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Quality of Secondary Education. A Case Study of Tripura

©2017 Textbook 87 Pages

Summary

The definition of quality education depends upon the subject’s perspective. For example, for the students it may stand for the facilities provided to them; for parents it may be the learning outcomes; for teachers it may be the improvement of teaching learning processes; for prospective employers it may be the nature of the output. Secondary education takes a vital part in the formation of active citizens and also plays a critical role in addressing the emerging human development concerns in countries engaged in building knowledge societies to stay connected to the process of globalization. The role of secondary education in the growth of a nation is paramount and significant, more particularly in developing countries. Secondary education is the single largest supplier of labour force in most of the developing countries, including India. In view of the relation between education and economic growth in a less developed state like India, it is not the highly sophisticated manpower but the middle level (secondary) manpower that is necessary for enhancing the economic growth.
This study deals with secondary education in Tripura, India. Academicians, researchers and students who are interested in studying secondary education in general and secondary education of Tripura in particular are the target group of this book which will surely help them to understand the problem of quality secondary education in India.

Excerpt

Table Of Contents


Abbreviations
ASER
Annual Status of Education Report
CT
Town
Committee
EFAGMR
Education for All Global Monitoring Report
MHRD
Ministry of Human Resource Development
GAR
Gross
Attendance
Ratio
GDP
Gross
Domestic
Product
GER
Gross Enrolment Ratio
GSDP
Gross State Domestic Product
IEA
International Association for the Evaluation of Educational
Achievement
ISI
Indian
Statistical
Institute
NAR
Net
Attendance
Rate
NCERT
National Council for Educational Research and Training
NER
North East Region
NGO
Non-Governmental
Organization
NP
Nagar
Panchayat
iv

NSSO
National
Sample
Survey
Office
OBC
Other
Backward
Caste
RE
Revised
Estimates
RMSA
Rastriya Madhamik Sikskha Abhiyan
SC
Scheduled
Caste
SES
Selected Educational Statistics
SPSS
Statistical
Package
for
Social
Sciences
SRS
Sample
Registration
Survey
ST
Scheduled
Tribe
TSEB
Tripura
Secondary
Education
Board
TPR
Teacher-Pupil
Ratio
TTAADC
Tripura Tribal Areas Autonomous District Council
TIMSS
International Mathematics and Science Studies
UNESCO
United Nations Education, Science and Cultural Organization
UNICEF
United Nations International Children Emergency Fund
v

SL.
No.
List of Tables
Page
Nos.
1
Table 1: Growth Trend of Secondary Education
11
2
Table 2: Type of School Management (Higher Secondary)
12
3
Table 3: Type of School Management (Secondary)
12
4
Table 4: Growth in Number of Teachers
13
5
Table 5: Pupil-Teacher Ratio
13
6
Table 6: Status of Trained Teachers in India
14
7
Table 7: Trend of Dropout Rate
15
8
Table 8: Growth in Enrolment (in million)
16
9
Table 9: Public Expenditure in Education
18-19
10
Table 10: Intra-Sectoral Allocation of Resource in Education
21
11
Table 11: Demographic indicators of North-East Region
26
12
Table 12: District wise Male, Female, SC and ST population in Tripura
27
13
Table 13: Literates Number and Literacy Rate in Tripura (2011)
28
14
Table 14: Numbers of Secondary and Higher Secondary Schools in
Tripura
29
15
Table 15: Total Number of Secondary and higher secondary Schools in
Dhalai District
30
16
Table 16: Total number of secondary and Higher Secondary Schools in
West Tripura
31
17
Table 17: Total number of secondary and Higher Secondary Schools in
South Tripura
31
18
Table 18: Total Number of Secondary and Higher Secondary Schools
in Sepaijala District
32
19
Table 19: Total number of Secondary and Higher Secondary Schools in
Khowai District
32
20
Table 20: Total number of secondary and Higher Secondary Schools in
North Tripura District
33
21
Table 21: Total number of secondary and Higher Secondary Schools in
Unakoti District
33
22
Table 22: Total number of secondary and Higher Secondary Schools in
Gomati District
34
23
Table 23: Secondary and Higher Secondary Schools per 10000
individuals District wise
35
24
Table 24: Total number of teachers in secondary schools
37
25
Table 25: Percentage of trained teachers
38
26
Table 26: Percentage of Secondary Schools having various types of
building
39
vi

27
Table 27: Percentage of Secondary Schools having various Types of
Rooms
39
28
Table 28: Library Room, Laboratory Room, Boys' Common Room,
Girls' Common Room and Indoor Games Room facilities in the
secondary schools in Percentage
41
29
Table 29: Percentage of Secondary Schools with Library Facility
42
30
Table 30: Gross Enrolment Ratio
43
31
Table 31: Dropout Rate
44
32
Table 32: Mean Performance of the Students (in percentage)
48
33
Table 33: Mean Performance of Boys and Girls (in percentage)
49
34
Table 34: Mean Performance of the Districts
49
35
Table 35: District wise Performance of the Students in (percentage) 50
36
Table 36: District wise Performance of the Students in (percentage)
51
37
Table 37: District wise Performance of the Students in (percentage)
52
38
Table 38: District wise Performance of the Students in (percentage)
53
vii

List of Figures
SL
No
List of Figure
Page
Number
1
Figure 1: Public Expenditure in Education 20
2
Figure 2: Intra-Sectoral Allocation of Resource in Education
22
3
Figure 3: Enrolment in Secondary School (High and Higher
Schools)
36
4
Figure 4: Composition of Expenditure on General Education,
Tripura 1993-94
45
5
Figure 5: Composition of Expenditure on General Education,
Tripura 2002-03
46
6
Figure 6: District wise average achievement of the students 50
viii

Executive Summary
The definition of quality education depends upon the subject's perspective, for example,
for the students it may stand for the facilities provided to them; for parents it may be the
learning outcomes; for teacher it may be the improvement of teaching learning process;
for prospective employer it may be the nature of output.
Secondary education takes a vital part in the formation of active citizens and also plays a
critical role in addressing the emerging human development concerns in countries
engaged in building knowledge societies for staying connected to the globalization
process. The role of secondary education in the growth of a nation is paramount and
significant more particularly in developing countries. Secondary education is the single
largest supplier of labour force in most of the developing countries, including India. In
view of the relation between education and economic growth in a less developed state
like India, it is not the highly sophisticated manpower but the middle level (secondary)
manpower that is necessary for enhancing the economic growth.
Secondary education has not received due attention either at the policy level or at the
research front despite its size and importance. In fact, most of the research and
documentation in education has been confined either to elementary or higher education.
However, of the limited research in secondary education, some are on the study of
Secondary Education Board in various states, and others on functioning of the secondary
education. In India there are very few studies which are concerned with learning
achievement of students of secondary level. And in Tripura, there are no studies
conducted on this theme. In this back drop of this review the need and importance of the
current study can be justified. This study intends to provide a comprehensive picture of
the status and quality of secondary education in Tripura.
The major objectives of this study are as follows:
(i)
To examine the status of Secondary Education in Tripura.
ix

(ii)
To study the learning achievement of the students of class X of Tripura.
(iii)
To suggest measures to improve the quality of Secondary education in Tripura.
Since free and compulsory education to all children up to the age fourteen is the
Constitutional commitment in India, all efforts in the past were focused on achieving the
goal of universal elementary education. It is secondary level of education that is now in
the focus. Over time, secondary schooling facilities improved to a significant level but
still there are a few areas of concern. Schooling facilities to a large number of habitations
were not available. Large number of secondary schools of India does not have the
standard infrastructure. The infrastructure facilities of the private secondary schools are
better than the government schools but they charge high fees which is not acceptable. A
large number of secondary schools did not have ancillary facilities like urinal, drinking
water and lavatory in schools. Library is a very important part of the education but large
number of secondary schools of India does not have this facility in school. A large
number of schools even did not have science laboratory; majority of which were the
Government schools. The teacher pupil ratio is very high in secondary schools especially
in government schools.
But over a period of time we have also achieved some things namely number of
secondary schools, teachers, enrolment, and investment on secondary education increased
significantly. The share of girls' enrolment at the high/higher secondary level has been
increased. The gross enrolment ratio is steadily increased in secondary education. The
dropout rate is also steadily decreased in secondary education. .
So far as the investment on education is considered, secondary education has never been
the priority area of investment. However, in the recent past it is observed that govt. has
given due attention on secondary education and as a result of this RMSA was
implemented with the goal of universal secondary education. The goal of universal
secondary enrolment cannot be achieved unless the goal of universal elementary
education is achieved. Enrolment in secondary classes is a function of upper primary
x

graduates. The demand for secondary schools is expected to increase once the goal of
universal elementary education is achieved.
It can be concluded that facilities related to the provisions of secondary education are not
satisfactory in Tripura. The position of access to secondary is not very good in Tripura,
though the number of secondary schools steadily increased over the years. In Tripura,
most of the secondary schools are ill-equipped as a considerable percentage of schools do
not have even basic facilities available on the school premise. So, therefore, it is desired
that the govt. of Tripura may give more attention in their plan toward the overall
development of education in general and secondary education in particular. In this
direction, govt. of Tripura must take the benefits from Rastriya Madhamik Siksha
Abhiyan (RMSA), which is a centrally sponsored scheme to expand secondary education
in the state. Govt. of Tripura must create taskforce consisting educationalists and expert
to look the implementation part of those centrally sponsored schemes. Moreover, state
government should take initiatives for orientation and training programs for the
functionaries and teachers for proper management of the schools.
Findings
1. The overall performance of students of class X in learning achievement test was
very poor in Tripura. The mean performance of the students in learning
achievement of mathematics was 48.90 per cent.
2. Mean performance of the students of rural areas in the learning achievement test
of mathematics was 46.52 per cent and mean performance of the students of urban
area was 51.26 per cent.
3. Mean performance of boys in learning achievement test was 49.34 and mean
performance of girls was 48.33 per cent.
4. In the learning achievement test of mathematics, students of Dhalai district were
performed very poorly compared to other districts of Tripura. The mean
performance of the students of Dhalai district was 40.5 per cent.
xi

5. In the learning achievement test of mathematics, students of West Tripura district
were performed better than any other districts of Tripura. The mean performance
of the district was 55.00 per cent.
6. Boy students were performed better in all the districts of Tripura compared to
their female counterpart.
7. Students from urban locality were performed better in all the districts of Tripura
in learning achievement test of mathematics compared to their rural counterpart.
8. In the learning achievement test of mathematics, General category students were
performed better than SC, ST and OBC category. On the other ST category
students were performed very poorly in the learning achievement test of
mathematics.
9. As far as the religion of the students are concerned, Other religion students were
performed better compared to Hindu, Muslim and Christen students. Hindu
students were performed better than Muslim and Christen. On the other hand
Muslim Students were the worst performer among all the students.
10. Mother education and Private Tuition in Home have a positive impact on learning
achievement of the students.
Causes of Low Achievement of the Students
The present study find out that learning achievement of the students of secondary schools
in mathematics is very poor in Tripura. When we conducted interview with Head
masters, parents and students to find out the cause of low learning achievement of the
students, we got some alarming points or views expressed by teachers, parents and
students. Low learning achievement might be due to the combination of the following
factors:
1. The schools are having insufficient accommodation for standard teaching learning
process.
2. Teaching aids are very old. Information and communication Technology (ICT) is
still not used for teaching of mathematics.
xii

3. Teachers often participate in political activity or other allied activities rather than
concentrating in teaching the pupils.
4. Medium of instruction is also a problem, expressed by many students and parents.
A large section of students passed their elementary education with their mother
language. But when they admitted in secondary education they find difficulties to
understand the language as Bengali and English are the only language used in the
secondary schools as medium of instruction.
5. Appointment of teachers on the basis of political connection is largely responsible
for poor quality of teaching.
6. Resource materials are never provided in time and adequate quantity.
7. Inspection of schools became a ritual in school education system. As most of the
officers not look the academic affairs of the schools. They only concerned with
financial and administrative works of the school.
8. Curriculum is hardly matches the surrounding of the students. So, they do not feel
interest in the contents.
9. Proper training programs for the teachers are not arranged by the government.
10. Lack of mathematical laboratory in the school.
Pursuit of better performance has become a key factor for individual and nations. The
desire for a higher level of achievement has put tremendous pressure on the students,
teachers and the education system. Quality of education has become a major area of
concern. Now, mere quantitative expansion is not the target but the achievement of
learning skills of comparable standards is focus of educational system of any country.
Secondary education serves as a link between the elementary and higher education, and
plays a very important role in this respect. A child's future can depend a lot on the type of
education she/he receives at the secondary level. Moreover, in India and many others
developing countries, a large section of students leave education after their secondary
education and entire in the labour market or job market. So, if they do not get the basics
xiii

in the secondary education they cannot be a good worker or labour who can contribute
for their national development.
The literacy rate of Tripura in 2011 works out of 87.22 per cent for the population seven
years and above against 73.20 per cent in 2001, and 60.44 per cent in 1991, which
exhibits that Tripura is doing good in expanding the basic education among the mass. The
census conducted by Indian Statistical Institute (ISI), kolkota reported (2013) that Tripura
literacy rate is above 95.16 percent. Tripura's literacy rate is far better than the national
average. But as far as the quality of education is concerned, Tripura do not have the
similar position among the Indian states. We have already discussed the learning
achievement of the students of Tripura in mathematics test in which test items are
selected from TIMSS (2011) of IEA. More than 50 percent test items are not answered by
the students. All the test items of the said learning achievement test are having difficulty
level of class IX standard and class VIII standard. Schooling will help our future citizen
to live a better life when students learn in school. Mere admission in school is not
education. So, we can say that Tripura is getting quantity in the cost of quality.
The actual observation and response of the Head masters, teachers, parents and students
have indicated that there is a need of up-gradation in secondary education. For quality
improvement, we have to re-think about the idea, structure and system of secondary
education of Tripura. As we cannot control the factors which are influenced learning
achievement of the students like family factors, psychology factors etc, we have to boost
the school related factors which has a positive effects on learning achievement, more
especially the government schools or government run schools. The elite and rich groups
of the society enroll their children in private schools where quality is presumed to be far
better than the government schools. So the clients of these public schools are the poorest
of the poor, economically and socially downtrodden people. The stakeholders of these
schools being weak and vulnerable cannot ensure accountability of the system for quality
education. The elite groups are not concerned about this, as their children are safe in
private schools. The marginal groups of the society are not in a position to enroll their
xiv

children in private schools which provide quality education. Due to the economic factor
they have to enroll their children in government run primary schools where quality is
very poor. So the children belonging to marginal groups are deprived from good quality
education and as a result they can hardly climb the ladder of development.
Policy Options
1. Motivation of teachers for understanding the problems of students, especially the
marginalized section. Special training of the teacher is required to ensure that the
problems of the students are properly tackled
2. Development a network of government schools to share common resources.
Government should make a transfer policy for the teachers as most of the parent
other than West Tripura district has expressed that all the good teachers are posted
in West Tripura.
3. The present scenario demands that teachers should make the children understand
that children understand that classroom is the safest place for learning. Teachers
should encourage children to take risks, to have courage to explore, to keep time
for thinking and reflection and to generate in them the capacity to concentrate in
the classroom. If the children are provided with a greater friendly space to
learning through attractive texts and materials and free interaction with the
teachers and their peer groups, the learning competency would greatly improve.
4. Remedial teaching classes should be arrange for the disadvantage groups and
marginalized classes.
5. Field survey reveals that there are certain concepts which are either not dealt or
hurried in the class. So, to stop such practices in the schools, the district
educational administrator should be involved in monitoring the coverage of the
curriculum.
6. To improve the learning achievement of the students in mathematics serious
modification is needed in the teaching methodology of mathematics.
7. State govt. as well central govt. must sets minimum level of learning achievement
norms in secondary education for the students. And every effort should be made
from the government side for proper acquisition of those skills in school.
xv

Further Research Suggestions
1.
Same type of studies with more number of sample students may be replicated
in different districts of Tripura to get a comprehensive picture.
2.
Studies in depth may be conducted to find out the learning achievement of the
tribal students of Tripura in more comprehensive way.
3.
A more comprehensive study may be undertaken to investigate the factors
responsible for poor performance of the students of Dhali District in all
respect.
4.
Study may be undertaken to find out the difference in achievement of
government schools and private secondary schools in Tripura.
5.
A comparative study may be undertaken to access the learning achievement of
the students of Tripura with other state, especially state from NER, in
secondary level of education.
xvi

Chapter 1
1.1 Introduction
Education is the key of social inclusion and sustainable development. It is the basic
condition which insures quality of life and freedom of speech. In simple word we can
say that universal access of quality education ensures that every individual of the
society has the equal opportunity to contribute for the national development.
Therefore it is very important for a nation or education system to arrange education in
such a way, so that it can reach the marginalized and vulnerable.
However, even when the benefits of education are obvious, it has yet to acquire the
required urgency in the development agenda of several nations, including India
(Biswal, K: 2011). Most of the third world countries are still not giving the required
importance on education and as a result of which those countries are still fighting with
numerous problems. After 1990, some importance has been given to the Basic
education but secondary education is totally ignored.
In the 21
th
century when globalization, privatization and liberalization make the whole
world a small city and knowledge exploration created a world where knowledge is
valuable than anything, than only the global community specially the third world
countries feel the importance of secondary education to sustain and compete with the
modern world and global labour market.
Higher education is not a cup of tea for everyone as because it requires huge funds.
Moreover, every student does not have the requisite intelligence and quality which
requires for higher education. Third world countries realize that, it is secondary
education, where we can create labour force by giving them skill base education
which enables then to provide service in the national market as well as international
market. And this realization, especially the third world countries, changes the
significance of the secondary education in the world. Now, secondary education like
primary education does get the same importance.
1

The issue which is very much important as far as education is concern is quality.
Education without quality is worthless. Education must be arranged in such a way so
that every section of people should have the equal opportunity of quality education.
The definition of quality education depends upon the subject's perspective, for
example, for the students it may stand for the facilities provided to them; for parents it
may be the learning outcomes; for teacher it may be the improvement of teaching
learning process; for prospective employer it may be the nature of output.
Quality is a dynamic idea. However, the term `quality' cannot be defined precisely.
Defining the concept of quality is a little like trying to define `motherhood'--it is
clearly a good thing but elusive and likely to be dependent on the perspective of a
person attempting the definition (Stephens: 2003). There is no universally accepted
definition for `quality of education' (Takwala: 2006). Terms like effectiveness,
efficiency, equity, equality and quality are often used interchangeably (Adams: 1993).
In education, perception of quality is around students (Mukhopadhyay: 2001). The
performance of the students in examination results, learning achievements, ability to
apply learned knowledge in practical life--exhibits the quality of education. For some,
"quality of education" means value addition in education (Feigenbaum: 1951);
excellence in education (Peters and Waterman: 1982); for others, fitness of education
outcomes and experience for use (Juran and Gryna: 1988). The Dakar Framework of
Action (2000) defined quality of education in terms of recognized and measurable
learning outcomes especially in literacy, numeracy and essential life skill.
Education, the fulcrum of sustainable development, holds the key to `social inclusion'
(Biswas: 2011). While primary education is a basic enabling factor for participation
and freedom, for leading a life with dignity and overcoming basic deprivation,
secondary education is the gateway for prosperity, for transforming the economy and
establishing social justice in any country. But mere quantitative expansion of
secondary education is not likely to help of the same. It has to radically transform its
basic character with the demand of emerging knowledge intensive economy, market
and more importantly the quality of education i.e. the quality of learning achievement
of the students. State policies have highly prioritized elementary education as a thrust
area and have demarcated higher education for research and development. But
2

secondary education, that is the main link between elementary and higher education,
has often remained neglected not only at the policy level but also in research and
analysis (Sujatha & Geetha Rani: 2011).
Secondary education takes a vital part in the formation of active citizens (Kabir:
1955) and also plays a critical role in addressing the emerging human development
concerns in countries engaged in building knowledge societies for staying connected
to the globalization process. The role of secondary education in the growth of a nation
is paramount and significant more particularly in developing countries. Secondary
education is the single largest supplier of labour force in most of the developing
countries, including India. In view of the relation between education and economic
growth in a less developed state like India, it is not the highly sophisticated manpower
but the middle level (secondary) manpower that is necessary for enhancing the
economic growth.
The completion of secondary education enables a person to be qualified for certain
jobs or to higher levels of education for advanced and specific knowledge. Secondary
Education is a crucial stage in the educational hierarchy as it prepares the students for
higher education and also for the world of work (Govt. of India: MHRD: 2006-07). It
is also considered as the most crucial level of education as in this stage of education
children enters to adolescence.
India is following a service-led growth model and striving hard to survive the global
competition. And for this, India is increasingly now recognized secondary education
as the most critical segment of the education chain. Apart from the bottom-up
pressure (i.e. arising from the growth of primary schooling) and the top-down
pressure (as the source of potential intakes for higher education) for its expansion,
there is a need to pay greater attention to secondary education as it caters to the needs
of the most important segment of the population ­ adolescents and youth, the source
of the future human and social capital of a nation.
Secondary education is the terminal stage for a large number of students after which
they end up their education and entered in job/work to meet their family expenditure
or help their family economically. Therefore, it is important to connect secondary
3

education with skill development. This has been echoed in the recommendations of
different educational commissions of India which were constituted time to time. In the
recent years, the concern of education has shifted from economic development to
human development by emphasizing the developments of people's capacity in term of
improved health, knowledge, skills etc. Schooling has a close link with the
developments of those qualities. Schooling should be ensured that all the students
irrespective of their race, sex and religious background must learn the minimum level
of learning which will help them in their near future to be a good citizen of the society
with dignity. Our society will get the benefits of secondary education when school
provide the basic knowledge, skills and the information to student and student
acquires the minimum level of leaning from school.
From last two decades global community has significantly given importance on
quality of education in all levels of education i.e. what student acquires/learns in
school or other educational institution. Global community has established many
organizations and implemented different schemes for the quality enhancement of the
education of all level. Huge fund and human resources are invested in this purpose. So
generally a question comes to our mind that why quality is important. Below, we have
tried to point out some issues for which the quality of education is so important in this
globalization age.
Education has been shown to be inextricably related to individual labour markets.
Studies on returns to education or association, between the average years of schooling
or quantity of schooling and income, show that on an average an additional year of
education is associated with about 10 per cent increase in wage. The estimated returns
to education differ substantially across income levels with returns to education, higher
in lower income countries (Psacharopoulos and Patrinos: 2004). But the problem of
these studies is that the schooling variables, such as enrolment ratio and average years
of attainment are imperfect measures of the educational components of human capital
(Lee and Barro: 2001). Measuring the educational system on the basis of enrolment
and average years of schooling of the population, only measures the quantity of
schooling, not quality. Everyone would acknowledge that a year of schooling does not
produce the same cognitive skills everywhere. Moreover, they will agree that families,
peers, health, nutrition have an effect on cognitive skills. However, the studies which
4

analyzed the association between education and earning have almost ignored these
aspects.
In the field of education, economist researchers now investigate different aspects
which affect the income of the individual. They typically find that learning
achievement of the students which measure by the international test has a clear impact
on earning after controlling the other variables namely quantity of schooling, the
experiences of the worker. A strong association between test score and wage was
found (Education for All Global Monitoring Report: 2004 hereafter EFAGMR).
Murnane, Willett, Duhaldeborde and Tyler (2000) separate the direct returns to
measure skills effect from the indirect return of more schooling. They find that
cognitive skills are important determinants of subsequent earning. Educational quality
measured by what pupil knows have powerful effect on individual earning, on the
distribution of income and economic growth (Hunushek and Wo mann: 2007). This
impact is thought to increase with work experience or more education attainment, but
it is the reorganization of their skill-related performance that may cause their earnings
to rise once they are on the job (Altonji and Pierret: 2001). Hanushek and Wo mann
(2007) show that in developing countries, the return of learning may be higher than in
developed countries.
The most of the literature on education and economic growth study the association
between average years of schooling and economic growth, like the studies of
education and earning and income distribution. It misses the core of what education
all about. This sort of study is more difficult for cross-country comparison than the
study within a country. For example a year of extra education in Bangladesh would
not gain the same amount of knowledge that would gain in Hong Kong or United
State.
Since the early 1960s, international agencies have conducted learning achievement in
different subject matter. Over the past 10 years, growth research demonstrated that
considering the quality of education, measured by the cognitive skill, dramatically
alters the assessment of the role of education in economic development (Hanushek
and Wo mann: 2007). Hanushek and Kimko (2000) using the international data on
student achievement test, 1991 find out a statistically and economically significant
5

Details

Pages
Type of Edition
Erstausgabe
Year
2017
ISBN (PDF)
9783960676560
ISBN (Softcover)
9783960671565
File size
1.3 MB
Language
English
Publication date
2017 (June)
Grade
A
Keywords
India Education in India Primary education Empirical study School Management Literacy Secondary school
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