out a policy at the ground level defeats the purpose for which it was implemented in the
first place. Most teachers in my study view Mid-day meal as a burden that they have to
deal with like all the other extra work (eg. election or census duty) that comes with the
job of teaching in a government school. They are left with no choice but to follow orders
since complaining appears to fall on deaf ears. It was interesting to note how everyone
within the system seemed accustomed to the challenges and lack of coordination. Most of
the interviewees repeatedly said, “This is how it is. We cannot change the system.”
Problems with Decentralization: The Case of SMCs
School Management Committees or SMCs are a key result of India’s struggle to
develop a stronger, more accountable and transparent system of primary education. The
underlying assumption is that management committees with involvement from the
community create shared power or a participatory governance mechanism. This
decentralization of power builds a more aware and bottom-up education system.
The SMC, as highlighted in the Right to Education Act, is a management
committee comprising of parents/community members, school principal, teachers and
social workers involved with that particular school (Table 2). Selection of the community
members on the committee is done through a general body election. In addition, at least
fifty percent of the representatives must be women. The committee is responsible for
ensuring the smooth functioning of the school, recommending a school development
plan, updating the community members of the functions of the school, monitoring the
utilization of grants, holding monthly SMC meetings and meetings with other parents
regarding school matters.