School attendance

A study to understand reasons

for irregular school attendance

Report prepared for UNICEF

June 2012

UNICEF India

73 Lodi Estate, New Delhi, India

Author: Hema Viswanathan

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 Contents

Acronyms..................................................................................................

Executive Summary................................................................................

Research Approach............................................................................................. 5

Study Objectives............................................................................................. 5
The study method........................................................................................... 5
Data management and analysis......................................................................8
Executive Summary and Recommendation...............................................

Summary............................................................................................................ 9

Recommendations............................................................................................ 13

1. Education the experience and expectations....................................

1.1. Starting primary school...........................................................................15

1.2. Initial likes and dislikes............................................................................16

1.3. Parental expectations from education.....................................................17

2. School attendance..........................................................................

2.1. Understanding of this topic.....................................................................18

2.2. Reasons for irregular attendance............................................................19

2.3. Reasons for regular attendance..............................................................20

2.4. Image of regular and irregular students..................................................21

2.5. Impact of regular and irregular attendance............................................22

2.6. Helping a child catch up on school work.................................................23

3. Enabling attendance.......................................................................

3.1. Suggestions for enabling attendance......................................................24

3.1.1. Spontaneous suggestions.................................................................24

3.1.2. Prompted suggestions......................................................................25
3.2. The role of social pressure on school attendance...................................27

3.2.1. Existing pressure, if any....................................................................27

3.2.2. Suggestions for the role of social pressure.......................................27
4. Government schools positives and negatives..................................

4.1. Positive aspects of government schools..................................................28

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 4.2. Negative aspects of government schools................................................29

4.3. Suggestions for improvement of schools................................................30

5. Conclusions....................................................................................

5.1. Barriers and motivational triggers...........................................................31

Appendices..........................................................................................

Appendix 1: Composition of the FGDs..............................................................34

Appendix 2: Discussion guides.........................................................................35

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 Acronyms

CBO Community Based Organization

CDPO Child Development Project Officer

DC District Collector

DM District Magistrate

DPEP District Primary Education Program

FGD Focus Group Discussion

ICDS Integrated Child Development Scheme

IDI In-Depth Interview

NFHS National Family Health Survey

NGO Non-Governmental Organization

OBC Other Backward Class

PRI Panchayati Raj Institutions

SC Scheduled Caste

ST Scheduled Tribe

SDM Sub-Divisional Magistrate

SDO Sub Divisional Officer

SHG Self Help Group

SSA Sarva Shiksha Abhiyan

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 Executive Summary
Efforts by government and NGOs for the promotion of education over the last
many years have yielded good results in school enrolment. However, problems of
irregular attendance and incomplete schooling continue to be major obstacles to
the goal of universal education.

As per the Education Program RWP 2012 the Sarva Shiksha Abhiyan UP and
UNICEF UP had agreed that UNICEF would support the development of a
campaign to promote regular attendance among elementary school children in
the state. SSA UP suggested that the findings of the Study of Reasons of Low
Attendance and Low Retention in Primary Schools of Uttar Pradesh by Haryali
Centre for Rural Development submitted to SIEMAT Allahabad be used to develop
the attendance campaign. An in-depth review of the said study by UNICEF
Education and C4D Specialist revealed the need to better understand the
reasons for poor attendance and the motivations to enhance the same.

It was therefore decided that in-depth formative research would be carried out
among parents in selected districts to understand the reasons for irregular school
attendance and identify motivators for regular attendance. This study would also
include some inquiry with teachers and children.

Research Approach

Study Objectives
The main objective of the study was to understand the reasons for irregular
attendance in schools and identify factors that could motivate regular
attendance.

The main questions that the study sought to answer were:

Why do parents not encourage regular attendance?

What is the parental attitude regarding attendance?
What are the benefits associated with regular attendance? As per parents?
What are the motivational factors for parents in the case of children who
attend school regularly?
What factors inhibit or facilitate the attitudinal change among all
stakeholders regarding the school attendance?
Prioritization of barriers and motivational triggers.
Identify approaches and authentic/credible sources of information for
various target groups.

The study method

Since the study objectives were to understand and get to the bottom of different
socio-psychological factors that could be at the root of irregular attendance,
qualitative research methods were selected for the study.

Within qualitative research methods, the study chose to use Focus Group
Discussions as the study method. These were used to provide the opportunity for
groups of respondents to share their thoughts, perceptions and knowledge in
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ways that might prompt each other and catalyse discussion of issues relevant to
the study. Through listening to each other, FGD participants often reflect more
deeply on their personal experience which can enrich individual testimonies.
FGDs can give valuable insights into local language and concepts,
understandings, group norms and values. All these are important to the
development of impactful communication that would ring true with the target
audiences for whom they were developed.

Locations: It was decided that the study would be carried out across ten
villages and two urban centres. UNICEF had selected four districts of Uttar
Pradesh for the study.
These were Sitapur,
Budaun, Jaunpur and
Lalitpur. All locations
(villages and urban
wards) were selected
purposively such that
each had a primary
school within the
village/ ward. Five
villages were large
and could be within
easy reaching
distance of a main
road; five other
villages were selected
that were remote and
located at a distance
of over five kilometres
from a main highway.
Two urban locations
were selected in
Sitapur and Jaunpur;
no urban locations were covered in Budaun and Lalitputpur.

There were three categories of discussion guides1 for FGDs with parents, for
FGDs with teachers and for FGDs with children. These were first prepared by the
Principal Investigator of this study (who is also the report author) and reviewed
by UNICEF officers in Delhi and Lucknow. Based on comments received, these
guides were revised and finalised. Further, though the guides were initially
drafted in English, the Hindi versions were created in consultation with the field
teams that were actually going to implement the group discussions in the field,
to ensure that the process brought about deep familiarity and comfort with the
guides, that the language used in the field was accurate without being a literal

1 See Appendix

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translation. Repeated iterations in Lucknow ensured that the meaning of each
question was retained while at the same time imbuing the questions with
colloquial comfort and the flavour of the local dialect.

The main respondent categories for the study were parents, children and
teachers/ Sikhsha Mitras. Respondents to the FGDs had to be selected such that
a wide range of variables would be covered over the twelve FGDs in the study.

The variables were:

Gender of the parent and gender of the child: Thus, the study needed to cover
fathers of boys and fathers of girls as well as mothers of boys and mothers of
girls. Each combination was expected to yield different priorities and
perspectives.

Community background of parents and children: The study needed to cover

people from SC/ST/OBC communities as well as from minority communities, in
addition to parents/ children from the general community.

School attendance: While most FGDs were to be conducted with parents of

children who were irregular attenders (based on school records), it was also
necessary to carry out some discussions with parents of children who were
regular attenders, to try and identify factors that made the difference.

The groups were thus planned to incorporate all these variables and the
following combination was the result.

FIGURE 1: DISTRIBUTION OF GROUPS ACROSS THE CENTRES DISTRIBUTION OF

GROUPS ACROSS THE CENTRES

Respondents Lalitpur Sitapur Jaunpur Budaun

Fathers of Rural, SC/ST/OBC x Rural, SC/ST/OBC x
(IR) (IR)
boys
Fathers of x Urban, GC, R x Rural, M, IR

girls
Mothers of x Rural, M, IR x Rural, SC/ST/OBC
(R)
boys
Mothers of GC (IR) X Urban, GC (IR) x

girls
Teachers/ SM x x

Students x Boys, SC/ST/OBC x Girls, GC

SM = Siksha Mitra;
SC/ST/OBC = Scheduled caste, scheduled tribe, other backward castes
GC = General community
M = Minority communtiy
IR = irregular student
R = Regular student

Eight fieldworkers with long experience in the field of education were selected
and asked to come to Lucknow for a briefing cum-training session. Training was
carried out at UNICEF, Lucknow over three days and covered the following:
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 Conducting FGDs the process, method and moderation
Familiarity with the guides
Translation of the guides into Hindi, taking care to bring in nuances of
dialect
Practice sessions in the training room mock discussions,
Pilot test of the guides with actual respondents from a village near
Lucknow.
Fieldwork was carried out between the end of May 2012 and the first week of
June 2012

Data management and analysis

Data from the focus groups was available in three forms voice recordings of the
discussions, notes taken by team members while focus groups were in progress
and transcripts of the voice recordings where the discussions were translated
and transcribed verbatim.

A process of thematic analysis was carried out to ensure that all views and
opinions across all group discussions were taken into account. The relative
strengths of different opinions were assessed; widely held views as well as outlier
views were taken into consideration.

The resulting analysis was reported in a Power Point report given to UNICEF in
the middle of June 2012. This document constitutes the final narrative report.

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 Executive Summary and Recommendation
Summary
1. Parents would like to have the child attend school regularly they
just dont seem to be able to prioritise school attendance over
other issues.
The study found quite clearly that parents would, at a theoretical level, want very
much that their child should attend school regularly and gain all the benefits of a
good school education that is so aspirational to their life. However, they are not
able to make it a priority.

Parents seem to handle situations in a totally tactical way, such that each
problem is dealt with as it arises. The immediate takes priority over everything
else. As a problem arises, it is addressed problem management is haphazard
and handled in a fire-fighting mode, using available resources to immediately
take care of immediate needs. A young child happens to be a resource at the
command of family members. If the need arises, this resource is drafted into
immediate use to resolve an immediate issue. The fact that school attendance
gets sacrificed in the process does not even appear to get noticed.

School attendance does not loom large over the household agenda with the kind
of dominance found in urban locations and in families where education is
sacrosanct. Currently, the urgency, the non-negotiability, the discipline needed
for regular attendance is missing. Therefore, school attendance becomes a
function of convenience, mood and the absence of other distractions.

The school needs to occupy a dominant, overpowering, fearsome place in the

rural psyche. It is currently a minor requirement that can be entertained when
the going is good.

2. Parental attitude to attendance is not indifferent but the issue of

attendance lacks urgency.
Parents know and believe that a child should attend school six days a week.
There is no confusion or ambiguity on that score. However, the attitude is that
regular attendance is not always possible; this is further helped by the problem
that there is no dramatic fallout of irregular attendance. Therefore, it becomes
easy to slip into a habit of holding the child back when needed. Over time, it
becomes difficult to differentiate between an important need and a trivial need
the child becomes a handy resource to hold on to when any need arises.

Parental responses also suggest that they believe that it is not realistic to expect
that a child to be completely regular. They are forgiving of themselves for
holding the child back for reasons that are either important or unavoidable.

Discussions with students (albeit in only two groups) suggested that children are
often helpless and unhappy (nervous) victims of this caprice on the part of

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parents. The more conscientious students fear the questions that they may have
to face in school and the gap that they will have to cover in their studies.

To some extent, parents say that children also tend to be whimsical and express
a desire to play sometimes rather than go to school. Parents wish to be indulgent
of these small, childish fancies.

The combination of a lax attitude (chalta hai) and indulgence takes the edge off
the issue; as a result, parents do not feel that missing school is a cause for
tension there is no angst over it.

3. Factors that account for the lack of anxiety over school

attendance.
There is no single large explanation for this absence of urgency around school
attendance. Several factors account for this attitude. These are:

The absence of sufficient manpower for housework or farm work or even

for just attending to social niceties and expectations in the house. If the
daily chores become too many for the individual adult to handle alone, the
child becomes an easy handyman to have around, to help take care of
immediate exigencies.
Parents seem to be unable to prioritize between the urgent and the
important. The urgent seems to overwhelm and take priority over
everything else. In such a situation, where small but immediate needs
make the parent lose sight of the larger issue, school attendance suffers.
Parents do not seem to understand what a days absence can mean to the
child in terms of losing the grip over what is being taught.
o This appreciation can get dulled by situations where the school does
not operate efficiently. If teachers remain absent or if parents feel
that the child learns nothing, it could become difficult to create
this sense of loss.
o However, in these districts, inefficient schooling did not seem to be
a large problem.
o Needless to say then, the first priority would be to ensure that
schools are run as they should be. Communication can then address
parents to explain the loss of traction that a child suffers when he
misses a day of school.
o Though parents do recognise the loss at some (deeper, subliminal)
level, they do not seem to really appreciate the difference regular
attendance can make.
They tend to believe that the teacher will help the child to
catch up.
o Children expressed a better understanding of this loss than parents
did. Communication can address children to help them
communicate this message to parents.

4. Benefits associated with regular attendance

Benefits of regular attendance are very clear to parents albeit at a theoretical
level. They believe that a child who goes to school regularly has advantages of

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personality development as well as of being bright in studies. By being regular, a
child learns discipline, manners, a way of speaking and bearing himself (herself)
in society, regular habits and has a certain self-assurance. He is able to
understand the lessons in school and stay on top of the subject. Later on in life,
he can expect to get a job (at least a private, if not a government job) and lead
his/her life with confidence.

Despite this understanding which was clearly discussed by parents, they do not
seem to make the connection that irregular attendance could deprive the child of
some or all of these expected benefits.

5. Motivations factors for regular attendance

The study suggests that children who attend regularly come from more aware
and educated families. Respondents also said they come from families where
there is a good home environment, where there is love and affection. Such
families recognise the importance of academic achievement and know that
regular attendance is an important segment of that overall goal.

Respondents believe that families that send their child to school regularly are
motivated by the desire that the child should progress in life and rise beyond the
level achieved by the parents. They believe that education is the way of securing
a better future for the child.

By contrast, parents of irregular children seem to have a more fatalistic attitude

and seem unable to look further into the future the present seems to consume
all their energies.

Children who attend regularly have educated role models. These could be the
parents themselves or some other person who serves as a role model. This could
be an uncle or a distant cousin whose academic achievements are spoken about
in the family. The atmosphere at home and their aspirations for their child are
made clear through the success stories that are discussed. By contrast, children
who are not regular speak of how even the village pradhan is illiterate; the
family seems to lack conviction that education can make a difference.

6. Factors that inhibit or facilitate attitudinal change among

different stakeholders parents
The single biggest factor that inhibits attitudinal change in parents is their
inability to prioritize attendance over other issues. Parents seem to be helpless in
allowing circumstances to overtake the moment which could be a result of their
own low literacy and scarce resources. To manage an immediate situation, they
count on the child as an available resource. If this resource were to be
seen as not available at all, parents would have to find a way to manage their
immediate situation without involving the child.

The second factor is a mind-set that gives social custom (festivals, guests,
family functions, visits to relatives) priority over school attendance. This is a very
deep rooted mind-set that is not easy to change. It is unlikely that in the near
future, rural parents can be asked to plan family visits, functions and travel
around school holidays. This is because the social fabric and its demands are too

11
strong to be changed in a major way. We believe that it might not be necessary
to even try and achieve such a major change. All that is needed is recognition
that during school hours, the child is not available and that all social obligations
have to be addressed without involving the child.

Though migration and child labour were also mentioned during the course of
the discussion, we believe that these do not explain irregular attendance in a
large way. These factors do have a larger role in explaining school dropout. Apart
from being relatively small in the context of regular attendance, they are also
associated with really poor families who in any case might have to be addressed
separately, since their problems are more acute.

To facilitate a change in attitude, direct communication from people that matter

about regular attendance would be useful. This would require involvement of
influential and respected people at the village level. It would require a clear, loud
call for regular attendance by the Pradhan, panchayat, etc. As some children
suggested, a village rally shouting for regular school attendance might be
needed

There is a real aspiration among parents that their child (boy or girl) should
acquire benefits of education. One important aspiration is social poise, the ability
to interact with strangers and to converse in a nice way with all people. In
addition, a government job (for a boy), and the capacity to managing life well
(for a girl) are aspirations that could be built upon.

7. Factors that inhibit or facilitate attitudinal change among

different stakeholders the school going child
While the major proportion of absenteeism can be attributed to parental
deficiencies, a smaller proportion can be explained by a childs reluctance to go
to school. Apart from moodiness or playfulness, this reluctance is likely to be a
function of a rough introduction to school life forced expulsion from home at a
young age to face dreary hours of sitting on a bench sets the wrong tone for
over a decade of schooling that is expected.

There were several reports from parents as well as from children that
teachers used strong methods of scolding and beating as punishment for any
wrongdoing or lapse on the part of the child. The fear of being beaten is an
important inhibitor of regular attendance for children. These fears take various
forms. The fear of being scolded and /or beaten by the teacher was often
mentioned, both by parents and by children.

Parents explained that children become reluctant to go to school if they do not

have the required school materials (pencils, exercise books) or if their school
uniform has not been washed or if for any reason they are running late and
unlikely to reach school on time. In addition, the fact of missing school on any
one day potentially sets off a spiral because children are scared to go to school
on the next day for fear of having to explain the reason for the missed class.

On the other hand, factors that facilitate attitude change among school children
are related to the joy of learning. This study indicates that material incentives
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for school attendance such as the provision of books, clothes and food seem to
already be in place. The need is for softer incentives such as different activities
and environmental hygiene issues that could make school more fun for children.
The role of games and sports, song and dance, art and craft could be enhanced.
Efforts to make school a fun place would attract children and make it easier
for parents to persuade the child to go to school.

8. Factors that inhibit or facilitate attitudinal change among

different stakeholders teachers
A better student-teacher ratio could possibly enable more involvement by
teachers in child attendance. Each teacher could then actively inquire into and
follow-up on absent students. Such follow up would serve to underline the
importance of regular attendance to children as well as to parents. If there were
more teachers, they could then also help irregular students catch up on missed
work and stop the vicious spiral of students falling behind and then dropping out.

Another advantage of having a better student-teacher ratio is that teachers

could then be encouraged to manage students without recourse to beating. This
would be good for the childs sense of self-worth as well as for his/her
enthusiasm about attending school.

However, this study did not cover teachers in much detail and this group would
need to be studied separately to offer more detail.

9. Factors that inhibit or facilitate attitudinal change among

different stakeholders Community
At present, community pressure on regular attendance seems to be limited to
polite inquiry. With external support discussion of school attendance at village
meetings, by religious and village leaders, etc. the community could be
encouraged to become more actively involved.

However, more clarity could only emerge from a direct study of community
attitudes on the subject. This study did not address other members of the
community at all.

Recommendations
1. School attendance needs to become a high priority item in the
household. It has to become THE first priority, ahead of everything else
except illness. This calls for a change of mind-set.
2. Communication needs to create anxiety and tension over the idea of
a child missing school even for a day. It has to become non-negotiable.
3. Parents need some form of training to understand the difference
between urgent and important. They need training in planning and
prioritisation. While this cannot be done in a formal manner,
communication can help people recognise that they are making a mistake
by not planning and organising their lives.
4. Parents need to understand and appreciate the loss to the child by not
attending school regularly. Communication needs to illustrate (through use

13
 of metaphors related to farming or other familiar situations) that every
time a child misses school, he/she faces a loss.
5. The flip side of the above is that parents also need to appreciate the
benefit to the child from being a regular student. It is helpful that parents
do seem to know this, except that it is at a theoretical level.
Communication needs to help them internalise the understanding of the
potential gains.
6. Communication must dispel the idea that parents are allowed to usurp the
childs school time. Parents must know that they cannot call upon the child
to help with work that might be urgent; they must know that the child
is not available to them during school hours. Therefore, they have to
know that they must look for alternative solutions to their immediate
problems without involving the child.
7. Communication should highlight success stories that can be traced to
good academic performance. The more localised these stories can be, the
better it would be. Children and parents need to have role models and
need to be able to draw the link between regular attendance, academic
performance and a good situation in adulthood where a person may earn
both money and respect.
8. Communication needs to plant the idea that school comes first and that
social demands must be managed without involving the school going
child.
9. It might be worth trying to get the cooperation of important people
at the village level to speak about the importance of regular attendance.
This could take the form of village meetings, special visits to parents
whose children are frequent defaulters, organising rallies around the issue
of regular attendance, etc.
10.Communication could emphasise and build on the soft skills that regular
schooling can give such as poise, self-assurance and the ability to interact
with people from all walks of life.
11.The role of physical force as a disciplinary method in the school by
the teacher needs to be examined. There were several mentions, by
parents as well as by teachers that children stayed away from school for
fear of being beaten or scolded.
12.Changes in school environment and curriculum that could bring in
more fun-filled activities would make a difference in enthusing children
about going to school. We would like to caution that more material
incentives not only seem to be redundant but could be counter-productive.

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 FINDINGS

1. Education the experience and expectations

Discussions started with a gentle inquiry into the experience of starting a child
off into the schooling process. Parents as well as children were asked about the
age at which a child first started school and asked them to describe the
experience. This was expected to serve as a warm up as well as to provide some
insights into the early schooling experience.

1.1. Starting primary school

Parents said that the child would start going to school around the age of five to
six years on an average. If a child had an older sibling in school, the child could
start earlier.

One way of assessing if a child was ready to go to school (mentioned by some

parents) was to see if a childs hand had grown long enough to enable her to
hold her left ear with her right hand. Parents demonstrated this act to show that
if a child could do this, he was old enough to start school.

An important finding at this stage was that induction into school invariably
seemed to carry some trauma. Almost all parents agreed that it was very
difficult to send the child to school in the beginning

The process as explained by parents suggests that it was the experience of

school (and not the image) that put children off the idea. Parents reported that
children go happily at first, but would soon start refusing to go. The combination
of an unfamiliar environment and the discipline of having to sit in one place for a
long time seemed to be difficult. Parents probably compounded the difficulty by
being too forceful

In the beginning they do not go to school, we have to beat them and

send them to school.

Yes, it is difficult. Children do not go to school, they cry, do not wish to

go.

As described by parents, there seem to be two stages of adjustment that a child

goes through. The first stage could be called the initial adjustment which
happens within 15 days to one month. This is the phase where the child learns to
sit in the class and accept the separation from the mother and the familiar home
environment. Factors that contributed to this initial difficulty were that the school
atmosphere was very different from the home atmosphere and that the school
often did not have a boundary (school compound walls, maybe even classroom
walls) that could hold a child in.

There is a lot of difference it the atmosphere at home and in school. The

child gets acquainted with new people; you have concerns regarding the
childs safety

15
 On the first day they go happily; later on they start saying that now we
don't want to go. They come back running.

The problem is when we send a child to school he keeps his bag and he
runs away and parents think that their child is in school.

This problem of a child deciding to return home on his/her own would probably
not happen in a city where the home might be at a distance. Since the village is
entirely familiar territory for the child, he feels comfortable running out and
going home. The fear of an unfamiliar external world outside the school (that
probably forces an urban child to stay within the boundary of the school) does
not hold true in a village since the child would usually know his way back home.

The second stage that signifies a more permanent adjustment happens

sometime between 1-6 months. Parents gave estimates ranging from 1-2
months, 3-5 months, and 5-6 months for this stage of adjustment. This could be
described as the stage where a child accepts that this needed to be a regular
routine in his life and involved attention as well as performance on his/her part.

Since they are not accustomed to sitting in school for long so they find
that (requirement) troublesome. Do not like discipline. Sometimes they
get scolded too.

1.2. Initial likes and dislikes

The novelty of the experience and the fact of receiving a lot of good possessions
such as books, the clothes given for the school were important initial attractions.
In addition, some parents gave the child a rupee or two and this was an added
attraction. Finally, the fact that food was given at the school (though there were
mixed responses on this) was also an attraction.

Students liked studying, making friends and playing. In addition, one parent
mentioned that children liked the fact that they did not have to do any physical
work at school as might be expected at home or in the farm.

They like playing, friends, biscuits, toffee, poems, song, colours.

This brief quote is evocative in the manner in which is suggests how school could
be made attractive for a child. Especially in the initial years, it would be good to
focus on play, on songs and poems, on dance and art and craft to make the
experience a good one for young children.

Conversely, the single biggest dislike was the fear of punishment by the teacher.
There were several mentions of this

Some study some dont study and some are clever and some gives
excuses. The teacher hits them so they give an excuse use of not going to
school

They dont like to be scolded. And the child does not easily accept any
new things. They want to play and if you restrict them they will not like it.

16
To a lesser extent, this fear was followed by the fear of being beaten by
classmates. While simple fights among school children cannot be ruled out, it
would be important to take cognizance of this fear and build in checks and
balances to ensure that bullying of little children is controlled at school.

Some of the other dislikes that parents and children mentioned were the need to
use the toilet (sometimes a child would prefer to run home instead of using the
school toilet) and not liking the food being given in school. There was one
mention of uneven distribution of clothes, books, etc. which suggested that some
children received more than others and this caused angst among those children
who received less. This study cannot comment on this issue in more detail. It
would need further investigation before such comments could be built into a
serious case.

The emerging picture, then, is one of a difficult start to school life. It is

unfortunate because a positive or negative initial experience could set the tone
for later acceptance or rejection of schooling by the child.

If the initial school experience could be comforting and enjoyable, the tone would
be set for subsequent school life. Focus on learning through playing, on song and
dance, on colour and art could attract the child to school.

Based on the feedback given by parents, the study would also suggest that the
first year of school could comprise shorter school hours (at least in the initial
months) till the child gets into the habit. It is understandable that even the
experience of sitting in class for a few hours needs adjustment on the part of the
child. In addition, it would also be good if schools could encourage the mother to
be available near the school or at the school in the initial days till the child
settles in. just knowing that mother (or grandmother) was close at hand would
go a long way in making the child secure and facilitating acceptance of school
life.

Finally, there seems to be a clear case for training of both parents and teachers.
Teachers need to be specially trained on the care and handling of new students.
If new students (aged 5-6 years) are treated gently and if the initial experience
can be fun, it can set the tone for later years. Parents need to understand that a
young child has to be led to school with a gentle touch. They must know that
beating a child to make him/her go to school can only create psychological
obstacles.

1.3. Parental expectations from education

Empirical data has suggested that one of the reasons parents become indifferent
to attendance if they feel that the child has not gained anything from going to
school. This study therefore tried to assess what expectations parents have from
sending a child to school. The hypothesis was that if parents could see their
expectations from school being met, it would influence compliance to demands
made on them by the school, regular attendance being one such demand.

Parents articulated a wide range of expectations which could be categorised as

specific and general

17
Specific expectations were in the realm of the 3 Rs. Parents believed that after
a few years of schooling (4-5 years) a child should be able to read and write, and
should be able to do basic calculations. In practical terms, this learning would be
visible through the ability to write letters, read school books, write the names of
different people, write addresses, join words to make sentences, be able to read
and write well. A few added that they would expect the child to be able to read
English, know ABCD.

In addition to reading and writing, a child should be able to count till 100, know
tables (till 20), and be able to multiply and divide, be able to keep basic
accounts, go to a shop and buy things. One parent summed up his expectations
succinctly.

Whether he studies till 8th or 9th or 10 std. the end result should be that
he should be able to get a government job.

More than academic expectations, it was interesting to see that several parents
expressed their expectations in terms of non-academic development of the child.
These were expressed very well. They said that the child should become capable,
gain knowledge, have awareness and understanding of the subject, be good at
his studies, and learn according to the class he/she was in.

A more subtle expectation was that the child should develop self-assurance,
poise and culture. Parents spoke of the ability to talk well, get manners, be able
to introduce himself/ herself, discuss something.

They can learn something and become good person, and can sit with big
people and have manners to talk (Mothers, Sitapur)

Others spoke of the child becoming sensible (samazdaar), capable, clever, be

able to do some job in life. Teachers also articulated this expectation that they
had observed in parents.

They want their child to have knowledge, learn new values, learn the way
to speak or sit or stand, different ways to play, get information about new
things. (Teacher group,)

If the child studied till Std. 8 or more, some parents expressed an expectation
that there would be a wider understanding beyond books which would include an
understanding of agriculture, politics, administration and general knowledge.

However, most parents just expected improved capabilities in the 3R,s and not
much more than that, from longer education.

2. School attendance
2.1. Understanding of this topic
When asked about how many days of attendance per week was necessary,
parents answered (almost uniformly) that attendance at the rate of 6 days a
week was needed.

18
 Just as food is necessary for the stomach, in the same way studying
every day is necessary. Everyday something different is taught. By not
going, damage is done. (Fathers, Jaunpur)

Teachers concurred by saying that parents were aware that they should send the
child to school every day. However, they did not take the effort to implement this
understanding.

Parents explained that regular attendance was not easy. The child was needed
when there was work at home or in the farm.

A child should go to school every day. But when there is work at home or
at the farm, we hold the child back. That is our majboori. Sometimes he
goes one day, does not go one day... (Mothers, Budaun)

Sometimes children became playful and did not feel like going; parents felt
indulgent enough to allow this or were too caught up in their daily chores to give
the time needed for persuading the child.

Nevertheless, despite these difficulties, almost all parents spontaneously said

that it was important for a child to go to school every day of the week (except
Sunday) except if a child was unwell in which case it was acceptable to allow a
child to miss school. The only different view was found in Sitapur, where parents
spoke of 3-5 days of attendance being okay. It might be important to probe the
issue of this difference in Sitapur in a more intensive manner to understand the
factors that account for this difference in mind-set.

Most parents said that irregular attendance was damaging since the child would
not be able to study and his knowledge would not increase

Teachers, however, said that parents did not think regular attendance was
important. They strongly believed that parents did not understand the
importance of sending a child to school every day.

2.2. Reasons for irregular attendance

Discussions with parents revealed that they placed a significant amount of blame
for irregular attendance on children. They seemed to believe quite honestly that
they did want to send a child to school every day and were doing what they
could to implement this desire, but because children were reluctant, they were
helpless.

Some amount of this reluctance was attributed to playfulness and lack of interest
in studies. Thus, if the child found that there was an opportunity to have fun that
was enough to make him not want to go to school. For example, if the
neighbours children were not going, then this child would also want to stay back
since it was a chance for everyone to play

However, playfulness was a small and infrequent reason. The larger reason for a
childs reluctance, according to their parents, was the fear of being beaten
and/or scolded in school. There was frequent mention of punishment in school
which was a deterrent to attendance.

19
Several situations arose that gave rise to this fear of punishment and beating.
Sometimes a child may not have finished homework and was scared of facing
the teacher. At another time, the child may not have the necessary books/
pencils and was scared of going to school without the materials that he/she
needed to have. Sometimes parents said that children were fussy about their
uniform not being clean and preferred to stay back home rather than go to
school in an unwashed uniform.

Sometimes, housework responsibilities took up too much time and the child was
not ready; the fear of being late, and of being scolded for it, would make the
child cry and not go. It was ironic that parents did not see their own role in
causing this delay by involving the child in housework when he/she should have
been getting ready for school.

In addition, parents spoke of the exigencies of farm work, house work, the need
to look after siblings, the demands of local festivals and of visiting relatives.

Teachers blamed the parents and their negligence which in turn was a result of
their non-appreciation of education.

The study asked parents about what reasons were acceptable and what reasons
were not acceptable for missing school. It was interesting to see that some
reasons featured in both categories.

Acceptable reasons:

Parents felt that it was okay for a child to miss school if the child was ill. In
addition, they felt that if there was too much work at the farm, as during harvest
time or if there was a wedding in the extended family, it was okay for the child to
miss school. Also, in case of some crisis in the household, such as the parents
having to go away for a while or unexpected guests dropping by from another
village, or any situation which threw the normal family schedules into a spin, it
was okay for the child to miss school. Finally, it was okay for the child to miss
school when there were festivals to be celebrated.

Unacceptable reasons:

Parents felt that if the child did not want to go to school for fear of being beaten
by the master, it was not okay. Their reference was to the masters behaviour
rather than to the childs fear. It was not okay that the master behaved in this
manner and put such fear into the child.

Similarly, if the school did not provide proper teaching and therefore the child
was not learning anything, that situation was unacceptable.

They accepted that playfulness was not a good enough reason for the child to
skip school. They also said that just because there was too much work at home,
it was not right to hold a child back from school. But the larger blame, in their
eyes, lay with those parents who sent their child for labour work to earn a daily
income. In their view, sending a child out for wage labour (instead of school) was

20
more unacceptable that when a father or mother held the child back just to help
them cope with the excess work.

Finally, parents felt that being absent from school for no reason was
unacceptable.

2.3. Reasons for regular attendance

Respondents were asked to think about those students who went to school all six
days of the week, week after week.

Across different groups, the credit for regular attendance was given to parents as
well as to children. Respondents said that children who attended school regularly
had parents who would themselves be educated and would therefore appreciate
the value of education. They were the kind of parents who paid attention (were
attentive to the childs upbringing) and made school attendance a priority.

Their parents are enlightened. There will be love and affection in the
house. The people in the house will be educated. They would have a way
of talking. (Budaun, fathers)

Those homes where educated, responsible people live, where the

atmosphere at home is good, their children go to school every day.
(Jaunpur, fathers)

Similarly, credit was also given to children. Respondents felt that regular
students were those who took an interest in studies and liked to study. They also
had the positive influence of like-minded friends who studied and attended
school together, thus creating a positive spiral of good attendance resulting in
good performance and therefore higher interest in studies.

Home has an atmosphere that the children should study; even the child
thinks that my uncle is an educated so even I need to study. (Lalitpur,
mothers)

Children who go to school daily do so because like to study. (Sitapur,

school boys)

2.4. Image of regular and irregular students

In order to elicit views about what type of students would be regular at school
and what type would not be regular; respondents were shown two stick figure
drawings. One was called Ramu or Radha, depending on whether the group was
with parents of boys (or with boys themselves) or with parents of girls (or with
girls themselves).

Ramu/ Radha were described as a regular students who attended school all six
days of the week.

The other stick figure was called Ajay or Asha, depending on the gender of
reference in the group. Ajay/ Asha were described as an irregular students who
attended school 2-3 days in a week, because he/she stayed back to help parents
at home or in the farm

21
Respondents were asked to describe the families that these children belonged to
and the advantages that each might have over the other. Their descriptions were
evocative of the image that they held about such students.

Ramu/ Radha (The regular student)

It was most interesting to see that the imagery that emerged was not so much
about the child as it was about the parents of the child. Without being aware of
what they were doing, by the very process of doing so, respondents accepted
that the first explanation for irregular school attendance lay with them and not
with the child even though (in response to a direct question) they had passed on
a lot of blame to the child.

Ramu (Radha) was seen as a student who had educated parents and parents
who were sensible, aware, and responsible (summed up in the Hindi word
Samazdaar). They were interested in the childs future. These parents managed
the housework themselves, and did not involve the child in the same.

They further believed that Ramus (Radhas) parents were employed people who
drew a regular salary. They were possibly well off, rich, with big fields which they
employed other people to cultivate. These children came from homes where
there was little or no work to be done in the house. They added that this was
probably a small family with a good lifestyle. Their behaviour with each other and
with the outside world was good and there was likely to be a good atmosphere in
the home

Alternately (or additionally) respondents guessed that these parents were extra-
careful because they themselves might have suffered due to low literacy they
did not want their child to suffer in the same manner and were therefore more
conscientious.

They added that this child must be good and bright and would grow up to be
bright with good prospects of getting employment.

Ajay/ Asha (The irregular student)

Respondent immediately blamed the parents of this child for the childs irregular
attendance. They assumed that the parents of such a child would be labourers
who do not understand the importance of education. They assumed that Ajay or
Ashas parents would be less educated and would possibly not have a job. They
would be eking out an existence from daily labour or subsistence farming. Theirs
would be a poor family, living in a thatched house.

In addition, Ajay or Ashas family would have a bad home atmosphere in the
house, full of fights and tension. There would be discord and problems at home;
there could also be too much work in the house which the parents alone could
not manage.

It was also possible, of course (almost on second thoughts) that the child might
not enjoy good health and maybe he or she fell ill frequently, which could be a
reason for irregular attendance.

22
In future, respondents prophesied, Ajay would end up with no employment other
than grazing buffaloes. He would, at best, only be a farmer. Ashas future would
be spoilt in that she would not have the capabilities of handling the demands of
running a home, managing her in-laws or educating her children.

2.5. Impact of regular and irregular attendance

Respondents were asked to talk about what impact, in their opinion, irregular
attendance could have on the child. It was interesting to see that respondents
expressed a much higher level of behavioural impact rather than academic
impact.

They said that a child who did not attend school regularly would become naughty
and badly behaved, would move about with illiterate persons, and start fighting
with others. The image was very clear. It was a downward spiral emanating from
the wrong kind of influence. Instead of getting the benefits of an education, such
a child would pick up the bad habits of vagrants and wastrels. In fact, some
parents painted a vivid picture when they said that such a student would end up
only being able to do labour work, would become a burden on society and would
become the type of person who would beat his parents one day and make them
cry.

Even if this dire scenario was not played out, a child who did not go to school
regularly would become undisciplined and lethargic. He/she would lose
respect for time and for regular work he would fall into the habit of resting at
home. He would lose interest in studies, will make excuses to skip school and
start telling lies to avoid getting caught.

Thirdly, not going to school for a few days could actually set off a chain of
events that would put the child at risk of dropping out of school. Students who
participated in the group discussions said that they felt ashamed to go to school
after being absent for a few days. The prospect of being asked for an explanation
for being absent was one reason for this embarrassment. In addition, there was
the distinct possibility of not being able to keep up with the class and finding that
the other students had moved ahead on some subject and they had been left
behind.

It is true that some parents think regular attendance is not necessary -

we have also seen such parents - but this is wrong. Such parents end up
ruining their children. (Jaunpur, fathers)

Parents also recognised that being absent from school frequently would make an
impact on studies. Such a student would slip behind in his/her studies and forget
what they may already have learnt before. This creates a dual impact that
could be emphasised in communication that a child not only misses the portion
of the curriculum that was taught in his absence but also runs the risk of
forgetting what had been learnt before, resulting in a double jeopardy.

Parents said that the child miss that days school work and have difficulty
catching up. As a result, he/ she would become weak in studies and would not
23
have the intelligence and knowledge of a regular student. There was a fear that
frequent absence would result in a vicious spiral of falling behind in studies, not
being able to keep pace and eventually dropping out of school

Finally, parents said that a child who was irregular at school would be different in
small but discernible ways from those who did attend school regularly. His way of
speaking and manners would be different from those of an educated person.

There would be difference in their speaking, the way of talking of the

educated person would be different then the person who is not educated.
(Lalitpur father)

Regular attendance, on the other hand, would bring several benefits. The main
benefits associated with regular attendance are that the child will have improved
knowledge and learning

Those who send everyday believe that their children will become
samazdaar, will learn and understand. If they go to school every day their
knowledge will increase. (Jaunpur, teachers)

Such a child would be able to read books and would develop in many ways such
that parents would be able to see the progress of the child.

There was also the lure of benefits promised by the education department
(schemes) for students who attended school regularly. Both parents and teachers
believed that these schemes gave an advantage to those students who attended
school regularly. It seemed like an added advantage but not the main one. The
main one was clearly the overall advantage of education that could not be
denied.

Also that there are some schemes due to which their children will get
benefit in future. (Lalitpur, teachers)

2.6. Helping a child catch up on school work

When a child missed school, respondents felt that the first and most major
responsibility of helping the child catch up lay with the teacher. They reasoned
that the teacher was best placed to know what had been missed and how it was
to be explained. The underlying attitude however seemed to be that teaching
was, in any case, the teachers job and therefore the question of how a child
would catch up almost seemed superfluous the immediate thought that most
parents seemed to have was that it was obviously the teachers job.

After some thought, parents seemed to think that some responsibility could also
lie with them. However, this was soon dismissed as an impractical idea in most
cases given that the parents themselves might not be literate and would
therefore not be of much help in such a situation.

The third responsibility lay with the child who would have to go to school and ask
for help either from other students or from the teacher.

The fourth responsibility lay with the childs classmates who could help him with
their notes and share whatever had been learnt. Several parents felt that the
24
teacher could take the notes from a regular classmate and help the child to catch
up.

All in all, parents seemed to absolve themselves of the responsibility for helping
the child. They did not seem to see their error in that even though they were
often the cause of the child missing school, they did not carry the burden of
helping the child catch up. Therefore, they assumed the authority to hold a
child back but did not assume responsibility for their actions.

Communication must convey to parents that authority and responsibility are two
sides of the same coin.

3. Enabling attendance
3.1. Suggestions for enabling attendance
All respondents were asked for suggestions on how families could be persuaded
to send children to school regularly

3.1.1. Spontaneous suggestions

Suggestions ranged from provision of monetary incentives to taking the time and
effort to personally talk to parents whose children were known to be irregular at
school.

Incentives2

If the government gives some temptation (lobh/ lalach), only then will the
child go to school. They should give the parents some help too so that they
are not compelled to keep the child back at home. (Budaun, mothers)

The above suggestion ranged from asking from Re 1-2 per child per day to Rs. 5-
10 per child per day. Some parents suggested that the mid-day meal could be
stopped and instead the child could be given a daily monetary incentive. This
was clearly a thinly veiled attempt at transforming what was currently one family
members benefit (only the school going child benefited from the mid-day meal)
into a system that would spell some advantage for the whole family. Mothers in
Lalitpur asked for some monetary support for themselves so that they could give
their child something to eat before sending the child to school. Incentives were
also suggested by Sitapur fathers.

Better facilities

Parents widely asked for better facilities in school. An important lacuna that was
often mentioned was that of electricity and fans in the school. Children also said
that it would be good to have fans in school. The domino effect is easy to see if
classes were to be held in the open (as they once were and perhaps still are in
some cases), then electricity and fans could both be unnecessary. However,
open-air teaching is not conducive to attention or to holding a child back in class.
2 Note: Some of this could be attributed to an opportunistic research effect that
says If this issue is so important to you that you are asking us, maybe we can
get some benefit out of it

25
Creating four walls helps in both the above but the moment there are walls, light
and breeze become necessary for basic comfort. They become hygiene factors
without which the students cannot really study well.

In addition, parents said that water should be available, toilets should be open
(in the sense that they should not be locked) and they should be clean.

Distance from the house: Another requirement was that the school should not be
very far from the childs home. It should be close enough for small children to go
accompanied by older children. More distance than that puts the onus on the
family to take the child to school and that can become an obstacle to regular
attendance.

Teachers in Jaunpur suggested that if they could be given the help of staff whose
job it would be to go and call the children from their homes, that act of being
called would improve attendance3.

There is Balagarh in our area and there is one institution in that village
and they have arranged for a taxi to take children to school. The
attendance has increased by 70%. (Lalitpur, Teachers)

Teachers: Parents emphasised the need for more teachers and for ensuring that
there should be a teacher for every subject

Persuasion: Several parents suggested that attendance could improve if

someone could speak and explain to parents.

Tell parents that please send your children to school. Why are you
allowing such nice children to waste their time in playing/ fooling around?
(Jaunpur, fathers)

We explain that with education the child will have social as well as
economic progress. To explain this we can call for PTA meetings, go home
to home and explain, use the media of mobile and TV. (Teachers,
Jaunpur)

Tell children nicely to go to school. Take out a rally. (Budaun, girl

students)

3.1.2. Prompted suggestions

Respondents were then asked if changes in the following could help improve
attendance. A series of attendance related factors were discussed and parents
were asked if any change in each factor could result in improved attendance.

One such factor was the school timings. Parents were asked if making a change
in the time when students were expected to be in school could make a difference

3 We would caution against excessive support since that leads to a syndrome of

benefit confusion. Parents and children would begin to believe that they are
doing the government a favor by accepting education. It is important that
parents recognize the benefits of education and recognize that they have a
responsibility since they stand to gain from the education.

26
to attendance. The answer was an almost unanimous verdict that school timings
at present were okay

Another factor was with regard to teachers. Parents were asked if regular
attendance by the teacher would help in improving the attendance of children. In
Jaunpur and Budaun, respondents said that teachers did come to school
regularly. In Sitapur, however, respondents said regular teacher attendance
would be a good thing. No response was received to this from Lalitpur

A third factor was with regard to a daily roll call. Parents were asked if daily
attendance taken aloud by the teacher would make a difference. Respondents in
Jaunpur and Budaun confirmed a daily roll call was in fact already the practice in
their schools. In Lalitpur and Sitapur respondents said that regular roll call would
be good.

A fourth factor was with regard to transport to take child to school. Respondents
were asked if attendance could be improved if transport was provided to take a
child to school. While most respondents said that this was not needed since the
school was in the village, it was clear that some respondent were tickled by the
thought. It was more of a fun idea than a practical necessity.

If that happens it will be like a convent (school) (Sitapur, fathers)

Sawari mil jaaye to mazaa aa jaaye (Sitapur, students boys)

If provided, children from distant places will also be able to come

(Teachers, Lalitpur)

A fifth factor was with regard to providing an escort for children to go to school.
In about half the groups, respondents said that this was not required. In an equal
number of groups, though, it was felt that if someone could go around the school
calling children to school, it could improve attendance and help children reach on
time. Some urban parents felt that this would reassure them about the safety of
girl students.

Budaun Monetary incentives (in lieu of MDM)

parents:
Budaun Teachers should talk nicely and teach well
children:
Jaunpur A teacher in every class
parents:
Jaunpur Teachers to be appointed according to the RTE manual
teachers:
Lalitpur: No response
Sitapur fathers Teachers should be present and teach well
Sitapur Incentives do not matter as only those who want to learn will
mothers learn
Sitapur Daily prayers and teaching are necessary
children:
Finally, respondents were asked to choose only one of the many scenarios that
had been discussed, either spontaneously or as suggestions made by the

27
discussion moderator. They were told to assume that only one change would be
possible and asked to pick the one change that, in their view would make a
difference. Responses were received as follows:

3.2. The role of social pressure on school

attendance.
3.2.1. Existing pressure, if any

To assess if there was any social pressure being exerted in any way on this issue,
the study asked respondents to talk about what neighbours say if a child did not
go to school. Responses suggest that in most places neighbours do note if a child
has skipped school for the day and inquire about why the child is at home when
others are in school

Parents tend to respond in two ways: some parents react negatively to such
inquiry, get upset, try and justify the reason or they yell at the child to go to
school. Both reactions suggest that the fact of being asked is not liked and the
criticism implicit in the question is both understood and resented. Alternately,
parents become defiant on being asked and tell the neighbours to mind their
own business.

In some cases, neighbours refrain from asking directly but practice mild
ostracism. They talk behind the persons back and gossip about the family. They
make fun of such families. They ask their children (who are regular) to stay away
from those who are not regular at school.

While these responses were reported in three of the four districts, there was
some indication that Sitapur parents were indifferent to such criticism. This
underscores the relative acceptance of the idea of irregular attendance that was
seen in many situations in Sitapur. If the question from a neighbour (which is a
mild form of social pressure) does not cause any botheration, it would mean that
there is really no criticism implied (or assumed) in the question. That would
happen if skipping school was the norm and not the exception.

Note: There could potentially be some way of harnessing the power of social
pressure to bring about improved attendance at school.

3.2.2. Suggestions for the role of social pressure

In response to a direct question on who could persuade parents and how,
responses were as follows:

The Gram Pradhan: The Gram Pradhan was clearly a figure of authority and a
word from the Gram Pradhan to specific (erring) families would have an impact.
The important point to note here is that the impact was not seen to come from a
general statement on regular attendance. It would come if the families who were
most at fault and did not send children to school regularly were singled out for
attention. It could take the form of a visit to the house from the Gram Pradhan or
by a summons from the Pradhan for the father to be present at a village
meeting. A few such examples of direct attention would immediately boost the
perceived importance of regular attendance to all families.
28
Community leaders: Community leaders were variously defined as educated
people in the village, people working in social welfare in the village and other
respected people on the village. Respondents felt that these groups could
address the issue of regular attendance at different opportunities and thereby
help create a heightened understanding that regular attendance was important
and needed effort. School attendance could not be left to chance.

Officials: Government officials who could be from the education department or

could be from any department that village people recognised could have a strong
impact if they were to make an issue of regular attendance and make it clear
that they were aware of who was attending school regularly and who was not
doing so. Officials such as the BDC and members of the Gram Shiksha Samiti
could talk to parents whose children were not regular at school

That way if some minister or thana officer says, that might have a bigger
impact. (Teachers, Jaunpur)

Religious leader: Though the possible role of a religious leader was mentioned by
only one group of Muslim women who suggested that the maulvi should speak on
the subject, the subject could be given more attention by asking different
religious authorities to emphasise this issue at religious occasions.

Finally, one group suggested that parents whose children did not go to school
regularly should be socially ostracized.

You can say if you dont send your children to school we will not attend
any marriage functions in your house (Teachers, Lalitpur)

4. Government schools positives and negatives

4.1. Positive aspects of government schools
Respondents were asked to think of the positive side of government schools in
their village. These discussions revealed that the factors that were appreciated
were the quality of teaching and the availability of material support as well as
infrastructure.

The quality of teaching and teachers was appreciated. It was interesting to note
that the measure of quality was how well the child was trained and how capable
the child became as a result of the education being given at the school.

The teaching is good. After studying here children go to convent

schools. (Budaun, mothers)

Good schools, good teaching, discipline, good standard, good teachers

are there. (Jaunpur, mothers)

We want that our child should learn English. Studies and tuitions are
important. Its ok if they dont get food as it is we provide them with Tiffin,
but study is more important than anything else. (Lalitpur, Mothers)

One group took a side-swipe at the teachers by saying:

29
 Teachers are trained. They can teach if they want to. (Sitapur, fathers)

The implication was clear. This parent was not happy with the quality of teaching
that was being provided and was aware that it was not that the right teacher had
not been recruited. In his view, the teachers did not have the integrity to do the
work that they were being paid for, even though they had the required training
and qualifications.

It is interesting that this comment was made in Sitapur which had even
otherwise been different from the other districts in terms of parent commitment
to learning and their attitude to attendance. As this study mentioned right at the
outset, parental attitudes will necessarily be influenced by the value they see
accruing to the child from attending school; where value is not seen, the issue of
attendance will not be taken seriously. The client needs to look at the Sitapur
issue in closer detail to assess the chicken-and-egg situation and establish the
cause and effect in this case. Is poor teaching causing low attendance or is low
attendance resulting in indifferent teachers?

The quality of material support and facilities available at the school was
mentioned when discussing the positive aspects of government schools.

Studies are good, we get dress, we get food, and we get to make
friends. (Budaun, girl students)

School provide dress, books, mid-day meals

In this context, the quality of infrastructure was also mentioned.

Building is good, there is a playground; the school is on the main road;

there are good teachers. (Jaunpur, fathers)

Yet it must be noted that when respondents were asked about the negatives of
government schools, some facets of the same issues were highlighted as being
dissatisfactory

4.2. Negative aspects of government schools

Negatives could be classified into three groups the quality and sincerity of
teachers, the materials provided by schools and the quality of infrastructure. It is
not surprising that the same issues that were discussed under positives were
also discussed under negatives because these were the variables by which the
quality was being judged.

There was a general complaint that the teaching was not good. It was also not
surprising that respondents were not able to elaborate beyond this because their
own ability to judge the quality was limited. Yet there was a general
dissatisfaction with the quality of teachers and teaching.

Teachers do not teach in a good way. (several groups)

In the school studies are not taught through play. (Budaun, girl
students)

30
Within the overall complaint about the quality of teachers and teaching, some
specific points were mentioned. These were about the number of teachers per
school (and therefore about the student-teacher ratio, though it was not
explicitly stated in the same way). Respondents said that there was a need for
more teachers per school

5 teachers are required but not enough in school (Sitapur, Boy students)

A more worrisome complaint was about the sincerity of teachers who did not try
to teach as they should. Teachers marked attendance and went away, without
teaching the children.

School not opens daily; Teacher often goes away after attendance.
(Sitapur, fathers)

They dont take care of the children, they are busy working. There are
some teachers who get their kid to school and make them (students) play
with the child(Lalitpur mothers)

Related to this was the issue of how teachers treated the student. Throughout
the different discussions there had been a common thread of teachers being
rough and also beating the children. These points were reiterated in the
discussions around negative points of government schools.

If children are beaten too much they will not go to school. (Budaun,
mothers)

When we get beaten in school we feel bad, master ji shouts, we feel bad
when there are fights in the school (Budaun, boy students)

The quality of infrastructure and the lack of maintenance of whatever

infrastructure was available was another complaint about these schools. These
complaints were received more from Budaun and Jaunpur than from Sitapur and
Lalitpur. Lack of electricity was mentioned in Budaun

There is no electricity in the school, the compound is not cleaned, and

four walls are not there. The toilet does not remain clean. (Budaun,
fathers)

Toilet is there but it is spoilt, both water hand pumps are spoilt. (Jaunpur,
fathers)

The third negative was about materials and services received in the school.
One issue was about teaching materials being insufficient for all the students in
the class.

More teachers are needed; there is a shortage of play materials.

(Jaunpur, fathers)

The other complaint was about the quality of mid-day meals.

Quality of mid-day meal is very bad. (Sitapur, fathers)

31
 Mid-day meal is not good. Water is not good, it is salty. (Jaunpur,
mothers)

4.3. Suggestions for improvement of schools

Respondents were asked for suggestions about how the government schools
could be improved. In response, there were wish lists that carry messages of how
schools could improve. These are listed below.

Parents as well as students made a plea for more extra-curricular activities

and not just classwork. The suggestions given below tell of an awareness that
school did not have to be dreary and boring. The process of studying could be
made livelier and at the same time children could get the opportunity for multi-
faceted development. Children especially asked for music and dance, for art and
craft and for an ambience in school that could be a pleasure to go to.

Good teaching and play material will attract children for daily schooling;
24 hour learning is not possible; there should be some recreation,
enjoyment. (Sitapur, fathers)

There should be musical instruments and a master to teach them, there

should be song and dance taught in the school, there should be
decoration in the school, Masterji should talk lovingly and teach well and
there should also be games in the school. (Budaun, girl students)

Parents and children asked for more learning aids. The demand was for sewing
machines for girls (two groups) and for computers (Budaun girls), as well as for
television as a teaching aid (Budaun mothers)

Parents suggested that there should be more teachers and better teaching
in school and that if this did not result in improved teaching, there should be
adequate supervision from above to ensure that some pressure was brought
down on teachers from above to teach well.

There was the demand for improved mid-day meals from Sitapur or money in
lieu of mid-day meals that was received from Jaunpur.

Several parents asked that there should be better communication by the

school with parents. They asked for regular meetings of the PTA, MTA, and SMC.

There should be meetings like this. (jaunpur, mothers)

And finally, there was the desire to see how far they could go in their demands

Government should also give money for the girl's wedding. (Budaun,
mothers)

Our view: While dismissing this last mentioned flight of fancy, it is important to
note that communication should remind the parents that child education is for
the benefit of the child and the family; parents should not lose sight of that.

32
 5. Conclusions
5.1. Barriers and motivational triggers.
The study had been asked to identify the barriers that came in the way of regular
attendance and the triggers that could motivate parents and children to become
more careful and concerned about regular attendance.

This study suggests that a major barrier to regularity is not indifference or a

desire to keep the child back at home. The most major barrier seems to be an
inability on the part of parents to set priorities such that school attendance
becomes the FIRST priority. At the moment, because immediate urgencies
(however trivial) overwhelm parental judgment and because attending school is
not seen as being sacrosanct, parents are willing to drop a days school simply
because they do not know how to cope with an emergency.

If school was seen as being non-negotiable, if it attendance took on an

importance of such magnitude that missing school did not even cross a persons
mind, there could be an improvement in attendance. At the moment it is just that
school is something that is available as a parking place for the child, a place to
send the child for a few hours if no other important work beckons him/her. It is a
side-issue, a thing apart, which can be dropped at the slightest need, in the
minds of a lot of parents. It needs to become the centre of the childs existence
for six days in the week.

Communication needs to emphasise the regular attendance at

school is non-negotiable. To emphasize this, the authorities have to do
whatever it takes, including roping in the services of village chiefs, BDOs,
collectors, magistrates, the police or whoever can convey the message
that school attendance is compulsory.

Almost all parents had a clear aspiration that their childs life would be better
than theirs. This aspiration needs to be played upon. Communication must show
that progressive families that incubate success stories give highest priority to
school attendance. There are success stories available at every village and in
every tehsil. We suggest that the success stories be localized as much as
possible because people must be able to identify with them. Yes, national heroes
who might have started from village schools can also be used, if any can be
found. But in the absence of mega stars, the inspiration would have to be local
we do not believe that success stories of an average man or woman from UP can
cut ice. It would either have to be a local person people can relate to or a mega
hero.

When illustrating such success stories, communication must draw

the link between regular attendance and smart, capable, confident
children who make parents proud

A major obstacle to regular attendance is that social convention is given more

importance than practical realities. We see this in situations of debt where loans
are taken not for productive reasons but for social convention. While this mind-
set cannot be changed (and may not need to be changed), it needs to be
33
addressed by communication. it would be important to illustrate ways in which
social needs might be managed without disturbing a childs school schedule. And
communication must show that progressive families that incubate success
stories find ways of doing the same.

Communication must teach parents ways in which they manage their

social obligations without involving the child and disturbing his/ her school
attendance. It must teach parents to differentiate between major
events where they might wish to involve the child (for example, a
marriage in the family) and minor events where they might leave the
child alone (for example, sudden outstations visitors or minor festivals
being observed)

Childrens own reluctance to attend school becomes a barrier to regular

attendance. Some of this can be attributed to playfulness and indulgent
parenting.

Communication can illustrate the harm that can be caused by such

misplaced indulgence. Once again, communication will need to help
parents to create a sense of importance around schooling such that not
wanting to go to school cannot be a reason for a child to not go. However,
the use of force could be counter-productive. Communication must
illustrate to parents that the home culture has to be one that asks for
school to be taken seriously.

At the same time, it is important to recognise that some of this reluctance

expressed by children stems from two issues. One is the fear of being scolded,
beaten and punished by the teacher. The other is that schools are not able to
engage the interest of the child because they do not offer enough variety in
curriculum as well as in pedagogy. Both issues need a combination of push and
pull strategies

The issue of fear needs to be managed on two fronts. On the one

hand, parents and children must know that discipline is an inherent part of
education. It would be counter-productive to completely ban any form of
punishment (just as banning exams for the first five years has been
counter-productive). Yet, on the other hand, teachers must be trained to
enforce discipline without violence or without actions that might damage
student morale.

The other issue is that of holding the childs interest. This is easier to
manage. A change in curriculum and pedagogy is called for such
that a combination of work and play can make studies interesting. Student
interest can be captured and held through a variety of activities

Finally the study suggests that more incentives are not needed and could be
counter-productive by setting expectations and giving parents the perception
that they are doing the government a favour by sending children to school. The

34
facilities being provided seem to be good. Of course, electricity, fans, availability
of water and of clean bathrooms are hygiene factors that must be provided.

Communication must convey to parents that authority and responsibility

are two sides of the same coin. While they have the authority to demand
better education and better services, they also have the responsibility.

35
 Appendices
Appendix 1: Composition of the FGDs
# Respondent Geography Community Attendance

1 Mothers /girls Rural General Irregular

2 Mothers /boys Rural Minority Irregular

3 Mothers /boys Rural SC/ST/OBC Regular

4 Mothers /girls Urban General Irregular

5 Fathers/girls Urban General Regular

6 Fathers/boys Rural SC/ST/OBC Irregular

7 Fathers/boys Rural SC/ST/OBC Irregular

8 Fathers/girls Rural Minority Irregular

9 Teachers/SM Rural NA NA

10 Teachers/SM Rural NA NA

11 Students, boys Rural SC/ST/OBC Regular

12 Students, girls Rural General Regular

36
Appendix 2: Discussion guides

Project Education
Research Guide
Children
Introduction:
Namaste. We are here to speak to you about your school and your education.
The reason we have asked you to come together in a group is because we want
hear each ones views and opinions. Often, we only think of something when we
hear someone say something else so by having everyone come together and
get into a discussion, we hope that we will hear each ones views and opinions
and that you will also be able to have a full discussion with us because you will
also hear what others have to say.
Please note that we are only talking of opinions and in that there can be no right
or wrong answers. (Example of preferences in colours, food there can be no right
or wrong). So please do not hesitate please speak your mind freely.
Also it is important that each one speaks because we are keen to hear each
ones opinion. If I wanted to know just one persons view, I would have spoken
separately to that one person. Each ones view is important, so please speak.
My only request is that sometimes if everyone speaks together, it is difficult to
understand what is being said. So wait till one person finishes and then speak.
I will be recording this but that is only so that we can remember what was being
said in each discussion. This is only for us to use for our work. No other use will be
made of the tape.
Are there any questions you would like to ask me?

To begin with, I would like to introduce yourselves so that I can get to know you a
little. Please tell me your name, your age and what standard you are studying in.

1. All families in towns and villages are sending their children to school
nowadays.
a. At what age does a child first start going to school normally?
b. And is it difficult for a child to go, in the beginning?
i. What difficulties does a child face, when he/she first starts
going to school?
ii. And how much time does it take for a child to settle down to
a routine of going to school?
c. By and large, in your experience, do little children like going to
school? Why or why not?
i. What do they like most about going to school?
ii. And what do they dislike about going to school?
iii. On what does this depend liking or not liking going to school? Anything
else? What else? (Do not prompt but listen for teachers, facilities,
distance, mid-day meals, treatment at school, friends, etc.)

2. Schools are open for six days a week, is that correct?

37
 a. In your view, how important is it for a child to go every day? Why do
you say so?
b. If a child cannot go every day, then how many days in a week do
you think is the minimum that a child must try to attend school for?
i. Why so?

C. (IF ABOVE QUESTION NOT ANSWERED AS EXPECTED, SAY): We spoke to

children in other villages who said that missing one-two days of
school in a week was ok. What do you feel about that?
i. Why so? (LISTEN FOR: quality of learning at school, teacher
absenteeism, urgent need at home/at farm; slow pace of teaching,
etc. )
ii. What happens if he/she does not go to school all 6 days of
the week?
iii. Why is it okay if he/she misses (1/2/3 STATE WHATEVER NUMBER
MENTIONED ABOVE) days of school in a week

3. In every village/ town it has been seen that some children go to school
regularly but some do not.
a. Why do you think some children do not go to school regularly? What
else? Anything else? (IF NOT MENTIONED, ASK FOR: Child needed for work
at home/ farm; looking after siblings; ill health; daily attendance not
considered important)
i. For what reasons does a child sometimes miss school?
ii. Any other reasons? What else?
iii. Do you feel that some of these reasons are acceptable/
understandable?
1. IF YES: Which ones are acceptable?
2. Why do you feel so?

4. In the home, who is responsible for seeing that the child goes to school
regularly?
a. What is the role of parents? What is the role of grandparents? What
is the role of other members in a joint family?
b. And who gets the final say in sending the child or keeping the child
back? (Mother, father, grandparents, uncles, aunts, other siblings?)
c. If the mother/father/ other person (name the relationship of the child
with the person who has the main responsibility) decide to keep the
child back from school, what does the (other parent/ childs parents)
have to say about this?

5. Why do you think some children do go to school regularly? Any other?

What other? (IF NOT MENTIONED, ASK FOR: How do parents manage other work
that the child could help in? How are siblings looked after in this house?)
a. What could be different in these households that they send the child
to school every day of the week?
b. Why are some parents so particular about regular attendance?
i. What do they stand to gain or lose?
38
 6. What does the school headmaster or teacher say if a child does not go to
school regularly?
a. Do parents worry about how the school/teacher might respond?
Why or why not?
b. Do children worry about how the school/teacher might respond?
Why or why not?

SHOW STICK FIGURES OR DOLLS

7. This is Ramu (Radha) and this is Ajay (Asha). Ramu (Radha) goes to
school regularly but Ajay (Asha) stays back to help his father (her mother)
with work in the farm (house). S/He goes to school about 2-3 days a week;
Ramu (Radha) goes 6 days a week.
a. What kind of family might Ramu (Radha) come from? Can you take
a guess at what his fathers occupation might be, what type of
house he lives in etc.?
b. What kind of family might Ajay (Asha) come from? Can you take a
guess at what his fathers occupation might be, what type of house
he lives in etc.?
c. Will Ramu (Radha) have any advantage over Ajay (Asha)? Why? In
what way?
d. Will Ajay (Asha) have any advantage over Ramu (Radha)? Why? In
what way?

8. Do neighbours or other people of the community notice if a child does not

go to school?
a. What do they say?
i. Do they criticize or do they understand?
ii. If they do criticize, in what way does it affect the parents?
b. How does a negative reaction or criticism get expressed?

9. When a child misses school for a day or two, is there any negative impact
of that on the child?
a. What could this be? Any other?
b. Does he lag behind in studies? If no, why not? If yes, then what
happens?

10.When a child misses school for a day or two, who is responsible for helping
the child to catch up?
a. Parents or the school (or nobody the child just manages on his/her
own)
b. Why do you feel so?
c. What is the schools/teachers responsibility if a child does not go to
school?
i. Does the teacher help a child who might have missed school?
d. If parents hold a child back at home for other work, is it still the
teachers responsibility to help the child? Why do you feel so?

39
 11.It is my job to try and see that all children go to school regularly and I am
asking for your suggestions.
a. How can parents or entire families be persuaded to send children to
school regularly?
i. Which family members should I speak to first?
ii. What can I tell them that will convince them?
b. What can be done to make it easier for a child to go to school
regularly?
i. If anything at all was possible, what form of help would you
suggest?
ii. What else? Anything else? (IF NOT MENTIONED, ASK)
1. Would different school timings help?
2. Would regular attendance and attendance call by teacher
help?
3. Would better facilities at school make a difference
4. Would help with transport make a difference?
iii. If only one of these could be done, which one would you
suggest?

12.Finally, I want to know what you feel about the quality of education you
are getting in government schools.
a. Would you say it is good, bad or average? Why do you say so?
i. What do you feel is most lacking in government schools
ii. And what do you feel is good about government schools?
iii. What changes would you suggest to make government
schools really great? Any other? What else?

13.Are there any other thoughts or suggestions that you would like to talk to
me about?

Thank and close discussion

Project Education
Research Guide
Community leaders
Introduction:
Namaste. We are here to speak to you about the education of children.
The reason we have asked you to come together in a group is because we want
hear each ones views and opinions. Often, we only think of something when we
hear someone say something else so by having everyone come together and
get into a discussion, we hope that we will hear each ones views and opinions
and that you will also be able to have a full discussion with us because you will
also hear what others have to say.
Please note that we are only talking of opinions and in that there can be no right
or wrong answers. (Example of preferences in colours, food there can be no right
or wrong). So please do not hesitate please speak your mind freely.

40
 Also it is important that each one speaks because we are keen to hear each
ones opinion. If I wanted to know just one persons view, I would have spoken
separately to that one person. Each ones view is important, so please speak.
My only request is that sometimes if everyone speaks together, it is difficult to
understand what is being said. So wait till one person finishes and then speak.
I will be recording this but that is only so that we can remember what was being
said in each discussion. This is only for us to use for our work. No other use will be
made of the tape.
Are there any questions you would like to ask me?

To begin with, I would like to introduce yourselves so that I can get to know you a
little. Please tell me your name, what you do and your responsibilities in this
society

1. All families in towns and villages are sending their children to school
nowadays.
a. At what age does a child first start going to school normally?
b. And is it difficult to get the child to go, in the beginning?
i. What difficulties do parents face, when the child first starts
going to school?
ii. And how much time does it take for a child to settle down to
a routine of going to school?
c. By and large, in your experience, do children like going to school?
Why or why not?
i. What do they like most about going to school?
ii. And what do they dislike about going to school?
iii. On what does this depend liking or not liking going to school? Anything
else? What else? (DO NOT PROMPT BUT LISTEN FOR teachers, facilities, distance,
mid-day meals, treatment at school, friends, etc.)

2. What is the parents expectation from sending a child to school,

meaning
a. After say 4-5 years, what should the child be able to do? (Read?
Write? Calculate?)
i. What progress do they want to see to feel satisfied that the
child is benefitting from being at school.
b. And after 10-12 years? What should a child be able to do?
c. Suppose one child studies in school till the age of 17-18 and another
studies till the age of 8-9 years and then drops out
i. How would a child who has been going to school for 12 years
be different from a child who stopped after 3-4 years? What
else?

3. A child is supposed to go to school six days a week, is that correct?

a. In your view, how important do people in this village/
neighbourhood think it is for a child to go every day? Why do you
say so?
41
 i. Why do you say so??
b. In the community, what is considered to be an acceptable level of
school attendance?
i. Is there any thought of a minimum weekly level? How many
days in a week would that be?

4. In every village/ town it has been seen that some children go to school
regularly but some do not.
a. Why do you think some children do not go to school regularly? What
else? Anything else? (IF NOT MENTIONED, ASK FOR: Child needed for work
at home/ farm; looking after siblings; ill health; daily attendance not
considered important; Agricultural calendar; floods; marriage season;
festival season, proper teaching does not take place in school, ill treatment
by teacher , physical barriers to school, migration )
i. For what reasons does a child sometimes miss school?
ii. Any other reasons? What else?
iii. Some people told us that in many cases parents do not think
daily attendance is important.
1. Do you agree that this might be happening
sometimes?
2. Why are some parents not so particular about regular
attendance?
3. What do they stand to gain or lose?
b. Why do you think some children do go to school regularly? Any
other? What other? (IF NOT MENTIONED, ASK FOR: How do parents manage
other work that the child could help in? how are siblings looked after in this
house?)
i. Do parents have a role to play in the child going to school
regularly?
ii. Why are some parents so particular about regular
attendance?
1. What do they stand to gain or lose?

5. What does the school headmaster or teacher say if a child does not go to
school regularly?
i. Do parents worry about how the school/teacher might
respond? Why or why not?
ii. Do children worry about how the school/teacher might
respond? Why or why not?

6. Whose responsibility is it to make sure the child goes to school regularly?

a. What is the parents responsibility? Why so?
i. But what is a parent supposed to do if the child is needed at
home or at the farm or for any work?
b. In your observation, do other family members play a role in a childs
school attendance for example, grandparents, uncles, aunts, etc?
i. What role do they typically play? Why so?

42
7. When a child misses school for a day or two, is there any negative impact
of that on the child?
a. What could this be? Any other?
b. Does he lag behind in studies? If no, why not? If yes, then what
happens?

8. When a child misses school for a day or two, who is responsible for helping
the child to catch up?
a. Parents or the school
b. Why do you feel so?
c. What is the schools/teachers responsibility?
i. If a child does not go to school
ii. What is the teacher supposed to do to help a child who might
have missed school?
d. If parents hold a child back at home for other work, is it still the
teachers responsibility to help the child? Why do you feel so?

9. What is the community opinion about a family whose child attends school
all six days of the week, every week?
i. Is it admirable? Why so?
ii. Is it of no consequence? Why so?
iii. Or is it considered unnecessary? Why so?
10.What is the community opinion about a family whose child attends school
2-3 days of the week, every week?
i. Is it shocking or scandalous? Why so?
ii. Is it something others would be concerned about or worry
about? Why so?
1. Would they try to talk to the parents about this? Why
or why not?
iii. Is it something others would criticize the family for, talk
behind their backs? Why or why not?
11.In our society, social pressure has traditionally been used to maintain
social order and discipline.
a. In your view, could social pressure be brought to bear on this issue
at the village level?
i. Would this be something that parents could be asked at a
panchayat meeting, for example? Why or why not?
b. I would like you to think of a person/ some persons in your village
who could be asked to persuade parents to send their child to
school every single day, without fail. Which person/ persons come
to mind for this role?
i. Can you describe the person to me? What is the reason
he/she came to mind?
1. What special qualities does this person have?
2. What influence does he/she have on the community?
3. Please tell me something more this persons age,
education, current job,

43
 ii. (IF NO ONE COMES TO MIND, ASK): Why do you think that there is
nobody who could be asked to do this work?

12.It is my job to try and see that all children go to school regularly and I am
asking for your suggestions.
a. How can parents be persuaded to send children to school regularly?
i. What can I tell them that will convince them?
ii. In what way can I tell them through what means or
channels?
b. How much of it is in their control, how much is beyond their control?
c. What can be done to make it easier for them to send a child to
school regularly?
i. If anything at all was possible, what form of help would you
suggest?
ii. What else? Anything else? (IF NOT MENTIONED, ASK)
1. Would different school timings help?
2. Would regular attendance and attendance call by teacher
help?
3. Would better facilities at school make a difference
4. Would help with transport make a difference? Would it help if
an escort was provided to take the child to school?
5. Would regular monitoring by the community help?
6. Could any social pressure be brought to bear on the parents?
What kind?
iii. If only one of these could be done, which one would you
suggest?

13.What role, if any, do you think the senior people in the community (such
as yourself) might have in this situation?
a. Is there any way in which you could influence families of a child with
irregular attendance? What could you do or say to persuade the
families?
b. If requested to, would you be willing or able to take on this role?
i. Why or why not?

14.Finally, I want to know your opinion about the quality of education

provided in government schools?
a. What part of it is good? Why do you say so?
b. What part of it is not good? Why do you say so?

15.Are there any other thoughts or suggestions that you would like to talk to
me about?

Thank and close discussion

__________________________________________________________________________________
Research Guide
Parents
44
Introduction:
Namaste. We are here to speak to you about your children and their education.
The reason we have asked you to come together in a group is because we want
hear each ones views and opinions. Often, we only think of something when we
hear someone say something else so by having everyone come together and
get into a discussion, we hope that we will hear each ones views and opinions
and that you will also be able to have a full discussion with us because you will
also hear what others have to say.
Please note that we are only talking of opinions and in that there can be no right
or wrong answers. (Example of preferences in colours, food there can be no right
or wrong). So please do not hesitate please speak your mind freely.
Also it is important that each one speaks because we are keen to hear each
ones opinion. If I wanted to know just one persons view, I would have spoken
separately to that one person. Each ones view is important, so please speak.
My only request is that sometimes if everyone speaks together, it is difficult to
understand what is being said. So wait till one person finishes and then speak.
I will be recording this but that is only so that we can remember what was being
said in each discussion. This is only for us to use for our work. No other use will be
made of the tape.
Are there any questions you would like to ask me?

To begin with, I would like to introduce yourselves so that I can get to know you a
little. Please tell me your name, what you do, how many children you have, their
gender and age.

1. All families in towns and villages are sending their children to school
nowadays.
a. At what age does a child first start going to school normally?
b. And is it difficult to get the child to go, in the beginning?
i. What difficulties do parents face, when the child first starts
going to school?
ii. And how much time does it take for a child to settle down to
a routine of going to school?
c. By and large, in your experience, do children like going to school?
Why or why not?
i. What do they like most about going to school?
ii. And what do they dislike about going to school?
iii. On what does this depend liking or not liking going to school? Anything
else? What else? (Do not prompt but listen for teachers, facilities,
distance, mid-day meals, treatment at school, friends, etc.)

2. What is your expectation from sending a child to school, meaning

a. After say 4-5 years, what should the child be able to do? (Read?
Write? Calculate?)
i. What progress do you want to see to feel satisfied that the
child is benefitting from being at school.
b. And after 10-12 years? What should a child be able to do?

45
 c. Suppose one child studies in school till the age of 17-18 and another
studies till the age of 8-9 years and then drops out
i. How would a child who has been going to school for 12 years
be different from a child who stopped after 3-4 years? What
else?

3. A child is supposed to go to school six days a week, is that correct?

a. In your view, how important is it for a child to go every day? Why do
you say so?
b. How many days in a week do you think it is necessary for a child to
go?
C. (IF ABOVE QUESTION NOT ANSWERED AS EXPECTED, SAY): We spoke to
parents in other villages who said that missing one-two days of
school in a week was ok. What do you feel about that?
i. Why so? (LISTEN FOR: quality of learning at school, teacher
absenteeism, urgent need at home/at farm; slow pace of teaching,
etc. )
ii. What happens if he/she does not go to school all 6 days of
the week?
iii. Why is it okay if he/she misses (1/2/3 STATE WHATEVER NUMBER
MENTIONED ABOVE) days of school in a week

4. In every village/ town it has been seen that some children go to school
regularly but some do not.
a. Why do you think some children do not go to school regularly? What
else? Anything else? (IF NOT MENTIONED, ASK FOR: Child needed for work
at home/ farm; looking after siblings; ill health; daily attendance not
considered important)
i. For what reasons does a child sometimes miss school?
ii. Any other reasons? What else?
iii. Do you feel that some of these reasons are acceptable/
understandable?
1. IF YES: Which ones are acceptable?
2. Why do you feel so?
5. In the home, who is responsible for seeing that the child goes to school
regularly?
a. What is the role of parents? What is the role of grandparents? What
is the role of other members in a joint family?
b. And who gets the final say in sending the child or keeping the child
back? (Mother, father, grandparents, uncles, aunts, other siblings?)
c. If the mother/father/ other person (name the relationship of the child
with the person who has the main responsibility) decide to keep the
child back from school, what does the (other parent/ childs parents)
have to say about this?

6. Why do you think some children do go to school regularly? Any other?

What other? (IF NOT MENTIONED, ASK FOR: How do parents manage other work
that the child could help in? How are siblings looked after in this house?)
46
 a. What could be different in these households that they send the child
to school every day of the week?
b. Why are some parents so particular about regular attendance?
i. What do they stand to gain or lose?

7. Some people told us that in many cases parents do not think daily
attendance is important.
a. Do you agree that this might be happening sometimes?
b. Generally how many days do people feel it is necessary to send a
child to school, in an average week? Why so?
c. Why are some parents not so particular about regular attendance?
`

8. What does the school headmaster or teacher say if a child does not go to
school regularly?
a. Do parents worry about how the school/teacher might respond?
Why or why not?
b. Do children worry about how the school/teacher might respond?
Why or why not?

SHOW STICK FIGURES OR DOLLS

9. This is Ramu (Radha) and this is Ajay (Asha). Ramu (Radha) goes to
school regularly but Ajay (Asha) stays back to help his father (her mother)
with work in the farm (house). S/He goes to school about 2-3 days a week;
Ramu (Radha) goes 6 days a week.
a. What kind of family might Ramu (Radha) come from? Can you take
a guess at what his fathers occupation might be, what type of
house he lives in etc.?
b. What kind of family might Ajay (Asha) come from? Can you take a
guess at what his fathers occupation might be, what type of house
he lives in etc.?
c. Will Ramu (Radha) have any advantage over Ajay (Asha)? Why? In
what way?
d. Will Ajay (Asha) have any advantage over Ramu (Radha)? Why? In
what way?

10.Do neighbours or other people of the community notice if a child does not
go to school?
a. What is the parents responsibility? Why so?
b. What do they say?
i. Do they criticize or do they understand?
ii. If they do criticize, in what way does it affect the parents?
c. How does a negative reaction or criticism get expressed?
i. Does anyone talk directly to the parents?
ii. Do people talk behind the backs of the parents?

47
 iii. What do they say about families where the child goes to
school irregularly? Is it a matter of gossip? Or is it shrugged
away?

11.When a child misses school for a day or two, is there any negative impact
of that on the child?
a. What could this be? Any other?
b. Does he lag behind in studies? If no, why not? If yes, then what
happens?

12.When a child misses school for a day or two, who is responsible for helping
the child to catch up?
a. Parents or the school (or nobody the child just manages on his/her
own)
b. Why do you feel so?
c. What is the schools/teachers responsibility?
i. If a child does not go to school
ii. What is the teacher supposed to do to help a child who might
have missed school?
d. If parents hold a child back at home for other work, is it still the
teachers responsibility to help the child? Why do you feel so?

13.It is my job to try and see that all children go to school regularly and I am
asking for your suggestions.
a. How can parents or entire families be persuaded to send children to
school regularly?
i. Which family members should I speak to first?
ii. What can I tell them that will convince them?
b. How much of it is in their control, how much is beyond their control?
c. What can be done to make it easier for them to send a child to
school regularly?
i. If anything at all was possible, what form of help would you
suggest?
ii. What else? Anything else? (IF NOT MENTIONED, ASK)
1. Would different school timings help?
2. Would regular attendance and attendance call by teacher
help?
3. Would better facilities at school make a difference
4. Would help with transport make a difference?
5. Would providing an escort to take children to school make a
difference?
iii. If only one of these could be done, which one would you
suggest?
d. We were talking of what the community says about a family where
the child does not go to school regularly. In our society, social
pressure has often been used to ensure desired discipline.
i. In your view, is there scope here for social pressure to work?

48
 ii. Can the seniors in a society be asked to bring pressure on
regular attendance?
1. Would it work? Why or why not?

14.Finally, I want to know your opinion about the quality of education

provided in government schools?
a. What part of it is good? Why do you say so?
b. What part of it is not good? Why do you say so?

15.Are there any other thoughts or suggestions that you would like to talk to
me about?

Thank and close discussion

49
 Project Education
Research Guide
Teachers and Shiksha Mitra
Introduction:
Namaste. We are here to speak to you about the education of children.
The reason we have asked you to come together in a group is because we want
hear each ones views and opinions. Often, we only think of something when we
hear someone say something else so by having everyone come together and
get into a discussion, we hope that we will hear each ones views and opinions
and that you will also be able to have a full discussion with us because you will
also hear what others have to say.
Please note that we are only talking of opinions and in that there can be no right
or wrong answers. (Example of preferences in colours, food there can be no right
or wrong). So please do not hesitate please speak your mind freely.
Also it is important that each one speaks because we are keen to hear each
ones opinion. If I wanted to know just one persons view, I would have spoken
separately to that one person. Each ones view is important, so please speak.
My only request is that sometimes if everyone speaks together, it is difficult to
understand what is being said. So wait till one person finishes and then speak.
I will be recording this but that is only so that we can remember what was being
said in each discussion. This is only for us to use for our work. No other use will be
made of the tape.
Are there any questions you would like to ask me?

To begin with, I would like to introduce yourselves so that I can get to know you a
little. Please tell me your name, what you do and your responsibilities in
education.

1. At what age does a child first start going to school normally?

a. What difficulties do parents face, when the child first starts going to
school?
b. And how much time does it take for a child to settle down in school?
c. In your experience, what do children like most about going to school
when they first start schooling?
d. And what do they dislike about going to school in the early years?
i. On what does this depend liking or not liking going to school? Anything
else? What else? (DO NOT PROMPT BUT LISTEN FOR teachers, facilities, distance,
mid-day meals, treatment at school, friends, etc.)

2. What do parents expect from sending a child to school, meaning

a. After say 4-5 years, what do they believe that the child be able to
do? (Read? Write? Calculate?)
i. What progress do they want to see to feel satisfied that the
child is benefitting from being at school.
b. And after 10-12 years? What do they expect that a child should be
able to do?

3. A child is supposed to go to school six days a week, is that correct?

50
 a. In your view, how important do people in this village/
neighbourhood think it is for a child to go every day? Why do you
say so?
i. Why do you say so??
b. In the community, what is considered to be an acceptable level of
school attendance?
i. Is there any thought of a minimum weekly level? How many
days in a week would that be?

4. In every village/ town it has been seen that some children go to school
regularly but some do not.
a. Why do you think some children do not go to school regularly?
Anything else? (IF NOT MENTIONED, ASK FOR: Child needed for work at
home/ farm; looking after siblings; ill health; daily attendance not
considered important; Agricultural calendar; floods; marriage season;
festival season, migration)
i. In your view, how much importance do parents give to regular
school attendance?
1. Why do you think this happens?
b. On the other hand, some children do go to school regularly? Why do
you think that happens? Any other reason? What other? (IF NOT
MENTIONED, ASK FOR: How do parents manage other work that the child
could help in? how are siblings looked after in this house?)
i. Do parents have a role to play in the child going to school
regularly?
ii. Why are some parents so particular about regular
attendance?
1. What do they stand to gain or lose?

5. What do you say to parents or to the child if a child does not come to
school regularly?
a. What do you say to the parents?
i. And how do the parents respond to that?
b. What do you (other teachers) say to the child?
i. And how does the child respond to that?

6. Within the household, whose responsibility is it to make sure the child

goes to school regularly?
a. What is the parents responsibility? Why so?
i. And what if the child is needed at home or at the farm for for
any work?
b. In your observation, do other family members play a role in a childs
school attendance for example, grandparents, uncles, aunts, etc.?
i. What role do they typically play? Why so?

7. When a child misses school for a day or two, is there any negative impact
of that on the child?

51
 a. What impact does this have? Any other?
b. Does he lag behind in studies? If no, why not? If yes, then what
happens?

8. When a child misses school for a day or two, who is responsible for helping
the child to catch up?
a. Parents or the school
b. Why do you feel so?
c. What is the teacher expected to do to help a child who might have
missed school?
d. If parents hold a child back at home for other work, is it still the
teachers responsibility to help the child? Why do you feel so?

9. In your view, what negative impact does irregular attendance have on a

child?
a. What impact on education and being able to follow the studies?
b. What impact on the childs overall development?

10.Does the community have any views on regular school attendance?

a. Why or why not?

11.What do they say about a family whose child attends school all six days of
the week, every week?
a. Do they admire such a family? Why so?
b. Is it of no consequence? Why so?
c. Or is it considered unnecessary? Why so?
12.What is the community opinion about a family whose child misses school
2-3 days of the week, every week?
a. Is it something others would be concerned about or worry about?
Why so?
i. Would they try to talk to the parents about this? Why or why
not?
b. Is it something others would criticize the family for, talk behind their
backs? Why or why not?
13.In our society, social pressure has traditionally been used to maintain
social order and discipline.
a. In your view, could social pressure be brought to bear on this issue?
i. What kind of pressure can you suggest?
ii. Would this be something that parents could be asked at a
panchayat meeting, for example? Why or why not?

14.I would like you to think of a person/ some persons in your village who
could be asked to persuade parents to send their child to school every
single day, without fail. Which person/ persons come to mind for this role?
a. Can you describe the person to me? What is the reason he/she
came to mind?
i. What special qualities does this person have?

52
 ii. What influence does he/she have on the community?
iii. Please tell me something more this persons age, education,
current job,
b. (IF NO ONE COMES TO MIND, ASK): Why do you think that there is nobody
who could be asked to do this work?

15.It is my job to try and see that all children go to school regularly and I am
asking for your suggestions.
a. How can parents be persuaded to send children to school regularly?
i. What can I tell them that will convince them?
ii. In what way can I tell them through what means or
channels?
b. How much of it is in their control, how much is beyond their control?
c. What can be done to make it easier for them to send a child to
school regularly?
i. If anything at all was possible, what form of help would you
suggest?
ii. What else? Anything else? (IF NOT MENTIONED, ASK)
1. Would different school timings help?
2. Would regular attendance and attendance call by teacher
help?
3. Would better facilities at school make a difference
4. Would help with transport make a difference? Would it help if
an escort was provided to take the child to school?
5. Would regular monitoring by the community help?
6. Could any social pressure be brought to bear on the parents?
What kind?
iii. If only one of these could be done, which one would you
suggest?

16.What role, if any, do you think the senior people in the community might
have in this situation?
a. Is there any way in which you could influence families of a child with
irregular attendance? What could you do or say to persuade the
families?

17.Are there any other thoughts or suggestions that you would like to talk to
me about?

Thank and close discussion

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