1. 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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2. 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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3. 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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4. 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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5. (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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6. 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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7. 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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8. 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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9. 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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10. 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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11. 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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12. 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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13. 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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14. 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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15. 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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16. 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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17. 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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18. 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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19. 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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20. 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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21. • 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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22. • 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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23. • 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

24. 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

25. 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
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26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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.
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33. 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

34. 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

35. 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

36. 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

37. 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

38. 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.
12. To find out whether there is any significant relationship between academic
achievement and motivation of rural girls.
13. To find out whether there is any significant relationship between academic
achievement and motivation of pre-matric education of girls‘ father.
14. To find out whether there is any significant relationship between academic
achievement and motivation of post -matric education of girls‘ father.
15. To find out whether there is any significant relationship between academic
achievement and motivation of pre-matric education of girls‘ mother.
16. To find out whether there is any significant relationship between academic
achievement and motivation of post -matric education of girls‘ mother
17. To find out whether there is any significant relationship between academic
achievement and motivation of girls‘ family in their family income being below Rs.
40000.
18. To find out whether there is any significant relationship between academic
achievement and motivation of girls‘ family in their family income being below Rs.
40000.
19. To find out whether there is any significant relationship between academic
achievement and motivation of girls of minority aided school.
20. To find out whether there is any significant relationship between academic
achievement and motivation of girls of government school.
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39. 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

40. 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.
12. There is no significant relationship between academic achievement and motivation
of rural girls.
13. There is no significant relationship between academic achievement and motivation
of pre-matric education of girls‘ father.
14. There is no significant relationship between academic achievement and motivation
of post -matric education of girls‘ father.
15. There is no significant relationship between academic achievement and motivation
of pre-matric education of girls‘ mother.
16. There is no significant relationship between academic achievement and motivation
of post -matric education of girls‘ mother
17. There is no significant relationship between academic achievement and motivation
of girls‘ family in their family income being below Rs. 40000.
18. There is no significant relationship between academic achievement and motivation
of girls‘ family in their family income being below Rs. 40000.
19. There is no significant relationship between academic achievement and motivation
of girls of minority aided school.
20. There is no significant relationship between academic achievement and motivation
of girls of government school.
40

41. 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
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42. 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