Rajasthan Shiksha Karmi ProjectA case study.Contents • 1.A Bird’s eyeview of Education System in India. • The Policy Framework. • The Education Admn Structure in India. • Challenges to Elementary Education. • 2.The Education Scenario in Rajasthan. • The State of Rajasthan. • Management System for Primary • Education. Contents • Challenges to Primary Education in Rajasthan. • 3.Rajasthan Shiksha Karmi Project. • The concept of ‘Shiksha Karmi’. • Strategic Intent of SKP. • Goals/Objectives of SKP. • Business Definition. • Business Model. • Stake holders. Strategic Management of SKP. .External and Internal Environment of SKP. • 6. • Strategy Formulation. • Strategy Evaluation and Control . • Distinctive Features of Internal • Environment. • 5.Contents • 4. • Distinctive features of External • Environment. • Strategy Implementation. The Road Ahead. • Perception grew that government schools are for the poor and private school for better off families.A Bird’s Eyeview of Education System in India • Large number of government and private schools came up in 1960s. • The ‘gross enrollment ratio’ became the favourite measure of effectiveness of govt educational program. . • From 1970s to 1990s govt policies on education was to get children to schools and make them stay there. Universal access and enrollment. 1986.Improvement in Quality of education. .The Policy Framework • The constitution designated elementary education as a state subject but later amended to both Central and State. • Free and Compulsory education a fundamental right for children-amendment in 1992. • National Policy on education in 1968. • 2. • 3.Universal retention upto 14 years of age. • Empasis on 3 aspects: • 1. The Education Administration Structure in India . • At the state level state departments or secretariats of education support state ministers of education. • 2 Departments i. • Local Elected Bodies at District.• Managed by the Ministry of HRD. • The District Educational Officer is responsible for implementing and supervising elementary education.Block and Village levels. • The Central Advisory Body of Education is the highest Advisory Body. • The Administrative matters are looked after by a Secretary-IAS level.e School Education and Literacy and Dept of Higher Education each headed by a Minister of State. • Each sector has its own unique challenges and problems.higher.lack of adequate facilities. • The elementary section is plagued by low number of schools.inadequate supervision by education bureaucracy.high drop out rates. .District Primary Education Project (1993).lack of motivation among teachers and high rate of absenteeism.politicisation and low quality. technical and adult education.secondary. • The Policy initiatives are implemented through various programmes such as Operation Blackboard (1987).technical and higher.National Literacy Mission (2001).Challenges to Elementary Education • The Educational System is divided into elementary. Population predominately Hindus divided into castes such as Bhramins.41000 villages.Gurjars. Population 5.Vaishyas. 222 cities.Rajputs.The Educational Scenario in Rajasthan • • • • • • • • • Geographical area 342239 sq. An Agricultural and Pastoral Economy.Jats. Gender ratio 921 female to 1000 male.33 administrative districts. Yet the state is termed as ‘Bimaru State’.Sansi and Kanjar. Rich and colorful history.Bhil.km.65 crore.Garasia.tribes such as Meena. Rich Mineral Resources. . • The Directorate of primary and secondary education established in 1950 in Bikaner. .Management System of Primary Education • The state formed in 1949. • Bifurcated into primary and secondary education in 1997.The management of primary education was decentralised into district level and block level. • There are Directorate of Elementary Education at Bikaner Directorate of Literarcy and Continuing Education in Jaipur. • Due to the Panchayati Raj system estalished in 1959. • Despite formidable challenges.6 % to 61.03%.transfer of school teachers by political establishments.44% to 44. • Between 1991 and 2001 the literacy rate rose from 38. Challenges of Primary Education in Rajasthan .34%.• The main challenges are lack of political commitment. • In addition there are inhospitable ecological and physical environment with extremes weather.Rajasthan has made impressive strides in primary education. • The ‘Shiksha Karmi Project ‘ is offering an Alternative model to the elementary and primary education for the state.deeply embedded attitude to education-especially the girl child.low quality and stifling bureaucracy.insuffient infrastructure. • Males literacy rates moved from 55% to 76% and female rates from 20. . • She or He has lower formal educational qualifications.named as ‘Parateachers’ and sent to backward villages of Rajasthan.They are intensively trained for a few months. • The strategic intent is to universalise and qualitatively improve the education in backward villages of Rajasthan.Rajasthan Shiksha Karmi Project • The Shiksha Karmi is not an School Teacher in the normal sense. • They are paid lesser salaries. • This is achieved by achieving tertiary objectives i.Goals/Objectives of SKP. .block.support. • Developing and training local shiksha karmis acceptable to the village community.scheduled castes and tribes and other marginalised groups.guidance and accountability. • Putting in place an extensive system at the village. • More access to education. • Poor enrollment. • High drop-out rates.e • Tackling teacher absenteeism. • The objective is to provide quality basic education with emphasis on girls.regional and state levels to provide training. • Technologies: Instructions provided by Shikshakarmi teachers based on a curriculam derived out of local needs. . • Customer Groups:Children of 6 to 14 years in remote socio-economically backward regions of Rajasthan. • Customer Needs:Education at Primary level.Business Definition • 3 elements of Customer groups.Customer needs and Technologies used. other teaching materials and • Administrative resources to fund and manage these resources.books. • The effectiveness decided by end of term examinations.to-face situation and one-way communication.Business Model-Prevalent • Prevalent Business Model:• Configuration of resources including the teaching staff.class rooms. . Uninspiring atmosphere. • Delivery is face. • The teachers stay where they have to teach and reduce absenteesm.directive. • Learning is more relevant to their day.bureaucratic and a process ridden with delays . locally available. • Less qualified.SKP Business Model • SKP Business Model Approach:• Teachers are not appointed through a centralised. • More joyful and inspiring classroom atmosphere.today-needs. aware and embedded to local conditions and approved by village local Panchayats and acceptable to village community.nepotism and corruption. . Local and State Politicians. • The Village community. • Panchayat Samitis. • DONORS. • Shiksha Karmis.Shiksha Karmi sahayogis. • Subject Specialists of NGOS. • Shiksha Karmi Board. Stakeholders .The Village Education Committee.The Gram Panchayat.General Public.• The most significant stakeholders are the children between the age of 6 to 14 years. • The larger canvas have the Media. • Monitoring Agencies. • The State and National Governments and their Agencies. • Prosperous farmers in Sriganganagar and subsistence farmers in Dholpur.• Primary education system in Rajasthan exists in an interesting amalgam of wide range of factors. • Rajastan like any other parts of India is a Region of sharp contrasts. • Heavy dependence on agriculture and animal husbandry. • Home of largest Business Houses and the poorest hamlets in the arid regions of Thar desert. External and Internal Environment of SKP-Features of External Environment . . • The unsatisfactory economic development has a negative impact in children especially girls.underemployment and poverty are higher than national averages. • Tourism is a significant industry.Features of External Environment • Significant shift to sectors such as mining.constuction and manufacturing.quarrying. • Unemployment. • Weak infrastructure. but bureaucratic control is strong and stifling.Features of External Environment • 2 party political system. • Policies regarding education are forward looking. • Harmonious social relationships between different religions and castes. • Growth in labour forces outpaces employment generation. .Population growth rates is high. • Underprivilged castes. Enthusiastic • Bureaucrats. • Commendable roles played by NGOS. • The major chunk remains immune to developments in the fields of education. .Features of External Environment • Education a top priority for middle and higher income groups. grandoise schemes and unfufilled dreams. • Booming private sector. • Growing Public-Private partnership. • Plus a lot of political rhetoric. • Overall the external environment in primary education is characterised by:• Dominance of Government sector. dance schools etc.e • Central govt schools. • Value chain system in schools is similar.schools for physically handicapped children.academic and social enterprenures.• Different classification of Schools i.mixed .Academic trust.mobile .State Govt schools.art. Features of Internal Environment . • Boys.girls.Corporate bodies. • Aided.non-aided schools. • Private.Panchayat/Muncipal schools.special schools like military schools. • Part-time.Partly-aided. .Upgrade.remuneration.Performance. • Teacher as Teacher: • Classroom teaching. • Teacher as Staff: • Administration.Value Chain Framework-SKP • Primary activities:• Student body from the area:Enrollment.evaluation and Testing.Performance evaluation.transfer/promotions • Retirement.Curriculam.Learning output.Evaluation/Reevaluation. • Enrollment in formal primary education system.post-retirement. partnerships.Headmaster/Principal.School Administration.training.Consumables etc.Computer support. • Human resource Management: • Teacher recruitment and selection.reward systems.electricity.incentive. • Technological Development: • Teaching Methodology.Physical assets-building.Value Chain Framework-SKP • Support Activities: • Infrastructure: • Funding.Parent involvement.remuneration.motivation.drinking water. • Procurement: • Physical assets.Equipments.performance evaluation. .transfers and promotion. • The social groups are the disadvantaged sections. the strategy is delivery of low-cost education by shiksha-karmi through concentration in terms of geography and social groups through cooperative efforts. • Overall. • Collaborative network of participants. .Strategic Formulation-SKP • To create a non-formal system of delivery of education through collaborative partnership through Change agent i.e Shiksha Karmiidentified by the local community he/she is required to work in remote regions. • Low-cost approach with modest infrastructure. Also Resource allocation and devolution of authority to spend from the Donors. .Central and State down to the grass roots level.Strategic Implementation-SKP • Activating Strategies: • Creating Projects.Schemes.Programs. • Managing Changes: • Raising consciousness in society about value of education in human development.religious leaders and village elders. • Changing attitude of villagers especially among the political.Procedures etc.Plans. • Bringing big changes in the attitude of bureaucracy as well as local functionaries. • The Administrative structure.enrollment of children. .recruitment.selection and training of Shikshakarmis.enhancement of joyful learning.Strategic Implementation-SKP • Effectiveness: • Measured in terms of parameters such as identification.relevance of curriculam to local needs.drop-out rates.Information control and Reward system: • Were an amalgam of legitimacy of government and vibrancy of voluntary organisations. exercises.Strategic Implementation-SKP • The grass roots implementation of SKP took place through Prehar Pathasala(School of Convenient timings). 6-week residential induction training using discussions. • 30 day training program in the first 2years. • 20 days training program every year subsequently. • This involves: • 1.Angan Pathasala(Courtyard schools).Mahila Prashikshan Kendra(Training centers for women). • Functional and operational implementation rested on the focal point of Shiksha karmi.songs. .role-play etc. • Operated at village. • Performance standards are not set in numerical terms but indicative only.headquarters and state levels. . • Joint biannual reviews by donor agency. • Grass root monitoring by Shiksha Karmis on monthly basis. • Evaluation through interaction with all functionaries and beneficiaries.block.govt of India and govt of Rajasthan.Strategy Evaluation and Control • Control based on elaborate monitoring structure built into the program. • Independent evaluation by national and international experts. gender disparities though reducing but no end in sight.Summary and the Road ahead • Learning should be sustainable for the children to grow up as responsible adults. • The quality of education remains abysmal. • They do not seem to have a strategy for the bottom-ofthe-pyramid in primary education. • The struggle against ignorance and poverty goes on---. • No proper infrastructure for secondary education for those who have done the primary education.retention of students a serious problem. • Total absence of Corporate participation. • The quality of teachers need regular upgradation. . . • ALL THE BEST. • Please prepare a case study and present the same on 27th Feb ‘14.Minor deviations however are allowed.Instructions for preparation of your Case studies • This is a summary of a case study taken from the book ‘Strategic Management and Business Policy’ by Mr Azhar Kazmi. • Please maintain this structure and format in your case studies.