Need Assessment and Delivery Mechanism in Tuition Centers in Kashmir Report

January 19, 2013 IPPRD

One-day Workshop on Need Assessmentand Delivery Mechanism in TuitionCenters in Kashmir

Venue: Dakbunglow AnantnagOrganizer: Institute of Public Policy for Research andDevelopment

I P P R D

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Institute of Public Policy for Research and Development

Need Assessment and Delivery Mechanism in TuitionCenters in Kashmir

Abstract:

Tuition may have beneficial dimensions but the scale on which it is beingconducted in Kashmir- unregularised & unregulated, puts student communityunder tremendous pressure and motivate their parents to invest in it,primarily because their mainstream or subject teachers in schools emphasizethe desirability of it and on the other hand their families consider tutoring forcemajeure for advancement in academics.

Among the most problematic aspects are cases in which tuition becomes asubstitute for the mainstream. Especially near the time of major externalexaminations, all most all the schools in the valley wear deserted looks- sansthe students.

Policymakers and planners in Kashmir must confront it in order to identify andarrive at appropriate regulations and proactive measures for the betterment ofprevalent unregularised and unregulated informal education sector. Theobjective should not only be to control and steer: but to bring in quality.

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Key Words

CC = Coaching CentersCPP = Child Protection Policy,DCPAG = District Child Protection Advisory Group, Anantnag,DRTA = Directed Reading Thinking ActivityINR = Indian Rupee,OSI = Open Society Institute,OECD = Organisation for Economic Co-operation and Development,PISA = Programme for International Student Assessment,TCs = Tuition Centers,

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Unrest in early

1990s

TCs emerge in the Valleyto fill the lacunae createddue to the politicalunrest in the formaleducation system, butuse short cut methods toachieve success.

Back ground:

Education is awakening the natural curiosity of young minds, which satisfies them inlater stages of life. Its purpose is to identify ones talent and to propel it forprecision. Besides, it transmits culture from one generation to another. The crux ofthe education is to make one bold and to inculcate the leadership quality withinhim/her. It plays an important role in the developmental tree of a child by wideninghis cognitive, physical and loco- motor domains, which are pivotal for the child’slearning process; it sometimes triggers creativity, and gives flip to latent , imitativeand insight learning’s.

Lack of clear-cut policy from government to have the access to the qualityeducation and the dismal functioning of formal schools during the political unrest ofearly 90’s of twentieth century led to the mushroom growth of Tuition Centers inKashmir Valley. These centers tried to fill the lacunae in the formal educationsector; however, using short-cuts spoon-fed the students with downloaded andabridged versions of reference books that were available in the internet-market.The students crammed these notes in order to pass the exams. Though thesituation in the valley has improved over the years yet the TCs haven’t seen any rayof change for these still continue to use the old tutor centered pedagogies.

The early 2000s saw a mushroom growth of Tuition centers -in big or small districtsof Kashmir and a growing trend of students opting for Tuition classes apart from theregular curriculum. Once upon a time Tuition was a rare phenomenon, generallyunheard of and only taken by those who were weak in their studies, normallytreated as additional classes in a private fashion. But now it is a way of life forstudents, aggressively promoted by the teachers to which parents mostly becomecausality with a no choice left but to send their wards to those tuition centers. Butdoes Tuition really help in scoring good marks in school or in competitiveexaminations? Is it advisable for the school students to opt for Tuitions? When isthe right time to join Tuition? Does it take away time of self-study and makestudent dependent on Tuition center? Or does it give students career the rightboost and direction? These are some of the questions which every student and theirparents face.

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The craze for Tuition has led to opening of Tuition centers in every by-lane ofValley’s towns selling dreams of guaranteed success. One can see thenewspapers; magazines or roads filled with advertisements like you can 'learnEnglish in 30 days' or 'score 90% in Boards with our guidance' or 'clear CET/with our package'. The subliminal language of advertisements makes theyoung minds to dream for the world which is normally unreal and idealistic.More and more students are flocking these centers as an alternative orsupplement to school teaching. Many experts believe that education is anatural process of learning. For the regular and attentive students Tuition isnot really required till class 12th. However, for professional courses likeentrance examinations of CET & AIEE professional guidance is required intoday's competitive world. A student has no background and idea of theexamination he is appearing for. He or she needs proper study material andguidelines on the important topics, exam patterns, and short-cut methods ofsolving numerical and analytical questions. It is here, when the coachingcenters, not the type of valleys Tuition centers, play an important role inhelping students. They plan each topic methodically and time schedules tocomplete the modules. The students feel that the tutors know what theimportant and less important topics are. The minute details like the sectionsof question paper that needs to be solved first are explained by theseteachers.

A good number of Govt. Higher Secondary School / Govt. Degree Collegelecturers impart private tuition teachers as it is an easy channel for someextra income.

Teachers in schools/colleges are not bothered about teaching. Tuitions aremore helpful to them as the number of pupil in the tuition classes is farexceeding the set norms, often it is more than 100 students crouched in asmall room, and more the students in a single class, better the dividends.Worrisome as this may seem, the student has some more discomforting.Some of the Govt School/College lecturers have their own coaching classesand they urge their students to join them, in maximum cases resort toblackmailing, saying to the students that if they don’t join their tuitioncenters, they will be marked fail or less performers in practical’s of sciencesubjects; because most of the students at 11th , 12th level having sciencesubjects prefer to go for tuitions, so teachers going for private tuition arehaving only motive to get as many students as they can.

So fierce is the competition among the school/college lecturers to attractstudents to their tuition classes- rather than imparting quality education inschools/colleges, a few unscrupulous lecturers resort to unhealthy practice ofawarding more marks in internals to the students that attend their tuitionsthan those who don’t, thereby giving an edge to their students.

Some of the GovtSchool/College lec-turers have their owncoaching classes andthey urge theirstudents to join them,in maximum casesresort to black-mailing, saying to thestudents that if theydon’t join their tuitioncenters, they will bemarked fail or lessperformers in prac-tical’s of sciencesubjects.

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The unholy nexus between lecturers and private tuition centers is not new,but it was never on a scale as large as this, say old timers in the educationsector.

Objectives:

To arrive at measures forascertaining presence of qualityeducation in TCs of Kashmir.

To seek implementation of ChildProtection Policy.

To move towards practicalapproach to studies thantheoretical.

To make fee structureaffordable even to poor and needystudents.

To have Infrastructure, likewaiting hall, library with widerange of books etc. at TCs.

Segregation of sexes in TCs soas prevent incidence of sex-abuse.

To press for Concrete policy/regulation from government/education department of Kashmir.

To stress for Teacher-Pupil ratioas per NCF norms.

To press for need of services ofregular counseling fromChild/DevelopmentalPsychologists in TCs.

Challenges- What mars our TCs?

The tutors in TCs mainly focus on maintenance rehearsal ignoring theelaborative rehearsal part, which as per experts is the biggest challenge. Toelaborate this lets take thinking, which is broadly stated as the cognitiveprocess of rearrangement or manipulation of both information fromenvironment and the symbols stored in long-term memory, simply speaking itis the mediation of stimulus and response. Symbolic features are events oritems- the imagery created in the brain, which gives shape to words orlanguage and a trigger to the concept, no doubt concept is emblematic formof language. The tragic part in TCs is that students taking tuitions areclassically conditioned to autistic thinking and tutors pay no attention toDirected Reading Thinking Activity (DRTA)— to conceptualize any movemeant for learning.

There is no implementation of Child Protection Policy (CPP) in all the TCs.UNICEF’s Child Protection Strategy, lays out the strategic actions needed tobuild this protective environment. The Strategy is centered on:

strengthening child protection systems, including the set of laws,policies, regulations and services needed across all social sectors —especially social welfare, education, health, security and justice — tosupport prevention and response to protection related risks;

Promoting social change that is consistent with human rightsprinciples;

Strengthening child protection in emergencies; and Evidence building and convening and catalyzing a wide range or

partners are priority cross-cutting areas. Violence against children.But in TCs of Kashmir no such mechanism exists as a rule.

Infrastructural Bottlenecks:

Not even a single TC has a library, a waiting hall or a laboratory for practicalexposure of students. Some even don’t have lavatories.

Rise in number of TC Players:

In the year 2000 there were only two major TCs in Anantnag, namelyOsmania CC & Brilliant CC (run by IMI Trust); however by 2012-13 this numberhas swooned up to twenty major TCs and numerous other lesser known TCs.

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101520

TCs

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Lack of Government Policy in the informal education sector:

The government of Jammu and Kashmir has till date paid no heed to theinformal education sector, particularly the TC segment. However thegovernment woke up only after incidents like Romana Murder case .In2010 department of education issued an order 435-Edu of 2010 dated30-04-2010 calling upon all the TCs to get registered with Deptt. ofEducation, Govt. of Jammu & Kashmir, with some miniscule ofregulations like dimensions of class room and 10% free admission forpoor/orphan/ needy/ children of neglected section of society .

Recruitment of Tutors:

The TCs in valley have no tutor recruitment criterion. A person’s job insecondary/ senior secondary school/ college in vicinity is the first and farmost point in selection as a tutor. This is primarily due to the reason thatthe tutor is instrumental in bringing more pupils to the TC.

TC- Tutor Nexus:

The teacher tutors adapt the general materials which they are given tothem for delivering lectures in order to fit the average student’s needs.Such practice commonly develops good pupil records, good parentalfeedback, and the trust of students (just to keep them in illusion,otherwise the case regarding quality material access in terms of tuition isin dismal).

Among the most problematic aspects are cases in which tuition becomesa substitute for the mainstream. Especially near the time of majorexternal examinations, all most all the schools in the valley weardeserted looks- sans the students.

Schools in valley, especially at higher secondary level, are perceived bypupils to be less able to cater for their specific needs because they haveto serve a wide spectrum of demands and also have broader social andpolitical goals. In certain areas of Anantnag, this has reached theextreme, for pupils enrolled in sciences pay to the faculty (of the schoolin they are enrolled) to secure attendances and practical notes to allowthem to be absent from school. Especially during the 11th/12th classeswhen pupil take long leaves from the schools to prepare forMedical/Engineering entrance exams, they concentrate on attending theprivate tuition centers and on their preparations at home rather thanattending mainstream classes.

The case regardingquality materialaccess in terms oftuition is in dismal.

In 2010 department ofeducation issued an order435-Edu of 2010 dated 30-04-2010 calling upon all theTCs to get registered withDeptt. of Education, Govt.of Jammu & Kashmir, withsome miniscule ofregulations like dimensionsof class room and 10%free admission forpoor/orphan/ needy/children of neglectedsection of society .

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Among the challenges is the conventional pedagogy of TC tutors which differs fromthat of trivial mainstream teachers. In mathematics, for example, pupils may learn inTCs to solve problems mechanically, rather than through understanding themathematical principles concerned with the result that the tutoring services“weaken the organizational capacity of schools to develop a coherent instructionalprogram”. Perhaps even more problematic are situations in which teacher’s neglecttheir mainstream classes because they know that pupil will receive tutoring – inmany cases delivered by those teachers themselves.

In mathematics, for example, pupils may learn in TCsto solve problems mechanically, rather than throughunderstanding the mathematical principlesconcerned with the result that the tutoring services“weaken the organizational capacity of schools todevelop a coherent instructional program”.

Meanwhile, it is useful to reproduce Poisson’s summary of possible impacts of TCs soas to gauge the relationships between private tutoring and mainstream education.

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Adverse Events:

Tuitions may have beneficial dimensions but the scale on which it isbeing conducted here in the valley, unregularised & unregulated, aspupil are under pressure to invest in tutoring primarily because of thepeer pressure, their mainstream/ subject teachers emphasize thedesirability of it and because their families consider tutoring forcemajeure for advancement in academics, gives it a monstrous look.

In the situations in which the main stream core-subject school teachersapply pressure on the pupil to enroll in their own tuition centers thatprovide the tuitions before and after the school hours; the learningbecomes very long and boring. It often distracts the pupil from thestudies. In most of the cases the teacher resorts to blackmail and insome cases sexploitation too.

The teacher tutor often leaves a part of the curriculum during themainstream school lessons (in order to expand the market for histutoring after school hours) normally called as ‘teaching avoidance’ inschools; this affects mostly the pupil from poor families who can’tafford the tutoring and those who have enrolled for other tutor classes.

In the present system of education in Kashmir is that the subjectteachers award the internal assessment marks (primarily for practical’sin science subjects) the parents are forced to send their wards to theparticular subject teacher for tuitions.

Given that the market is not a perfect one, there are chances that a highly ablechild of the poor parents may end up scoring less as he/she is not able to pay fortutoring. This causes inefficient allocation of talents. Besides it diverts theresources from more productive uses such as deliberate reduction incommitment to their work (in order to increase demand for tuitions) by the core

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Given that the market is not a perfect one, there are chances that a highlyable child of the poor parents may end up scoring less as he/she is not ableto pay for tutoring. This causes inefficient allocation of talents. Besides itdiverts the resources from more productive uses such as deliberatereduction in commitment to their work (in order to increase demand fortuitions) by the core subject school lecturers/teachers.

It restricts the leisure times of the children telling upon thempsychologically and in most of the times adopts the approach of escapelearning. In grave cases of negative reinforcement (high parentalexpectation to perform, expectations of the relatives and the peers) thepupils adopt delinquent methods.

As TCs run informally they are beyond the reach of government taxcollection. The non- payment of taxes by the tuition centers has led tocreation of neo-riches in the society who in turn have demonized thesociety.

Another adverse event pertains to the gender dimension. Almost all theTuition Centers run by male teachers and employ male tutors. Less than 1%female staff is employed by the Tuition centers in Anantnag and that toofor reception purposes. Apart from this, Kashmir being the Muslimdominated state having 68% population who follow Islam as a religion, it issocially less acceptable for women, especially young unmarried women tospend their afternoons outside home, to visit students or invite them totheir own house. Female teachers are also more likely to be supportedfinancially by their husbands or families and are thus not as dependent onan extra income as their male counterparts.

Tuitions provide a welcome opportunity for students to meet friendsespecially those of opposite sex. In conversations with adolescents at AxisAcademy Anantnag (Tuition Center) one of them perhaps a ring leaderexhorted: “I think about 50% of students attend lessons here, because theyreally want to learn something, the other 50% come in order to meetfriends of opposite sex. There have been instances when auto rickshawdrivers have been found on the rolls of Tuition Centers.”

The size of tutoring groups varied significantly. The tuitions in valley aredelivered through lectures in groups, some of which had as many as 200pupils. In a group of 100 hundred pupils it is difficult reach to the properpitch. The disturbing part is that the conceptualization of a particular topicbecomes the first causality. Thereby, affecting the overall performance ofpupil.

It also enhances absenteeism of pupil from the tuition classes. In valley ifyou happen to witness any crowd of loitering adolescents; it surely givesyou a classical indicator that a tuition center is in the vicinity.

It is worth to mention here that a tutor, rather than the school or any otheractor, would be credited with any gain that a child made if the childperformed better in the end-of-year examinations. Very few tuition centerssampled or evaluated lessons, and very few were responsive to parental orcivil society concerns.

50% of students attendlessons here, because theyreally want to learnsomething, the other 50%come in order to meetfriends of opposite sex.There have been instanceswhen auto rickshaw drivershave been found on therolls of Tuition Centers.

There are chancesthat a highly ablechild of the poorparents may endup scoring less ashe/she is not ableto pay for tutoring.

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Methods (Design overview):

a)Demographics: The participants in this study were 20 TCs represented bytheir Heads who were running the top notch Tuition Centers in Anantnag; 100Teachers (Chosen as per their availability) – 50 from formal schooling sectorincluding both private school teachers as well as government school teacherswho had been or were in one way or the other involved in tutoring; 100student respondents- 50 of them being sent to us by the TCs & 50 others hadreceived tuitions in past two decades of turmoil in the valley. Besides, 30veteran educationists were interviewed for their views on tuition. 66%participants were male and 34 % were female.

The sample of interviewees included both males as well as females particularlyfrom the middle class and the poor sections of the society. Besides a few tutorsfrom outside the valley imparting tuitions were interviewed and invited to oneday workshop.

b) Stakeholders

Where possible, we also surveyed the executives, immediate supervisors orhuman resource representatives who had observed the tuition experience andcould comment on its effectiveness. We refer to these individuals collectivelyas “the stakeholders.” Sixty of them including the District DevelopmentCommissioner Anantnag , Farooq Ahmad Shah and the Additional DistrictDevelopment Commissioner Anantnag, Nissar Ahmad were invited andparticipated in one-day consultation titled , “ need based assessment anddelivery mechanism in TCs,” which was held on 12th Jan 2013. DDC ,Anantnagsaid that society in Kashmir has accepted tuition process , now there is a needto regulate them , for that matter government is very keen to bring in a strongbut pro people regulations on TCs . However, Advocate Altaf Mehraj raisedthe query that teachers who teach in government run schools show poorperformance and same teachers who take tuitions in TCs , how come claimfor the better results ! Moreover, he suggested that a blanket ban should beimposed for using cell phones in TCs as a part of self-regulation which can bedone only by the management of TCS .Another expert on language teaching ,Malik Mohammad Younis recommended that education department in Kashmirmust revamp evaluation system, tune syllabus as per local needs, develop amechanism wherein mathematics and other sciences are made applicable fordaily life and shun rot- memorization in schools, can help to give a check toprivate tuition .

c) Interviews

Two independent contractors were recruited and trained to gather the data.An interview protocol was developed to address the levels of impact outlined

Education depart-ment in Kashmirmust revampevaluation system,tune syllabus as perlocal needs, developa mechanismwherein mathematicsand other sciencesare made applicablefor daily life andshun rote-memorization inschools.

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above. During a 25- 45 minute phone interview, executives rated theirlevel of satisfaction with the Tuition process as a whole.

In addition, they described their goals for Tuition, rated how effectivelyTCs had achieved/not achieved these goals, described the newbehaviors that students had adopted as result of Tuitions, and identifiedfactors that had contributed to the effectiveness or ineffectiveness ofthe Tuition program.

More important to this study, executives identified the tangiblebenefits/adverse effects to the education sector in particular and thesociety in general that resulted from the Tuition process. To put theTuition in context, executives also identified factors other than theTuition which could have contributed to their increased effectivenessand the consequent business results. Then they provided an estimate ofthe annual monetary value of the business results. Finally, theyidentified intangible benefits/adverse effects derived from the Tuitionprogram.

d) Tuition Process:Education system in valley comprise of regulated formal sub-system andunregulated informal sub-system. The Tuition and coaching compriseabout 75% of the informal sub system. Tuition is meant for preparingthe students for achievement of academic excellence in a manner offixed variables, wherein results are known to come up as predicted,while as coaching to other students, although less in number than theformer is applied in a mode of FAP (Fixed Action Pattern) just to crackthe competitions held after passing of Plus II level examinations.

TheTuitionandcoachingcompriseabout75% oftheinformalsub-system.

Tuition is meant forpreparing the students forachievement of academicexcellence in a manner offixed variables, whereinresults are known to comeup as predicted, while ascoaching to other students,although less in numberthan the former is appliedin a mode of FAP (FixedAction Pattern) just to crackthe competitions held afterpassing of Plus II levelexaminations.

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Discussions:I. Addressing the demand for TCs: What Should the Ministry of

Education Do?The representatives of civil society in South Kashmir talked of need todampening, rather than stimulating the demand for Tuitions. Most of theveteran educationists in one-day work shop advocated a total ban on privatetutoring. They wanted the Government of Jammu & Kashmir to implement ablanket ban on the lines of state of West Bengal.* (Jalaluddin, 2007, p. 2) *.

In 2011 government had come out with circular imposing a ban on tutoring byGovernment Teachers/Lecturers. Nonetheless, the ban has been ineffective,as government machinery seems partial in dealing the situation, first and theforemost thing before general public is that why there are long wintervocations? Government must immediately curtail them , one fails tounderstand , when teachers/ lecturers who teach in government schools/higher secondary school , almost same lot takes tuitions privately , wherethere is no infrastructural facility, so long winter vacations in Kashmir issimply a bureaucratic policy(secretariat mentality), which gives leisure totheir spouses and children at the cost of wards of poor people , this practice issimply wastage of time, said Prof. A.G Chairman South Kashmir Civil Society(SKCS).

A strong case can be made for prohibition of private tuition by classroomteachers particularly by those in Govt. Sector, as these have responsibility forthose pupils who are in their mainstream classes, which they unfortunatelyfail to shoulder considering the dismal performance of Govt. Schools inJKBOSE Examinations. But, this is different from a blanket ban on tutoring. Asabout 35% TCs are run by the unemployed educated youth. These youthwhile denouncing the Administrative interference in the TCs affairs said thatthe Govt. should first come out with a policy to accommodate them and thenonly think of closing.

In general, therefore, a sheer policy is to focus on the demand for privatetutoring which should address the root causes of the demand rather than thesuperficial symptoms. Many of these root causes cannot be addressed byeducation ministries alone since they concern culture and economics. Culturalfactors include the extent to which educational achievement (mostly highscores in Board’s exams) is socially respected and deserves sacrifice, andeconomic factors include the rates of return from higher levels of educationand thus the extent to which publics consider tutoring is a worthwhileinvestment to achieve those higher levels of education. Action on these frontsmight be needed by Ministries of Economic Development and Ministries ofFamily welfare, or their equivalents, as well as by Ministries of Education.Government authorities may also wish to collaborate with civil society bodies,including religious organizations and social welfare groups.

In 2011 governmenthad come out withcircular imposing a banon tutoring byGovernment Teachers/Lecturers. Nonetheless,the ban has beenineffective, asgovernment machineryseems partial in dealingwith the situation.

Long winter vacationsin Kashmir are simplya bureaucratic policy-secretariat mentality- gives leisure to theirspouses and childrenat the cost of wards ofpoor people.

Prof. A G MirChairman SKCS.

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II. Professional Assertiveness:

Nevertheless, professionals in Ministries of Education do commonly have somelevers that they can pull to influence the size and nature of the tuition ininformal education system. In particular, they should consider revamping:

Examinations: The format of examinations Conducted by JKBOSEreward short-term cramming from tutoring as opposed to long-termfundamental understanding of the topics. Education authorities shouldtherefore review the nature of their examinations. However, theyshould not naively think that reform of examinations is a simple matter.Many vested interests and balances may need to be considered.

Enhancing General public confidence: Much tutoring is demandedbecause parents have limited confidence in the ability of mainstreameducation systems to cater for society in general and for their ownchildren in particular. Schools may be recognized as necessaryinstitutions for socialization and other functions, but may be regardedas needing supplementation. Ironically, in some settings this is becauseof expansion in order to reduce demand for tutoring by enlargingtransition rates. Government must be aware; however, that most of thepressure for tutoring comes not from low achievers but from highachievers.

Policymakers and planners may also usefully consider precisely what isbeing sought in different types of tutoring. Why are families willing to pay tosend the children to join classes of 110 pupils when they would complainvigorously if class sizes exceeded 35 in the fee-free public system? What doparents feel their children gain from large-group tutoring that they cannotget in the normal mainstream school or through parental help withhomework? And in what circumstances might inputs from an untraineduniversity student who helps a secondary school student on a part-timebasis be a useful investment alongside the work of trained professionals inthe mainstream secondary school system?

III. Addressing the supply of tutoring in TCs

Here in valley, driven by the herd mentality settings, supply does createdemand. Three circumstances are prevalent under this heading: School Teachers creating their own markets. As noted, in Kashmir it

is a common for teachers to offer tuition lessons for the pupils whomthey already teach in schools. In the most problematic cases, theteachers exert pressure on the pupils by covering only part of thecurriculum during normal school-hours and by letting the pupils knowthat their progression to higher marks/ grades is at least partlycontrolled by the teachers themselves.

The format of

examinationsConducted byJKBOSEreward short-term

cramming.

In the most problematiccases, the teachers exertpressure on the pupilsby covering only part ofthe curriculum duringnormal school-hoursand by letting the pupilsknow that theirprogression to highermarks/ grades is at leastpartly controlled by theteachers themselves.

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Pressure from peers. When everybody else seems to be receivingtuitions, both the students and their families may feel left out andneglectful if they do not do likewise.

Advertising by tuition centers. TCs in a commercial environmentoperate like other businesses houses and seek to create demand forthe services that they provide. Some advertise in the streets, innewspapers, radios and on public transport. The quality of their workmay not have an empirical evidence base and, as in the mainstream,it may be possible to blame the pupil rather than the teacher whenperformance is poor.

The issue of school teachers providing tuitions to their existing pupils maybe viewed within the context of wider discussions on corruption (Hallakand Poisson, 2007; Poisson, 2007; Dawson, 2009). It suggests thatteachers have greater opportunity and therefore likelihood of beingcorrupt when they have a monopoly over their pupils’ learning, whenthey have discretion over who passes or fails tests, and when they havelittle or no accountability to other parts of the system.

The Govt. should therefore, take decisions to transfer those involved inprivate Tuition business out of the district premises after every two years,coupled with the decision to replace class teachers for every subject inStandards XI-XII in a particular Higher secondary school with those fromother Higher Secondary (after every year) particularly for science subjectsin-order to reduce the monopoly of those teachers. Other measures thatseek to reduce discretion and increase accountability at the school andsystem level should also be implemented.

Johnson (2008) in his work on private tuitions in Kyrgyzstan (p. 213)further glosses the concept that a corrupt teacher also needs corruptclients. The implication for policymakers is that different variables needto be considered in different circumstances.

One way to reduce the backwash effects of high-stakes examinations &thereby to dampen the supply and demand for tuitions is to makeexaminations only one component of evaluations alongside school-basedassessments of various kinds. School-based assessments necessarilyincrease the role of teachers, and thus increase their discretionary power.A major question for policymakers is whether expanding school-basedassessment would improve the system or create further problems. Theanswer will depend to a large extent on the professionalism of theteaching force and the extent of its self-regulation. If this is coupled withdevelopment of a code of ethics either for private tutoring itself or fortutoring as part of a more global teacher code (Poisson, 2007, p. 17).Teachers’ unions could be valuable partners if they can be persuaded totake a stand on the matter.

The Govt. should takedecisions to transferthose involved inprivate Tuitionbusiness out of thedistrict premises afterevery two years,coupled with thedecision to replaceclass teachers forevery subject inStandards XI-XII in aparticular Highersecondary school withthose from otherHigher Secondary(after every year)particularly forscience subjects, in-order to reduce themonopoly of thoseteachers. Othermeasures that seek toreduce discretion andincreaseaccountability at theschool and systemlevel should also beimplemented.

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Also deserving note is actively considering an examination for tutor’s certification onthe Pattern of England’s Qualified Teacher Status (QTS) to provide tutors certificates tothe unemployed trained youth so that they can work as tutors and run the TCsefficiently. Unqualified people should be strictly taken off the field.

IV. Monitoring and evaluation of TCs: The need of hour

Policymakers need to monitor all forms of education in their jurisdictions inorder to identify the nature of planned and unplanned changes. In addition,evaluation mechanisms are especially needed to assess the impact of specificpolicy interventions. The following sections present a range of experiencesfrom the domain of private tutoring.

TC and Parent feedback loops: Though the collection of precisedata on the size and shape of private tuition industry is difficult as,tutors, students, and parents may be unwilling to reveal the amountsand types of tutoring that they provide, receive, or purchase. Also,tuition commonly varies in duration and intensity in different seasons;and the impact may be difficult to determine when there are manyother variables.

Nevertheless, the fact that tuition can be monitored and evaluated isevident from the many research studies published. Ireson remarked(2007a, p. 3) that students in educational institutions are commonlythe best source of information, since it is relatively easy to administerquestionnaires to them in class.

Questionnaires can be supplemented with quantitative surveys withinterviews and other qualitative investigations. The latter shall help toidentify and classify the many types of tuition.

It is a general trend in Kashmir valley that the students themselvesmake payments to the TCs and hence questions to students about thecosts of tuition will yield reliable information because they know thedetails of payments made to the TCs. However, particular care isneeded when designing self-report questions for younger children.

Parents are an alternative source of information. They may beexpected to be reliable sources of information about the incidence ofprivate tuition as they are usually the ones who arrange tuition fortheir children and they know how much it costs. For this approacheslike direct parental contact, household surveys, census type surveys,randomized telephone surveys can be employed.

TCs, individual tutors, and tuition agencies are also valuable sources ofinformation.

Policymakersneed tomonitor allforms ofeducation intheirjurisdictionsin order toidentify thenature ofplanned andunplannedchanges. Inaddition,evaluationmechanismsare especiallyneeded toassess theimpact ofspecific policyinterventions.

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.

Turning from monitoring to evaluation, (Taylor 2007, p. 11) the qualityof teaching and learning should be evaluated through collectingsamples of tuition sessions and tuition plans from TCs. All TCs shouldprovide attainment data for pupils undertaking tuition at the beginningand end of the tuition periods. Judgments on levels of attainment at theend of tuition should be validated by the school/class teachers. Varioustests and teacher assessment data need to be employed in order tocontinuously track pupils who receive tuition and to compare theirprogress with others. Also a consultancy firm can be contracted toevaluate and conduct such a pilot project in High and Higher secondaryschools in some Municipal Areas (Pricewaterhouse Coopers, 2008).

V. Taking Sues from International benchmarking

There are several cross-national surveys with UNICEF & other bodiesthat can assist policymakers and planners to arrive at a benchmarking.Four existing surveys deserve particular attention. The Third International Mathematics and Science Study (TIMSS) and

its successor Trends in International Mathematics and Science Study(also called TIMSS) were conducted under the auspices of theInternational Association for the Evaluation of EducationalAchievement (IEA).(Mullis, Martin et al., 2005, pp. 3-4).

The second regular survey is the Southern and Eastern AfricaConsortium for Monitoring Educational Quality (SACMEQ).

A third cross-national study to reference has already beenconducted by the Open Society Institute (OSI). Nine countries werecovered in 2004-2005 (Silova et al., 2006), and a further threecountries using the same methods in 2005-2006 (Silova, 2009).

The fourth major set of cross-national surveys to be mentioned isthe Programme for International Student Assessment (PISA) of theOrganisation for Economic Co-operation and Development (OECD).

VI. Schools to Learn from the TCs

Policymakers and planners should not take tutoring as a negativephenomenon – a sort of weed which invades a tidy garden, said RiyazAhmad Sofi, who is a tutor and owner of London English Academy. Whygovernment is not putting stringent regulations? And, shouldn’t parentswho are willing to invest considerable sums of money to supplementthe fee-free schooling received from the mainstream ask foraccountability. Why, indeed, do some parents want to pay for tuitionclasses which have 100 or even 1000 participants? What can mainstreamschools learn from the fact that at certain seasons their classrooms are emptybecause pupils have resorted to paying bribes to allow them to attend tuitioncenters instead? Also, K. A Malik- Owner Photon Educational NetworkAnantnag questioned on the performance of public school system!

“Policymakersand plannersshould not taketutoring as anegativephenomenon –a sort of weedwhich invadesa tidy garden.”(Riyaz Ahmad Sofi,A Tutor)

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To come out of this perplexing situation perhaps the only hope liesin making our schools more adventurous and client-oriented. Theiroperations should be more transparent, for example by givingmore rapid and comprehensive feedback to the parents.

They should imbibe the ability to do more individual care, care fornot only students’ behaviour but also academic achievement. Theindividual caring of schools would be an important weapon toattract pupils and to make them rely on them. They should investin technologies of preparing online quality lessons like on thepattern of IGNOU. The fact that pupils can skip or fast-forwardparts of the downloaded lessons, and bookmark and repeat otherparts, may give these pupils a flexibility that they would not havein face-to-face teaching.

With ample of infrastructure now at the disposal of the schoolsthere is perhaps no strong reason why schools themselves cannotbe more accommodating to these needs.

However , DDC, Anantnag , Farooq Ahmad reiterated thatgovernment is committed to regulate TCs and even someregulations have been put in practice , since 2010 and by April2013 none of the TC will be allowed to operate withoutregistration and compliance to the regulations which are likely tocome with some more modifications , I hope ….!

“Government iscommitted toregulate TCs andeven someregulations havebeen put inpractice, since 2010and by April 2013none of the TCswill be allowed tooperate withoutregistration andcompliance to theregulations whichare likely to comewith some moremodi-fications, Ihope ….!”

DDC Anantnag.

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Learning is the process which changes the behavior of an individual especially,when he/she is in adolescence, and is achieved experience through practice,while as cognitive domain is the synthesis of information learned by the modeof mind imagery. If the tutor of a TC has learned the subject perfectly thenimagery is concrete(C) and if not, then it is abstract(A). But majority of thestudents in TCs learn in abstract mode and only 5% in concrete. When thepairing is done between tutor and student the results are overwhelminglydifferent. Both ways of learning are wrong said one of the experts oneducation in one-day workshop on 12th January 2013.

In 90% of TCs, there is no follow up mechanism, no emphasis is laid on PSI(Personalized System Instruction) commonly known as unit accentuation forperfect learning.

No matter , memory is systematic encoding, storage and retrieval ofinformation but the tragic part in the tuition centers is the perquisitenumber of students , surely there is interference, now tutors in thesecongested TCs unintentionally focus on proactive mode in this mechanismlearning of the students of before gets overlapped by after , which is never aperfect learning . However, in some cases the results are retroactive –wherein the before information overlaps after one. Most of the tutors in TCsdo not have a clear idea about semantic memory.

Atkinson’s and Siffrin Model on mind sensory information System.

Tuition A Global Phenomenon: Noting the trendsPrivate tuition has established deep roots in Kashmir; it has become anecessary evil. The forces promoting its growth are different and varied; thechief concern of policy makers should be to introduce the competitive naturein tutoring by investing in it and most importantly teachers in mainstreameducational institutions and even in TCs must be forced to teach texts bymeans of a strong regulations rather than on normal trend of downloadednotes from internet and other sources , argued Ghulam Mohi-Ud-Din , anexpert on secondary level teaching in mathematics .

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In the USA and England, private tutoring is to some extent a response togovernment initiatives to make schools more competitive as well as to raise thestandards of low achievers.

One irony about the decline of quality in education set up in Kashmir valley is thatit results from government efforts to expand fee-free primary and lower secondaryeducation. What then happens is that, at least at the official level, schooling in thepublic system is free of charge, but the mainstream system is underpinned by ahidden privatization which maintains social inequalities. Kitaev (2007, p. 3) first ofall called attention to this irony. The growth and prevalence of private tuition,demonstrates that at least a sizeable chunk of parents can and do pay foreducation even in ‘fee-free’ systems, and thereupon it raises questions aboutwhether the fundamental ideology of fee-free education for all is still valid. Thegovernment should take this issue seriously, reintroducing fees at the secondarylevel on the grounds that at least some parents are able to pay and that resourcesfor fee-free education can be targeted more productively to the sectors most inneed (Makgothi, 2007).

At the same time, the supply of tuition is increased not only by the fact that tuitionhas become more socially acceptable but also by the forces of globalization whichallow for outsourcing (Ventura, 2008a). Tuition can now be provided via theInternet, as well as locally. Furthermore consumerism creates the constant urgeamong teachers to make money as a measure of professional success and favoursthe flowering of an entrepreneurial culture within the teaching profession(Obeegadoo).

Indeed the culture of the teaching profession has greatly changed in Kashmir,either in immediate response to the mass exodus of pandit Community or underthe influence of governments which wanted to make education systems morecompetitive or as teachers and families respond to market signals.

In such circumstances, private tuitions will not simply go away by putting a ban. Statespolicymakers and planners have managed to ignore the phenomenon till date, but this isbecoming less and less possible. Yet to advance from awareness of the issues toidentification of specific policy measures is not easy.

Tuition is a very complex phenomenon, driven by multiple ingredients which vary acrosscultures, economies, geographic locations, and social classes. There is underline desirabilityin general masses to mould the private tuition system while it is modest in size, rather thanwaiting for it to become deep-rooted before proposing policy measures. They also stressthe need for caution in such circumstances as TCs employ a sizeable chunk of theunemployed educated & trained youth besides their advocacy for remedial tuitions for lowachievers that could change the cultures of school systems in unintended ways.

At one- day workshop at Anantnag on Saturday the 19th January 2013, many of the civilsociety members vehemently proposed that as far as possible the spread of tuition centers:should be prevented or preempted by addressing the perceived flaws and shortcomingswithin formal schooling, with a classical reference from B.A Andrabi, a TV artist.

Private tui-tions will notsimply goaway byputting aban. Statespolicymakersand plannershave man-aged toignore thephenomenontill date.

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Instructively, it is not necessarily the case that more state spending oneducation will reduce household spending on tuition. Indeed, rather to thecontrary, the expansion of government work in the mainstream sector is likelyto expand its size. Much therefore depends on the scale of family disposableincomes and, even more on the attitudes of families to education in general andprivate tuition in particular. Many families consider it desirable to use everypossible channel to maximize their children’s life chances, and will do whateverit takes to achieve that goal.

Where private tuition is already common, a general prohibition is not a viableand effective option. Blanket bans have not succeeded anywhere, thoughprohibition of mainstream teachers providing additional private tuition to theirown pupils may be desirable. This is the most abusive and socially inequitableaspect of private tuitions and needs to be addressed by means of strictregulations. At the same time, government may itself have to get engaged in thesector by supporting tuition for low-achieving students – provided that thewider consequences of such interventions for the cultures of school systemsand the attitudes of parents, teachers and other actors is given a thought.

Should TCs be banned?Govt. has laid down the rules that teachers/lecturers cannot indulge in private

tuitions. Back in the 1970s/80s, lecturers did help out their own students in a fewdifficult subjects for a nominal fee. But private tuition centers were very rare. Thispractice has now become more commercial, which is definitely unethical. As thegovernment lecturers/teachers instead of teaching at schools/colleges spend mostof their time in their own TC’s rather than attending to their duties.

TCs Emphasize Rote /Theoretical Learning:Rather than emphasizing practical, concrete learning that happens in theclassroom the TCs emphasize theoretical teaching thereby promoting rotelearning.

College/School Lecturers/ School Teachers double up as Tutors:Field observations/ Expert Views/ Data collected from the field (TCs) revealsthat a good number of college/school lecturers/teachers double as privatetuition teachers as it is an easy channel for some extra income.

TCs- A Happy lot:Coaching centers too are happy to have their expertise. A physics teacher atone such center said that some of the fellow faculty members are sourcedfrom their duties at the colleges. Acknowledging the presence of thispractice, but sounding the warning bells for it, one of the founders of a TCsaid, “This practice has to be stopped. If the teachers tend to ignore theirresponsibilities in colleges, there is a need to ponder over this issue.”

Herd mentality:A majority of students appearing for 9th, 10th, 11th, 12th examinations andCET enroll themselves for tuitions as part of a “herd mentality.”

“Prohibition ofmainstream teachersproviding additionalprivate tuition totheir own pupils maybe desirable.”

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There is no need for such a phobia as students can prepare well for theexaminations if the school/college faculty completes the syllabus anddevote their full attention to the students in school/college. Studentsalso should demand regular classes in the college from the lecturersinstead of going to their tuitions.

Tuitions- a necessity; Not attending TC creates a Feeling of InferiorityPresent day students, also feels that the “necessity” for tuitions ismostly psychological. The notion that school/college teaching is bad isdeep-rooted in students. Those who do not go to tuitions feel inferiorand think they are missing out on something. It is a blind trend that isbeing aped.

The malaise of tuitions is not restricted to 12th and CET. Even afterjoining professional colleges or leaving the formal education, a sectionof the students tends to continue with the practice. And the TCs oftenfleece such students. They prescribe books outside the universitysyllabus, which are cheap notes in the printed form, thus exploiting thestudents. However, coaching center representatives pointed out thatthe government cannot curb the growth of TCs were dependent onthem during their “critical years”. It is a competitive world andstudents depend heavily on coaching centers for competitive exams.

TCs are beneficial to the Students:The Tuition classes also help students prepare for interviews and facegroup discussions. For those who cannot attend regular classes,correspondence coaching is helpful. They are relatively cheaper also asthey charge one- fifth of the regular courses. The students can benefitfrom the study material and model papers that are sent to themregularly.

Factors considered in Choosing a TC:There are a number of factors that need to be taken into considerationbefore selecting a TC. The quality, experience and expertise of theteachers should be the top priority. One should also talk to otherstudents before taking admission. The standard of coaching can bestbe analyzed by the success rate and academic performance of thestudents studying there. Whether to join a coaching or not is anindividual's decision. If a student is sincere and hardworking with goodgrasping power he or she can prepare for competitive exams even athome. But if professional help is required then select the coachingcenter which offers the best options.

The malaise oftuitions is notrestricted to 12th

and CET. Even afterjoining professionalcolleges or leavingthe formaleducation, asection of thestudents tends tocontinue with thepractice.

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The TC MarketEducation sector is the fastest growing sector in valley reporting a more than 5%annual growth over the past two decades. Like the rest of the Indian states Educationsystem in Kashmir comprise of regulated formal network of K12 schools &professional and non-professional colleges- both in private as well as publicownership. Tuition (Centers) market, a sub- segment of the informal educationsector is expected to grow at a whopping 20% CAGR over the years 2014-2025. Thespurt in the demand has been primarily due to return of normalcy & secondarilyowing to success of some Kashmiri Youth in Indian Civil Services.

TC Market- Drivers and Challenges:

Over the past decade the expenditure on education has increased. This has made thetuitions a lucrative business. Add to this there is rise in number of students opting forcompetitions like Civil Services, CET, AIEEE, etc. Moreover, the working parent withhigher disposable income has increased the spending on education of Children.

TCs market operates as a connecting link between academic standards in the mainstream system and the competitive standard of competitive standard of entranceexamination of different professional courses. It accounts for the 75% of the informaleducation market in the valley. The sector is considerably fragmented and regional innature.

TC Market- Drivers and Challenges:Over the past decade the expenditure on education has increased. This has made thetuitions a lucrative business. Add to this there is rise in number of students opting forcompetitions like Civil Services, CET, AIEEE, etc. Moreover, the working parent withhigher disposable income has increased the spending on education of Children.

TCs accountsfor the 75% ofthe informaleducation mar-ket in thevalley.

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.

TCs market operates as a connecting link between academic standards in the mainstream system and the competitive standard of competitive standard of entranceexamination of different professional courses. It accounts for the majority of theinformal education market in the valley. The sector is considerably fragmented andregional in nature.

Financial Snap Shot:The financial position as reflected from the enrollments provided to us by theSeven TCs shows that these TCs Total Earnings over the past five years were INR169412500. These were doled out mostly to the Tutors who happened to be runingthese TCs. Keeping the salaries to the tutors (60% of the revenues), rent paid forthe hired premises (5%), & other miscellaneous expenses (5%) as expenses the netprofit made by these TCs comes out at INR 50823750.Since all TCs surveyed do not maintain proper financial records (except one TC) thestate suffers a loss as no taxes are paid. All the TCs take refuge in absencestructured regulations vis-à-vis private tuition in the state.

Keeping the salaries to thetutors (60% of the revenues),rent paid for the hiredpremises (5%), & othermiscellaneous expenses (5%)as expenses the net profitmade by these TCs comes out

at INR 50,823,750.

Too many TC players

No Specific Pupil- Teacher Ratio

No Coaching but Poaching

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Child Protection Policy (CPP):

A code of conduct has an important role in terms of ensuring that childprotection mobilizers are aware of expected standards of behaviour and areclear on how to engage responsibly with children and communities in a positiveand safe manner, especially schools and other informal sectors of education and TCsare one among them.

CPP in Anantnag has been signed in one TC only ,however, five of the TCs weresensitized further seven more were informed of the policy among the 20 majorplayers 7 didn’t have time to listen to it. Although the District Educationdepartment in Anantnag has made an MoU with a voluntary organization whichis working on protection of child rights in Anantnag , in 2012 , and the set policyhas reached to all Zonal Resource Persons (ZRPs) of Educational Zones inAnantnag district , henceforth , supposed to reach all the schools at primary,elementary and secondary level as a strong message.

DCPAG at present is in a process to circulate CPP to all the coaching centers whichare operational in Anantnag, which is actively supported by Save the Children andYateem Trust.

Child Psychological Interventions:

The goal of child protection is to promote, safeguard and fulfill the right ofchildren to protection from abuse, violence, exploitation and neglect.Provisions for protecting children are necessary to ensure that more childrencan live in a supportive and caring environment that promotes theirdevelopment and the realization of their rights.

Emergencies can pose particular challenges for child protection, especiallywhen many of the family, social and community structures that normallyhelp to protect children are disrupted, destroyed or seriously weakened ,especially in a situation when children being exposed to new risks or anincrease in the risks that they might usually confront, during protracted armedconflict ,and when the graph of armed resistance classically remains erratic .

During emergencies, children are exposed to a range of extreme circumstances,some of which are beyond their capacity to cope. It is now accepted that inaddition to meeting basic needs, such as food and shelter, it is essential toconsider the emotional and development support of children. Being in a safeenvironment and supported by family and community helps children torecover more quickly from distressing experiences, when adolescents arecaught up in cultural crossfire , intrapersonal conflict and unconscious drive toprove teenage identity , here the dire need of child or developmentalpsychologist arises and TCs don’t have any mechanism of child psychologicalintervention even the whole educational department of Kashmir doesn’t havesuch kind of trend put in practice .

“The goal ofchild protectionis to promote,safe-guard andfulfill the right ofchildren toprotection fromabuse, violence,exploitation andneglect."

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Conclusions

Although, private tuition centers and tutoring is a global phenomenon, albeit withdifferent characteristics in different countries, it has expanded substantially inKashmir during last two decades of turmoil, and has increasingly become a systemon its own . These facts demand a greater attention.

Policymakers and planners in Kashmir must confront it in order to identify and arriveat appropriate regulations and take proactive measures for the betterment ofprevalent unregularised and unregulated informal education sector. The objectiveshould not only be to control and steer: but to bring in quality.

Acknowledgements:

o Private Tuition/ coaching centers.o Deputy Commissioner Anantnag.o Addl. Deputy Commissioner Anantnag.o Chairman South Kashmir Civil Society.o District Child Protection Advisory Groupo Academicians.o Teachers both in Pvt. & Govt. Sector.o Students and their Parents.

Thank You all for your time and views.

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Bibliography

Anderson, M.C., Anderson, D.L and Mayo, W.D. “Team Coaching Creates Engagementand Strategic Change at Caterpillar,” Global Business and Organizational Excellence,May/June, 2008.

Anderson, M.C., Lynch, J., and Brill, P. “The Business Impact of Leadership Coaching:Results from the Second Annual Bench Mark Survey of Leadership Coaching.”International Journal of Coaching in Organizations, vol. 3, 2007.

Anderson, M.C. and Anderson, D.L. “Leaders Who Coach Create Coaching Cultures” inKirkpatrick, D. Improving Employee Performance Through Appraisal and Coaching, 2nd

Edition, New York, NY: AMACOM, 2006.

Anderson, M.C. “Utilization and Impact of Leadership Coaching.” Presentation to theBest of Organization Development Summit sponsored by Linkage, Inc., Chicago, IL,May 2006.

Anderson, M.C. and Anderson, D.L. Coaching That Counts, Boston, MA: Butterworth-Heinemann, 2005.

Anderson, M.C. Bottom-Line Organization Development, Boston, MA: Butterworth-Heinemann, 2004.

Field, A. “Coaching your Team’s Performance to the Next Level.” HarvardManagement Update. Nov., 2007.

Frankovelgia, C. and Martineau, J. Team Coaching, in Ting, S. and Scisco, P. Eds. TheCCL Handbook of Coaching, Jossey-Bass, 2006.

Hernez-Broome, G., & Hughes, R. L. Leadership development: Past, present, andfuture. Human Resource Planning, 27 (1), 24-32., 2004.

Hernez-Broome, G. In it for the long haul: Coaching is key to continued development.Leadership in Action, 22(1), 14 - 16, 2002.

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Appendices/ActivitiesInterviews:(Telephonic/one-to-one/Sittings with TC managers/ Counselors/Parents and pupil taking tuitions)

1. Did you attend a Tuition Center to take extra lessons in school subjects outside schoolhours during this school year?

2. Name the TCs and its Tutors?3. In which school subjects did you take extra lessons outside school hours during this

school year?4. At what time during this school year did you take these extra lessons?5. How often did you take these extra lessons during this school year?6. How many children (including you) usually attended these extra lessons during this

school year?7. About how many hours did you spend on these extra lessons per week during this

school year?8. What did you do in these extra lessons during this school year?9. Who gave you these extra lessons during this school year?10. Where did you mostly take these extra lessons during this school year?11. Who wanted you to take these extra lessons?12. What was the main reason you took these extra lessons?13. What did you think about the extra lessons that you took?14. Was there any payment made to the person who gave you these extra lessons?

Questionnaire – Research on Measuring TC Effectiveness Which classes in the School education is the Tuition sector targeting? What are the typical kinds of development needs sought to be addressed by the TCs? Does the (School) education system have any need for viewing/measuring the Effectiveness

of the TC intervention? If yes, what are they? What in your opinion are the different practices of measuring the effectiveness of the TC

engagement to be adopted? Is there any need for any kind of mid-term tracking of the tuition’s Effectiveness? Is there any need for any kind of mid-term tracking of the tuition’s Effectiveness? Who according to shall be the people involved in the tracking / reviewing process? Who is

expected to provide the inputs / feedback and to whom? What are the different aspects / elements that are to be tracked / reviewed? What do you think are the insights that would emerge from these Effectiveness reviews? What is the plan to do going forward with respect to measurement of Coaching

Effectiveness? Do you wish to share any other information on this subject?

Appendices

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Appendices/Activities

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AppendicesAppendices/Activities

Total estimated Revenue of Osmania Coaching Center 23600000x3=70800000 (year 2009-2012)

Total estimated Revenue of New Osmania 5600000x2=11200000(year 2012-2013 only)

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Appendices

Aces/Activities

Report Compiled By:Bashir A Ganie,

&Rao Farman Ali

Need Assessment and Delivery Mechanism in Tuition Centers in Kashmir Report

Documents

Transcript of Need Assessment and Delivery Mechanism in Tuition Centers in Kashmir Report