DR RAM MANOHAR LOHIYA NATIONAL LAW UNIVERSITY

LUCKNOW

A STUDY ON THE IMPLEMENTATION OF ECONOMICALLY WEAKER SECTION

ADMISSIONS IN SCHOOLS

Submitted to- Submitted by-

Dr. Sanjay Singh Tanurag Ghosh

Professor B.A.LLB.(Hons)-2nd semester

Department of Sociology, RMLNLU Enrolment no.- 180101147

 TABLE OF CONTENTS

INTRODUCTION ............................................................................................................................................. 3

ORIGIN .......................................................................................................................................................... 4

Kothari Commission (1964) ....................................................................................................................... 4

The National Policy on Education, (1968) ................................................................................................. 5

The National Policy for Children, 1974 ..................................................................................................... 5

National Policy on Education, (1986) ........................................................................................................ 6

165th Law Commission Report, 1998 ........................................................................................................ 7

STATUTE ...................................................................................................................................................... 7

RESEARCH METHODOLOGY....................................................................................................................... 8

1. INTRODUCTION .................................................................................................................................. 8

2. RESEARCH OBJECTIVES ................................................................................................................... 8

3. RESEARCH QUESTIONS .................................................................................................................... 8

4. HYPOTHESIS ........................................................................................................................................ 8

5. SAMPLING ............................................................................................................................................ 8

6. TECHNIQUES INVOLVED .................................................................................................................. 9

7. QUESTIONNAIRES .............................................................................................................................. 9

8. LIMITATION ......................................................................................................................................... 9

ANALYSIS ...................................................................................................................................................... 10

1. Awareness of Parents ............................................................................................................................ 10

2. Difficulty in Procuring EWS Certificate............................................................................................... 11

3. Support from School ............................................................................................................................. 12

4. Problems Arising in Admission ............................................................................................................ 16

SUGGESTIONS FOR IMPROVEMENT ....................................................................................................... 18

CONCLUSION ................................................................................................................................................ 19
 INTRODUCTION

The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of
the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free
and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution.
India became one of 135 countries to make education a fundamental right of every child when the Act came
into force on 1 April 2010.

The Act makes education a fundamental right of every child between the ages of 6 and 14 and specifies
minimum norms in elementary schools. It requires all private schools to reserve 25% of seats to children (to
be reimbursed by the state as part of the public-private partnership plan). Kids are admitted to private schools
based on economic status or caste-based reservations. It also prohibits all unrecognized schools from practice
and makes provisions for no donation or capitation fees and no interview of the child or parent for admission.
The Act also provides that no child shall be held back, expelled, or required to pass a board examination until
the completion of elementary education. There is also a provision for special training of school drop-outs to
bring them up to par with students of the same age.

The RTE Act requires surveys that will monitor all neighbourhoods, identify children requiring education,
and set up facilities for providing it. The World Bank education specialist for India, Sam Carlson, has
observed: "The RTE Act is the first legislation in the world that puts the responsibility of ensuring enrolment,
attendance and completion on the Government. It is the parents' responsibility to send children to schools in
the US and other countries."

The Right to Education of persons with disabilities until 18 years of age is laid down under separate legislation
- the Persons with Disabilities Act. A number of other provisions regarding improvement of school
infrastructure, teacher-student ratio and faculty are made in the Act.

Education in the Indian constitution is a concurrent issue and both centre and states can legislate on the issue.
The Act lays down specific responsibilities for the centre, state and local bodies for its implementation. The
states have been clamouring that they lack the financial capacity to deliver an education of appropriate
standard in all the schools needed for universal education. Thus it was clear that the central government (which
collects most of the revenue) will be required to subsidize the states.
 ORIGIN

Present Act has its history in the drafting of the Indian constitution at the time of Independence but is more
specific to the Constitutional Amendment of 2002 that included the Article 21A in the Indian constitution
making Education a fundamental Right. This amendment, however, specified the need for a legislation to
describe the mode of implementation of the same which necessitated the drafting of a separate Education Bill.
It is the 86th amendment in the Indian Constitution

A rough draft of the bill was prepared in the year 2005. It caused considerable controversy due to its mandatory
provision to provide 25% reservation for disadvantaged children in private schools. The sub-committee of the
Central Advisory Board of Education which prepared the draft Bill held this provision as a significant
prerequisite for creating a democratic and egalitarian society. Indian Law commission had initially proposed
a 50% reservation for disadvantaged students in private schools.

On 7 May 2014, The Supreme Court of India ruled that the Right to Education Act is not applicable to Minority
Institutions.

Before this act came into existence there were steps

KOTHARI COMMISSION (1964)

In view of the important role of education in the national development and in building up a truly democratic
society the Government considered it necessary to survey and examines the entire field of education in order
to realize a well-balanced, integrated and adequate system of national education capable of making a powerful
contribution to all aspects of national life. To achieve these objectives speedily, the Government of India in
October 1964 set up an Education Commission, under Resolution of July 14, 1964.

The Commission, in particular, was to advise the government on the national pattern of education and on the
general policies for the development of education at all stages-ranging from the primary to the post-graduate
stage and in all its aspects besides examining a host of educational problems in their social and economic
context. The Commission was, however, not to examine legal and medical education.

The Commission in its report in 1964-66 recommended the establishment of a Common School System for
all children irrespective of their class, caste, religious or linguistic background. The commission stated that in
order to fulfil this purpose, neighbourhood schools should be established in all localities. It also recognized
that this was the only way we can promote social harmony and equality of education. This commission gave
much importance to the Common School System because they said that by common school system will
eradicate many problems and give a common platform to every individual.
THE NATIONAL POLICY ON EDUCATION, (1968)

The National Policy of 1968 marked a significant step in the history of education in post-Independence India.
It aimed to promote national progress, a sense of common citizenship and culture, and to strengthen national
integration. It laid stress on the need for a radical reconstruction of the education system, to improve its quality
at all stages, and gave much greater attention to science and technology, the cultivation of moral values
andcloser relation between education and the life of the people.

After the adoption of the 1968 Policy, there has been a considerable expansion in educational facilities all
over the country at all levels. More than 9 % of the country’s rural habitations now have schooling facilities
within a radius of one kilometre. There have been a sizeable augmentation of facilities at other stages also.
Perhaps the most notable development has been the acceptance of a common structure of education throughout
the country and the introduction of the 1 +2+3 system by most States. In the school curricula, in addition to
laying down a common scheme of studies for boys and girls, science and mathematics were incorporated as
compulsory subjects and work experience assigned a place of importance.

A beginning was also made in restructuring of courses at the undergraduate level. Centres of Advanced Studies
were set up for post-graduate education and research. And we have been able to meet our requirements of
educated manpower.

While these achievements are impressive by themselves, the general formulations incorporated in the 1968
Policy did not, however, get translated into a detailed strategy of implementation, accompanied by the
assignment of specific responsibilities and financial and organizational support. As a result, problems of
access, quality, quantity, utility and financial outlay, accumulated to implement all the provision. Besides, a
variety of new challenges and social needs make it imperative for the Government to formulate and implement
a new Education Policy for the country.

THE NATIONAL POLICY FOR CHILDREN, 1974

The National Policy for Children 1974 was founded on the conviction that child development programmes
are necessary to ensure equality of opportunity to these children. It provides the framework for assigning
priorities to different needs of children, and for responding to them in an integrated manner. Other policies,
programmes and schemes for child development have been formulated, keeping in mind the objectives of this
National Policy. The National Policy provides the framework for assigning priorities to different needs of
children, and for responding to them in an integrated manner. Other policies, programmes and schemes for
child development have been formulated, keeping in mind the objectives of this National Policy. The policy
reaffirmed the constitutional provisions for adequate services to children, both before and after birth and
through the period of growth to ensure their full physical, mental and social development.
Accordingly, the government is taking action to review the national and state legislation and bring it in line
with the provisions of the Convention. The aim of this policy also was to inserts much new provision relating
this child policy in the constitution. “It shall be the policy of the State to provide adequate services to the
children, both before and after birth and through the period of growth, to ensure their full physical, mental and
social development. The State shall progressively increase the scope of such services so that, within a
reasonable time, all children in the country enjoy optimum conditions for their Balance growth.”

In particular, the following measures shall be adopted towards the attainment of these objectives that all
children shall be covered by a comprehensive health programmes, programmes shall be implemented to
provide nutrition services with the object of removing deficiencies in the diet of children, programmes will be
undertaken for the general improvement of the health and for the care, nutrition and nutrition education of
expectant and nursing mothers.

The State shall take steps to provide free and compulsory education for all children up to the age of fourteen
for which time-bound programmes will be drawn up consistent with the availability of resources. Special
efforts will be made to reduce the prevailing wastage and stagnation in schools, particularly in the case of girls
and children of the weaker sections of the society. The programmes of informal education for pre-school
children from such sections will also be taken up.

This policy not only given facilities regarding the education but also tried to eliminate the restriction in the
social life of children by protecting against neglect, cruelty and exploitation and no child under 14 years shall
be permitted to be engaged in any hazardous occupation or be made to undertake heavy work. This policy also
emphasis on the amendment of existing laws to be amended so that in all legal disputes whether between
parents or institutions, the interest of children is given paramount consideration.

NATIONAL POLICY ON EDUCATION, (1986)

The National Policy on Higher Education (1986) translated the vision of Radhakrishnan Commission and
Kothari Commission in five main goals for higher education, as enumerated below; which include Greater
Access, Equal Access (or Equity), Quality and Excellence, Relevance and Value Based Education.

1. Greater Access requires an enhancement in the education institutional capacity to provide opportunities to
all who deserve and desire higher education.

2. Equity involves fair access to the poor and the socially disadvantaged groups.

3. Quality and Excellence involve the provision of education by accepted standard so that students receive
available knowledge of the highest standard and help them to enhance their human resource capabilities.

4. Relevance involves promotion of education so as to develop human resources keeping pace with the
changing economic, social and cultural development of the country;
165TH LAW COMMISSION REPORT, 1998

• Advocated legislation of a central Act for providing free and compulsory education without waiting for an
amendment in the Constitution of India.

• Suggested to include private unaided institutions in the scheme of free and Compulsory Education.

• Advocated dispensing with the tuition fee, providing free textbooks, free uniform, free lunch, etc. whatever
necessary.

• Interpreted compulsion as:

• Compulsion on state

• Compulsion on parents

• Compulsion on society

As the effects of all above-mentioned committees and policies are the 86th amendment of the constitution
which added a new clause in Art. 21 and created new clause, Art. 21-A. Apart from all these things, the
Constitution of India holds the spirit of education in itself from the very beginning.

STATUTE

 The project is based on Sections 2(n) and 12 of the Right of Children to Free and Compulsory
Education, 2009 Act.
 Section 2(n)- “School” means any recognized school imparting elementary education and includes-
1. A school established, owned or controlled by the appropriate Government or local authority.
2. An aided school receiving aid or grants to fulfil whole or part of its expenses from the
appropriate Government or local authority.
3. A school belonging to specified category; and
4. An unaided school not receiving any kind of aid or grants to meet its expenses from the
appropriate Government or local authority
 Section 12(1)(c)- Specified in sub-clause (iii) and (iv) of clause (n) of section 2 shall admit in class I,
to the extent of at least twenty-five percent of the strength of the class, children belonging to weaker
section and disadvantaged group in the neighborhood and provide free and compulsory elementary
education till its completion.
The above-mentioned provisions of the Act shall be used for the purpose of collecting data and preparing a
report on the same.
 RESEARCH METHODOLOGY

1. INTRODUCTION

The researchers used quantitative techniques of research, which is mainly based on the interview of the
respondents, who are directly and indirectly the part of the research study. The research was done in the
Delhi- NCR region during the month of May 2019. The particular method of research is adopted to
understand the perspective of the respondents on the issue involved in the research study on the basis of
questionnaires.

2. RESEARCH OBJECTIVES

The objective of this research was to understand the reason whether or not the children from the
economic weaker section of the society are going to school, and if they are going to school whether they
face any discrimination from the part of their teacher and if they do not go to school what are reasons
behind it, with reference to the Right to Education Act, 2009.
The objective of the research is to also suggest reforms based on the findings derived from the above
research study.

3. RESEARCH QUESTIONS

Whether the provisions of the Right to Education Act are being implemented on the field? (Finding out
the extent of implementation of Section 12(1) (c) of the Right to Education Act 2009)
What is the problem arising within the implementation of the provision of the Act?

4. HYPOTHESIS

The provision is not being properly implemented on the field.

5. SAMPLING

The researchers selected the area of Garhi, Jal Vihar, Dakshinpuri Extension, Basantgaon and Madangir
of New Delhi. The research was conducted within a specific time limit. Around 100 households were
interviewed. The researchers interviewed the head of the family and the children (students). The
researchers interviewed the respondents between 7th May 2019 and 28th May 2019.
6. TECHNIQUES INVOLVED
Interview (Personal), was the main tool for understanding respondents view towards the issue. The in-
depth interview was taken with the help of a questionnaire. The interview was be taken as direct and
face to face basis. The head of the family was interviewed to understand the reason whether or not the
children are going to school. Children were interviewed to understand whether they face discrimination
from their teachers.

7. QUESTIONNAIRE

The researchers have prepared the questionnaire, which is related to the teacher and education. The
questionnaire is about the kind of environment the students from Economic Weaker Section experience
in School and whether or not they are able to go to school.

8. LIMITATION

 The method used is random sampling. There is a possibility that the data collected may not
represent certain aspects of the implementation of the provision.
 The sampling size is 100 households therefore not a lot of geographical areas can be explored to
find the implementation on a macro level.
 ANALYSIS

For the purpose of the research the following area was selected by the researchers:-

 Jal Vihar
 Madangir
 Basantgaon
 Garhi
 Dakshinpuri Extension

Figure: The dots representing the areas surveyed in Delhi

The Analysis for the data collected has been divided into 4 parts which are as follows-

 Awareness of Parents
 Difficulty in Procuring EWS certificate
 Support from School
 Problems arising in Admission

1. AWARENESS OF PARENTS

From the data collected, we come to know about certain aspects of the provision. As per the act, it is mandatory
for the school to provide books, writing materials and uniform to children from the EWS category. Strict
action is supposed to be taken against schools which do not do so. Through the responses of parents it was
found that although most of the schools provide these to the students from these categories, there are some
schools which are not doing so.
Another thing which is of significance when discussing the provision of free books, uniforms and writing
materials is that parents of the students sending their children to schools under the EWS category are unaware
of such provisions. The schools do not provide any such information to the parents when they take admission
into such schools. In the survey, a lot of parents bought books for the students. Some told that they used to
buy books until they found out about this provision from other parents sending their children to schools.

Another thing which was evident in the data collected was that Schools are not providing the students with all
of these items to which the children are entitled. They either provide only funds for uniform/ only shoes/ only
books but not all of them. These funds are generally insufficient for even buying the commodities for which
they were provided.

Fig 1: Responses showing awareness of Parents about Provisions of the act

2. DIFFICULTY IN PROCURING EWS CERTIFICATE

For filing the form for the purpose of admission of children under EWS Category, a very long process takes
place. A person is required to produce the following documents before the Tehsildar’s / Block Development
Office-

 Income Certificate
 Caste Certificate
 Property Certificate
 Voter ID Card
 Aadhar Card
 Passport Size Photographs
All of these documents are subject to scrutiny by officials. Through the data collected, it was found that
officials pose problems because of this power of scrutiny vested in them. Parents told us that even if the
documents are prepared and present, they are sent home and are required to enter the process all over again.
They have to keep on making rounds to the office for getting it through.
Due to this problem, a lot of parents either do not apply for an EWS certificate or drop the process midway.
Even if the Scrutiny is done properly, a lot of time is taken by the Block Development Office to send the
certificate.

Since the certificate is required for starting the admission process, unavailability of this leads to a lot of
families being unable to participate in the process.

Fig 2: Responses of Parents for Willingness to Procure EWS Certificate

3. SUPPORT FROM SCHOOL

Through the data collected, it was observed that various schools offered different extra-curricular activities
like-

 Art and Craft

 Sports and Yoga
 Cultural Activities
 Quizzes
Though this was the case with most schools, in some these activities were not provided to the students.

For these activities schools charged an extra fee and asked the children to bring materials required for the
particular activity without any financial support. This was observed in most of the schools. In only some
schools extra fee for these activities was not charged.

It was observed that the willingness of the children to go to school was heavily dependent on these activities.
Therefore, the extra fee charged for these played a significant role in determining the school’s willingness to
make the children from the EWS category fee included within the atmosphere of the school.

This extra fee charged was a very heavy burden on the pockets of parents of such children.
A lot of parents expressed their difficulties in sending the child to school by virtue of the fact that these schools
were far away from the area of residence and no facility was provided by the school to deal with this problem.

Parents had to use other private means/go themselves to send their children to school. This according to them
was not viable for a long time due to this being expensive and time takin.

Another thing which was observed in the survey was that regular parent-teacher meetings took place and there
is proper and regular follow up of the performance of the child being conveyed to parents, in most of the
instances the parents attended a PTM within a period of one month from the date of data collection. In the
meetings, there was a proper explanation of the child performance and the problems faced by the Student and
conveyed by the Teacher.

For students facing problem in performing academically, there was no step taken by the schools in the form
of extra classes/ doubt-clearance. This led to most of the students going to tuitions/ coaching classes after
school. This added to the financial burden on parents sending their children to such schools.

Fig 4: Figure showing a number for family members in each family

It was observed in families having multiple children (two or more), the parents took active steps for procuring
a seat under the EWS category in a “good” school for their younger child. This may be due to lack of awareness
earlier when sending the elder child to school. After getting acquainted with the admission process through
the elder child, more active and focused steps were taken by the parents to receive all the facilities provided
under the EWS scheme for the younger child.
 Fig 6: Figure showing children enrolled in any school

It was observed that in most of the families in the area from where the data was collected, the children were
enrolled in school and attended it regularly. In cases where the child was not enrolled in any school, it was
mainly due to the medical condition of the child.

Fig 9: Figure showing the percentage of children going to a government or private school.

In the areas from where data was collected, it was observed that there was no major difference between a
government and a private school. The major deciding factor for sending children to school was the proximity
of the institution from home and the transport facilities provided.
 Fig 11: Responses showing students obtaining extra classes in the form of tuition/coaching.

In the data collected, a lot of students obtained extra classes for passing an exam in the form of tuition classes/
coaching. This shows that the school is not taking any extra measures to make sure students pass and do good
in school.

Fig 12: Responses showing awareness of Parents for the rights their children are entitled to.

A fraction of people had no idea over the provisions of the act for their children and their rights. a lot of people
only heard of the act but did not know about the provisions or the exact rights which their children are entitled
to.

Some parents were highly aware of these provisions and also took active steps towards providing their children
with the best facilities.
 4. PROBLEMS ARISING IN ADMISSION

Earlier there was an offline system of ballot lottery. Parents who submitted forms were invited. Selection of
Children was based on a lottery system. There was transparency in this process. But 2 years ago this whole
process was made online. This led to a lot of problems because the majority of the parents were not trained in
computer processes. Obtaining external help costs them money. This now has become an unneeded burden on
them.

In the online process, there are a lot of vague terms and the process and sites have a lot of glitches which make
the whole process tough to comprehend. Transparency in the system has decreased due to this new
implementation of the process. Due to this unsatisfaction among parents was observed.
 SUMMARY OF ANALYSIS

Procedure Practical Scenario Challenges

Procurement of Certificate from The problem in procuring
Block Development Office ( of different certificates required for
EWS) category obtaining EWS certificate
Online Application for obtaining - Lack of Transparency
admission by means of
submission of an online form.
Duty of the Schools to provide Not fully provided by schools 1. Increasing awareness
free education material. (Books, (insufficient funds, no transport among parents.
writing material, uniform) facility, lack of awareness of 2. Providing transport
parents) facility to all students.
 SUGGESTIONS FOR IMPROVEMENT
Right to education bill is a historic move and a major achievement by India government. But the Act will
serve its purpose only if the hurdles that keep poor kids away from the school are removed.

Give incentives for schooling

In the poor families, kids are seen as helping hands. They help in household chores. Their contribution is quite
significant for the survival of the family as a whole. Sending them to school takes this support away from the
family. Hence, in order to educate them the following steps are absolute necessity:

 Monetary support to parents for sending kids to school. For example, Rs 100 per month for each kid as
long as they are enrolled in the school.
 “Lack of interest” is responsible for major school drop-outs. This lack of interest is due to the absence of
stimulating environment in government schools at elementary levels. Additional factors such as adverse
teacher/student ratios and the perceived irrelevance of schooling also add to the high dropout rates.

Establish ownership and responsibility

Particularly in the impoverished areas, people’s representatives – MPs, MLAs – should be made responsible
for the smooth functioning of the schools in their areas. Local relevant NGOs and other organizations may
also be involved. They can provide support through the School Management Committees.

Transport Facilities

Lack of Transport facilities is a problem faced by a lot of families in sending their children to school. It should
be ensured that every school provides apt transport facilities to the children enrolled in as many localities as
possible to curb this issue. During the survey, it was observed that parents were hesitant in sending their
children to schools which are far away and do not provide transport facility.

Lack of Awareness

A lot of parents were unaware of the procedure of obtaining admission through under EWS category and its
process. It was also observed that many parents were not completely aware of the things which they were
entitled to under the EWS category. It should be made sure by the local authorities concerned that the
population of the area is aware and should take active steps towards increasing awareness about this issue.
The finer provisions, for example, funds for books, writing material and uniform, have a lot of ambiguity and
it should be made that it is the duty of the school to brief them about all of these when the student is enrolled
in the institution.

Difficulty in Procuring EWS certificate

The authorities concerned for providing EWS certificate to families should be under supervision by the
Competent Authority. A lot of families drop out of the procedure which is very detrimental for the population
of that area, therefore it should be the duty of the authorities established for promoting and regulating
education to make sure that this doesn’t happen.

Support from School

Different schools had different facilities which were provided to the children. Although this was the case with
most, there were some school which didn’t provide any such facilities to the students. A fixed schedule of
these facilities should be fixed according to the convenience of these schools for providing holistic
development and to increase the number of incentives for these families to participate in this procedure.

A fixed amount of money, determined by taking into consideration the average income of such families should
be charged for the extra-curricular activities. This amount should be fixed by the competent authority instead
of leaving this on the discretion of such private schools.
 CONCLUSION
Education is perhaps the most vital requirement for inclusive growth, empowering individual and society,
opening up opportunities and promoting true public participation in the development process. It is an important
factor that fuels both social change and economic growth. India is actively pushing forward with its agenda
for revamping and restructuring education in the country. It is submitted that though the judiciary has made
education as a fundamental right yet it is for the State to secure it for all people. It is beyond any doubt that
education is of fundamental significance to the life of an individual and the nation.

Right to Education means that the Government will be responsible for providing education to every child up
to the eight standards, free of cost, irrespective of class and gender. Part III of the Constitution of India gives
all force to every child to get free and compulsory education through Art.21, and insertion of Art.21-A by
the 86th Amendment is also a landmark in this respect.

According to Section 12(1)(c) of the Act, private unaided schools have to provide seats for children from
Economically Weaker Section of the society. The school are not supposed to charge any amount of fees from
these students. In the survey conducted and the data collected the objective was to find the manifestation of
this provision on practical grounds.

From the data collected certain findings were observed which are as follows-

1. Most of the children in the surveyed area are being sent to schools by their parents.

2. There is reasonable awareness of the importance of education among families.

3. The procedure for obtaining admission under this category is multilayered and rigorous.

4. The families are satiated with the education provided by Government schools but want to send their
children to Private schools for the extra facilities provided by them.

5. Activities like Computer Education, Sporting facilities had a lot of significance in the eyes of parents to
ensure holistic education for their children.

6. The parents find it very hard to obtain an EWS certificate from the Block Development Office.

7. The schools charge for activities like drawing and sports.

8. There is a lack of proper transport facilities for bringing children to school. Due to this, parents have to
take out time from their schedules and invest a significant amount of money in sending their children to
school.

9. Corporal punishment was objected to by parents but only for their daughters.

10. Funds provided by schools are insufficient for procuring the concerned things.

11. Some schools provided funding for uniforms and books whereas some provided funds only for uniforms.
 12. The students enrolled under this category do not face any discrimination by either their peers or their
teachers.

Looking into all of these issues, we find that these are the issues posing hurdles in the implementation of this
provision.

After Analyzing the data collected and pointing out the problems, certain measures were suggested in order
to implement this act in a better manner. These measures could possibly root out the hurdles which were
apparent in the data collected for this study.
 ANNEXURE

1. In Mt. Colombus School, C-Block, Dakshinpuri, New Delhi travel facility was provided by school to
the students who were from the EWS category.
2. No students interviewed during the survey complained about facing discrimination by the school
teacher and their peers.
3. In Amrita Public School, Devli, Sangam Vihar, New Delhi books and uniforms are provided by the
school.
4. In government School WhatsApp Group were created for keeping check on students’ academic
performance.
5. In Government Scool parents were called in case they miss parent teacher meeting.