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iv

TABLE OF CONTENTS

Title Page No.

Candidate‟s Declaration i

Certificate of Originality ii

Acknowledgement iii

Table of Content iv-vii

List of Tables viii-x

List of Figures xi-xii

Abbreviations xiii

Abstract in Hindi xiv-xv

Abstract in English xvi-xviii

Chapter 1 Introduction 1-37

1.1 History of Primary Education After Independence 2

1.2 International Initiatives For Universalization of Elementary Education

9

1.3 Major National Initiatives/Programmes to Universalization of Elementary Education

13

1.4 Right to Education Act, 2009 18

1.5 The RTE Act, 2009 and Challenges 21

1.6 National Education Policy 2020 to Strengthen RTE Act, 2009 29

1.7 Quality Education as SDG 4 29

1.8 Need and Significance of the Study 30

1.9 Statement of the Problem 33

1.10 Operational Definitions of the Terms Used In the Study 34

1.11 Research Questions 35

1.12 Objectives of the Study 35

1.13 Delimitations of the Study 36

Chapter 2 Review of Related Literature 38-66

2.1 Introduction 38

2.2 Review of Studies Regarding RTE Act, 2009 38

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v

2.3 Research Gap 60

2.4 Conclusion 65

Chapter 3 Research Methodology 67-94

3.1 Introduction 67

3.2 Research Design 67

3.2.1 Population of Study 69

3.2.2 Sample of the Study 72

3.2.3 Research Method 74

3.2.4 Research Tools 74

3.2.5 Description of Research Tools 79

3.2.6 Pilot Study and Validation of Tools 89

3.2.7 Verification of Data (Credibility/ Trustworthiness) 90

3.2.8 Administration Procedure 91

3.2.9 Statistical Techniquesfor Data Analysis 94

3.3 Ethical Considerations 94

Chapter 4 Analysis, Interpretation And Discussion of Data 95-176 4.1 Regarding School‟s Norm and Standards with the Reference to

Physical Resources and Human Resources in the Context of the RTE Act, 2009

98

4.2 Analysis of Data Collected Regarding Head Teachers as A Stakeholder under RTE Act, 2009

109

4.3 Analysis of Data Collected Regarding Teachers as a Stakeholder under RTE Act, 2009

125

4.4 Analysis of Data Collected Regarding Parents as a Stakeholder under RTE Act, 2009

136

4.5 Analysis of Data Collected Regarding SMCs as a Stakeholder under RTE Act, 2009

144

4.6 Analysis of Data Collected Regarding Local Authority as A Stakeholder under RTE Act, 2009

155

4.7 Analysis of Responses of ABRCs and BEO, Regarding Teachers‟

Teaching and Academic Performance of Students

158

4.8 Analysis Regarding the Learning Outcomes of Class 5th And 8th Children

163

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vi 4.9 To Suggest Some Measures for the Effective Implementation of

RTE Act, 2009, After Evaluating the Data

172

Chapter 5 Key Findings, Educational Implications and Suggestions For Further Research

177-206

5.1 Introduction 177

5.2 Key Findings Regarding the School‟s Norms and Standards (Availability of Physical and Human Resources in Schools)

177

5.3 Findings Regarding the Awareness among Different Stakeholders 179 5.4 Key Findings Regarding Head-Teacher‟s Roles and

Responsibilities under RTE Act, 2009

180

5.5 Key Findings Regarding the Teacher‟s Roles and Responsibilities under RTE Act, 2009

183

5.6 Key Findings Regarding the Parents ‟Roles and Responsibilities 185 5.7 Key Findings Regarding the SMCs‟ Roles and Responsibilities

under RTE Act, 2009

186

5.8 Key Findings Regarding Local Authority‟s Roles And Responsibilities under RTE Act, 2009

189

5.9 Key Findings Regarding the Learning Outcomes, Attained By the Students of Class 5th and 8th at the End of Session

190

5.10 Comparative Views of Different Stakeholders Regarding the Poor Learning Outcomes

191

5.11 Key Findings Regarding the Factors Which Affect The Quality of Learning and Learning Outcome at the Elementary Level

192

5.12 Comparative Findings of the Duty of „Monitoring The School Activities‟ Under RTE Act 2009

195

5.13 Suggestions Given By Different Stakeholders 196

5.14 Suggestions Given By Researcher 198

5.15 Educational Implications 200

5.16 Recommendation for Effective Implementation of RTE Act, 2009 200

5.17 Suggestions for Further Study 203

Conclusion 204

Summary 207-224

Bibliography 225-242

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vii Annexure A Self-constructed Observation Checklist for school norms &

standards (Availability of Physical & Human Resources).

Annexure B Self-constructed Interview schedule for the head-teachers.

Annexure C Self-constructed Interview schedule for Teachers.

Annexure D Self-constructed Interview schedule for Parents.

Annexure E Self-constructed Interview schedule for SMCs members.

Annexure F Self-constructed Interview schedule for Local Authority.

Annexure G Self-constructed Interview schedule for Education authority (ABRC, BEO).

Annexure H Self-constructed Achievement test for the class 5th students.

Annexure I Self-constructed Achievement test for the class 8th students.

Annexure J Published research papers and Participated Seminars/Conference/

Workshops

Referensi

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