Published Paper Details:

Government of Andhra Pradesh has introduced various policies and programmes to provide quality education such as the Amma Vodi, Mana Badi, Nadu-Nedu ,the introduction of English as the medium of instruction in all Government schools, and the Jagananna Vidya Kanuka schemes to enhance infrastructure facilities in these schools for the academic year 2019-20. Accordingly, the government has spent over Rs. 53,000 crores on school education in the state for the academic years 2019-20 to 2022-23. The study was conducted in Payakaraopeta and Araku Valley mandals ,the former one represents a non-tribal mandal and the latter one tribal mandal in the undivided Visakhapatnam district. A total of 300 students and their respective households from both the mandals (150 from each mandal) were selected. The main objective of the paper is to find out the differential impact and identified the factors responsible for the success versus failure of providing quality education in two sample areas. Majority of the respondent households were in the age group of 31-45 years. A sizable portion of pupils drop out of school at the secondary level in both the sample mandals but this dropout rate was higher in Araku Valley. About 96 per cent of parents reported that Amma Vodi were very helpful in preventing dropouts, and the amount received under this scheme was being used for the betterment of their children and 97 per cent of them aware of the implementation of the Nadu-Nedu programme. Cent per cent of parents were happy with Jagananna Vidya Kanuka, and all of them expressed that their children are receiving books and uniforms on time. Perception of parents about the implementation of English language in schools reveals that more than 90 percent of parents gave a positive response in all five aspects: awareness and agreeing to adopt English as a medium, having the highest respect in society, improving personality development and knowledge, and the language also helping them to survive in a competitive world. The introduction of the English language as a medium of instruction in primary schools is well thought out, but its implementation is something that needs to be addressed more carefully and pragmatically. The existing teaching staff, who have been accustomed to teaching in their mother tongue, are given the task of teaching in English, a language they have no command of. This is actually causing more problems. The government should focus more on providing the required infrastructure in the schools and monitoring their usage of it.