Goa has been named among eight states and union territories, including Assam, Chandigarh, Daman and Diu, Delhi, Kerala, Manipur and West Bengal, which do not have a clear policy with regard to opening of new schools, the report has pointed out.

Goa needs to revisit its existing policy on opening of schools "as these cannot be based on distance and/or population norms alone," the report stated.

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There is a primary school at every 3.02 sq km in Goa, serving a population of 1,101 persons, and a middle school at every 8.49 sq km in the state, covering an average population of 3,091 persons. Schools are not permitted to be set up within the 3.02 or the 8.49 sq km for fear that existing schools will lose enrolment.

"This policy would specifically need to address the requirements of those not living in stable habitations, as generally understood, but living in otherwise different and difficult circumstances (remote locations with low population density, migrants etc)," the committee recommended to the government.

Goa has been advised to carry out mapping of neighborhoods and habitations and link them to specific schools. "It is possible that a neighborhood may be linked to more than one school. Similarly, a school may be linked to more than one neighbour hood. The mapping exercise can help identify existing gaps, where new schools would have to be opened," the report has suggested.

The report warns that mere provision of schools is insufficient to ensure that all children attend school and participate in the learning process. "The school may be there, but children may not attend; they may drop out after a few months; or may be absent too many days and cannot cope with the learning load. School mapping exercises will have to incorporate social mapping and should be undertaken with community involvement," the report states.

The committee held interaction with state distance education secretaries, educationists, representatives of teachers' unions, voluntary organizations and civil society organizations in touch with field realities, and representatives of persons working with children with special needs.

Department of School Education and Literacy of the central government formed the committee to suggest measures on implementation of RTE and point out shortfalls states are likely to face.

Source: TOI