Social Reserch Foundation

P: ISSN No. 2394-0344	RNI No. UPBIL/2016/67980	VOL.- VII , ISSUE- IV July - 2022
E: ISSN No. 2455-0817	Remarking An Analisation

Extant PTR in Upper Primary Section (V-VIII) of Govt. aided schools in the light of RTE Act, 2009 in reference to Alipurduar District (WB)

Paper Id : 16214 Submission Date : 01/07/2022 Acceptance Date : 14/07/2022 Publication Date : 23/07/2022
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Sanatan Das
Research Scholar
Education
Visva Bharati
Bolpur ,West Bengal, India

Abstract

The study was conducted to find out the extant PTR in Upper Primary Section of Govt. aided Schools. In this connection, 27 Upper Primary Section of three types of Schools (Upper Primary, High and Higher Secondary) were selected and data were collected from the said schools. Descriptive survey method was followed to find out the extant PTR in the light of RTE ACT, 2009. For the said purpose, questionnaire was developed for the 27 Head of the Institutions. Most of the Schools 23 (twenty three) out of 27 of the entire district showed higher PTR in contrast to the “Norms and Standards” framed of the said Act. The noted Act provided 35:1 PTR as ‘’ Standards’’ for Upper Primary Section where admission crossed over 100(One hundred). Four schools were also there which showed PTR less than 35:1. Three schools showed remarkably too high PTR in contrast to other sampled schools. The highest PTR in the ratio of 480:1 was also existed in a New Set UP Upper Primary School. Two Schools (New Set UP Upper Primary) were running without no teacher at all. Subject wise teacher distribution for Upper Primary Section (V-VIII) was found in most of the sampled schools sacrificing PTR Norm (35:1). “Norms and Standards” framed in the mentioned in Act, for providing Part time instructors and Head Teacher for (i) Health and Physical Education, (ii) Work Education, (iii) Art Education for the classes (VI--VIII) when enrolment crossed one hundred but these were not followed in single school. RTE Act 2009 was came into existence as Constitutional Right wef 1st April,2010 but till now it remains as chimera in respect of providing teachers and maintaining of students Rights.

Keywords

RTE, Upper Primary, PTR, Elementary Education.

Introduction

Teachers play pivotal role in the constructive period of students. A teacher can illuminate thousands of students lives. Role of teacher becomes vital as education is accomplished through interaction among students, teachers, and environment. Teachers are considered a person who with his/her magic wand can bring qualitative change in the lives of the students and approach of the society. Teachers are those who construct future India as well as World in their classrooms. In this connection, it is stated that providing teachers in schools is the primary duty of the state. This noted primary duty of the state became fundamental duty with the introduction of RTE Act, 2009 wef 1st April, 2010. With this, children from the age group (6-14) got the provision to admit as well as to complete their Elementary Education in a neighborhood school. This said Act provides other aspects such as process of admission, role of local authority, role of appropriate government, duty of guardians, norms and standards for school etc. (RTE Act, 2009). This mentioned norm included teachers as bases of education in the form of PTR. Norms and Standards for the classes of VI-VIII were framed in the following way. ((b),1 of the Schedule, RTE Act, 2009, Govt. of India, p.15}

Aim of study

Norms and Standards for classes VI-VIII as per RTE Act, 2009 1. “at least one teacher per class” having provision for one teacher for each Subject i. Science and Mathematics ii. Social Studies iii. Languages. 2. At the minimum one teacher for every thirty -five students 3. Where admission goes beyond one hundred – i. a full- time head- teacher; ii. part time instructors for – A. Art Education. B. Health and physical Education; C. Work Education. D. 1 of the Schedule, RTE Act, 2009, Govt. of India, p.15 Rationale of the Study- This said Act provided students Constitutional right to complete eight years Elementary Education. Many schools have established in order to fulfil the educational rights of the children. PTR as per above noted Act is violated in many schools irrespective of their category. The study is about Norms and Standards provided in the RTE Act, 2009 and its actual execution in New Set Up Upper Primary Schools, High, and Higher Secondary schools. Research Questions- 1. What is the PTR in Upper Primary Section (V-VIII) of Govt. aided schools? 2. How do students in Upper Primary Section enjoy their Right icw PTR as per RTE Act, 2009? Research Objectives- 1. To find out PTR in Upper Primary Section of Govt. aided Schools. 2. To find out observance of students Rights icw PTR as per RTE Act, 2009.

Review of Literature

Kumar and Sheergugri (2022)- conducted a study entitled, ” A Study on RTE Act, 2009 with Special Reference to Student Teacher Ratio and infrastructure in Gwalior City(M.P)’’. The study found out that Govt. Primary Schools had higher PTR in comparison with private Primary schools. Private schools went far ahead providing computer education for the student. On the other hand, most of t6he Govt. Primary had possessed play grounds where as private schools did not have that much scope for play ground.

Misra(2021) in his study entitled,” Awareness of Elementary School Teachers in Tribals areas of Odisha , India about RTE Act, 2009 ‘’. found that Elementary Teachers had awareness regarding RTE Act, 2009. The study also exhibited that this awareness did not remarkably differ in respect to gender and locality.

Singha (2016) conducted a study namely, ‘’ Teachers ’Awareness About RTE Act, 2009 Among Upper Primary School Teacher”. The study identified remarkable difference male and female, rural and urban teachers. This difference was also found active between Science and Arts teachers.

Barman and Mandal (2014) in their study found difference attitude of the Head of the Institutions and assistant teachers towards RTE Act, 2009. Attitude of the assistant teachers was found supportable towards RTE Act, 2009 but attitude of the Head Master found middling position toward the said act.

Methodology

The present study is a Descriptive Survey type research. This study is devised to obtain pertinent and precise information concerning the current status on PTR in Upper Primary Section and whenever possible draw valid general conclusion from the facts discovered. The present study is a survey type research designed to find out extant PTR in classes(V-VIII) and observance students’ Rights as per provision of RTE Act,2009.

Sampling

Population

Population includes followings-

I. All the New Set UP Upper Primary Schools {Govt. aided} under West Bengal Board of Secondary Education in Alipurduar district.

II. All the High Schools {Govt. aided} under West Bengal Board of Secondary Education in Alipurduar district.

III. All the Higher Secondary Schools {Govt. aided} under West Bengal Board of Secondary Education and West Bengal Council of Higher Secondary Education in Alipurduar district (WB).

Sample of the Study

The sample includes only 27 New Set Up Upper Primary, High, and Higher Secondary schools consisting of classes V-VIII covering both rural and urban areas. These schools are selected randomly. The details of the sample are as follows-

Sl. No.	Name of the Schools and address	Total enrolment in classes V-VIII	Total teachers meant for classes V-VIII	Subject Wise distribution of Teachers	Extant PTR (as on 23/06/2022)
1.	Chinchula TE Hindi Jr. High School, Kalchini, Alipurduar	160	01	Language-01	160
2.	Dakshin Mendabari Jr. High School, Kalchini, Alipurduar	183	02	Social Science-01 Language-01	91.50
3.	Satali TG Hindi Jr. High School, Kalchini, Alipurduar	144	02	Social Science-01 Language-01	72
4.	Union Academy Kalchini,Kalchini, Alipurduar	355	06	Science&Math-02 Language-02 Work Education-01 Physical Education-01	59.16
5.	Rajabhatkhawa High School, kalchini, Alipurduar	111	02	Social Science-01 Physical education-01	55.50
6.	Hantapara TG Hindi Jr. High School, Madarihat, Alipurduar	172	0	No Permanent Teacher	0
7.	Jateswar Division Jr. High School, Madarihat, Alipurduar	118	02	Social Science-01 Language-01	59
8..	Makrapara TG Jr. High School, Madarihat, Alipurduar	14	0	No Permanent Teacher	0
9.	Nepania Jr.High School, Madarihat, Alipurduar	139	02	Social Science-01 Language-01	69.50
10..	Birpara High School(HS), Birpara, Alipurduar	438	07	Science&Math-01 Social Science -02 Language-01 Work Education-01 Physical Education-02	62.57
11.	Madarihat Girls’ High School (HS), Madarihat, Alipurduar	200	04	Social Science -02 Work Education-01 Physical Education-01	50
12.	Dalgaon Sarugaon Jr.High School, Falakata, Alipurduar	149	01	Social Science-01	149
13.	Khagenhat Girls’ Jr. High School, Falakata, Alipurduar	480	01	Language-01	480
14.	Falakata High School (HS), Falakata, Alipurduar	1321	15	Science&Math-04 Social Science -01 Language-06 Work Education-02 Physical Education-02	88.06
15.	Kartika Jr. High School, kumargram, Alipurduar	213	03	Social Science-01 Language-02	71
16.	Dakshin Haldibari Jr. High School, kumargram, Alipurduar	130	02	Science&Math-01 Language-02	65
17.	Marakhata Jetmal High School, kumargram, Alipurduar	526	06	Science&Math-01 Social Science -01 Language-02 Work Education-01 Physical Education-01	87.66
18.	Barabisha High School (HS), kumargram, Alipurduar	735	14	Science&Math-02 Social Science -02 Language-07 Work Education-01 Physical Education-02	52.50
19.	Uttar Shibkata Jr. High School, APDII, Alipurduar	285	03	Science&Math-01 Social Science -01 Language-01	95
20.	Dangi Jr. High School, APDII, Alipurduar	267	04	Science&Math-01 Social Science -01 Language-02	66.75
21.	Padmeswari High School (HS), APDII, Alipurduar	346	20	Science&Math-06 Social Science -03 Language-07 Work Education-02 Physical Education-01	17.13
22.	Majidkhana High School(HS), APDII, Alipurduar	411	09	Science&Math-01 Social Science -02 Language-03 Work Education-01 Physical Education-02	45.66
23.	Sonapur B.K. Girls High School(HS), APDI, Alipurduar	577	04	Social Science -01 Language-02 Physical Education-01	144.25
24.	Jitpur Girls’ High School APDI, Alipurduar	195	04	Science&Math-02 Social Science -01 Physical Education-01	48.75
25.	Panchkolguri Promodini High School(HS), APDI, Alipurduar	754	23	Science&Math-05 Social Science -04 Language-10 Work Education-02 Physical Education-02	32.78
26.	Alipurduar Gobinda High School(HS), APD Municipality, Alipurduar	88	08	Science&Math-02 Language-03 Work Education-01 Physical Education-02	11
27.	Alipurduar Aurobindanagar Madhyamik Balika Vidyalaya, APD Municipality, Alipurduar	63	06	Science&Math-01 Social Science-01 Language-03 Physical Education-01	10.5

Tools Used

In order to achieve the objective of the present study, some data gathering tools and techniques are to be used on the basis of the type and need of the research. Since, this is a descriptive survey type research, the investigator selected questionnaire suitable for the study as it requires some factual information from at large number of teachers and students as respondents within short span of time.
Tools and techniques are as follows-
a. Questionnaire for the Head of the Institutions
The questionnaire has following parts:
a. Background information.
b. Transactional strategies
The investigator has developed questionnaire keeping in mind principles of construction of questionnaire.
Data Collection-
The data were collected individually with the help of google form from the Head of the Institutions. They were requested to give their opinion against each item of the form. They were also assured that their responses would be kept in secret & would be used only for research work.

Analysis

Analysis and Interpretation of data

The analysis has been accomplished on the basis of the objectives of the study as well as the theme related to method and techniques prescribed. It deals with quantitative and qualitative analysis of the data. Interpretation of data is carried out by taking into account frequency and percentages of the collected data.

Analysis and Interpretation pertaining to Objective -1

This objective was framed to find out extant PTR in Upper Primary Section of govt. aided schools.

a. Twenty -three (23) schools were existed having weightage of (85%) showed much higher (over 35: 1) PTR in contrast to Norms and Standards noted in the above Act.

b. Four schools with (15%) weightage of the whole scenario showed less PTR i.e below (35:1) in contrast to Norms and Standards noted in the above Act.

c. PTR of the three schools namely Aurobindanagar Madgyamik Balika Vidyalaya, Alipurduar Gobinda High School (HS), & Padmeswari High School(HS), Alipurduar respectively showed following 10.50, 11 & 17.30 which stood too below in comparison with Norms and Standards noted in the above Act.

d. One Junior school came up showing that one school namely Khagenhat Girls’ Junior had 480: 1 PTR. The school had only one teacher belonging to Language group.

e. One Junior schools i.e. Hantapara TG Hindi Jr. High School had a remarkable total enrolment (174), left with no teacher at all in the school. Another Junior school came up showing low enrolment (14) without having no teacher at all.

Analysis and Interpretation pertaining to Objective -2

a. Students’ Right regarding having teachers as per Norms and Standards (RTE, Act,2009) showed fulfilled in four schools though these schools generated surplus teachers as per their enrolment.

b. Distribution of subject wise teachers in Upper Primary Section keeping in mind the provision of the said Act found too high.

c. There existed no school which followed norms and Standards to provide separate Head Teacher for Upper Primary section when the school had more than one hundred enrolment in UP Section.

d. The provision for recruitment of part time Instructor for Art Education having crossed the enrolment of hundred was not followed in any school.

Findings

a. Norms and Standards icw PTR in the light of RTE ACT,2009 was observed in four schools (15%). b. Majority of the schools (85%) irrespective of their category did not find close to the Norms and Standards of the said Act icw PTR. c. High and Higher Secondary Schools in contrast to Junior High Schools had better subject wise teacher distribution. d. Subject wise teacher distribution was found not ideal in most of the schools (81%) of the sampled schools as it was sacrificing PTR Norms and Standards i.e. (35: 1). e. No Junior school was found provided with part time instructors for two subjects 1. Health & Physical Education, 2. Work Education whenever the schools crossed the noted enrolment numbers. f. Not a single school was found irrespective of their category to have Part time instructor whenever the school crossed the noted enrolment numbers. g. Three schools were also found where many teachers got concentrated against the latest enrolment of the schools. h. Two schools mainly Upper Primary were found where PTR and students regarding above Act got extremely violated as the highest PTR was 480:1.

Conclusion

“Education is the manifestation of perfection already in man” Swami Vivekananda It implies that human being always possesses attributes and role of the education is to perfect those attributes which have already been in existence. Here lies the important of teachers who can guide and accelerate the process of perfection. In this connection RTE Act 2009 provided a particular guideline for the provision of teachers. It framed guidelines to maintain 35:1 PTR ratio for the classes of VI-VIII. But this PTR ratio is only followed in 4 schools among the sampled schools. There exists a disparity between New Set Up High Schools and High / Higher Secondary School in respect of subject wise distribution of teachers. Two New Set Up Upper Primary Schools are functional with remarkable enrolment but running with no permanent teacher. In addition to that new Set Up Upper Pry School become vulnerable to transfer of teacher. Transfer process of teacher left many Upper Primary Schools with no teacher or less teachers as per requirement of the school. Teacher recruitment as per PTR in Upper Section of Govt. Aided schools can only transform this present condition.

References

1. Barman, P. and Mandal, S. (2014).’’ Attitude of Headmasters and Teachers towards RTE Act, 2009, India”. IOSR Journal of Humanities and Social Science , Vol. 19, 11. 2. Kumar, N. A and Shergugri (2022) “A Study on RTE Act 2019 with Special Reference to Student Teacher Ratio and Infrastructure in Gwalior City (M.P.)”. IJARSCT, Vol.2. 3. Misra, S.(2021),” Awareness of Elementary School Teachers in Tribals areas of Odisha , India about RTE Act, 2009”, Journal of Education and Practice, 10(1). 4. RTE ACT,2009, Department of School Education and Literacy, Govt. of India, New Delhi. 5. Singha, R. (2016).” Teachers Awareness About RTE Act, 2009 among Upper Primary School Teacher’’, International Journal of Research in Social Sciences, Vol. 6. 6. West Bengal Right of Children to Free and Compulsory Education Rules, 2012, School Education Department, Law Branch, Govt. of West Bengal. 7. Vivekakani.com 8.https://legislative.gov.in