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RTE) Act in Unrecognised Schools of Delhi, India

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RTE) Act in Unrecognised Schools of Delhi, India The effectiveness of the Right to Education (RTE) Act in unrecognised schools of Delhi, India Gopalkrishnan Iyer A thesis submitted in candidature for the degree of Doctor of Philosophy Newcastle University 2018 Abstract In 2009, the Government of India introduced a new Education Act known as the “Right to Education” (RTE). The Act was brought out with all good intentions that would focus on the provision of education to 6 –14 years of age. Focused heavily, on input based indicators the Act intended to improve learning outcomes of children enrolled in private and public schools. The RTE act is being imposed stringently on several low-cost private schools across Delhi, and they have been, threatened with closure in the case of non-compliance to the RTE indicators. This thesis investigates the possible consequences of the Act. The current research using mixed methods attempts to understand the relationship between the various RTE input indicators and the academic outcomes of the children enrolled in the threatened private schools of Delhi. The study used two sets of instruments to measure the learning outcomes of students. First, a test for subject-specific competence was measured through a bespoke exam, known as the ‘diagnostic test’. Second, general intelligence was, measured through Raven’s standard progressive matrices test to control for innate ability. The background of children was also gathered using a questionnaire. Information on school RTE indicators were collected through a school questionnaire. Teacher data related to the RTE were gathered through a semi-structured teacher questionnaire. An in-depth interview was carried out to collect qualitative data and gained narrative accounts from school head teachers and principals to understand more deeply how the RTE indicators were impacting on student outcomes and low-cost private schools in Delhi. These data were analysed using linear regression models, to investigate the impact of the RTE on schools and student outcomes. The study revealed that most RTE infrastructure indicators were not statistically significant regarding student outcomes. Only, two factors were positively significant first, the provision of mid-day meals and second the presence of a library. Teacher qualifications have a positive influence on student outcomes, however other factors mentioned in the RTE including job status of the teacher, the salary range or parent-teacher association meetings, were found not to influence test scores. Finally, regarding the core indicators of the RTE, only two factors affected academic outcomes positively and were found to be significant. First, practising inclusivity and second, allowing ‘hands-on-learning’ for students. Schools that charged a fee on a higher spectrum, as compared to those which charged fees on a lower range, were found to affect student outcomes negatively, at a significant level. Other RTE academic and institutional indicators seemed to have negative or no impact on student learning outcomes, however, they were not significant. i A major policy implication of this research is to provide feedback to the Government of India on the gaps that currently exist in the RTE act, that affect student’s learning in low-cost private schools, threatened with closure notices. The study is unique as it gathered data from officially threatened schools, from the districts of New Delhi, that weakly comply with the RTE. The research provides insights generated from data and in-depth discussions with school owners on schooling inputs likely to affect student learning outcomes, teaching and the operation of low-cost private schools to inform future discussions around the RTE. ii Dedicated to my late friend Paras Trivedi & the millions of children across the globe who struggle to get in schools iii Acknowledgements At the outset, I would like to express my gratitude to all the people without whose support this PhD would never be accomplished. First and foremost my supervisor Professor Pauline Dixon who has been a great ‘friend’ ‘guide’ and ‘guru’ during the arduous doctoral journey. Her sharp insights and vision acted as a guiding light throughout the whole process. Right from designing the study, its execution and interpretation, her sagacious advice made the whole process look easy and simple. Most importantly, her constant ‘hand-holding’ and support during the tough phases of my PhD assisted in shaping the thesis better at every stage. I would also like to thank my other two supervisors, Dr James Stanfield and Dr Steve Humble. James has been a great friend and his calm approach to any situation assisted in making informed decisions. Steve’s brilliant analytical mind and lucid explanations helped me to consider different strategies for tabulating the vast amounts of data collected in the field. I extend my gratitude to Professor James Tooley – his book The Beautiful Tree inspired and motivated me to design the initial research proposal. I am thankful to my friends Chris Counihan, David Longfield, Jack Charnley, Anand Balasubramanian and Ankit Dixit. Chris’s practical ideas brought fresh perspectives to the study whenever I found a ‘writer’s block’ while drafting the chapters. His humour and experience of India brought valuable insights. David’s field expertise and knowledge on the ground assisted me in designing the mammoth field tasks. Jack’s proofreading abilities helped to set in, consistency and correct grammatical errors that crept in during the writing stages. Anand’s help in visualising the data sets in SPSS guided me in streamlining the research tools and data capturing formats. Ankit’s network and logistical experience ensured the smooth implementation of the study within the given time frame. I am grateful to my parents, Lakshmi, Mani and my in-laws Vimal Shah and Late Pallavi Shah who believed in me and continuously motivated me to pursue my dreams. My parents struggled hard and made immense sacrifices in their lives to ensure that I was never deprived of a good education. Their outstanding example throughout my life gave me the courage to risk my life savings and to pursue my doctoral dream. I would also like to thank my younger brother Hari and my friend Nirav Pandya who took care of my parents and ensured that they were safe and well in my absence. iv Finally, my wife Ishita stood like a rock and supported me in every decision that I took. From lending me financial support to accompanying me to Newcastle, she gave me the courage to think ‘outside the box’ and helped me to focus whenever I deviated from the course. She gave up her dreams so that I could fulfil mine and took great care of me by cooking some lovely Indian curries that helped me to deliver the thesis in time. Finally my thanks to all the volunteers who participated in the study, without whose support and assistance this study would never have taken the current shape. v Table of Contents Abstract ................................................................................................................................. i Acknowledgements ............................................................................................................ iv Table of Contents ................................................................................................................ vi List of tables ....................................................................................................................... xii List of Appendices ............................................................................................................. xv Statistical signs and symbols used ................................................................................ xvi Glossary of terms ................................................................................................................ 2 Chapter One: Introduction to the RTE and Private sector education in India ................ 4 1.1 Prologue – the story behind the research ................................................................ 4 1.2 Background - the Indian education sector ............................................................... 6 1.3 Unfolding history –State of educational provision during the colonial rule ......... 8 1.4 How did the Right to Education (RTE) evolve and why look at it? ...................... 11 1.5 Examining the sections of the RTE Act .................................................................. 16 1.6 The growing private sector in education and the threat from RTE ...................... 21 1.7 Why consider the private sector for low-income families? .................................. 23 1.8 Why work in Delhi? ................................................................................................... 25 1.9 Thesis organisation .................................................................................................. 29 Chapter Two: Review of the literature ............................................................................. 32 2.1 Introduction ............................................................................................................... 32 2.2 Empirical Underpinnings ......................................................................................... 33 2.3 Indicators associated with the RTE ........................................................................ 37 2.4 School input and student academic achievement studies in developing world 39 2.5 Global education research using education production functions ..................... 42 2.6
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