUPERVISION OF ACTIVITIES UNDER SSA

SSA requires regular supervision of activities. Ideally, the CRCs, BRCs. DIETs have

to be developed effectively to carry out supervision activities. Supervision teams will be

periodically sent by the National/ State Mission usually once in six months. Such supervision

visits would also include the State specific resource institution that has undertaken the task of

research and supervision in that State/ Union Territory. Theme specific supervision visits

besides the overall assessment visits would also be undertaken. Classroom observation by

resource persons has also been provided for. States will work out their supervision/

appraisal/monitoring and research Plans, based on the indication of resource availability as

per the norm approved for such activities under the SSA (Rs. 1500 per school per year). This

amount would be divided among the National/ State and District mission under SSA. Rs. 100

per school will be spent at the National level. The State government will decide regarding the

balance amount to be spent on monitoring, research, supervision and evaluation at the various

levels, from the school to the State level.

Two supervision visits of at least three days each would be undertaken by the

National/ State level Mission each year, to each of the programme districts. Initially these

supervision teams will be constituted by the National Mission in partnership with the States.

Subsequently, States will constitute their own supervision teams. Each Supervision team will

have four Members, two from the State Mission and two from the National Mission.

Representatives of National Resource institutions, State specific research institutions and

University Departments of education would be encouraged to participate in the supervision

team. The non-governmental representatives who undertake supervision visits will be entitled

to a modest honoraria, over and above the TA/DA.The visits will be coordinated by the State

and the National Mission of SSA. Suitable supervision formats will be designed through

24

special workshops to be organised by national /state level resource institutions. Resource

persons involved with training teachers will also undertake classroom observation. A modest

honoraria may be provided for non-governmental/ retired resource persons involved in this

work. Members of DIET will be entitled toTA/DA for such visits.

1.15 Budgetary Allocation and Expenditure

During the Eleventh Five-Year Plan the Government of India‘s budget for SSA

(including Kasturba Gandhi Balika Vidyalaya (KGBV) and National Programme for

Education of Girls at the Elementary Level) increased nearly 3-fold from Rs 21,360 crores in

FY 2007-08 to Rs 61,734 crores in FY 2011-12. Expenditures have failed to keep pace. In

FY 2007-08, over 70 percent of allocations were spent. This dropped to 61 percent in FY

2011-12.

While overall spending as a proportion of allocations has decreased, there has been an

improvement in the timing of this spending. In FY 2007-08, 70 percent of the total funds

were spent in the last two quarters of the year. In FY 2011-12, expenditure was incurred more

evenly with 44 percent spent in the first two quarters and 56 percent in the last two quarters

1.16 Mukhyamantri Balika Cycle Yojna (MBCY)

In 1890‘s bicycles was a product for everyone in western world. Soon, bicycles

became safe and popular, transcending penny farthings, women took to them and feminists

dubbed them ―freedom machines‖. It was said bicycles accomplished more for women‘s

sensible attire than all reform movements put together. Fifty years ago, Friedrich Hayek

wrote a book titled The Constitution of Liberty. This is what it said: ―It would now be

entirely practicable to defray the costs of general education out of the public purse without

maintaining government schools, by giving the parents vouchers covering the cost of

25

education of each child which they could hand over to schools of their choice. It may still be

desirable that government directly provide schools in a few isolated communities where the

number of children is too small (and the average cost of education therefore too high) for

privately run schools.‖

The mid-term appraisal of the Eleventh Five-Year Plan has the following

congratulatory words: ―The Sarv SSA, in combination with the Mid Day Meal Scheme, has

succeeded in achieving near universal enrolment in primary schools.‖ It then laments high

drop-out rates and low retention.

Enrolment, even drop-outs, is fundamentally a girl-child problem, especially in formerly

backward states like Bihar. It is no one‘s case that cycles alone led to success. MBCY is the

brain child of present Chief Minister of Bihar Shri. Nitish Kumar. In Nitish Kumar‘s Bihar,

MBCY is now covering madrassas too. It was a scheme started in 2006. Through this, girls

who pass Standard VIII are given bicycles, once they enrol in Standard IX. More accurately,

girls who pass Standard VIII are disbursed (through schools) Rs 2,000 to purchase bicycles.

In three years, from 2007-08 to 2009-10, 871,000 girls have got bicycles. It is a universal

scheme, no debates about BPL (below the poverty line), the only criterion being enrolment in

Standard IX, with the submission of receipts for cycles and uniforms.

The numbers reflect a dramatic impact: Since 2007-08, Bihar has spent Rs174.36

crores on cycles for 871,000 school girls. Girls enrolling in schools in the state have shot up

from 160,000 in 2006-07 to 490,000 in 2009-10.

Dropouts among girls declined to one million from about 2.5 million in 2006. The

plan has released a pent-up hunger for learning. It‘s brought in a ―sense of urgency in the

girls and they want to excel. By providing them bicycles, the government has helped us

26

groom their talents,‖ says Manisha Ranjan, a biology teacher in High School Desari in

Bihar‘s Vaishali district, 55km from Hajipur, the district headquarters.

The Mukhyamantri Balika Cycle Yojna - which has given a boost to female

education and women's participation in society - dispenses money to all girls in government

schools who, despite the odds, have managed to reach Class Eight with more than 80 per cent

attendance. The idea is that a bicycle increases their mobility and enables them to travel free-

of-cost to school, reducing at least one major family expense . Sometimes the most obvious

solutions are also the right ones, acting as instruments of change. For one, the cycles have

bridged distances to schools, and secondly, have given girls in a largely patriarchal society a

sense of independence and of purpose.

1.17 ACADEMIC ACHIEVEMENT

Academic achievement or academic performance is the outcome of education — the

extent to which a student, teacher or institution has achieved their educational goals.

Academic achievement is commonly measured by examinations or continuous

assessment but there is no general agreement on how it is best tested or which aspects are

most important — procedural knowledge such as skills or declarative knowledge such

as facts. The term 'achievement' is defined as ―accomplishment or proficiency of performance

in a given skill or body of knowledge‖. Academic achievement also denotes the knowledge

attained and skill developed in the school subject, usually designated by test scores.

School achievement may be affected by various factors like intelligence, study habits,

and attitudes of pupil towards school, different aspects of their personality, socio economic

status, etc. The desire of success is derived from individual‘s concept of himself and in terms

of the meaning of various incentives as they spell success and failure in the eye of others.

27

Thus a child who sees himself as top ranking, as scholars, may set as his goal the attainment

of the highest grade in the class.

In our society academic achievement is considered as a key criterion to judge one's

total potentiality and capability. Hence academic achievement occupies a very important

place in education as well as in the learning process.

i. Crow and Crow (1969), defined Academic Achievement as the

―extent to which a learner is profiting from instructions in a given area

of learning i.e., achievement is reflected by the extent to which skill or

knowledge has been imparted to him‖.

ii. According to Good (1976), ― the knowledge attained or skills

developed in school subjects are usually developed by teachers.‖

iii. The Dictionary of Psychology (Atkinson, Berne and Woodworth,

1988) defines achievement as a specified level of proficiency in

scholastic or academic work.

iv. Reber (1985) defines academic achievement as Academic

achievement also denotes the knowledge attained and skill developed

in the school subject, usually designed by test scores. The level of

achieving is how far a student succeeds in a particular exam or

standardized test

Academic achievement has become an index of students' future in this highly

competitive world. It has been one of the most important goals of the educational process. It

is also a major goal, which every individual is expected to perform in all cultures. Academic

achievement is a key mechanism through which adolescents learn about their talents, abilities

and competencies which are an important part of developing career aspirations (Lent; Brown

28

and Hackett, 2000). Assessing student's progress means identifying what he has achieved.

Acquiring skills in academic matters is important as a means of attaining complete

realization.

1.18 HIGH ACHIEVEMENT

Characteristics of individuals with high achievement motivation include an

orientation toward problem-solving and moderate challenges.

i. Moderate Challenge: Individuals with high achievement motivation prefer tasks and

problems that involve moderate levels of difficulty. Usually, these individuals

gravitate toward challenging but achievable goals where their abilities and efforts can

affect the outcome.

ii. Personal Rewards: Instead of deriving motivation from the potential for rewards,

individuals with high achievement motivation use rewards, such as professional

recognition and financial gain, as a way to measure their accomplishments. These

individuals place a higher value on a personal sense of achievement.

iii. Relevant Feedback: Another characteristic of individuals with high achievement

motivation is the desire for feedback. These individuals do not seek feedback about

their own personal qualities but instead about the success of their efforts. Feedback

serves as way to measure the effectiveness of their work.

iv. Problem-Solving: Individuals with high achievement motivation also have a strong

orientation toward problem-solving. They spend extensive time thinking about

potential solutions to current problems, as well as actively considering and analyzing

additional possibilities for improvement.

v. Interpersonal Skills: Due to their focus on achievement and accomplishment,

individuals with high achievement motivation are often characterized by poor

29

interpersonal skills as well. These individuals have a tendency to overemphasize

results and have difficulty managing people effectively.

vi. Determination: High achievers tend to be persistent and determined, and are not

afraid of putting in the time and effort that is required to reach their goals. They

actually prefer tasks that are moderately challenging and are not easily swayed to give

up in the face of failure.

vii. Passion: One implicit attribute to achievement is passion, or an individual's inherent

enjoyment regarding a subject or achieving in itself. Having a natural passion for

learning or performing can be a great asset in the path toward achievement.

viii. Competitiveness: Many high achievers have a natural inclination toward competition

and enjoy striving to be the very best. These individuals may have a high investment

in their self-image and seek recognition from others to validate their self-worth.

ix. Self-Control: Experiments have shown that children who are able to exhibit self-

control and delay gratification are much more capable of high achievement.

1.19 MOTIVATION

The word ‘Motivation‘ has been derived from the Latin word ‗mover‘ means to put

into action or to move. So it is a process of assuring movement in the organism. The process

that put the organism into physiological or psychological action and by which man becomes

able to fulfill his needs and desires is called motivation.

Motivation means – ‗wants‘, striving, desire, need, motive, goal, aspiration, wish, aim,

ambition, hunger. It is a process by which an individual is inspired to do something. It is one

of the most important conditions which aid learning. ‗To motive is to induce movement.‘

Motivation is broad based term and encompasses many aspects of behaviour.
30

i. ARKINSION (1964) ―The term motivation refers to the arousal of tendency to

set act produce one or more effects.‖

ii. MCDONALD (1996) ―Motivation is change of power structure in a human being

which is related to stimulus and reaching a goal.‖ From definition we come to

know about three dimensions of motivation:-

a. Motivation takes it origin from the change in energy level.

b. Motivation is an inspiration that affects the personality. By it psychic

tension is aroused.

c. Motivation is backed by a desire to reach a goal.

iii. H.W.BERNARD (1981) ―Motivation refers to all those phenomena which are

involved in the stimulation of action towards the particular objectives where

previously there was little or no movement towards these goals.‖

Motivation refers to a definite set of mind of the child which inspires him to reach his goal.

So to motivate the student to develop in the learning process, that would enable him to reach

higher goal in his future life.

1.20 AIMS AND OBJECTIVES OF MOTIVATION

i. To enable students to clarify their objectives for personal and professional

development.

ii. To identify the opportunities offered by a Participatory Rural Appraisal (PRA).

iii. To enable students to recognize personal skills affecting their ability to adapt to living

and working abroad.

iv. To develop strategies for operating competently in another country.

v. To increase the potential for acquiring personal transferable organizational skills and

enhance their employability.

31

vi. To reflect on the process of intercultural learning inherent to the nature of their

placements.

vii. To audit personal and professional skills acquired during the PRA.

viii. To reflect on the ability to adapt to living and working abroad and the implications for

future employment.

ix. To develop strategies for further developing the potential for intercultural professional

skills and enhance their employability

1.21 Components of Motivation

There are three major components to motivation: activation, persistence and intensity.

Activation involves the decision to initiate behaviour, such as enrolling in a psychology class.

Persistence is the continued effort toward a goal even though obstacles may exist, such as

taking more psychology courses in order to earn a degree although it requires a significant

investment of time, energy and resources. Finally, intensity can be seen in the concentration

and vigour that goes into pursuing a goal. For example, one student might coast by without

much effort, while another student will study regularly, participate in discussions and take

advantage of research opportunities outside of class.

1.22 Extrinsic Vs. Intrinsic Motivation

Different types of motivation are frequently described as being either extrinsic or

intrinsic. Extrinsic motivations are those that arise from outside of the individual and often

involve rewards such as trophies, money, social recognition or praise. Intrinsic motivations

are those that arise from within the individual, such as doing a complicated cross-word puzzle

purely for the personal gratification of solving a problem.

32

1.33 Achievement Motivation

This is involved where students learn 'in the hope of success'. Ausubel suggests that there are

three elements in motivation of this type:

(a) Cognitive drive—the learner is attempting to satisfy a perceived 'need

to know'

(b) Self enhancement—the learner is satisfying the need for self-esteem;

(c) Affiliation—the learner is seeking the approval of others.

1.34 HIERARCHICAL MODEL OF ACHIEVEMENT MOTIVATION

A new model for achievement motivation combines the two most prominent theories:

the achievement motive approach and the achievement goal approach. Achievement motives

are the need to achieve and the fear of failure; these direct us toward positive or negative

behaviours.

The three types of achievement goals are performance-approach goals,

performance-avoidance goals and mastery goals. The performance-approach goal is when a

person improves to be better at something than others are. Performance avoidance is

improving to not look inept in front of others. A mastery goal is when a person improves

simply for the sake of getting better regardless of outside social influences.

33

Figure No. : 1.2

MODEL OF ACHIEVEMENT MOTIVATION

Achievement Goal
Conceptualization

Self-Worth
Motivation

Achievement
Goals

1. Achievement Goals: Achievement goals affect achievement-related behaviours. Two

types of achievement-related attitudes are task involvement and ego involvement. Task

involvement is when the main goal is to learn skills or understanding. People with ego

involvement want to demonstrate superior abilities.

2. Self-Worth Motivation: Self-worth theory states that in certain situations students stand

to gain by not trying and deliberately withholding effort.

34

3. Achievement Goal Conceptualization: Achievement goal theorists label both

performance and mastery goals as "approach" motivation.

1.25 SIGNIFICANCE OF THE STUDY

We study that the schemes of government is good on paper but it is not benefitting the

masses though the government pat its back after getting initial success. This study is related

to the academic achievement and the attitude of girls towards Mukhyamantri Balika Cycle

Yojna‘, who are supposed to be benefitted under this scheme. This study is related to the fact

that whether this cycle scheme plays any role in the education of girls and affects their

achievement and outlook towards studies and school. This study will also evaluate the

impact of government scheme on the mobility of girls‘ for education. Hence the researcher

will focus on the transformation in the society‘s outlook towards girl‘s education in Bihar.

1.26 PURPOSE OF THE STUDY

Education is the necessity of life. Education makes human capable of living in

society. In modern context this has become more relevant. It is the duty of the government to

provide education to every child and it is the right of every child to have an equal opportunity

to good education. Bihar, where centuries old dogmas has kept education out of reach of

women, a man with a good thought is helping girls to break this barrier . His revolutionary

cycle scheme has made school closer to home. Girls now have access to school, and their

parents don‘t have to spend a single penny on their education.

Despite of all these steps has society changed? This is still a question which exists in

the minds of the people. The mentality of people has changed for more female friendly

society. Girls now come to school, but do these schools provide effective learning. These

questions are yet to be answered. In this research the researcher is trying to answer these

35

question with a proof, to see how far Mukhyamantri Balika Cycle Yojna, has affected the

teaching learning process in girls and helpful in motivating them.

1.27 STATEMENT OF THE PROBLEM

The Effect of Chief Minister‘s Cycle Scheme on the Academic Achievement and Motivation

of High School Girls‘ in Muzaffarpur District : A Study

1.28 OPERATIONAL DEFINITION OF THE TERM

i. Academic achievement- The achievement of the girls as scored in the multi-subject

achievement test.

ii. Motivation- The score of girls in the motivation according to their response in the

motivation for MBCY questionnaire.

iii. High school- In the Indian context high school means class 9th and class 10th.

iv. Mukhyamantri Balika Cycle Yojna (MBCY) - The scheme of Bihar Government to

provide girls of government high school with cycle. This scheme is also referred as

cycle scheme in the research.

v. Girls- The girls from government high schools of Bihar who are benefitted under

MBCY.

1.29 GENERAL OBJECTIVES

1. To study the academic achievement of high school girls falling under Mukhyamantri

Balika Cycle Yojna.

2. To study the motivation of high school girls under Mukhyamantri Balika Cycle

Yojna.

3. To study the relationship of academic achievement and motivation of high school

girls falling under Mukhyamantri Balika Cycle Yojna.
36

4. To study the influence of motivation on academic achievement of high school girls

falling under Mukhyamantri Balika Cycle Yojna.

1.30 SPECIFIC OBJECTIVES

Academic Achievement

1. To find out whether there is any significant difference between urban and rural girls in

their academic achievement.

2. To find out whether there is any significant difference between pre-matric and post

matric education of girls‘ father in their academic achievement.

3. To find out whether there is any significant difference between pre-matric and post-

matric education of girls‘ mother in their academic achievement.

4. To find out whether there is any significant difference between government and aided

schools girls in their academic achievement.

5. To find out whether there is any significant difference between below Rs. 40000 and

above Rs. 40000 annual income of girls‘ family in their academic achievement.

Motivation

6. To find out whether there is any significant difference between urban and rural girls in

their motivation.

7. To find out whether there is any significant difference between pre matric and post

matric education of girls‘ father in their motivation.

8. To find out whether there is any significant difference between pre-matric and post-

matric education of girls‘ mother in their motivation.

9. To find out whether there is any significant difference between government and

minority-aided schools girls in their motivation.

37

10. To find out whether there is any significant difference between below Rs. 40000 and

above Rs. 40000 annual income of girls‘ family in their motivation.

Relationship between Academic Achievement and Motivation

11. To find out whether there is any significant relationship between academic

achievement and motivation of urban girls.


achievement and motivation of rural girls.


achievement and motivation of pre-matric education of girls‘ father.


achievement and motivation of post -matric education of girls‘ father.


achievement and motivation of pre-matric education of girls‘ mother.


achievement and motivation of post -matric education of girls‘ mother


achievement and motivation of girls‘ family in their family income being below Rs.

40000.


achievement and motivation of girls‘ family in their family income being below Rs.

40000.


achievement and motivation of girls of minority aided school.


achievement and motivation of girls of government school.
38

INFLUENCE OF MOTIVATION ON ACADEMIC ACHIEVEMENT

21. To find out whether there is any significant influence of motivation on academic

achievement.

1.31 NULL HYPOTHESES

ACADEMIC ACHIEVEMENT

1. There is no significant difference between urban and rural girls in their academic

achievement.

2. There is no significant difference between pre-matric and post-matric education of

girls‘ father in their academic achievement.

3. There is no significant difference in between pre-matric and post-matric education

of girls‘ mother in their academic achievement.

4. There is no significant difference between government and minority-aided school

girls in their academic achievement.

5. There is no significant difference in the below Rs. 40000 and above Rs. 40000

annual income of girls‘ family in their academic achievement.

MOTIVATION

6. There is no significant difference between urban and rural girls in their motivation.

7. There is no significant difference between pre-matric and post-matric education of

girls‘ father in their motivation.

8. There is no significant difference in between pre-matric and post-matric education

of girls‘ mother in their motivation.

9. There is no significant difference between government and minority-aided school

girls in their motivation.

39

10. There is no significant difference in the below Rs. 40000 and above Rs. 40000

annual income of girls‘ family in their motivation.

RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND MOTIVATION

11. There is no significant relationship between academic achievement and motivation

of urban girls.


of rural girls.


of pre-matric education of girls‘ father.


of post -matric education of girls‘ father.


of pre-matric education of girls‘ mother.


of post -matric education of girls‘ mother


of girls‘ family in their family income being below Rs. 40000.


of girls‘ family in their family income being below Rs. 40000.


of girls of minority aided school.


of girls of government school.

40

INFLUENCE OF MOTIVATION ON ACADEMIC ACHIEVEMENT

21. There is no significant influence of motivation on academic achievement of girls.

1.32 TOOLS PROPOSED TO USE

1. Multi-Subject Achievement test (2012), constructed and validated by Amrita Singh,

M.ED. scholar,St. Xavier‘s college of Education, Digha , Patna under guidance of

Dr. (Fr.) Tom Perumalil S.J.

2. Self constructed and validated motivation test (2012), by Vinci Viveka under

guidance of Dr. (Fr.) Ignatius Topno, S.J.

1.33 METHODS PROPOSED TO USE

The investigator has proposed to adopt Survey Method for the present study.

1.34 POPULATION FOR THE STUDY

The population selected for the study is high school girls of government schools of Bihar.

1.35 SAMPLE

For this study, 250 samples of high school girls were randomly chosen from three

government schools of Muzaffarpur district.

1.36 STATISTICAL TECHNIQUES TO USE

i) Mean
ii) Standard deviation
iii) T-test
iv) Correlation

41

1.37 DELIMITATIONS OF THE STUDY

i) The researcher has taken the sample from Muzaffarpur district.

ii) Only 250 girls students are taken as sample.

iii) The present study has been limited only to government schools.

42

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