Survey of SMC Members in 10

Government Primary Schools in

Chitrakoot District

Shachindra Sharma
Communication Consultant
ssharma@aadicreations.in
+91-522-2091023, 9628311915
 SMC Survey Report

Contents

Acknowledgement .................................................................................................................... 2
Executive Summary.................................................................................................................. 3
Background ............................................................................................................................... 4
Objectives, Methodology and Limitations .............................................................................. 6
Findings .................................................................................................................................... 8
Conclusion .............................................................................................................................. 17
Annexure I: Questionnaire for Interviewing SMC Members .............................................. 19
Annexure II: Checklist for Focus Group Discussion ............................................................ 22

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 SMC Survey Report

Acknowledgement

This survey of School Management Committee is a part of Literate India Project

being implemented by Akhil Bharatiya Samaj Sewa Sansthan with funding and
technical support from Child Fund India.

I sincerely thank Mr Bhagwat Prasad, Director of ABSSS, for giving me an

opportunity to conduct this survey. He provided guidance and support during all
the stages of the study.

My sincere thanks to Mr Saket Suman, Project Manager, Literate India Project, Mr

Imtiyaz Ahmad, Project Coordinator, Literate India Project and Mr Arun Kumar
Kushwaha, Project Coordinator, Literate India Project, for providing support
during all the stages of the survey and valuable feedback on the tools of data
collection.

I profusely thank all the 10 facilitators of the project. They braved intense heat
amidst their tight work schedule and completed the survey within stipulated time
frame.

Finally I express my gratitude towards the SMC members who very patiently
participated in the survey and shared their wisdom with me.

My sincere thanks to all.

Shachindra Sharma

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Executive Summary

This survey pertains to School Management Committee members with whom Akhil
Bharatiya Samaj Sewa Sansthan is intervening under Literate India Project being
funded and technically supported by Child Fund India. The study was conducted
through questionnaire and focus group discussion.

The study concludes:

• Merely formation of SMCs is not enough. The government should ensure

that the SMC members are provided training so they are able to discharge
their duties in an efficient manner.
• SMC members should be imparted training on financial monitoring
• Capacity of SMCs should be built on formulation of school development plan
to provide facilities like toilets, water, better food, playground, games
material boundary wall, electricity, etc.
• Steps should be taken up to improve school environment including
cleanliness, child safety, end to child discrimination, end to child
threatening, end to child beating, responsible and punctual teachers, etc.

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Background

Akhil Bharatiya Samaj Sewa Sansthan (ABSSS) is a non-governmental

organisation based in Chitrakoot district of Uttar Pradesh. It is primarily working
in Chitrakoot district, though its work has covered entire Bundelkhand area and
neighbouring districts of Madhya Pradesh.

ABSSS was born on March 23, 1978, with a strong desire to do something concrete
to improve lives of Kol tribals of Patha region of Banda district, now Chitrakoot
district. This was the time when the country’s attention was focused on the plight
of bonded labour in the country. It was but natural that the ABSSS would also take
up the liberation of bonded labour, a practice only too common in Patha region, as
one of its major programmes.

During the first two decades ABSSS adopted a multi-pronged approach to

simultaneously address three sets of issues which it felt were crucial for improving
the lot of the Kols:

(i) Creating awareness among the Kols about their own situation and the
need for organised effort to break the shackles of feudal exploitation
(ii) Creating awareness among the wider society, including the government
machinery at the district and state levels, about the grinding poverty,
misery and exploitation of the Kols
(iii) Taking up specific development programmes on its own, and influencing
the government system on behalf of the Kols, to ensure that the benefits
of development and welfare programmes actually reach the people for
whom they are intended.

During this period ABSSS had important achievements to its credit in all the three
areas of activities. If today the Kols are able to lift their heads and see a light at the
end of the dark tunnel, it is largely due to the efforts of ABSSS. This phase of
struggle ensured that almost 5,000 Kols, who were granted lease of land by the
government, actually got its possession.

But the land that Kols got was of poor quality full of stones and gravel. As a result
only a few could raise a crop and that too under rainfed conditions since irrigation

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facilities were non-existent. Now there was a need for construction and this is
exactly what ABSSS is doing for the last two decades after initial two-decade long
phase of struggle. Without going into details of this transition, today ABSSS is
working in water and sanitation, livelihood and education sectors.

This report pertains to interventions that ABSSS carried out with School
Management Committee (SMC) members under Literate India Project supported
by Child Fund India with a view to improve community participation in the
management of government primary schools so as to ensure better education to
the children in the project area.

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Objectives, Methodology and Limitations

This survey of SMC members was carried out with SMCs of 10 government primary
schools in Bargarh area of Chitrakoot district. These primary schools are the ones
in which the ABSSS is implementing Literate India Project with funding and
technical support from Child Fund India. The study was carried out towards the
last phase of the one-and-a-half-year project.

The following are the objectives of the survey:

1. Aware the SMCs and parents on Right to Education Act, norms and its
implementation at school level and gap analysis
2. Encourage the participation of parents, SMC member and other
stakeholders in school management and development
3. To study about drop out children, gap and cause analysis for being dropped
or not being enrolled at school by conducting survey
4. To prepare guidelines/strategies for increasing the roles of parents, school
management committee, gram panchayat and other stakeholders in school
development

The methodology involved:

1. Study of secondary material collected from different sources. Primarily this

included project proposal, baseline survey, Right to Education Act, 2009,
orders issued about SMC by the Government of Uttar Pradesh, from time to
time
2. Decision on data collection tools. It was decided to interview SMC members
individually by questionnaire and conduct focus group discussion with the
SMC members to hear their stories. It was also decided to limit the
questionnaire to 20-25 questions in all so it could be administered to them
quickly.
3. Preparation of draft questionnaire and its sharing with project officials in
Child Fund India for their feedback.
4. After incorporation of the feedback the questionnaire was modified. The
modified questionnaire was discussed with the project officials and

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facilitators in Bargarh office of the project. On the basis of their suggestions,

the questionnaire was further modified.
5. Three groups of facilitator (three, three and four), each led by a project
official and the surveyor visited two SMC members each and field tested the
questionnaire. On the basis of these six interviews the questionnaire was
further modified to finalise it.
6. The final questionnaire was translated into Hindi because the facilitators
are proficient in this language only. Over the next three days each facilitator
interviewed 10 SMC members.
7. Focus group discussions were arranged by the facilitators in the school
premises and conducted by the consultant himself. The checklist of FGDs
was simple and FGDs were conducted in a free-wheeling manner while
ensuring that the points in checklist were covered.
8. Progression data of children from one class to another was collected.
9. The data was fed in an Excel sheet and analysed.

Like any other study, the present study also has its share of limitations. The study
was conducted during a period of intense heat when schools function for four hours
in morning from 7 to 11. Presence of children in the school during this period was
very low as this is also the season of marriages in rural areas. Data collection was
affected for a day because of a storm warning by the Met Department and the
schools were closed by the authorities. Focus group discussion could not be carried
out with two SMCs because of unforeseen circumstances.

Yet we managed to interview 100 out of 150 SMC members (66 per cent) and
conduct FGDs in eight out of 10 SMCs (80 per cent). The result would not have
been any different from the present had we been able to cover entire population.

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Findings

As stated earlier 100 SMC members out of total 150 were interviewed for this
survey. The number was limited to 100 SMC members as the timing of the survey
coincided with peak marriage season and it was very difficult to find members at
their homes as many of them were attending marriage invites. We also wished to
conduct one focus group discussion in each SMC. But could do eight FGDs because
SMC members were not available in two primary school areas during the survey
period. No significant value should be attached to this shortfall because we
interviewed almost 66 per cent SMC members and conducted FGDs with 80 per
cent SMCs.

Of the 100 SMC members interviewed, 69 belonged to SCs/STs, 17 to OBCs and 14

to General category (Chart 1). It may be mentioned that among the interviewed
SMC members eight were teachers (secretaries) and two ANMs (government
employees).

Chart 1: Caste of SMC members

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14

69

SCs/STs OBCs General

A total of 41 members were males and 59 females (chart 2). Impressive

representation of females in SMCs can be understood from the fact that provisions

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of SMC constitution provide that 50 per cent of the members from amongst parents
and guardians will be women.

Chart 2: Sex of SMC members

41

59

Males Females

Educationally, 44 SMC members were found to be illiterate and 19 were educated

up to class 5. Beyond class 5, SMC members educated up to class 8 numbered 17,
those up to class 10 numbered 10 and those up to class 12 numbered six. Ten SMC
members were educated beyond graduation and above. Incidentally all these highly
educated SMC members were teachers and ANMs. In fact one teacher was also
educated up to postgraduate level (Table 1).

Table 1: Educational distribution of SMC members

Sl. Position Illiterate Up Up Up Up Graduate Post Other

to 5 to 8 to 10 to 12 graduate
1. President 3 2 3 2
2. Vice- 3 1 1
president
3. Secretary 1 3 1 1
4. Member 37 16 13 3 3 3
5. Lekhpal
6. ANM 2
7. Total 43 19 17 3 6 8 1 1

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If educational pattern of different caste groups is viewed in percentage terms,

percentage of graduates and above is significantly high among General category
SMC members. It may be mentioned that these graduates and above educated
members are teachers and ANMs. If these are removed one gets SMC members
from amongst parents and guardians. Here education level of members does not
show any significant variation (Table 2).

Table 2: Educational status through castes

Sl. Caste Illiterate Up Up Up Up Grad- Post- Other Total

to 5 to 8 to 10 to 12 uate graduate %
1. SC/ST 43.5 20.3 23.2 2.9 2.9 5.8 1.4 - 100.0
2. OBC 52.9 23.5 5.9 - 11.8 5.9 - - 100.0
3. Gen 42.9 7.1 - 7.1 14.3 21.4 - 7.1 100.0

A little more than half of SMC members surveyed (55) had received training so they
could discharge their duties in a better way. A total of 41 members said they did not
get any training and four could not say if they got any training or not.

Ten respondents said that they got the training from the Government department.
These are all the teachers and some members like SMC president. Forty-three
members said that they received training from ABSSS, four said that they received
training from the government department and ABSSS and one acknowledged to
have received training from another NGO. Three respondents could not recall
where they got training from. It must be noted here and total of respondents to this
questions (and subsequent questions) does not equal to the number of members
who received training.

While SMCs were last constituted in Uttar Pradesh in the year 2016 (two years prior
to the survey), only a little more than half of SMC members (56) could recall it. This
indicates that SMC members have tendency of forgetting the affairs of SMC, or
simply lack interest in it. A case in point is the meeting of SMC member, which is
held every month in the last week. But only 20 members could recall that last SMC
meeting was held in the month of April 2018. This in turn means that the meetings
are ‘held’ and records maintained.

According to 48 SMC members, head teacher, or in his absence senior most

teacher, of the primary school, who is also secretary of SMC, maintains records of

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SMC meetings. Seven SMC members said that records were maintained by ABSSS,
11 said they were maintained jointly by head teacher and ABSSS and three said they
were maintained by gram pradhan. The rest either did not know who maintained
the records.

The objectives of maintaining SMC records were probed deeply so as to know

perception of SMC members about them. The answers are summarised in table 3.
As this question was not applicable to the members who did not know who
maintained the records of SMC meetings, the figures in the table are percentages
of the members on whom the question was applicable.

Table 3: Objectives of maintaining records

Sl. Objective %age of Respondents

1. Agenda of next meeting is determined by using it 6.3
2. Maintained because needed by higher authorities 4.7
3. Government authorities can check work of SMC 12.5
4. Community members can check the work of SMC 4.7
5. Required for reporting 6.3
6. Two objectives 29.7
7. Three or more objectives 35.9

According to Right to Education Act, 2009, the SMC shall perform the following
functions namely:

a) monitor the working of the school;

b) prepare and recommend school development plan;
c) monitor the utilisation of the grants received from the appropriate
Government or local authority or any other source; and
d) perform such other functions as may be prescribed

A few leading questions were asked from the SMC members to know if they were
aware about their major powers, which are available to them from Right to
Education, 2009. The findings are summarised in table 4. As can be seen in the
table, most of the SMC members are aware of most of their powers, except one and
that is assisting in transparent use of funds. In fact utilisation of funds is one aspect
in which no SMC secretary (head teacher, or senior most teacher) wishes any
interference from any quarter and keeps this closely guarded secret. Probably
because of this fewer SMC members are aware that this is also one of their powers.

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Table 4: Major Powers of SMC members

Sl. Manor powers Yes No Missing

response
1. Identifying the needs of the school 83 9 8
2. Assisting in transparent use of funds 58 32 10
3. Supervising construction/maintenance 63 29 8
4. Enrolment of children in school 80 18 2
5. Monitoring student attendance 79 16 5
6. Monitoring student academic performance 73 20 7
7. Recommending transfer of teacher 70 20 10
8. Supervising mid-day meal programme 93 5 2

On the question if SMC members needed more powers to perform their duties in a
better way, SMC members seemed to be baffled. Forty-four members said that they
do not need any additional powers, 29 said that they needed power and 27 were
not sure whether they needed any additional power or not. But they needed powers
to recruit, promote and terminate teachers as summarised in table 5.

Table 5: Requirement of additional power

Sl. Requirement of Power Yes No Not Sure

1. Recruitment of teachers 82 10 8
2. Promotion of teachers 69 18 13
3. Termination of teachers 63 23 14

Apart from the above, SMC members had lots to say about what they wanted. So
18 members wanted toilets for children, including separate toilets for girls and boys
in the schools so that children may develop interest in attending the school. What
happens at present is if a child feels call of the nature in the school, she has to run
to home to meet her exigency because there is no toilet in the school and even if
there is one it is either not usable or has been locked by the teachers for the fear of
it getting dirty (see table 6).

An equal number of SMC members, that is, 18, said that environment of the school
should be improved and there should be cleanliness, safety of children, care of
children. No child should be threatened and no child should be beaten upon. There
should also be provision of electricity in the school, because as a few SMC members
said no meaningful education can take place in the school without electricity being
made available in the schools.

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Table 6: Wish list of SMC members

Sl. Response No. of

Respondents
1. Provision of toilets, including separate toilets for girls and boys 18
2. Improved school environment, including cleanliness, child safety, 18
childcare, no discrimination, no child threatening, no child beating,
electricity provision, etc.
3. Good/better teaching 17
4. More teachers/responsible teachers/timely teachers 12
5. Provision of water 8
6. Playground/games material 7
7. Boundary wall 7
8. Good/better food 5

Seventeen SMC members say that there should be better teaching in the schools.
Twelve said that there should be more teachers in the school. According to them
teachers should also be responsible and punctual. There should be provision of
water in the school, according to eight SMC members. In view of seven SMC
members there should be playground and games material in the school, which
must have boundary wall. Five SMC members felt children should get better food
in the school as part of midday meal.

Finally, 11 SMC members talked about parents’ cooperation in running the school,
seating arrangements for children, good uniform, motivation to community, more
power to SMC members, honorarium to SMC members, monitoring of
construction work, availability of musical instruments and timely availability of
books/exercise books.

Findings of Focus Group Discussions

While structured interviews of individual SMC members gave valuable information

about what they knew about SMC, what they thought about their roles and
responsibilities and what is their wish list for the schools of their villages, focus
groups discussions were conducted with eight SMCs to gain further insight into the
working of SMCs. We wished to conduct FGDs with all SMCs, but could not conduct
it with two SMCs because of logistical reasons, availability of limited time and
unfortunate incident in one of the SMCs, leading to cancellation of FGD at the 11th
hour.

Children are irregular in all the schools except one and that is Jamira Colony (see
the box School with a difference). SMC members averred that children were
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irregular in the school because of shortcoming and carelessness of their parents.

The parents were not ready to be counselled. Additionally, counselling did not work
on them either because there were umpteen number of educated youth not getting
a job. Even if there is a rare example of someone getting a job, such an example
does not move them because of rampant unemployment in area.

School with a Difference

Primary School at Jamira Colony is a school with difference. It has 215 children on
its rolls. At the time of this study when heat and marriage season were at peak the
attendance was over 50 per cent. In other months the attendance is almost 100 per
cent.

Credit to this goes to the present headmaster Ravi Shankar Tripathi, who is quite
serious about his profession. Guardians are also quite aware to send their children
to the school regularly. The headmaster has an assistant teacher (female) and two
shiksha mitras (female).

If on any given day, the attendance of children is less, the headmaster himself takes
a round of the village and exhorts the parents to send the children to the school.
With his efforts he has got solar power plant installed in the school. All the rooms
except one in the school are electrified.

With the availability of solar water pump vegetables are being raised in the school
and these vegetables are used in midday meal.

There is high irregularity of students in April and May (till the school closure for
summer vacation). Earlier schools used to close from May 21 for summer vacation
after the exam in late April or early May and the declaration of result on May 20.
Now exams are held in March, result is declared by March 31 and new session starts
from April 1. This message has not gone down the villagers fully despite efforts of
teachers and other actors like NGO workers and SMCs and they just don’t send the
children to the school saying that the school is closed for vacation. Moreover, late
April and May are the season of marriages and families are quite busy in attending
marriage invites.

Children are irregular in the schools because of the factors like:

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• Abject poverty in the area

• Lack of teachers’ interest in teaching
• Inaccessibility of teachers

Entire Bargarh area is marked by abject poverty (of course there are moneyed
people, but they are not part of our focus). This poverty emanates from facts that
the land is full of stones and gravel, soil is of poor quality and water is scarce. Stone
mining had been major occupation in the area. But with the government putting a
ban on mining, villagers are forced to go to distant places to work as labourer and
bring some money to household.

Barring a few exception, teachers generally do not have interest in teaching. None
of the teachers lives in the villages in whose schools they have been deputed. They
commute to the villages from places as far as Karvi (65 km) and Allahabad (60 km).
All of them alight from the bus at place called Bargarh Mod (Turn) or Bargarh
Railway Station and from there they move to the schools, which are as far as 15 km
from the alighting point. Naturally, this long distance commuting takes toll on
teaching.

Often teachers are inaccessible, as emerged during FGD in with SMC members in
Primary School Haraha. The members said that ever since the school has become
an all women teacher school, SMC members and villagers find it hard to approach
them with the problems of the school and children.

Reasons of dropping out

We tried to know the status of dropping out of children in the school. In one voice
SMC members said no child dropped out till class 5th and even if a child drops out
it is because of migration.

Beyond class 5th there is drop out at two levels: when child moves from class 5 to
6 and when child moves from class 8 to 9. In the former case the drop out is less if
the junior high school is in the village. But if the junior high school is outside the
school, girls drop out in significant numbers, like in Pateri where junior high school
is 3 km away. During transition from class 8 to 9, boys and girls both drop out
significantly because of two factors: one, distance of higher secondary school from

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the village and failure of students, whose foundations are very weak because of
non-retention policy under right to education.

Electricity is available only for short duration in the villages. Because of this the
children do not study at home after sunset. No home study means little learning
and when the foundation of children becomes so week that they leave study mid-
way.

In Primary School Goiya Kalan children drop out at any stage, but they are remain
enrolled on papers till class 5. When it comes to taking benefits of government
doles, they come to the school in hordes.

Tasks by non-school going children

Children who are irregular, or drop out from the school, aimlessly wander the
streets of village, playing marbles, tipcat, money, etc. Such children often indulge
in vices like tobacco chewing, smoking and theft.

Among tribals no girl studies after class 8, but among SCs they study till 10th or
even more. This is so because of poverty. As the time progresses, marriages are
getting delayed, but grown up girls start helping in household chores.

The notion that the child is working if not attending the school seems to be wrong
in these villages. In one voice SMC members said that the drop out children, mostly
after class 5, are so young that they are not employable in the labour market.

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Conclusion

This survey of SMC members, with whom ABSSS is intervening ever since they
assumed office, brings into sharp focus some very important issues related to SMC
members and education in the villages in which Literate India project is being
implemented.

One, selection of illiterate and poorly literate parents and guardians (educated up
to class 5) as SMC members seems to have its own meaning. Therefore, emphasis
should be given to select more educated members if they are available in the village.
During informal interaction many SMC members told the lead investigator that
before the launch of the project (Literate India Project) they even did not know that
they were member of SMC. Of and on some teacher would call them to the school
and take their thumb impression or signature on some register saying that was
necessary for government records. Therefore, emphasis should be given to
select more educated members, if they are available in the village,
whenever new SMCs are formed.

Two, generally SMC members had poor recall power as to when SMC was
constituted and when the last meeting of SMC was held. Yet they were quite aware
of their roles and responsibilities. This new found awareness has been possible
because of formal training that they got from ABSSS and from the informal
interaction with ABSSS facilitators in the field.

The irony, as revealed by this survey, is that all the teachers, who are secretaries of
SMCs got training from the government department concerned (Education
Department), the government turned blind eye to the training of SMC members
from the community. It is needless to reiterate that properly trained and informed
SMC members could have been quite helpful in improving the functioning of the
school and hence improving quality of education.

SMCs included in this survey are those in which ABSSS has put in considerable
efforts through Literate India Project and turned otherwise dormant SMCs into
vibrant entities. Most likely, new SMCs will be formed later this year or early next

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year. Work should be done to ensure that along with formation the
government department imparts training to these new SMCs.

Three, while Right to Education Act, 2009, stipulates very clearly that SMCs will
monitor the utilisation of the grants received from the appropriate government or
local authority or any other source, lesser number of SMC members said that their
roles and responsibilities included extending assistance in transparent use of funds
and supervising construction and maintenance in the school. In fact exercise of
such a power is desisted by the teachers and other authorities. In view of this, SMC
members should be imparted training on financial monitoring.

Four, not many SMC members want additional powers. But they have a fairly long
list of wish list for their schools. To recall the following are some of the things the
SMC members wish for their schools:

• Provision of toilets, including separate toilets for girls and boys

• Provision of water and better food
• Playground and availability of games material
• Boundary wall
• Electricity provision
• Improved school environment, including
− Cleanliness
− Child safety
− Childcare
− No child discrimination
− No child threatening
− No child beating
• More teachers who are responsible and punctual

Initial four items in the above list are directly related to finances and the other
items are related to behavioural change. SMCs need to work relentlessly on them.
The first four can be incorporated in school development plan and the rest can be
achieved with more interaction among different stakeholders. Capacity building
of SMCs on these points, facilitation of interaction and advocacy with
the government authorities can be done by ABSSS.

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Annexure I: Questionnaire for Interviewing SMC Members

Note: Hindi translation of the questionnaire was used for interviews

(Please encircle proper alternatives)

1. PRELIMINARY

1.1. Date of interview: ______________________________

1.2. Interviewer’s name: ______________________________

1.3. Village/School name: ______________________________

2. SMC MEMBER’S BACKGROUND

2.1. Name of the member: ______________________________

2.2. Sex of the member: M F

2.3. Educational status:

Illiterate Up to 5th

Up to 8th Up to 10th

Up to 12th Graduate

Postgraduate Others (specify)

2.4. Caste:

SC/ST OBC General

2.5. Position in SMC:

President Vice-president Secretary (Teacher)

Member Lekhpal ANM

3. DISCHARGE OF INTENDED ROLES

3.1. Have you received any training to discharge your roles?

Yes No

3.2. Who was your training provider?

Government department Akhil Bharatiya Samaj Sewa Sansthan

Other NGO Other (specify)

3.3. In which year the SMC was formed?

_____________ Don’t remember

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3.4. When was the last time the SMC met?

_____________ (day/month/year) Never met Don’t remember

3.5. Who maintains records of SMC meetings? (Multiple answers possible)?

Head master/teacher Parent teacher association head

Gram pradhan Any SMC member

Any person from the village ABSSS worker

No records maintained Don’t know

(If the answer is don’t know, please directly move to question 3.7)

3.6. What is the purpose of maintaining written records? (Multiple answers possible)

Agenda of next meeting is determined by using it

It’s not useful, but it is maintained because it is required by higher authorities

Government authorities can check the work of SMC

Community members can check the work of SMC

Required for reporting

Other

Don’t know/can’t say

3.7. What are main powers or responsibilities of SMC? (Multiple answers are
possible)

Identifying the needs of the school Yes No

Assisting in transparent use of funds Yes No

Supervising construction/maintenance Yes No

Enrolment of children in school Yes No

Monitoring student attendance Yes No

Monitoring student academic performance Yes No

Recommending transfer of teacher Yes No

Supervising mid-day meal programme Yes No

Other (specify) ______________________________________________

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3.8. Do you think SMC requires any additional powers? (Multiple answers are
possible)

No additional powers are necessary Yes No

Power to hire teachers Yes No

Power to promote/motivate teachers Yes No

Power to dismiss/transfer teachers Yes No

Other (Specify) ______________________________________________

3.9. Would you like to say anything else?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Thank You

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Annexure II: Checklist for Focus Group Discussion

Note: FGDs were conducted by the consultant in a free-wheeling manner, but care was
taken by him that answer to three points came from the discussion with the SMC
members.
1. Reasons of children dropping out from the school
2. Reasons of children being irregular in the school
3. Tasks which non-school going children do
Any other thing

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