State of Municipal Education in Mumbai
December 2014
Supported by
FORD FOUNDATION
1
Data from RTI
2
Retention Rate in Municipal Schools
Class 1 to Class 7
Standard
1
2
3
4
5
6
7
Academic
Year
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15*
2015-16*
Total
Enrolments
67,477
61,071
59,691
59,160
53,056
47,653
42,901
Retention Rate (%)
Year on Year
90.5
88.5
87.7
78.6
70.6
63.6
Only 63.6% of students who enrolled in Class I in 2009-10 are
likely to make it to Class 7 in 2015-16.
* Estimated using time-series regression.
3
Percentage Change in Class I Enrolments 2009-10 to 2013-14
Year
2009-10 2010-11 2011-12 2012-13 2013-14
2014-15*
2015-16*
2016-17*
No. of
students
enrolled
in Class I
67,477
62,587
53,729
46,913
39,663
33,169
27,753
23,072
% Change
Year on
Year
6.4%
-7.2%
-14.2%
-12.7%
-15.5%
-16.4%
-16.3%
-16.9%
• In the last five years, Class I enrolments have gone down by 41%.
• At this rate, only 23,072 students may enrol in Class I in 2016-17.
• If 100 students enrolled in Class I in 2009-10, in comparison only 59
students enrolled in Class I in 2013-14.
*Estimated using time-series regression.
4
Total Students in Mumbai’s Municipal Schools 2009 - 2014
Year
2009-2010
2010-2011
2011-2012
2012-2013
2013-14
Total Students
455,900
437,863
439,153
434,523
404,251
% Change in
Enrolments Year on
Year
0.9%
-4%
0.3%
-1.1%
-7%
Medium-wise Change in Enrolments Year on Year
Marathi
-4.6%
-8.1%
-6.9%
-11.2%
-10.8%
Hindi
5.8%
-1.4%
3%
0.7%
-8.9%
English
37.1%
1.2%
22.2%
18.1%
1.2%
Urdu
-2.9%
2.6%
2.1%
0.5%
-3.3%
Gujarati
-7.4%
-7.5%
-10.4%
-12.9%
-19.2%
Kannada
-8.2%
-6.4%
-8.1%
-9.2%
-21.5%
Tamil
2.7%
-17%
-12.3%
-3.2%
-10.6%
Telugu
-12.1%
-15.6%
0.2%
-8.8%
-23.4%
• 51,649 students have left municipal school system in five years (11.3%).
• Barring English, enrolments across all other mediums of instruction have
declined in 2013-14.
5
Dropouts* in Mumbai’s Municipal Schools 2009 - 2014
Year
2009-2010
2010-2011
2011-2012
2012-2013
2013-14
Dropouts
29,468
18,700
32,580
40,011
47,218
Dropouts (per 100)
6
4
7
9
12
Medium-wise Dropouts Year on Year
Marathi
4.5%
2.4%
5.6%
6.7%
7.4%
Hindi
9.6%
6.3%
9.7%
14.1%
17%
English
6.1%
4.1%
5.4%
4.8%
5.8%
Urdu
6%
4.6%
7.8%
8.5%
13.1%
Gujarati
4%
1.9%
4.6%
5.4%
4.5%
Kannada
5.2%
3%
6.2%
8.1%
10.5%
Tamil
4.1%
2.3%
3.8%
4.4%
6.6%
Telugu
8.5%
4.7%
12.1%
11.2%
9.7%
• 12 out of 100 students dropped out in 2013-14, compared to nine out of 100
students in 2012-13.
• Dropout rates for Hindi and Urdu mediums have increased significantly in
the last five years.
*Dropouts indicate students who enrolled in the academic year but did not complete it.
6
Compliance with Infrastructure and other norms under RTE
Indicator : Schools with Infrastructure
Facilities Available
Govt. and Local
bodies
Pvt. Aided
Pvt. Unaided
Total Schools
1266
1266
100.00
1212
95.73
1006
79.46
1125
88.86
1261
99.61
1264
99.84
1266
100.00
1071
84.60
1221
96.45
1183
93.44
443
443
100.00
416
93.91
265
59.82
394
88.94
426
96.16
433
97.74
443
100.00
383
86.46
394
88.94
386
87.13
653
653
100.00
620
94.95
295
45.18
503
77.03
614
94.03
635
97.24
653
100.00
615
94.18
593
90.81
538
82.39
Building
Office cum store cum HM
room
One class room for every
teacher
Ramp
Separate Toilet for Boys
Separate Toilet for Girls
Drinking Water Facility
Kitchen Shed (Govt.
&Aided Schools)
Boundary Wall
Playground
Number
%
Number
%
Number
%
Number
%
Number
%
Number
%
Number
%
Number
%
Number
%
Number
%
Un-recognised
110
110
100.00
105
95.45
78
70.91
44
40.00
108
98.18
107
97.27
110
100.00
106
96.36
81
73.64
79
71.82
7
Teacher Inspection Reports
Particulars of Inspection Form
Dropout (Per 100) 2012-13
Pass out (In %) 2012-13
No. Of Teachers
No. Of Teachers whose inspection reports provided
%
L
G/N
P/South
14.1%
45%
896
368
41%
9.3%
50%
623
369
59%
12.2%
58%
430
119
28%
Usage of examples, case study while teaching
Teaching Aids Use
Student Involvement
Usage
Yes
Good
98%
87%
73%
86%
79%
66%
100%
94%
82%
Formative Evaluation Technique Used
Yes
96%
83%
100%
Teacher Student Interaction
Proper
76%
63%
87%
Entries in the daily lesson plan and actual teaching
Complete
96%
84%
97%
Self evaluation by the teacher
Good
53%
9%
50%
Prepared test papered or question paper
Teacher’s Portfolio
Subject wise student’s response
Prepared
Good
Good
91%
55%
56%
85%
48%
45%
94%
66%
66%
8
Continuous and Comprehensive Evaluation (CCE)
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based
assessment of students that covers all aspects of students' development introduced
under Right to Education Act.
4th Standard (No. of students in %)
Wards
G/N, L,
P/S, C,
D, T
7th Standard (No. of students in %)
Above
60% (A1,
A2, B1, B2
grades)
60% to
40% (C1,
C2
grades)
Less than
40%
(D, E1,
grade)
E2
(continu
ously
absent)
Above
60% (A1,
A2, B1, B2
grades)
60% to
40% (C1,
C2
grade)
Less than
40%
(D, E1,
grade)
E2
(contin
uously
absent)
62%
16%
2%
20%
69%
20%
1%
10%
E2 grade is given by MCGM to students who are continuously absent i.e. dropouts as earlier maintained.
Note: Above data has been compiled from two datasets, data on CCE reports and continuous absent students.
9
Comparison between Students of MCGM and Other
Schools
Indicators
MCGM
Other Schools*
SSC Passout
67%
83%
Middle School
Scholarship (Std. 4th)
1.3%
9.4%
High School Scholarship
(Std. 7th)
0.1%
8.1%
*Other Schools- Private aided, Private Unaided and Unrecognised Schools
10
Annual Municipal Budgets 2009-2015
Year
Total Annual Budget
(In Rs.Crore)
Total Students
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
1,255
1,761
1,800
2,388
2,534
2,870
449,179
437,911
439,108
434,523
404,251
404,251
Between 2009-10 and 2014-15, MCGM budget
for Education has more than doubled.
11
Per-child allocation (In Rs.Crore)
Account Head
Total Education Budget (Primary and
Secondary)
Less: Grants to Private Primary aided
School (D)
Total
Total students (2013-2014)
Per Child Allocation
(in rupees)
Budget
Estimates
2013-14
Actual
Budget
expenditure Estimates
2013-2014
2014-15
2,534
1,540
2,870
283
242
415
2,251
1,298
2,455
404,251
404,251
404,251
55,676
32,118
60,729
Per-child Allocation under the Municipal Budget has
increased to Rs.60,729, as per Budget Estimates 2014-15.
12
Data from Household Survey
Praja Foundation had commissioned a household
survey to Hansa Research. The survey was conducted
in March-April 2014 across the city of Mumbai with a
total sample size of 22,580 households. Of these,
4,276 households had children going to school. Hence,
the education questionnaire was administered further
with those (4,276) households only.
13
Reasons for not being happy with Municipal School (%)
Quality of education, teachers and infrastructure form the
three big reasons cited by parents for not being happy with
municipal schools.
14
Respondent taking private tuitions/coaching classes:
Yes
No
All
Private School
Municipal School
66%
34%
71%
29%
42%
58%
42% students from Municipal Schools take private tuitions / coaching classes
Details on source of Tuitions:
School Class teacher
Private tuitions
Coaching classes
Others
All
Private School
Municipal School
12%
80%
7%
1%
13%
79%
7%
1%
9%
83%
5%
3%
9% students from Municipal schools take tuitions from their own school class teachers.
15
Deliberation by Councillors on Education in the year
April’13 to March’14
• 133 questions were asked on issues related to Education in 2013-14, as
compared to 134 questions in the previous year.
• 55 questions were asked by Education Committee members in 201314, as compared to 66 questions in 2012-13.
• 157 (of 227) councillors have not asked a single question on Education
this year.
• 43 councillors have asked only one question on education.
• Only six councillors have asked more than four questions.
• Only four questions have been asked on Drop out rates.
16
What Needs to be Done
 More transparency and accountability in Education Department.
 Appoint independent, third party, to monitor and evaluate learning
outcomes of students.
 Empower and Strengthen School Management Committees (SMCs)
to improve accountability at the school level.
 Focus on teacher trainings, SMC trainings and capacity building;
free teachers from unnecessary administrative duties
 Rigorous filling out of Continuous Comprehensive Evaluation (CCE)
reports and Inspection reports. Link reports with performance
appraisal of respective teachers.
 Strengthen Data management systems especially the Research
Officer’s wing, for better planning and implementation.
Providing quality education is the duty of the Corporation. Quality of
education should be the only paramount focus of the Corporation.
17
THANK YOU.
18