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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
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Restrictive Academic Well-Being in Deprived Tribal Schools of
Madhyapradesh and its Impact on Quality Learning Competencies an
Analysis by Six Sigma Method
R. Hariharan, Prof. Gynendra Kumar Rout, Prof. Shamim Ahmad, Dr. Arun Kumar,
Dr. Maria Josephine Arokia Marie, Dr. Shikha Banerjee
Education Department, Igntu,, Amarkantak, Madhya Pradesh, India
Introduction
Madhya Pradesh, the country's second-largest state by area, is located in the center of the
country, spanning latitudes 21.2°N to 26.81°N and longitudes 74.69° to 82.10° east longitudes.
The Cancer Tropic runs across the center of the state. With an increase of 8.8 million people in
the 72.6 million population, According to the 2011 Population Census of Madhya Pradesh (C-
13), the state had a population of over a million people. In 2017, the population was over 81.4
million, making it the sixth most populous state in the country. Six percent of the country's
population is from this region. Absolutely, Madhya Pradesh is an agrarian state. The scheduled
tribe‟s population in Madhya Pradesh has reached 15,316,784 in 2011 with a growth of 210% in
the four decades (Vishal D. Pajankar, 2016).
Socio – economic settings in M.P
The figure 1 as it is mentioned the data, the state was identified as lesser per capita
income, health expense and in literacy rate which was analytically processed by the Reserve
Bank of India by comparing the other states in India.
Source: Central Statistical Organization; RBI State Finances:
A Study of Budgets; Census of India.
Figure 1 –Showing the income, health expenditure and literacy rate
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In the year 2013 -14, the growth rate is specifically and significantly noted by the
Reserve Bank of India as in the figure 2 in which the real per capita (GSDP) is 29, 923; the real
per capita revenue expenditure on health is 226 along with literacy rate 72.8. The figure 2 is also
comparatively analyzed all the data pertaining to the other states of India. The other states and
union territories in India excel well ahead than the states like Madhya Pradesh, the report has
additionally pointed out. But the problems related to lower literacy and health expenses are still
embarking as major factors that block the social growth. Undoubtedly, the academic progress in
the improved the M.P state the well gaining as in the data given by India Brand Equity
Foundation.
In the recent times primary sector‟s contribution to the state‟s Gross Value Added (GVA)
increased from 33.85% in 2011-12 to 46.98% in 2020-21 (Last updated on Aug, 31 2021, India
Brand Equity Foundation, 2021).So it is implicitly determined that the state has progressive on
its all fronts from the previous decades. The policy implementation strategies in educational
sector has been intensified to strengthen the state at al level. Furthermore, Prachitha et al (2019)
noted the millennium development goal shall be achieved only when the good academic quality
along with the health programs and rigorous poverty reduction measures attain its fullest growth
in the state.
Madhya Pradesh state vision to delivery roadmap (2019) has been publicized for
envisioning development in the year 2020 – 25 and it is evidently acknowledged that Social
equality has numerous elements, with an emphasis on economic fairness that can be achieved
through equal access to education, health care, social security, public infrastructure, job
opportunities, equal access to any public service, and special provisions for the poor and
destitute.
Baseline report of Nidhi Ayog and UNDP
Nidhi Ayog (November, 2021) released data on the percentage of population who are
multidimensionally poor in each district on Madhya Pradesh where the Anuppur (41.70%);
Dindori (56.23%); Mandla (48.1%) and in Shahdol (43.5%). Nearly 8.39% of children are not
going to schooling before 8 standard while in Kerala (0.30%) ; Goa ( 0.90%) in Himachal
Pradesh (0.89%). This data is processed based on the National Family Health Survey (NFHS)
surveyed in the year 2015-16. The Multi Poverty Index (MPI) in Madhya Pradesh measures
various and concurrent deprivations suffered by households across three macro dimensions:
health, education, and living conditions. It emphasizes the importance of a whole-of-government
approach to combating poverty and its multifaceted nature. This multi-sectorial strategy must be
integrated horizontally and vertically at all levels of governance.
It should also be mentioned that 6 years of basic schooling will benefit households that
are experiencing the elimination of deprivation, therefore projects focusing on basic schooling
should be prioritized in order to alleviate rural economic constraints. As a result, it is recognized
that education is a fundamental force capable of eradicating deprivation.
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Human development and academic quality
Though, the education sector's policy implementation strategies have been enhanced to
strengthen the state, the growth rate of the various districts have been given in the figure 2 which
has been reported by National Institute of Public Finance and Policy New Delhi (2018) and it
portrays that Satna, Alirajpur, Anuppur, Mandla, and Rewa are five districts with low human
inclusive growth that need to focus on all five aspects of the governance system. (Bhanumurthy
et.al, 2018). Henceforth, it is much realized that quality education and human development go
hand in hand to create far-reaching social development.
Figure 2– Showing level of achievement in human development in M.P
Schooling system In M.PThe Educational portal (2020) has disclosed the details of schooling
system in the state which is largely much diversified with School Education (CPI, RSK, SCERT)
-224 blocks; Tribal Welfare (CTD) -89 blocks; Panchayati Raj Institutions (PRIs) -51 ZP & 313
JPs and Urban Local Bodies (ULBs) -413. Further, the state government has established over
1.25 lac schools/institutions/offices located in more than 90,000 remote habitations in the state
along with 3.9 lac teachers/support staff are the human resources.
Educational portal - a milestone
The portal has been created by the efforts of all the stake holders as well as largely by the higher
authorities of the state to be inclusive of all the needful data processing for the school - Using 11
digit DISE code; for the Teachers - Creating 6 digit Emp-Unique ID and for DDO - Using
Finance Deptt‟s DDO Code. Online Education Portal developed in such a way which allows all
the Stakeholders to get reports without any password and the administrators can update, process,
get reports using respective password. The special features of the Portal system:
Schools with no staff, schools with a single teacher, high enrolment, teachers
engaging in non-teaching activities, and schools with surplus teachers are all alerted
by proactive governance.
District Civil-Works Grading.
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Sub Engineers Grading Decision Support System with GIS Technology, used for
opening new Schools, so that Primary School in every KM, MS in 3 KMS, and HS in
5 KMS can be checked.
MIS and GIS encompassing Geo Tagged Images are used to capture toilet and
drinking water facility requirements as per RTE rules, in order to get the exact
requirement and sanctioning of requirements.
Transparent and effective School Inspection Services Civil Works Registration and
Monitoring.
Prevailing academic system – A crucial inquiry
Though government schemes have been ordained for the sustained growth, Schedule
Tribes, who have historically been excluded from mainstream development activities, partly
because to still-existing socio-economic barriers and partly due to the administration's
implementation inadequacies in reaching these marginalized groups, continue to struggle to
compete with other segments of society (Haseena et. al., 2014). The real-world insufficiencies of
the welfare schemes has been reflective in many sectors inclusive of the education, a
predominant factor, which is to fortify the tribal social upliftment in the state.
Many scientific analysis of various scholars have noteworthy descriptions about the
existing academic system. According to the Millennium Development Goals – Final Country
Report of India (2017), the retention rate at primary level in Madhya Pradesh is 76.7 percent for
boys and 76.27 percent for girls, for a total of 76.50 percent.
Furthermore, Vishal (2016) conducted a case study in two blocks of Madhya Pradesh's
Betul district, with a focus on the first research objective of Betul district, which was chosen
based on children's schooling habits, and the second research objective of exploring the possible
physical barriers that school-aged children face in getting to school. The upper primary schooling
is available at the distance of 3 Kilometers for the 78% of habitants and the distance for primary
schooling is about 1 Kilo meter. Students are denied of essential services such as electricity,
transportation, suitable roads and access to a cell network (Vishal, 2016). The majority of the
students walk to school. They confront difficulties when the rainy season approaches, making it
difficult for them to get to school.
Analytical study conducted by Prachitha et, al. (2019) prophesied that the Madhya
Pradesh must have determined governmental and public efforts to attain the practical attainments
stipulated in the pursuit of the Millennium Development Goals. The study, additional
ascertained, that the unbalanced in societal developments.
Assessment of National Council of Educational Research and Training
The research team of National Council of Educational Research and Training, New Delhi
(2018) headed by Sandhya Sangai (2018) investigated quality improvement programs with the
primary goal of determining whether the following Quality Improvement Initiatives are being
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carried out as intended: Dakshta Sambardhan, Continuous and Comprehensive Evaluation and
Pratibha Parv. The following findings of the report are worth mentioning:
Stakeholders' attention was drawn to the need to improve education quality as a result of
Dakshta Samvardhan's initiative. Officials were aware of their obligations and kept track of the
essential documentation to assess children's learning progress.
The inhibiting elements were conspiring to keep the desired results from being achieved.
Low child attendance and absenteeism, teacher shortages and workloads, lack of sufficient
supervision, inefficient teacher training, and parental apathy to their children's education were all
highlighted by respondents as important limiting issues.
The respondents also stated that, despite the fact that CCE was executed as planned, the
desired results were not obtained. The primary hindering reasons, according to respondents from
various groups, were kid absenteeism, teacher shortages and poor teacher training, lack of proper
monitoring, and parental apathy to their children's educational advancement.
Pratibha Parv was revealed to be a well-known program. According to the respondents,
the general public is aware of the Parv's objectives and organizing approach. Children, parents,
and teachers were all told about the specific grades of their children, and teachers were also
notified about the grade awarded to their schools, thanks to the organization modality. It was
mostly carried out as planned.
Despite the fact that Pratibha Parv is a government-sponsored program, the stakes are
enormous. With so much focus on this project from all sides, some impediments prevented the
implementation of Pratibha Parv from producing the intended results. Teachers' shortages and
indifference, a lack of grade-appropriate question papers, parents' indifference, and teachers' lack
of preparation time were all identified as key impediments in the responses.
Annual Status of Education Report (Rural) 2018 - 21
Annual Status of Education Report (Rural) 2018 - 21 conducted national wide study on children
aged 3 to 16 are questioned to determine whether or not they are enrolled in school or pre-school.
Children aged 5 to 16 are individually examined to determine their basic reading and math
ability. Children in Madhya Pradesh in government schools in Std V who can read Std II level
text, 2008-2018 are surveyed. For the year 2016, the results showed only 31.4% of children
studying in the V standard able to read Std II level text similarly 34.4% for 2018. In the year
2016 only 15.3 % of the students studying in the V standard are able to do division in math
similarly is 16.5% in the year 2018.
Table 1–showing the Annual Status of Education Report , 2018-21 Madhya Pradesh
Annual Status of Education Report , 2018-21 Madhya Pradesh
S.No
Description
Sampled for the research
1
Census 2011 Actual Districts
50
2
Surveyed Districts (By ASER)
50
3
Surveyed Villages
1500
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4
Surveyed Households
29961
5
Age 3-16
48791
6
Age 3 – 5
9604
7
Age 6 -14
32856
8
Age 15 – 16
6331
Tested children
9
Reading
31409
10
Arithmetic
31328
Further, the report noted in a decade no of schools with increased proportion 18.1% in 2009 to
49.6% in 2018.
Table 2 – showing the RTE indicators - ASER 2018-21 in M.P
Right to Education indicators in the government schools in M.P
( ASER – 2018)
S.No
School indicators – RTE
Indicator level
1
Pupil – Teacher ratio tested
1451 Schools
2
Pupil - teacher (2018) ratio
49 %
3
Classroom-teacher ratio
71.3%
4
Office/store/office cum store
70.7%
5
Play ground
69.2%
6
Boundary wall
44.7%
7
Kitchen shed for cooking
mid-day meal
85.7%
8
Drinking water available
71.0%
9
Toilet available and useable
68.3%
10
Toilet available and useable - Girls
56.5%
11
Computer facility available
3.8%
12
Computer available and children observed using
them on day of visit
0.7%
13
Mid-day meal served in school on day of visit
82.9%
School Enrolment in Madhya Pradesh
Table shows the % of the different aged children enrolled in schools of Madhya Pradesh. This
enrolment level has been steadily progressive.
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Figure3 – Showing level of School enrolment in M.P - ASER report – 2018
The figure 3 shows the % of children not enrolled in the school in M.P state. In 2018, 5% of the
boys not enrolled in the school at the age group of 11 – 14 and 8% of the girls in this age group.
20 % belonging to the age of 15 -16 years group of boys not enrolled in the school similarly 27%
of girls not enrolled in the school.
The following chart apparently shows the data on the students not enrolled over period of time
from 2006 – 2018.
Figure 4 –Showing year wiseSchool enrolment in M.P - ASER report – 2018
The percentage of young children enrolled in the schools of 3 – 8 age group. 6.8 % of the young
children in the age group of 6 -7 are not school as per the report given in the figure 4.
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
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Figure 5 –Showing level of School enrolment in M.P - ASER report – 2018
The percentage reading ability level of the all the children is analyzed by the ASER
report 2018 in which the 15.3% of the students studying in the III standard are not able to read
the letters but 36.4% children are able to read but not words or sentences as in the figure 5.
17.3% can read words but not Std I level text or higher, 13.4% can read Std I level text
but not Std II level text, and 17.6% can read Std II level text. For each grade, the total of these
exclusive categories is 100%.
Socio – Economical constraints
The constraints existing in views, values, attitudes, opinions, and lifestyles of people in
their surrounding environment, as shaped by cultural, biological, demographic, religious,
educational, and ethnographic upbringing, were amongst the social elements that affect an
individual school student. The constraints may denoted as the scarcities existing in their life
system.
Hence, it is remarkably notedthat the schooling does not provide an instant financial
benefit, tribal parents prefer to place their children in gainful jobs that complement the family's
income. The socio – economic factors along with the cultural perspectives are very important
input factors of any educational system.
Lingual constraints
The inability of a student to comprehend answers is one of the most challenging aspects
of learning a new language. This is primarily due to cultural differences, which force the learner
to become perplexed when attempting to communicate with the speaking with their school
teachers. Further the communicative task are not enough to reduce anxiety or stress while
conversation in the classroom. This psychological conditions make the lingual constraints among
school students.
Language problems affect tribal children twice as much as they do non-tribal children.
Years of geographical isolation and cultural variations have resulted in substantial disparities in
communication, learning, and interaction styles, as well as gaps in contextual information.
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Tribal schooling
It is process of being taught by teachers in the schools where all the instructional facilities
are available. Consequently, it is also observed that most of the tribal schools are distantly
located in tribal areas which have minimal infrastructural amenities. These schools are furnished
with few teaching aids, learning resources, with minimum hygiene regulations.
Quality learning competencies
The quality educational dimensions of UNESCO‟s framework:
1. Learner features: comprising learner capacity, determination, willingness for
school,previous knowledge, blockades to learning, and demographic variables.
2. Academic Context: containing civic properties for education, parental support, national
principles,industry or market requirements, socio-cultural and religious factors, peer group
impacts, schoolingtime and home assignments.
3. Empowering quality Efforts: containing teaching and learning materials, physical
infrastructure andfacilities,and human resources.
4. Teaching and Learning: more learning time, good transactional methods, evaluation, and
appropriate classsize.
5. Outcomes: including skills in literacy and arithmetical ability, life principles and
competencies.(UNESCO, 2004: 36).
The learning quality is also imperative with the good teacher efficacy, sincere academic practices
of the administration, vitality of parental determination and routine scholastic based grit practices
of the students.
Six sigma Analysis
It is a proven quality analytical technique adopted in all type of industries for attaining
eminence in the process and in productivity. It is also used in the space technology, financial
sectors, healthcare institutions and very meagre in academics. It is used to process improvement
by reducing defective variations.Six sigma in the normal probability curve is denoted asGreek
letter σ (sigma)between the mean. Motorola pioneered Six Sigma, setting a "six sigma" goal for
its manufacturing business. In 1986 the six sigma technique was adopted and Bill smith was
considered as “Father of Six Sigma”. It registered as service index in America on 1993.
Honeywell and General Electric are the most famous firms using this process capability
technique to sustain the overall industrial quality.
In this research, the socio – economic and lingual factors which are governing the quality
learning process of the school students are analyzed along with the parameters of school
administration, teacher efficacy and parental involvement.
Need for the study
The remoteness of the tribal localities along with poverty are major set block which
hinders the quality educative process in the schools where the amnesties related to quality
education are minimal or at substandard level. Lack of readability, Writing skills and self –
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
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expression are the predominant among the tribal children who are psychologically timid in
nature in their respective schools. Though the technology based quality academic system are
made available in the state, the distantly located schools do not have sophisticated teaching –
learning process as stated in the previous studies. Hence, the research study has been framed and
entitled “Socio - Economical and Lingual Constraints of Tribal Schooling and Its Impact on
Quality Learning Competencies – An Analysis by Six Sigma Method”
Variables
The variable of the study are:
Independent variable - Socio - Economical and Lingual Constraints of Tribal Schooling
Dependent variable - Quality Learning Competencies
Research objectives
Based on the variables cited above the following research objectives are set.
1. To find the perception of Headmasters, teachers, parents and students on school Space,
location of the school, reachability, infrastructural facilities and enrolment pattern of the
schools.
2. To find the sigma value of the quality academic practices in the school with regard to
school administration at primary school
3. To find the sigma value of the quality academic practices in the secondary school with
regard to school administration
4. To measure the quality practices of the primary school with regard to teaching process
efficacy
5. To measure the quality practices of the secondary school with regard to teaching process
efficacy
Hypotheses
Grounded on the above research objectives, the hypotheses are set as mentioned below:
1. The academic quality does not attain the maximum level of 3 sigma level at primary
school level with regard to school administration
2. The academic quality does not attain the maximum level of 3 sigma level at Secondary
school level.
3. The teaching process efficacy of the primary schools has attained 3 sigma level
4. The teaching process efficacy of the Secondary schools has attained 3 sigma level.
Methodology
Methods
In the six sigma – DMAIC method the frequency of defects, sigma values were measured and the
results were analyzed. The DMAIC method has been rationalized in this research as in the
following design.
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Table 3 – Showing Six sigma – DMAIC method
Six sigma DMAIC
Description
D
Define
The problems are identified by the brain storming sessions and with affinity
diagram
M
Measure
The normative mean and DPMO ( Defect per Million Opportunities) of all the
school parameters mentioned by all the stake holders
A
Analyze
The sigma values of all school parameters are explored along with the rate of
yield in percent.
I
Improve
The improvement strategies are adopted and implemented by the school
administration, student teachers and by the teacher educators of IGNTU
C
Control
The control measures are to be ordained by the government authorities
As in the table 3 the six sigma – DMAIC method is employed in this study. This research
framework has been the primarily propelled by this elements.
Table 4 – Showing the research paradigm
The research paradigm is shown in the table 4
Population
The population of the study is inclusive of 1-8 standard students studying in the Anuppur district,
Dindori District and Mandla District.
Sampling distribution
The stratified random sampling method was adopted to collect the data from the students
studying from 1 – 8 standards in the schools of the three districts are listed below in the table 5.
Table 5 – showing the sample distribution
S.No
Name of the school
Standard
No of students
Girls
Boys
Anuppur district
1
Government middle
1
10
08
Variables
Sample
Tools
Statistics
Independent
Dependent
Socio - Economical
and Lingual
Constraints of Tribal
Schooling
Quality Learning
competencies
Based DPMO and
Sigma values
1159 school
students
83 school
teachers
17 parents
Prepared for School as
Questionnaire
Tool for -Headmasters/
Principal
Tool for teachers
Tool for parents
Mean, S.D
Students t‟ test, process
capability, Cp index,
Sigma value, DPMO
value and control chart.
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school, Thali,
Puspharaj block,
Anuppur district
2
3
4
5
6
7
8
13
08
09
10
22
18
23
09
07
08
08
21
17
19
Total
113
97
2
Govt HSS Bhejari
1
2
3
4
5
6
7
8
3
1
4
4
5
34
31
31
5
2
5
11
5
48
32
35
Total
113
161
3
Government High
school, Pondki
1
2
3
4
5
6
7
8
13
04
08
06
10
29
39
23
10
01
12
04
05
27
28
27
Total
93
115
4
Government High
school, near bus
stand, Amarkantak
6
7
8
16
20
53
23
14
55
Total
89
92
5
Govt Kanikha
vidyalaya
Amarkantak
1
2
3
4
5
6
7
8
06
05
08
07
14
26
18
31
No
boys
Total
115
6
Government High
1
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school, near
Amarkantak Temple
2
3
4
5
6
7
8
15
13
17
08
12
28
Total
45
48
District total
1181
Tools Used
The following tools were used to collect the data. Hindi version of the questionnaire was
prepared by the various subject experts at University, Student teachers and by the school
teachers.
Table 6 – Showing the tool description
S.No
Tool used
Tool description
No of
Items
Frequency /
Likert scale
rating
Cronbac
Validity
Reliability
1
School
Questionnaire
it is inclusive of space of the school,
locality, reachability and financial
provisions available – socio
economical lingual constraints
Check
list
For indicating
Space, locality
and reachability
0.78
0.83
2
Tool for
Headmasters/
Principal
school keeping on a systematic
records concerned
16
Frequency of
problems noted
0.81
0.89
3
Tool for
teachers
problems observed by teachers
during teaching and learning
dynamics
30
Frequency of
problems noted
0.76
0.81
The tool dimensions - The tool dimensions were identified through the process of persistent
meeting with the school principals/headmasters, teachers, parents, student teachers from the
Department of Education, Indira Gandhi National Tribal University (IGNTU) Amarkantak.
Table 7 - Showing the tool dimensions
S.No
Name of the Tool
Dimensions
Item No
Tool preparatory
Sources
1
School
Questionnaire
(5 point likert scale
The space, Location,
Reachability,
Infrastructural facility, Past
and present enrolment
1 – 7
school
principals/headmasters,
teachers, parents,
student teachers from
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with related to the
dimensions)
pattern, Financial provisions
school
the Department of
Education, Indira
Gandhi National Tribal
University (IGNTU)
Amarkantak
2
Tool for
Headmasters /
Principal
(5 point likert scale
with related to the
dimensions)
School records
1-5,8
Psycho - social problems
6 -7, 9 -10,
14,16
Learning problems
11,
Academic schedule
15
Cultural problems
17
Lingual problems
13, 17
Parental issues
10- 11
3
Tool for teachers
Teaching attitude
1,3,5,16,17,18
Psycho - social problems of
the students
6-10
Parental assistance
11,12,23,24
Economical problems
12
Lingual problems
15,19
School Transportation
22,26,27
Working conditions
25,28,30
School facilities
(Electricity, Playground, lab,
Rest room etc.)
29,31
Tool generation
Various problematic conditions related to teaching - learning process of these remotely located
schools have been identified as in the below:
Continuous school visits by the students teachers of IGNTU who report the investigators
constantly during their mandatory intensive teaching program from 2016 – 2021.
Brain storming sessions conducted at the schools with Headmasters, teachers by the
investigators at the time of repeated visits for intensive teaching sessions.
Brain storming sessions
Various constraints in teaching - learning practices of these schools were discussed with the
stake holders cited above during the brain storming sessions. Further, Brainstorming is a
strategy for generating innovative ideas. It's also a problem-solving strategy. This strategy
creates a safe environment in which individuals can express themselves without fear of being
judged. Every suggestion is written down and considered a possible solution to a problem.
The prime focus was laid as one person's imagination and experience reach out during the
creation of a concept, another person's creativity and experience might be used to break it
down.
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Affinity Diagram
The investigator employed an affinity diagram of all the linked reports from all the
stakeholders who experienced quality schooling constraints in this study. An affinity diagram
is a method for organizing a large number of concepts into subgroups with shared themes or
links. The method is frequently referred to as the K-J method because it is said to have been
created by Jiro Kawakita. It is considerably easier to visualize the similarity and plan for and
handle the difficulties to the Six Sigma approach by arranging the ideas into "affinity
groups."
The various constraints of quality schooling in these rural schools have been noted as in the
affinity diagram in the figure 6 illustrated below.
Figure – 6: showing the quality learning determinants
Six sigma analytical procedure
DPMO value (Defect Per Million Opportunities)
The defect rate, represented by the letter p, is the proportion of defective items that do not
meet specifications to the total number of items processed (or inspected). For a long time, the
defect rate or fraction of defective items has been employed in industry or in any academia.
The ppm (parts-per-million) defect rate is the number of defective items per million
inspected items. A ppm fault rate cannot always be used properly, especially in the case of
service work. A DPMO (defects per million chances) is frequently employed in this situation.
Out of one million available possibilities, the DPMO is the number of faulty opportunities that
do not fit the requisite standard.
From the sigma values and DPMO the yield of the process outcome can be analyzed in
percent which will give the rate of process capability attained in the teaching – learning process
in these schools. Moreover, the routine administrative practices along the curricular transactional
process in the classroom are also evaluated with the DPMO with corresponding Sigma values.
•parental
awareness for
quality
schooing
•implementati
on of good
academic and
conducive
strategies
•real inclination
towards
academic
progrss
•systematic
adoption of
best teaching
methods
•head master's role
for quality
functioning of the
school
•adopting quality
practices -
monitoring and
controlling
Headmast
er School
teachers
Parental
role
Learner
systems
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
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The following equations demonstrate how to calculate DPU, DPO, and DPMO using
calculators or Microsoft Excel sheets in the current study.The six sigma value in this research
was calculated as in the table (Sung H. Park, (2003)and Craig Gygi et al. (2006).
Figure – 7 : Research process of quality learning in tribal schools
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14568 -
Data Analysis
Objective – 1: To find the perception on school Space, location of the school, reachability,
infrastructural facilities and enrolment pattern of the schools
Table 8 – Showing opinion on the school Space
SN
O
The space of the school
Student
s
opinion
(%)
Teacher
s
opinion
(%)
Head
master
s
opinio
n (%)
Parent‟
s
opinion
(%)
Findings
1
More spacious
61
49
80
68
The
schools
have
enough
space in
the
classroom
s and play
field but it
should be
properly
maintaine
d by the
authorities
concerned.
The
playgroun
d should
be well
equipped
and
properly
elevated.
2
moderate space
18
18
-
08
3
Inadequate space class room
09
11
-
07
4
Without playground
09
10
10
8
5
Not enough space on playfield
03
12
10
9
Further observations
All the school buildings should be repainted, water stagnancy should be avoided, some schools
should be cemented and some school playgrounds must be cleaned hygienically. The appropriate
school space and play facilities remarkably influence the good psycho – social dynamics along
with quality learning system.
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
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Table 9 – Showing opinion on the location of the school
SN
O
location of the school
Student
s
opinion
(%)
Teacher
s
opinion
(%)
Head
master
s
opinio
n (%)
Parent‟
s
opinion
(%)
Findings
1
Nearby village
62
53
71
70
The schools
are located
in the
villages with
less
transportatio
n facility.
2
remotely located
18
20
11
08
3
inaccessible to visit
frequently
09
17
8
7
4
less road connectivity
11
10
10
15
Mostly preprimary and primary schools have been established nearby villages and are accessible
to all the stake holders.
Table 10 – Showing opinion on the reachability of the school
SNO
Reachability to
the school
Students
opinion
(%)
Teachers
opinion
(%)
Head
masters
opinion
(%)
Parent‟s
opinion
(%)
Findings
1
by walk
75
10
09
70
The schools are
located in the villages
with less
transportation
facility. Most of the
school students come
by walk.
2
by vehicle
08
78
89
12
3
by bus
08
08
2
13
4
By trucker
03
04
-
05
5
By parents
02
-
-
-
The reachability plays a key role as 75% of the school students come to school on foot and they
are face physical and mental fatigue of walking longer distance at smaller age. This is result has
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
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been validated by the research findings of Vishal (2016), Prema Chatterjee (2016) and Vinu
(2021) who asserted the school facilities are not paramount.
Table 11 – Showing opinion Infra-structure and other facilities available in the school
SNO
Infra-structure and
other facilities
available in the
school
Students
opinion
(%)
Teachers
opinion
(%)
Head
masters
opinion
(%)
Parent‟s
opinion
(%)
Findings
1
New Building
37
38
29
44
Some of the
building are to be
modified with good
furniture.
Black board should
be repainted and
water leakage must
be cemented.
Electricity is
essentially required
in all the buildings
2
Old building
40
44
57
34
3
Building with
Water leakage
08
05
05
04
4
To be modified
15
13
19
18
The schools can have new and good rest room facility for the girls. All the buildings should be
properly maintained with repainting and repairing.
Table 12 – Showing opinion on Kitchen facilities available in the school
SNO
Kitchen facilities
Students
opinion
(%)
Teachers
opinion
(%)
Head
masters
opinion
(%)
Parent‟s
opinion
(%)
Findings
1
Kitchen building is
good
25
29
44
26
Some of the
kitchen building
are to be
modified with
water facility.
Almost all the
kitchen rooms
need to have the
water
connectivity
with good
2
Moderate
36
33
09
18
3
To be shifted
05
-
-
-
4
To be modified
34
38
47
56
5
Not enough
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14571 -
space
drainage system.
Water should be
filtered
All the students, teachers and parents are of assessed that the kitchen facility must be modified
with good tape water facility.
Table 13 – Showing opinion on Water facilities available in the school
SNO
Water facilities
Students
opinion
(%)
Teachers
opinion
(%)
Head
masters
opinion
(%)
Parent‟s
opinion
(%)
Findings
1
Good water
facility
25
29
40
26
All the school
located in the study
area have bore well
water facility and
quality of the water
is to be tested before
its use.
All are have orally
perceived to use the
filtered water.
2
Moderate
12
15
09
18
3
To be changed
with filtration
47
43
53
37
4
Quality is not
good
16
13
-
18
Table 14– Showing opinion on Lab facilities available in the school
SNO
Lab
facilities
Students
opinion
(%)
Teachers
opinion
(%)
Head
masters
opinion
(%)
Parent‟s
opinion
(%)
Findings
1
Good lab facility
08
12
29
-
All the
school
located in
the study
area do
not have
good lab
facility
2
Moderate
12
15
09
-
3
To be changed
77
65
62
67
4
Quality is not good
-
-
-
33
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
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5
Not enough space
03
08
-
-
All
schools
need the
ICT lab,
Physical
lab, and
chemistry
lab
The laboratory facility is essential required for quality learning of English, Mathematics and
Science subjects.
Table 15 – Showing opinion on Enrolment in the school
SNO
Enrolment
Students
opinion
(%)
Teachers
opinion
(%)
Head
masters
opinion
(%)
Parent‟s
opinion
(%)
Findings
1
Enrolment is good
and increasing
-
12
29
-
All the
school
located in
the study
area have
very less
enrolment in
primary
sections.
All the
teachers and
Headmaster
tend to be
unintentional
to give the
opinion on
the
enrolment as
the parents
have to set
their wards
2
Moderate and steady
-
15
09
-
3
Lower and decreasing
-
-
-
-
4
No admissions. Much reduced
-
-
-
-
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14573 -
to send their
children to
school
Proper substance of the admissions depend upon the quality of the school system which must be
revamped to the greater extent by the governmental stringent measures. This is result has been
validated by the research findings of Vishal (2016), Prema Chatterjee (2016) and Vinu (2021)
who asserted the school facilities are not paramount.
Objectives – 2
To find the sigma value of the quality academic practices in the school with regard to school
administration at primary school
Hypothesis – 1
The academic quality does not attain the maximum of 3 sigma level at primary school level with
regard to school administration
Table 16– Showing frequency of good practices at primary school level
S.
N
o
Quality school practices –
Sigma analysis of
School practices
M
ea
n
N
or
m
fit
va
lu
e
DP
M
O
Si
gm
a
val
ue
1
Student Record - absenteeism – guidance given
75
.5
0.
75
5
75
50
00
0.8
1
2
Teacher Record – absenteeism – guidance given
62
.3
0.
62
3
62
30
00
1.1
87
3
Special educational needs of student
-
guidance given
69
.4
0.
69
4
69
40
00
0.9
93
4
Long-term teaching planning by the teachers.
78
.6
0.
78
6
78
60
00
0.7
07
5
Organization of trips, visits and other extracurricular activities not
73
0.
73
0.8
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14574 -
included in the formal curriculum ,
.6
73
6
60
00
69
6
Bullying incidents that occur inside the classroom during lessons,
35
.4
0.
35
4
35
40
00
1.8
75
7
Problems that come up and concern the relations between students
during break time
76
.3
0.
76
3
76
30
00
0.7
84
8
Taking advantage of several educational tools available by the school,
(e.g., maps, software etc.),
, ( , , )
74
.2
0.
74
2
74
20
00
0.8
5
9
Bullying incidents that occur outside the classroom (e.g., at the
gymnastics, swimming lessons)
( ,
, )
38
.5
0.
38
5
38
50
00
1.7
92
1
0
Parents meeting held
76
.8
0.
76
8
76
80
00
0.7
68
1
1
Poor learning at poor home conditions
70
.3
0.
70
3
70
30
00
0.9
67
1
2
Economic problems are identified
69
.4
0.
69
4
69
40
00
0.9
93
1
3
The language problems are identified and solved in the staff meeting
70
.3
0.
70
3
70
30
00
0.9
67
1
4
To intimate the problems regarding the noon meal scheme
35
.4
0.
35
4
35
40
00
1.8
75
1
5
Academic schedule preparation (Teaching hours for a teacher, no of
periods, remuneration bills, teaching learning manuals etc.
68
.4
0.
68
4
68
40
00
1.0
21
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14575 -
( ,
, ,
1
6
Students face Social problems noted in the surrounding tribal areas
96
.4
0.
96
4
70
40
00
0.9
7
1
7
Local culture influence the education of the children mostly
71
.8
0.
71
8
71
80
00
0.9
23
1
8
The tribal language influences the learning style in the classroom
72
.6
0.
72
6
72
60
00
0.8
99
Total Mean
66
06
66
1.0
69
4
Total Yield
33.
93
%
1.0
69
4
The values defects per Million opportunities (DPMO - 660666) are higher than the expected of 3
sigma level. The data were aanalysed by the student trainees and by investigators. The data
collection were assisted by the all the stake holders of the school. Overall academic process
efficiency sigma value is 1.0694 with mean of 660666 in DPMO. So the hypothesis cited as “The
academic quality does not attain the maximum level of 3 sigma level at primary school level with
regard to school administration” has been accepted and validated.
Moreover, Total sigma yield is 33.93% which is considered to the inadequate quality
criteria of the overall functioning of these primary school sampled. Further, the results of data
portrays the prime direction to all the stake holders to enhance the capacity development
program for the Headmasters, Teachers and to the students to uphold the academic principles and
rigorous policy implementation at primary school level as cited by the findings of Sandhya
Sangai of NCERT (2018).
However the school attendance was very much reduced in all the primary sections of
schools sampled and this findings are in congruence with the findings of Atal Bihari Vajpayee
Institute of Good Governance & Policy Analysis, 2018 in which children above 6 years of age
attend in the schools in Anuppur district (63.8 %); Dindori (59.4 %); shadhol (59.8 %) and for
Mandla (63.8 %) So it very at minimal level for the girls above 6 years of age attend schools
(Atal Bihari Vajpayee Institute of Good Governance & Policy Analysis, 2018).
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14576 -
Objectives – 3
To find the sigma value of the quality academic practices in the Secondary school with regard to
school administration
Hypothesis – 2
The academic quality does not attain the maximum of 3 sigma level at Secondary schools.
Table 17 – Showing frequency of good practices at Secondary school level
S.
N
o
Quality school practices –
Sigma analysis of
School practices
M
ea
n
N
or
m
fit
va
lu
e
DP
M
O
Si
g
ma
val
ue
1
Student Record - absenteeism – guidance given
49
.5
0.
49
5
49
50
00
1.
51
3
2
Teacher Record – absenteeism – guidance given
39
.5
0.
39
5
39
50
00
1.
76
6
3
Special educational needs of student
-
guidance given
69
.4
0.
69
4
69
40
00
0.
99
3
4
Long-term teaching planning by the teachers.
78
.6
0.
78
6
78
60
00
0.
70
7
5
Organization of trips, visits and other extracurricular activities not
included in the formal curriculum ,
73
.6
0.
73
6
73
60
00
0.
86
9
6
Bullying incidents that occur inside the classroom during lessons,
35
.4
0.
35
4
35
40
00
1.
87
5
7
Problems that come up and concern the relations between students
during break time
76
.3
0.
76
3
76
30
00
0.
78
4
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14577 -
8
Taking advantage of several educational tools available by the school,
(e.g., maps, software etc.),
, ( , , )
74
.2
0.
74
2
74
20
00
0.
85
9
Bullying incidents that occur outside the classroom (e.g., at the
gymnastics, swimming lessons)
( ,
, )
38
.5
0.
38
5
38
50
00
1.
79
2
1
0
Parents meeting held
76
.8
0.
76
8
76
80
00
0.
76
8
1
1
Poor learning at poor home conditions
49
.2
0.
49
2
49
20
00
1.
52
1
2
Economical problems are identified
69
.4
0.
69
4
69
40
00
0.
99
3
1
3
The language problems are identified and solved in the staff meeting
70
.3
0.
70
3
70
30
00
0.
96
7
1
4
To intimate the problems regarding the noon meal scheme
35
.4
0.
35
4
35
40
00
1.
87
5
1
5
Academic schedule preparation (Teaching hours for a teacher, no of
periods, remuneration bills, teaching learning manuals etc.
( , ,
,
68
.4
0.
68
4
68
40
00
1.
02
1
1
6
Students face Social problems noted in the surrounding tribal areas
42
.6
0.
42
6
42
60
00
1.
68
7
1
7
Local culture influence the education of the children mostly
42
.6
0.
42
6
42
60
00
1.
68
7
1
8
The tribal language influences the learning style in the classroom
49
.2
0.
49
2
49
20
00
1.
52
Total Mean
57
1.
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14578 -
71
66
28
8
Total Yield
42.
28
3
Overall academic process efficiency sigma value at secondary school level is 1.288 with
mean of 577166 in DPMO. Total sigma yield is 42.283% which is considered to the inadequate
quality criteria of the overall functioning of these primary school sampled. So the hypothesis
cited as “The academic quality does not attain the maximum level of 3 sigma level at Secondary
school level” has been accepted and validated.
Moreover, the DPMO value of primary sections (660666) are higher than the secondary
schools (577166) and the respective sigma mean of primary sections (1.0694) is lower than the
secondary sections (1.288) The data shows the secondary school academic process efficiency has
outshined with that of the primary sections in all the study area selected.
Objective – 4
To measure the quality practices of the primary school with regard to teaching process efficacy
Hypothesis – 3
The teaching process efficacy of the primary schools has attained 3 sigma level.
Table 18– Showing frequency of teaching process efficacy at primary school level
S.
No
Teaching process efficacy
Frequency of good practices
Mean
Norm fit
value
DPMO
Sigma
value
Making good use of teaching time for
poor children in school
37.4
0.374
374000
1.821
2
Provision of learning opportunities who
have social problems
53.6
0.536
536000
1.41
3
Characteristics of effective teaching as
those mentioned in the introductory
paragraph (e.g., structuring, questioning,
student assessment)
37.4
0.374
374000
1.821
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14579 -
( , , ,
)
4
Teacher‟s role during break time on the
lingual problems of children
64.1
0.641
641000
1.139
5
Development of trust between teachers
and children to know the problems if any
45.2
0.452
452000
1.621
6
Ways of dealing bullying between
students in my school due to academic
bitterness
76.8
0.768
768000
0.768
7
Specific cases of children that act as
bullies in my school due to parental
social problems
-
69.4
0.694
694000
0.993
8
Specific cases of children who are
troubled in my school due to personality
problems
70.3
0.703
703000
0.967
9
Personal Problem identification is
48.7
0.487
487000
1.533
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14580 -
recorded and discussed
10
Problems of students are monitored with
a special team of teachers for record
purpose
60.6
0.606
606000
1.231
11
Parents are called to note the problems of
learning
-
70.1
0.701
701000
0.973
12
Problems related to economic conditions
of the parents are recorded -
65.8
0.658
658000
1.093
13
Problems related to language learning are
intimated to the parents
-
60.6
0.606
606000
1.231
14
The academic fatigue of the students are
properly dealt with the students.
79.7
0.797
797000
0.669
15
The language teaching is done with
proper technological assistance
76.3
0.763
763000
0.784
16
Special focus is made for the individual
learning
71.4
0.714
714000
0.935
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14581 -
17
Remedial classes are conducted for the
weaker students
72.6
0.726
726000
0.899
18
The teachers association help the poor
students
79.4
0.794
794000
0.68
19
The language software are used in the
classrooms
78.6
0.786
786000
0.707
20
Teacher are trained to update the
knowledge
60.6
0.606
606000
1.231
21
Lack of cooperation from the parents in
maintaining the school
-
76.3
0.763
763000
0.784
22
Isolation of the villages from where
schools are located
– problems
noted
48.7
0.487
487000
1.533
23
Carelessness of parents about their
children education
-
63.5
0.635
635000
1.155
24
After admission of children, the parents
entrusted all responsibility to teachers
and they shirk their own responsibility
,
-
67.5
0.675
675000
1.046
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14582 -
25
Irregular payments of salary due to which
teachers are unable to concentrate on
their work /
-
,
32.7
0.327
327000
1.948
26
Lack of proper transportation
facilities
70.4
0.704
704000
0.964
27
Lack of proper road reported
70.4
0.704
704000
0.964
28
Lack of proper medical facilities reported
70.9
0.709
709000
0.95
29
Lack of electricity facility reported
55.9
0.559
559000
1.352
30
The teachers in my school participate in
educational school-based seminars.
(e.g., workshops) which aim in dealing
with the special problems the school
experiences.
-
( ,
)
62.6
0.626
626000
1.179
31
Lack of ICT
facility
77.6
0.776
776000
0.741
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14583 -
Total sigma Mean
637129
1.1329
Total yield (%)
36.28
The DPMO value of teaching process efficacy level at primary school level is 637129 with the
sigma value of 1.1329. Since the sigma value has not attained the 3 sigma level of process
efficacy, the hypothesis noted above as “The teaching process efficacy of the primary schools
has attained 3 sigma level as its academic determination” is not accepted. The process yield is
36.28% and it need to be focussed with stronger implementation of quality academic practices at
primary school level. The results exist due to the reason that the lack of remedial classes for the
below average learners, lack of ICT facilities, lack of cooperation of the parents with the teachers
and lack of basic amnesties at home. These issues should be addressed with the quality life
oriented objectives of the primary school children.
Objective – 5
To measure the quality practices of the secondary school with regard to teaching process efficacy
Hypothesis – 4
The teaching process efficacy of the Secondary schools has attained 3 sigma level.
Table 19– Showing frequency of teaching process efficacy at Secondary school level
S.
No
Teaching process efficacy
Frequency of good practices
Mean
Norm fit
value
DPMO
Sigma
value
Making good use of teaching time for
poor children in school
37.4
0.374
374000
1.821
2
Provision of learning opportunities who
have social problems
53.6
0.536
536000
1.41
3
Characteristics of effective teaching as
those mentioned in the introductory
paragraph (e.g., structuring, questioning,
student assessment)
( , , ,
)
37.4
0.374
374000
1.821
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14584 -
4
Teacher‟s role during break time on the
lingual problems of children
53.6
0.536
536000
1.41
5
Development of trust between teachers
and children to know the problems if any
45.2
0.452
452000
1.621
6
Ways of dealing bullying between
students in my school due to academic
bitterness
60.5
0.605
605000
1.23
7
Specific cases of children that act as
bullies in my school due to parental
social problems
-
54.3
0.543
543000
1.392
8
Specific cases of children who are
troubled in my school due to personality
problems
53.6
0.536
536000
1.41
9
Personal Problem identification is
recorded and discussed
48.7
0.487
487000
1.533
10
Problems of students are monitored with
60.1
0.601
601000
1.244
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14585 -
a special team of teachers for record
purpose
11
Parents are called to note the problems of
learning
-
40.7
0.407
407000
1.735
12
Problems related to economic conditions
of the parents are recorded -
60.8
0.608
608000
1.226
13
Problems related to language learning are
intimated to the parents
-
53.2
0.532
532000
1.42
14
The academic fatigue of the students are
properly dealt with the students.
40.1
0.401
401000
1.751
15
The language teaching is done with
proper technological assistance
53.2
0.532
532000
1.42
16
Special focus is made for the individual
learning
51.7
0.517
517000
1.457
17
Remedial classes are conducted for the
weaker students
39.9
0.399
399000
1.756
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14586 -
18
The teachers association help the poor
students
43.1
0.431
431000
1.674
19
The language software are used in the
classrooms
48.4
0.484
484000
1.54
20
Teacher are trained to update the
knowledge
39.2
0.392
392000
1.774
21
Lack of cooperation from the parents in
maintaining the school
-
44.4
0.444
444000
1.641
22
Isolation of the villages from where
schools are located
– problems
noted
48.7
0.487
487000
1.533
23
Carelessness of parents about their
children education
-
63.8
0.638
638000
1.147
24
After admission of children, the parents
entrusted all responsibility to teachers
and they shirk their own responsibility
,
-
46.7
0.467
467000
1.583
25
Irregular payments of salary due to which
teachers are unable to concentrate on
their work /
49.6
0.496
496000
1.51
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14587 -
-
,
26
Lack of proper transportation
facilities
52.7
0.527
527000
1.432
27
Lack of proper road reported
51.8
0.518
518000
1.455
28
Lack of proper medical facilities reported
50.9
0.509
509000
1.477
29
Lack of electricity facility reported
60.5
0.605
605000
1.23
30
The teachers in my school participate in
educational school-based seminars.
(e.g., workshops) which aim in dealing
with the special problems the school
experiences.
-
( ,
)
54.3
0.543
543000
1.392
31
Lack of ICT
facility
77.6
0.776
776000
0.741
Total sigma Mean
508290
1.476
Total yield (%)
49.17
The DPMO value of teaching process efficacy level at secondary school level is 508290
with the sigma value of 1.476. Since the sigma value has not attained the 3 sigma level of
teaching process efficacy, the hypothesis noted above as “The teaching process efficacy of the
secondary schools has attained 3 sigma level as its academic determination” is not accepted. The
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.37, No.3, 2022
- 14588 -
process yield is 49.17% and it need to be focussed with stronger implementation of quality
academic practices at primary school level.
The results exist due to the reason that the lack of remedial classes for the below average
learners, lack of ICT facilities, lack of cooperation of the parents with the teachers and lack of
basic amnesties at home. These issues should be addressed with the quality life oriented
objectives of the primary school children. Moreover the sub rural setting the secondary school
students are engage with the house hold agronomy works along with their parents who are not
aware of the academic growth of their children.
Findings
The following findings are gained through this study
1. The academic quality has attained the maximum of 3 sigma level at primary school with
regard to school administration
2. The academic quality has not attained the maximum of 3 sigma at Secondary school
level.
3. The teaching process efficacy of the primary schools has not attained 3 sigma level
4. The teaching process efficacy of the Secondary schools has not attained 3 sigma level.
Discussions
This study has found the remarkably higher socio – economic complications among the tribal
students and in similar with this research assertions, In November 2021, the Nidhi Ayog
provided data on the percentage of people who are multidimensional underprivileged in each
Madhya Pradesh district, including Anuppur (41.70 percent), Dindori (56.23 percent), Mandla
(48.1 percent), and Shahdol (48.1 percent) where this investigation has been conducted.
Comparatively, In Kerala (0.30 percent) and Goa (0.90 percent) in Himachal Pradesh,
nearly 8.39 percent of students do not attend school before the eighth grade, compared to 0.30
percent in Kerala and 0.90 percent in Goa (0.89 percent).
Additionally, Nidhi Ayog (2021) stated this information is derived from the National
Family Health Survey (NFHS), which was conducted in 2015-16. In Madhya Pradesh, the Multi
Poverty Index (MPI) assesses a variety of deprivations experienced by households across three
macro dimensions: health, education, and living situations. It underlines the significance of a
whole-of-government approach to poverty alleviation, as well as the diverse nature of the
problem. At all levels of government, this multi-sectorial strategy must be integrated horizontally
and vertically.
This study has investigated the various infrastructural problems face by the students like
lack of spacing, lack of good elevated play grounds, lack of electricity and these study outcome
are in congruence with the studies conducted by Vishal (2016) and Prama Chatterjee (2016). The
school locations are also studied by Vishal (2016) who conducted research in Betul District,
Madhya Pradesh.
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This study found difficulties to go school during rainy season as many student walk for
few kilometers as the lack of transportation (Vishal 2016) is obvious in these tribal areas. All
habitations with primary schooling facilities are located within a 1 km radius, however around 78
percent of habitations with upper primary education facilities are placed within a 3 km radius
(Vishal 2016). Children from only 43% of households have access to secondary school facilities
within 5 kilometres of their homes, and only 26% of children have access to higher secondary
school education within 8 kilometres of their homes (Vishal 2016). Further, Gautham V. (2003)
studied the medium of instruction is one of the leaning barrier as cited in the present study.
The dropout and lack of attendance of tribal girls are notably higher level as studied by
Prama Chatterjee (2016). This study recognized the lack of interest, lack of awareness, school
distance, medium of instruction, very peculiar tribal language system, poor tribal economic
system, and lack of mind-set closer to optimum training of their children which are analytically
discussed by other studies (Prama Chatterjee 2016; Vinu 2021; Anbuselvi &John lesson2015,
Das, 2020, Behera, 2019).
Report of Standing Committee on Social Justice of Ministry Of Tribal Affairs and
Empowerment(2013-2014) prepared for Ashram Schools inTribal Areas has evidently stated that
socio – economic gap are widened in the tribal areas of the country as this study has
acknowledged.
The report emphasized adequate number of ashram schools in Madhya Pradesh and
expectedly, this study also assertive for creating ashram schools in the state.
This study notably remarked the low level attendance and enrolment in primary sections
which is incongruence with the Educational Statistics at a glance - Government of India Ministry
of Human Resource Development Department of School Education an Literacy Statistics
Division (2018) who reported among the tribal community students‟ boys 96.33 and girls 90.67
at primary level with the total of 93.56; at upper primary level for boys 90.42 for girls 93.43 in
total 91.86. In the elementary level for boys 94.24 for girls 91.61 in total 92.97.
This study reflected reduced infrastructural maintenance in the schools as in the report
mentioned on the State-wise funds allocated, released and expenditure under Sarva Shiksha
Abhiyan (SSA) 2015-16. The Expenditure(includingState share) 266913.52 and Expenditure as
apercentage of totalfund allocation51.10%. So the report has mentioned the fund were not fully
utilized for the purpose mentioned for.
The unspent amount noted by the report also mentioned on the State-wise funds
allocated, released and expenditure under Sarva ShikshaAbhiyan (SSA): 2015-16. Expenditure
of Rashtriya Madhyamik Shiksha Abhiyaan- (including state share & unspent balance of
previous years) in the year 2014 – 15 Rs 51398.43; in 2015 – 16 48756.39 in the 2016 – 17 Rs
68882.6 (in lakhs). This amount has been unspent in the schools based on Rashtriya Madhyamik
Shiksha Abhiyaan.
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This study highlighted the morality of parents and teachers for quality life system of these
poor students as it is resemblance with other related studies (Am;itSoni ,2017) ; Ekta Mathniyan
(2018) and Atal Bihari Vajpayee Institute of Good Governance & Policy Analysis2018). The
parental migration is also detected for some school students as noted in the other related studies
(Roy et.al, 2015).
Conclusion
Thus this study throw the light on which the tribal educational system can demonstrate
tangible academic growth by which the nation can nourish its progression without any
deprivation. The rigorous procedures must be implemented to enrich headmasters, teachers,
parents and children on whom the state can be constructed fruitfully with massive gain in all the
field of governance.
Acknowledgement
The authors are much thankful for this research project funded by Rajya Shiksha Kendra,
Bhopal, Government of Madhya Pradesh, India vide the letter No/055/05/2018, Letter dated
22/10/2018.
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