Professional Documents
Culture Documents
Government Schools”
As education is the foundation of the society and the decorating state of education
was becoming very visible day by day, MACR felt that it would be very vital to
conduct a situational analysis of children in government schools with the objective, to
assess the impact on children’s rights by the present educational system and mode
of implementation of the education department and to check the students attitude
and their parents’ view towards the government school.
The study has been completed by the continuous effort of the MACR research
committee which was headed by A. Surjakumar Singh and was carried out with
various limitations, the district members of the MACR who contributed in carrying out
the analysis of the Study in bringing out the final recommendation report for
improvement of Government Schools Education. We hope that this report will be
very useful for the Government and concern civil societies in their continues
endeavor in improving & strengthening the present Government School.
MACR extends its gratefulness to the CRY (CHILD RIGHTS & YOU) for extending
continuous support to the MACR in the finalization of this document.
CONVENER
Montu Ahanthem
Manipur Alliance for Child Rights
I am highly obliged and extend my sincere gratitude to the Research Committee’s members of the
Manipur Alliance for Child Rights (MACR) namely Shree Montu Ahanthem (Convener - MACR),
Shree Keisham Pradipkumar and Shree Angsem for their valuable inputs during the planning and data
compilation of the study.
Further, I extend my sincere thanks to Child Rights and You (CRY) for its encouragement and support
which lead the study a success.
My heartiest gratitude to field investigators of ISWAR for extending their great valuable support in
data collection and tabulation of the study.
I show my gratitude to the Head Master/Head Mistress, students, parents and guardians for their kind
information and supportive motive during data collection of the study.
Last but not the least, acknowledge my sincere thanks to Smt. T. Binodini Devi, State Coordinator,
REMS, SSA who provide secondary data for the study.
A. Surjakumar Singh
Secretary, ISWAR
Member MACR - Imphal West
2. Introduction 1–1
8. Chapter – VI :
Analysis of School Code, Data from Student and Parents 57 – 61
10 Conclusion 70 – 70
Chapter – I
Chapter -II
Categories/Management
Facility
(2004-05 to 2008-09)
Chapter - II
Manipur was an independent sovereign country some 2000 years before the British
paramount occupied Manipur. The British freed the state on 14th August, 1947 and soon after
merged with the Indian Union as a part C State. Subsequently, the Manipur Constitution Act,
1947 was framed. In the subsequent year, election was held in 1948 to the Council of
Ministers under the Constitution. Manipur became a full-fledged state of the Indian Union in
1972.
The state is situated in the north-eastern side of India, bordering Maynmar on the
east, Mizoram on the south, Assam in the west and Nagaland in the north. Manipur has an
area of 22327 square kilometers and populated by 23.94 lakh people comprising of
10,95,634 male and 10,71,154 female as per the census report of 2001, out of which
568783 are children (boys – 288482 and girls – 280301), as per the report 2004-05 of SSA
.Manipur is inhabited by people belonging to different castes and religion i.e. native religious
community (Sanamahi), Hindus, Islams, Christians, Buddhist etc. Now, the state has nine
revenue districts, 4 in the valley and 5 in the hills. There are 33 tribes having their own
dialect with Meitei-lon as the linguafranca.
The Modern System of Education (English) came into being in the form of a primary
education centre in Manipur in the beginning of the 19th century, under the able guidance of
Captain Gordon. Unfortunately, his sudden death left the new system in disarray. In 1872,
Major General W.E. Nuthall opened a school at Imphal with English language as the medium
of instruction. But it also failed to function properly due to the lack of local co-operation and
encouragement. “In course of time , Maharaj Chandra Kriti gave his consent to Sir James
Johnstone for establishing an English School in 1885 at Imphal. The school was later known
as Johnstone Middle English School. Soon after, during 1893-95, four lower Primary
Schools, three in Imphal and one in the hill area at Mao were opened.” (Courtesy: SSA
Annual report).
Prior to 1976, education was exclusively a state subject. Therefore, the system of
education drastically varied in terms of content, duration, curriculum and stages of school
education etc. In 1976, by a Constitutional amendment, the education was included in the
concurrent list primarily to bring uniformity in structure and composition and to ensure
Central intervention where it was of utmost importance.
Education is the key determinant of the growth and development of individual as well as
nations. It contributes to better health, higher incomes and increased participation in
community life. These social and economic returns have been proven to be particularly high
when all the children irrespective of caste, gender are educated. Realizing the importance of
basic education, India has been according high priority to the universalisation of elementary
education.
Education is a critical input in human resource development and is essential for the country’s
economic growth. The major indicators of socio-economic development viz., the growth rate
of the economy, birth rate, death rate, infant mortality rate (IMR) and literacy rate, are all
interconnected. The literacy rate has been the major determinant of the rise or fall in the
other indicators. There is enough evidence even in India to show that a high literacy rate,
especially in the case of women, correlates with low birth rate, low IMR and increase in the
rate of life expectancy. The recognition of this fact has created awareness on the need to
focus upon literacy and elementary education programmes, not simply as a matter of social
justice but more to foster economic growth, social well-being and social stability.
We have every reason to pay full attention to the importance of human capabilities as
instrument for economic and social performance. Basic education, good health and other
human attainments are not only directly valuable as constituent elements of the quality of
life, these abilities can also help in generating economic success of more standard kinds
,which in turn can contribute to enhancing human freedoms in other ways. School education,
thus not only advance social and cultural freedoms: it also enhance economic
opportunities.(1)
(1) Jean Drez and Amartya sen: “India Development and Participation” Published by Oxford University Press: Fifth
impression 2008: p. 4
Access: Universal enrolment of all children, including girls and persons belonging to
Scheduled Castes and Scheduled Tribes; Provision of primary school for all children within
one kilometer of walking distance and of facility of non-formal education; and Improvement
of ratio of primary to upper primary school to at least 1:2.
Retention: Reduction of dropout rates between Classes I to V and I to VIII to 20 and 40 per
cent respectively; and Improvement of school facilities by revamped Operation Blackboard,
to be extended to upper primary level also.
Monitoring: Local level committee, with due representation to women and teachers, to
assist in the working of primary education to oversee its functioning; and Improvement of the
monitoring system for Universalisation of Elementary Education.
The progress :
The last decade of the century definitely marks a significantly positive note in the history of
basic education in India. Though the constitution of the country had made a commitment to
providing free and compulsory education to all children upto the age of 14, the task of
providing basic education for all received high priority with concrete plans of action mainly
after the National Policy on Education was launched in 1986 and revised in 1992.
An estimated 95% of the rural population living in 826,000 habitations have a primary school
within 1 km. and about 85% population have an upper primary school within 3 km. More than
150 million children are currently enrolled covering around 90% of the children in the age
group of 6-14 years. Recent surveys on literacy rates indicate a phenomenal progress in the
90s. Basic education policies and programmes in the recent years have gone beyond the
mere emphasis on numbers to focus on quality concerns in basic education, on the
education of girls and disadvantaged sections of the society, the need for people’s
involvement in basic education programmes and decentralization of educational
management. It is also during this period that World Bank and other international donor
agencies began providing additional funds for speeding up the process of universalisation of
elementary education. The Government of India has initiated a number of schemes to
achieve the goals of EFA (Education for All). Some of the schemes are as follows:
1. Operation Blackboard (OB): the scheme was launched in 1987-88 with the aim of
improving human and physical resource available in primary schools of the country. A
building comprising at least two reasonably large all-weather rooms with a deep varandah
and separate toilet facilities for boys and girls; At least two teachers in every school, as far
as possible one of them a women; and Essential teaching-learning material including
blackboards, maps, charts, toys and equipment for work experience.
2. Lok Jumbish Project: It was launched in Rajasthan to achieve education for all through
peoples’ mobilization and their participation The project was started from 1992 subsequently
extended upto 2004 with financial assistance from Swedish International Development
Agency(SIDA), Department of International Development(DFID), UK, and Government of
India.
4. The Mahila Samakhya Scheme: started 1989 is a concrete programme for the
education and empowerment of women in rural area, particularly of women from socially and
economically marginalised groups. It is being implemented in nine States Andhra Pradesh,
Assam, Bihar, Jharkhand, Karnataka, Kerala, Gujarat, Uttar Pradesh and Uttarakhand and
extended to two new states i.e. Madhya Pradesh and Chhattisgarh. This programme has
also focused on awareness of the need to educate the children, especially girls, to give the
equal status and opportunities which have resulted in a direct impact on enrolment and
retention of girls in schools.
5.The Bihar Education Project Council (BEPC): popularly known as Bihar Education
Project (BEP) is an organization dedicated to achieving Universal Elementary Education
(UEE) in the State of Bihar, India. Launched in 1991 with the purpose of bringing about
quantitative and qualitative improvement in the Elementary Education system in Bihar.
Primary education has been focused area during the implementation of BEP & DPEP-III
programmes till 2001-02.
8. Mid- Day Meal Scheme: The National Programme of Nutritional Support to Primary
Education (NPNSPE) popularly known as the Mid-Day Meal Scheme was launched in 1995.
the objective of the programme is to give a boost to Universalisation of primary education by
10. Sarva Shiksha Abhiyan(SSA): SSA is a historic stride towards achieving the long
cherished goal of Universalisation of Elementary Education(UEE) through time bound
integrated approach, in partnership with States. SSA, which promises to change the face of
elementary education sector of the country, aims to provide useful and quality elementary
education to all children in the 6-14 age group by 2010. The main features of the programme
are:
Despite such significant achievements and positive goal orientation in the recent years, it is
realised that there are serious problems of gender, regional, sectional and caste disparities
in UEE. A significant proportion of students continue to dropout due to socio-economic and
cultural factors as also due to lack of adequate infrastructure, shortage of teachers and
unsatisfactory quality of education provided. The country still is the home for more than 300
million illiterates. The challenges have been many. Therefore, the review of progress made
in the 90s represent this struggle to resolve some of the basic problems and make concrete
progress towards the goal of EFA against all odds. Though the progress made is not
Challenges .
The current education pattern has formal certification after the successful completion of
standard 10th only. This, therefore, means that the children who cannot get education except
when it is free, will have to discontinue their studies before formal certification, thus closing
their further avenues of earning and employment. , a child should be able to receive some
sort of certificate so as to easily get a gainful employment. The Government may introduce
formal certification at the end of standard 8th to enable the children who come out of the
school after 8th to join some gainful employment or pursue some technical vocational
courses with the help of the certificate.
The children studying in those private institutions which do not get any financial aid should
not be deprived of their fundamental right. So free and compulsory education means for
those institutions run by State or receiving aids out of state funds. It is not applicable to
private institutions.
(State Profile)
Physical Profile:
Manipur is one of the eight sisters of India’s North-Eastern Region. As remarks in the The
North- Eastern Region Vision 2020, “rainbow country- extraordinarily diverse and
colourful when seen through parted clouds.” It streches from the foothills of the
Himalayas in the eastern range and surrounded by Bangladesh, Bhutan, China, Nepal and
Myanmar. It includes- Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland,
Sikkim and Tripura. 96% of the boundary of the region forming international border. 27- km-
wide Siliguri corridor is the only connectivity with the rest of India. The region is rich in
natural resources, covered with dense forests, has the highest rainfall in the country, with
large and small rivers system nesting the land and is a treasure house of flora and fauna.
Manipur has a total area of 22,327 sq. km. forming 0.7% of the total land surface of the
Indian Union. It is situated between the parallel 23050’N – 24041’N and the meridians
92059’E- 94045’E.The state has a border of 854 km of which 352 km is international border
with Myanmar on the east. The remaining 502 km long is shared with neighboring states,
Nagaland on the North, Assam on the west, Mizoram on the south and south-west.
Physiographically the land is divisible into a central valley and the surrounding mountains.
The plain of valley is approximately 2238 sq. km accounting 10% of the total area. Out of
this an area of 550 sq. km. is occupied by lakes,
wetlands, barren uplands and hillocks. The oval cup-shaped valley is surrounded by hills on
all sides like a wall. Manipur enjoys a mild and pleasant climate. Summers are not hot and
winter are not very cold.
It is divided into two regions due to topographical factor viz: (1) Valley: Bishnupur, Imphal-
East, Imphal-West, Thoubal and (2) Hill: Chandel, Churachanpur, Senapati, Tamenglong
and Ukhrul.
Administrative set up:
Manipur, was an independent kingdom. The recorded history of Manipur can be obtained
from the State Royal chronicle called ‘Cheitharol Kumpada’ which covers the period from
33 AD to 1890 AD. During this period, altogether 74 kings ruled the state. Nongda Lairen
Pakhangba ( 33-121 AD) was the first and last was Kulachandra. In 1949, it was merged
with Indian Union as a part C State.
In the valley, there are two-tier Panchayet system. The Panchayet system can be traced to
the emergence of the Darbar in Manipur 33 AD. In 1891-92 modified by the British as a
single tier rural panchayet. In 1994 under the Manipur Panchayet Act, two tier system of Zilla
Parishad and Village Panchayet were established. In 1960 when Imphal Municipality was
established. Present administrative is shown in Table no.1.
Demographic feature:
The state of Manipur is inhabited by various ethnic communities having their own language,
culture, costume and economic activities living together since time immemorial. These ethnic
groups can be broadly divided into Meiteis, schedule caste and schedule Tribes. There is
also a sizable Muslim population.
The Meiteis are the dominant ethnic group of Manipur, who mostly live in valley. 34.20%
are schedule tribes, 2.80% are schedule caste and 8.81% are Muslims. There are more
than 33 different communities in schedule tribes category and they cover the 5 hill districts.
The 7 communities of schedule caste are settled in the foot-hill surrounding the valley. The
There are Muslim villages in all the valley districts. District wise population and graphic
presentation on population proportion are shown.
Figure 1.
population proportion
Schedule
Caste
SChedule Schedule Caste
3%
Tribes
Meiteis & SChedule Tribes
34%
others Muslims
54% Muslims Meiteis & others
9%
Literacy:
Literacy is the basic indicator of educational development. As per census records shown in
Figure 2, literacy in Manipur increases since 1951. It has shown improvement from 11.4 in
1951 to 70.50 in 2001.
Progress in literacy during the previous decade looks impressive, mainly female literacy
moves faster comparing to male literacy( from 2.36 in 1951 to 60.5 in 2001). However, there
are still gender gaps. The state has to improve the gap to achieve the goal of universal
literacy.
100
80
60
40
20
0
5,77,6357,80,03710,72,753
14,20,953
18,37,149
21,66,788
1951 1961 1971 1981 1991 2001
Total 11.4 30.4 32.9 41.3 59.9 70.5
Male 20.77 45.12 46.4 53.29 71.63 80.3
Female 2.36 15.93 19.53 29.06 47.6 60.5
Out of 9 districts, 4 districts (Chuchachanpur, Imphal-East, Imphal West and Ukhrul) are
above the state level and 5 districts ( Bishnupur, Chandel, Senapati, Tamenglong and
Thoubal are below the state level. Chandel, Senapati and Tamenglong are again below the
national level. The disparity of gender in literacy is also varied among the districts. Thoubal
has the highest (29.62) and Ukhrul has the least(14.18).
Economic profile:
The state is very rich in natural resources, but these have not been properly explored for the
development of the state as yet. State Domestic Product and per capita income is an
indicator for ascertaining the economic welfare of the state. It enable to know the average
size of the income and the standard of living of the people. The economy of the state can be
broadly classified into three following major sectors:
(i) Primary sector: it consists of agriculture including livestock, forestry and logging,
fishing and Mining/ quarrying.
(iii) Tertiary sector: it consist of transport, storage, communication, trade, hotel &
restaurants, banking and insurance, real estate, ownership of dwelling business
services, legal services, public administration etc.
Agriculture sector has a vital place in the economy of the state. About 50% of the state
income is derived from agriculture. 70% of the working population is engaged in agriculture
and weaving. There is no big industry. However some small scale industries are coming up
in the state. The per capita Income of the people at current prices is projected at Rs. 22495
in whereas Rs. 29069 at the all India level 2006-07
Power:
Power or electricity play a key role in the economy of the state as well as the main source of
domestic energy at present. The supply of power is met mainly from Grid Power, diesel and
Hydro generation in the state. The requirement of power for all categories of consumers viz.
Domestic, Commercial, Industrial, Water works, Public lighting, Education, Healthcare,
Telecommunication, Electronic Media and Computerization etc have been increased year by
year. Out of 2376 inhabited villages 1942 were electrified during 2006-07(2).
School Education:
The seed of Elementary Education in Manipur was sown between 1872- 1886. Pioneers like
Maj. General W.F. Nuthal, Sir James Johstone, Rev. William Pettigrew and His Highness
Maharaj Chandrakirti singh contributed much towards the growth and development of
Primary Education in Manipur.
The origin of the Education Department of Manipur dates back to 1903 when Rev. Pattigrew
an educationist and a philanthropist became the first honorary inspector of schools under the
Education Department of Assam. Prior to 1950 there was no separate Department of
Education in Manipur. A separate Department of Education was created for the first time in
Manipur on the 20th January 1950 with Shri T.Kipgen as Asstt. Secretary to the Government
But in spite of the efforts the progress was very slow. Appreciable progress was made from
the 5th Five years Plan onwards.
Administration of School Education is done by the Directorate of Education (Schools) Govt.
of Manipur from Primary to Higher Secondary Stage (class I - XII). In the Hill Districts,
Autonomous Hill District Councils run primary education (classes I-V). The elementary
education i.e primary and Upper primary education for the hill district have been transferred
to Autonomous district Councils. There are schools under CBSE and Tribal Welfare
Department also.
As per National policy on Education 1986, a target had been set for the Universalisation of
Elementary Education for children in the age group of 6-14 years. Under this policy, three
aspects of Elementary Education (i) Universal access and enrolment (ii) Universal retention
of children upto 14 years of age and (iii) Substantial improvement in the quality of education
are to be achieved. Several programmes like National Programme of Nutrition Support to
Primary Education(Mid-Day-Meal) and promotion of girls’ education were also undertaken in
the State.
Under Mid-Day-Meal Scheme the state is providing cooked food to the children reading in
class I-V in the government and Aided schools.
Under the scheme ‘Operation Black Board(OBB)’ minimum teaching learning materials like
teachers’ equipments, games materials, play materials, books for library, furniture etc were
procured for upper primary schools.
The new approach on ‘ Education For All’ under SARVA SHIKSHA ABHIYAN programme
gives a new look in the Elementary Education in Manipur. According to the Framework for
Implementation of SSA, THE SARVA SHIKSHA ABHIYAN STATE MISSION AUTHORITY
MANIPUR has been registered under the Manipur Societies Registration Act. 1987(Manipur
S.R. Act.I of 1990) for implementation of SSA for UEE(Universalisation of Elementary
Education).Unfortunately, SSA programme implementation started from the year 2004-05
due to legal problem. The State Project Director, SSA, State Mission Authority Manipur has
been designated as the nodal agency to implement the SSA programme.
The Director of Education(Schools) as the ex-officio of State Project Director at the state
level. Some employees of Directorate of Education(S) are engaged as SSA functionaries at
the state level as well as the district level.
Committees at different level have been formed with relevant Departments of Manipur, local
bodies, public representatives, independent agencies, eminent personals, Educationist,
Community leaders etc.
SSA envisages the bottom-up approach of planning to the top-down approach, as it reflects
the reality at the grass root level. The planning process has to be participatory in nature, as
planning not only creates a sense of ownership among the stakeholders but also creates
awareness and helps in the capacity building of personal at various levels. It identified the
back locks and the strategies in Elementary Education through Community participation. It
bridged the gaps between the Community and the implementing agencies in Education.
Schooling facilities : The provision of easy access to an educational facility for all children
in the eligible age group(6-14 years). The norms for the opening of formal primary/
Upper primary are based on population and distance between the school and the habitation.
The National Norms provided (i) primary schools within the radius of 1km from habitation
with 300 persons in plain and 200 persons in hilly area and (ii) Upper primary schools within
the radius of 3kms. from habitation with a population of 500 persons. As per 7 th All India
Educational Survey (as on September, 2002) conducted by NCERT, New Delhi, provision of
schooling facility in Manipur are shown in Table. no. 5.
But the norms are flexible and vary from state to state and also within the state depending
upon the terrain and settlement structure.
Manipur Education Code 1982 the condition of opening/recognition of Primary school and
upper primary school are based on distance and Enrolment as shown in Table. no.6.
There are 1476 and 3022 habitations having no primary and Upper primary schooling facility
within them. 42% of the primary schools are L.P. schools having only classes I –II structure.
Enrolment
School having Urban Hill & Rural
Sl.no. classes Distance area area
1 I-II 1/2 Km. 60 30
2 III-V 3 kms 60 45
3 VI-VIII 5 kms 60 45
Table.no.6. Condition of opening of school.
The ratio of primary and Upper primary is 1:3 in the state. It is 1:2 ratio as per National
norms. There is uneven distribution of schools in different villages/habitations. Under such
circumstances suffers elementary education in Manipur
School Infrastructure:
Infrastructure can be defined as the basic physical and organizational structures needed
for the operation of a society. School infrastructure includes all resources inputs to provide
education. The infrastructure development in elementary education is to increase school
attendance motivation to improve academic performance of students. The availability of
Sarva Shiksha Abhiyan(SSA) programme, more emphasis (33% of the total approved plan
outlay) is given to the civil works for the improvement of the school Infrastructure in primary
and upper primary. The following items as shown in Table no.7. are the achievements of
civil works in the state.
(5) Yash Aggarwal: progress towards universal access and retention: analytical Report:p.p23
Other inputs are Teaching Learning Materials (TLM), Teaching Learning Equipments(TLE),
Computer Aided Learning(CAL), Teachers grant, School Grant,
Text Books for Girls/Schedule Caste/ Schedule Tribes, aids & appliances for disabled
children. These are the infrastructure in terms of materials. There are also provisions of
innovative activities, capacity building, teachers’ training, community mobilization and
awareness etc. However, all these inputs are not fully utilized. However, there are many
instances, these facilities are unusable condition and under utilized due to various factors.
DISE data shows Educational Development Index in primary and upper primary in Table no.
8.
Enrolment:
(6) Y.P. Aggrarwal, R.S. Thakur: Concept and Term in Educational Planning: A guidebook.
160000
140000
120000
2004- 2005- 2006- 2007- 2008-
05 06 07 08 09
Enrolment I-V 164154 155185 175551 166090 170612
Male
Enrolment I-V 152119 149142 168423 155854 166879
Female
100000
50000
0
2004-05 2005-06 2006-07 2007-08 2008-09
Enrolment VI- VIII 65851 71356 65090 67980 79310
Male
Enrolment VI- VIII 63545 68766 71010 62603 76511
Female
A variety of indicators are used to assess the enrolment, retention and completion of this
level. Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER) are commonly used as
indicator to measure progress in enrolment in schools. This is the percentage of relevant
age group of children who are studying in schools. It again divided into two stages (i)
Primary stage Classes I-V and the age group is 6-11 years, and (ii) Upper Primary stage
Classes VI-VIII and the age group 11-14 years.
Arun C. Mehta: Can there be Alternative Indicators of Enrolment: A critical Review of Frequently
used Indicators. and N.K. Mohanty: Demographic Indicators and Their Uses in Educational Planning.
Teachers:
Elementary level education lays the foundation of learning in a child. It is, thus, very
important that teachers acquire proper training in order to handle children at the elementary
level. The quality of classroom transactions solely depends upon the teachers, their
qualifications, experience, training, and subject specialization. It also depends upon the pupil
teacher ratio. The growth of teachers in the elementary schools during the period from 2004-
05 to 2008-09 is shown in Table no. 10
The large number of untrained teachers is due to (i) lack of teachers’ training centers and
(ii) appointment of untrained personals as teachers. It need efforts to clear the backlog of
the untrained teachers in Manipur.
Arun C. Mehta: Can there be Alternative Indicators of Enrolment: A critical Review of Frequently
Used Indicators
SSA in Manipur is a multifaceted programme, which seeks to ensure the enrolment of all
children in the age group of 6-14 in schools or alternative schools, retaining them and
ensuring comparable elementary quality education. SSA is conceived as an essential
national programme to achieve UEE by 2010 by creating a sustainable and decentralized
educational planning and management system and invoking community participation in the
whole process of the porgramme. At present the programme is improving in all functional
areas like infrastructures, teaching learning process, retention etc.
CHAPTER III
An essential and crucial aspect of a research project is the review of related literature. It
is a serious step of research which is a review of relevant literature. It is a serious step of
research which includes a review of relevant literature more extensively. It is most
essential for a research worker to be well informed about both the specific problem under
investigation and related studies. The review of the related literature gives an insight into
the problem and help the investigator to acquaint himself with the techniques and
methodology followed by earlier investigators to find an answer to the problem under
investigation. Study of related literature means to locate, to read and evaluate the post
as well as current literature of the research concerned with the plan investigation.
Review of the related studies avoid the risk of duplication, provides theories, ideas,
explanations or hypothesis valuable in formulating the problem and contribute to the
investigator. A familiarity with the literature in any problem is help to the students to
discover what is already known, what others have attempted to fine out and what
problems remain to be solved.
‘Review of literature has three major functions from the perspective of research. First, it
is essential because it allows the researcher to find out the unexplored areas and
dimensions of this/her field besides helping in bringing the gap between the present past
researches. Secondly, review of relevant documents provides a critical insight into the
theoretical and conceptual dimensions of the present study. Finally, review of literature is
important source of secondary data.
Studies conducted at different level are of immense help for the researcher at every step
of the study, beginning from the conceptualization to the conclusion’. Review of the
related literature allows the researcher to acquaint the current knowledge in the field in
which the research is conducted. Besides this, it enables the researcher to define and
limit his problem. It helps the research in selecting those areas in which positive findings
are very likely to result and endeavours would be likely to add to the knowledge in a
meaningful way. It is also gives the researcher an understanding of the research
methodology way of study, knowledge about tools and instruments etc.
Attempt has been made to view a few such information of the problem at hand. In order
to seek some guidelines from the earlier studies in this specific area of research, the
findings of some relevant and representative studies are discussed as follows:
Sunita Chugh: “ Why Children Drop Out ?”, Case Study of a Metropolitan Slum: BOOKWELL
24/4800, Ansari Road, Darya Gani, New Delhi-110002; published in 2004;p.61
It is noted that private sector can contribute not only in monetary terms but also in the forms
of expertise for the quality improvement through effective management of the system and
development of locality relevant teaching learning materials.
SARVA SHIKSHA ABHIYAN programme to all the states, union Territories of India for the
achievement of elementary education with both quantity and quality. The programme provide
adequate opportunities for NGOs and private sectors to contribute towards the achievement
Universalisation of elementary education.
Yash Aggrawal; NIEPA New Delhi: DPEP 2001: studied ‘Progress towards Universal
access and retention; analytical report’ analyze the progress and challenges towards the
achieving of EFA goals in India. The study pay attention to the consistent and timely
availability of data. It help not only in focusing the most needed activity but also
performance in time. Adequate staff and competent for Collection, compilation analysis,
communication, sharing and dissemination is essential for successful implementation of any
educational policy and planning. The slow progress or the failure of a programme is often
associated with poor monitoring and feedback mechanisms. The complexity and diversity of
a monitoring system increases directly in proportion to the outreach and physical
deployment of movable and immovable resources in geographical space.
Arun C. Mehta: NUEPA-New Delhi: studied extensively on quantitative analysis about the
progress and problem towards Elementary Education in India in Analytical Report 2006-07:
progress towards UEE’, Progress of Literacy in India, State Report Card, School Report
Cards can be mentioned. These studies shows the necessity of an efficient Information
System for successful implementation and management of any educational programme.
Initiative are to be taken up to develop a reliable data base and indicators in case of
elementary Education. District Information System for Education(DISE) is a comprehensive
database on elementary education in India. It is created by National University of
Educational Planning and Administration, New Delhi. Through DISE efforts, information on
all aspects of Universalisation of Education is now available which can be used in many
ways. The project covers both primary and upper primary school/sections of all the districts
of the country. The MIS (Management Information System)unit are in operation both in the
district and the state levels and are equipped with necessary hardware and software. Thus,
DISE software is the outcome of tireless efforts of NUEPA. DISE decreases the time lag.
However it need improvement of infrastructure and competency in the field.
Report of Working Group on Elementary Education & Literacy for 11 th Five years Plan,
Planning Commission, Government of India: Literacy efforts have translated themselves
into positive social impacts like better health awareness, greater empowerment and greater
success in Panchayat elections etc. However, gender disparities and regional disparities still
continue which need to be addressed in the XI Plan.
The target for literacy needs to be raised to 85% keeping in view its indirect impact and EFA
goal to which India is a signatory. Special focus needs to be given to low literacy areas, tribal
areas, north-eastern states, Muslim minorities, adolescents and disabled. It will necessitate
revamping of the existing schemes, augmentation of infrastructure, convergence with other
development programmes, involvement of Panchayati Raj Institutions, NGOs and academic
institutions so that mass mobilization efforts can be made.
R. Govinda 2007: As per the seminar paper ‘Re-orienting elementary education’ presented
by R. Govinda, importance of administrative reforms in order to improve the internal
efficiency. It is to be initiated in the system- affecting policies of irrational teacher
deployment, poor supervision of school functioning, teacher absenteeism, delay in providing
financial incentives to students from marginalized groups, and poor implementation of
teacher grievance redressal mechanisms. It is obvious that development programmes
unaccompanied by improvement in efficiency of delivery is not likely to yield results. It
appears that governments are heavily preoccupied with reporting progress in terms of
expansion of schooling facilities and coverage of children in the relevant age group. This
supply-oriented approach to development of elementary education has, to a large extent,
resulted in inadequate attention towards critical processes that could make a significant
difference in improving the internal and external efficiency of the school system. Efforts are
to be made to improve the institutional planning and management, utilization of resources
and other activities for the improvement of internal efficiency of elementary education.
ASER, the Annual Status of Education Report, (2008): is a survey on the quality of
education in India which is conducted each year, since 2005, by an organization known as
Pratham. It provides a comprehensive and reliable set of data at national level. The survey
made by ASER is based on getting reliable estimate of the status of children's schooling and
basic learning at the district level. After that it measures the change in these basic learning
and compares it with that of the previous year's data. ASER 2008 also reveals that the
number of children going to private schools have increased from 16.4 percent in 2005 to
22.5 percent in 2008.
It studied the growth and development of primary education before independence in North-
Eastern Region and find out the contribution of christen Missionaries in the field of western
education as well to determine chronologically the growth of educational institutions,
students and teachers at the primary stages of education. It also investigate the expenditure
on education to the total budget. The main findings were: the overall impression and
conclusion of the present study is there has been tremendous growth and development of
education in the North- Eastern States of India during the last 47 years of independence.
However, more attention is given to the component of the teachers. Possession of all the
conditions of the R.R’s does not guarantee that an appointee will be a good teacher. What is
more desirable is the framing of a set of sufficient conditions on satisfaction of which a
teacher can be considered. It suggested that a mechanism for teachers’ evaluation in
respect of his academic accountability is to be established. R.R’s are necessary conditions
to recruit a good teacher while these Evaluation Results (E.R’s) are to show his/her worth as
a teacher.
For the effective implementation of an Education System, teachers are the most important
agents. Hence, revamping the moral and intellectual strength of teaching community is a
program not to be delayed further.
M Shanti Devi: ‘Development of Education in Manipur’ 1st published in India: 2001 by M.L.
Gupta, Rajesh Publications, 1, Ansari Road, Darya Ganj, New Delhi-110002. It studied the
development of modern education in Manipur before and after independence of India and its
impact on social changes. As per the study, English education came to Manipur very late in
1885 with the establishment of the first English school at Imphal by the political Agent Sir
James Johstone. However, there were no progress as it was regarded as something impure
that would defile their sacred being. In 1907, Initiative was taken up by the Maharaja
Churachand Singh to promote English education. As a result, the number of primary schools
increased . people gradually began to see the benefits of education. Moreover, English
education assured a job in Government offices. Government schools were no longer enough
to satisfy the growing demand for admission and private schools had to be established.
Many schools were established through private and voluntary efforts. Regarding girls
education, it increases tremendously in the post Independence period. The percentage of
female literacy increases from 2,36% in 1951 to 47.60% in 1991, while the total literacy
percentage increases from 11.4% to 59.9% during the same period. Western education
helped in the emergence of the new class of people in the society, i.e. the middle class
intellectuals, who were well educated, imbibed with modern ideas and thought. They
enriched the literature of Manipur by introducing new style of writings.
Their writings, fraught with new ideas, spirit, liberalism and modernism showed to the
general public the evils of the early traditional society. The Christian missionaries played vital
roles in changing the outlook and lifestyle of the tribal people.
Dr. Jamini: ‘Education in Manipur’, first published: March 1989: second edition : 2006 by
Rai Pravina Brothers, sagolband Road, Tera Bazar, Imphal- 795001. It described the
traditional and modern education in Manipur. Manipur is an isolated independent kingdom
ruled by the native kings. Ancient Manipuri scholars had a clear insight into the knowledge of
arts, science and social studies. They left behind many valuable treasures of knowledge
inscribed on copper plates, coins, stones, books on different disciplines written in the
Manipuri script.(Meitei Mayek). In the traditional society of Manipur education was imparted
to the youths.
Phanjaobam Tarapot: ‘ Bleeding Manipur’ published by Dalim Kumar Gold Market, Sector
II, DIZ area, New Delhi 110001. It emphasized that education which spread far and wide
over the years has not helped much in common people in the society. Educational institution
have been churning out graduates and post graduates every year. This has increased the
number of un-employed educated youths in the state where there is no big industry or
factory which can give mass employment. At the same time, the number of dropouts has
also increased to a large extent. Frustration and alienation among the youths are increasing
every day.
Institute of Social Work and Research (ISWAR): ‘5% Sample Checking of DISE 2006-
07’.The organization have been selected for taking up the Survey in two districts i.e.
Imphal-East and Chandel under SSA programme in Manipur. As per the findings of the
survey, there are best and worst in Government schools. The schools maintained excellent
records. The student strength in these schools are comparatively high. Parents provide
financial support for the development of school furniture and its maintenance. On the other
hand, there are schools not willing to share the information and no documents. The private
schools maintained the records, but they don’t want to provide the information because of
unwanted consequences. Thus it happened discrepancy in the DISE information. There is
gap in school infrastructure information as the existing infrastructure are in un- usable
condition. It is suggested a systematic monitoring and maintenance mechanism for effective
monitoring of schools.
On the basis of above review of related literature in the field of Elementary Education both in
India and Manipur it can be concluded that the secondary sources have provided
tremendous help in building the theoretical base of the study and helping the investigator in
conceptualizing the problem. In realization of the significance of these issues. The present
study attempts to closer the gap in understanding the problems and issues towards the
achievement of the Universalisation of Elementary Education in Manipur.
The investigator review a few related literature in the topic which help to understand the
prevailing situation of elementary education in India as well as in the state of Manipur. There
are remarkable achievement in elementary education. However, there are discrepancies and
disparities across the country, India. There are disparities among the states, districts, blocks
etc. There are also many barriers like communication, socio- economy, political, cultural,
language, infrastructure which affect in the education of children.
For enhancing the learning outcomes, SSA programme gives more emphasis to (i) the
improvement of school infrastructures, capacity building of teachers and teaching learning
inputs and (ii) alternative and innovative activities/ arrangement for putting all children in the
age group 6-14 in schools. The rational of the SSA programme is equity in elementary
education provision across the states/ districts of India. It is a programme for the people by
the people as it is need-based planning of the locality and bottom-up approach.
There is no doubt that the average drop-out rate in primary and Upper primary classes are
declining but still high to attain the status of universal retention at the primary and upper
primary level of education. Universalisation of Elementary Education comprises four
components- universal access, universal enrolment, universal retention and universal quality
of education.
There has been a remarkable improvement in the school infrastructure with the sanctioning
of 2,22,297 new primary and upper primary schools and 10,05,355 new teachers for new
schools and for improvement of PTR. 1,88,247 new school buildings have been constructed
or under construction. 6,70,189 additional classrooms have been sanctioned for construction
till 2006-07. These physical targets that have been approved under SSA are making a big
dent in the infrastructure gap in the country. The decision to provide enhanced amount for
civil works during 2006-07 and 2007-08 has accelerated the process of closing the
infrastructure gap. Apart from the inputs for improving school infrastructure and providing
additional teachers, SSA has been successful in a sustained effort for reduction in the
number of out of school children from about 3.40 cr. in 2002-03 to about 1 cr. In 2005,
through the implementation of strategies for mobilization and opening of Education
Guarantee Scheme centers as well as a variety of Alternative Education interventions.
There are still large infrastructure gaps in several States and districts. There is a challenge
of bringing the last 6-7% children who are “hard to reach” into the fold of education. The
issue of quality of primary and elementary education and enhancement of learning levels of
students has to be addressed squarely. Bridging gender and social gaps in educational
attainments and reducing inter-State, inter-district and inter-block disparities will also pose a
challenge. The very nature of a Mission is to complete a task in a time-bound manner.
SSA has succeeded in helping the states in largely achieving the task of basic provision of
infrastructure and in creating systems and processes for improved educational attainments.
As SSA adopts quality and equity as two main thrust areas, the process improvements
brought about as a part of SSA need to be mainstreamed into the Education Departments of
the states so that the lessons gained in SSA are sustained.
However, unless there is a strong effort to address the systemic issues of regular functioning
of schools, teacher attendance, school supervision, accountability of educational
administrators, delegation of powers to VEC/PRIs, teacher transfer & promotion policies and
effective decentralization of school management, the gains of SSA will be difficult to sustain.
As mentioned in the report of Working Group on Elementary Education and Literacy for the
formulation of Eleventh Five Year Plan (2007-12). The ‘Inter-district disparities’ are the
main obstacles to achieve the target of Universalisation of Elementary Education.
In case of Manipur, Elementary Education was sown in the year 1872. However, it could not
grow and expand rapidly. Appreciable progress was made only from the 5 th five years plan
onwards( 1974- 79). The government of Manipur paid much attention to the improvement of
Elementary Education. Many schemes, programmes were held for the improvement of
education in Manipur. As a result, the literacy rate increases with the increase in the number
of school going children in Manipur.
The report of Working Group on Elementary Education and Literacy for the formulation of Eleventh
Five Year Plan (2007-12).
Objective :
1. To assess the impact on children’s rights by the present educational system and
mode of implementation of the Education Department, Government of Manipur.
2. To check the students attitude and their parents’ view towards the Government
school.
Hypothesis :
Time Schedule :
S
1st 2nd 3rd 4th 5th 6th 7th
l.N Particulars
Week Week Week Week Week Week Week
o.
1 Developing
methodology,
Interview schedule,
field testing,
Unstructured Focus
Group & Interview
and preparation of
survey
2 Data Collection
3 Data compilation
and tabulation
This study is attempting to explore the impact of the educational system/policy on children
who are in the government schools under the Education Department, Government of
Manipur in the Imphal East District. And based on the findings to provide suggestion in order
to improve the needy areas for the welfare of next generation of our the society. The findings
and the suggestion of the study will be useful in strengthening of education policy through
advocating the Govt.
Sample Design: In this study non-probability sampling has been adopted by deliberately
choosing Imphal East district then randomly selected 50 schools out of 354 schools from
three Blocks (Irilbung, Sawombung and Jiribam). The study is emphasising laid on the
schools under the Department of Education, the categories of the schools are ranging from
Lower Primary to High school. The data has been collected from Head Masters/Assistant
Head Masters/Principals or their in-charge, students and parents of the students as well as
from the Education Department and State Mission Authority, Sarva Siksha Abhiyan.
Sample Size: In this study, the sample size is fixed at 50 schools of the total population of
schools from Imphal East district.
Data Collection: The sources of data collection are both primary and secondary. Two
methodologies have been adopted for the primary data collection namely i) 50 nos. of
Interview questionnaire for the head/in-charge of the schools ii) 20 nos. of unstructured
focus group interview for the students iii) 40 nos. of unstructured interview for the parents of
the students. And the data/information collected through observation. Under the secondary
data collection are educational policy, DISE data and report on 5% Sample Checking
Survey, 2006-07, list of the schools from Department of Education and Sarva Shiksha
Field Testing :
Interview schedule for the schools, design of Unstructured Focus Group Interview for the
Students and Unstructured Interview for the parents have been tested in 3 schools. Those
techniques are reliable to adopt for the data collection.
Ethical Issues:
1. Data and information have been collected with the consent of the respondent
2. Maintained objectivity and integrity during the whole process of the study
3. Preserved confidentiality
4. Acknowledged survey collaboration and assistance
Abbreviation :
School
Sl.no category Type of school Total Total
Boys % Girls % Co-education % % NO.
1 LP 7 14 14 7
2 P 9 18 18 9
3 UP 3 6 4 8 6 12 26 13
4 H 7 14 4 8 10 20 42 21
Grant Total 10 20 8 16 32 64 100 50
The table reveals categorization of 50 schools which out of, 7 are Lower Primary Schools
(Class Nursery – II), 9 are Primary Schools (Class – I/III – V), 13 are Upper Primary Schools
(Class I/III/VI – VIII) and 21 are High School (Class I/III/VI/ - X) as per classification standard
of the school categories. The study has found that all the Lower Primary Schools are being
started from class Nursery to II, except 4 nos. of schools where class II were not found. The
report of the community people and teachers shows that parents are not willing to admit their
children to such government schools. This type of class gap had been found in all the
school categories.
Here is found 203 class rooms in working condition, if distributed at school wise the available
working condition of rooms are 4 – 5 in a school. And if look up at the available working
condition of rooms in comparison with classes of all the schools categories, here the
average estimated classes in all the categories of schools are 342 classes( LP-28, Premary-
45, UP-91 and H/S-178 classes) and estimated minimum no of required room is 479 of the
sample schools. There is a big deviation in rooms i.e. 276 since working condition of rooms
are 203 in the available data and average estimated required rooms are 479. The total
available rooms under the good, need minor repairing, need major repairing and unfit to use
are 327, even though this 327 rooms, there is very lack of rooms for class rooms, staffs,
library etc.
The class rooms in need of major repairing and unfit rooms of condition were – no proper
room wall, no door & window, poor roof condition and floor are also in bad condition. Most of
the schools were never repaired from the Department of Education while some of schools
were found repaired and constructed new blocks, the repairing and construction of blocks
were found not maintaining quality.
During the data collection found that two standards were sitting in a room due to lack of
room.
From the Table we found that majority of the schools i.e. 33 schools have electricity facility
and remaining 17 schools were not found electricity facility.
Many of the schools with electricity facility were found reconnected by illegal means after the
disconnection due to non payment of bill in the interest and need of students. It came to
know that such illegal practice was happened compulsion among the High Schools since
power is one of the essential need for practical of computer courses and other unavoidable
needs of the schools. Even though, the irregularity of power made inconvenient as not
served purposed of the schools in time.
Here, 21 schools belongs to High School category, out of the 21 schools, 76.19% of schools
having computer and 23.81% of schools did not have computer.
Table 10 :
Students attendance percentage on the day of data collection
The table reveals the total nos. of students attendance were 1574 for 50 schools. If the nos.
of student attendance can be comprised in each school category in average, 30 to 31
students were present in each LP schools on the day of data collection, 42 – 43 students
attended in each Primary school, 30 – 31 students attended in each Upper Primary school
and 27 – 30 students attended in each High Schools.
Not Not
Maintain maintain Followed followed
1 LP 5 7 0
2 P 6 9 0
3 UP 9 13 0
4 H 15 21 0
Total 35 50 0
The table reveals that all the selected schools followed the academic calendar of the school.
35 schools have their own school calendar since they put more examination schedule as first
quarter, half yearly, second quarter and final exam respectively. Besides this, annual function
and other extra curricular activities had been found added in annual own schools’ calendar.
As per the report of the schools’ authorities, they are following the academic calendar of the
education Department and added some more activities based on the needs of the students
and suggestion from the parents. This made more attraction of the schools and help to
maintain the quality of education in the schools.
Table 14 :
School Management committee, Parent-Teacher association
The school
management
SL.No School School management Parent-teacher committee in each
Category committee association
Available Not Available Not school were
available available compulsory but 8
1 LP 5 2 - 7
schools were not
2 P 7 2 - 9
3 UP 10 3 3 10 found having such
4 H 20 1 11 10 committee. Those
Total 42 8 14 36 schools having school
management committee were not properly functioning There was no proper documents in
regard.
The Parent-Teachers Association were found in 14 schools. Out of the 14 schools, 7
schools were found very well functional e.g. Parents were also involved in the annual action
Table 16 :Student Welfare Programme The table reveals that out of the 50 schools,
43 schools were welfare programme for the
SL.N School Welfare programme
o Category students. The welfare activities had been
Not reflected as sports, quiz, Painting, dance.
Available available
1 LP 6 1 And among them some of the schools have
2 P 7 2 Parents and Teachers Association. Report of
3 UP 10 3 the students from 18 schools that the above
4 H 20 1
welfare programme were included in the
Total 43 7
annual sport meet and annual function of
the schools. As per the report of the schools’ authorities which were not available welfare
programme in their schools was because of lack of support from the parents side and lack of
fund of the schools. As per the interviewed report of the students that most of the students
were expecting such welfare programme in their schools and some of the students were not
found having such knowledge since they never had experienced and listened from any
where.
The table shows the annual strength of students attendance in average of the last year. The
average percentage of attendance of the students can be comprised in school category wise
that in the LP schools was 60.5%, Primary schools was 70.4%, UP schools was 77.86% and
High Schools was 70.5%.The strength of the classes in all the schools categories were not
found uniformity. And found that some of the classes were not students enrollment.
Majority of the schools were found not strict penalty for absence of students in their schools
since students might not turn up at schools if the penalty was there. In spite of that some of
the schools’ teachers contributed some amount to provide books, exercise books and
pencils/pen. Most of the schools were found that the schools authorities any how managed
to remain the students in their schools since the number of students were very less.
The attendance of students on the day of data collection table no. 10 and annual
percentage of students attendance table no. 17 were not found precision and there were not
sure the students enrollment. It indicates that there might be possibility of manipulation in the
students attendance and enrollment since the reports were very concerned for survival of
the schools.
The table shows that 32,749 students enrolled in 5 years of the 50 schools. It comprised at all 50 schools in year basis, there would be 130-131
students enrollment in a school in average. Here can be divided in average of the students enrollment in a year on the basis of school category
wise, under the LP schools – 263 to 264 students enrollment in a year, Primary schools – 120 to 121 student enrollment in a year and UP with
High Schools – 106 to 107 students enrollment in a year. Its indicated that Number of students enrollment was decreasing lower to higher
classes. It could be counted drop out of students and there were various deviation in the students enrollment at the upper classes.
The table shows that academic year in 2006 the rate of students appeared examination
was 88.42%, passed students was 95.73%, drop out students was 13.10% and failed
students’ rate was 4.27%. In 2007 the rate of appeared student in the examination was
84.76%, out the appeared examination the rate of passed students was 94.73% and drop
out rate of students was 17.98%. In 2008 the rate of appeared students in the examination
was 87.11%, the passed students rate was 94.15% and drop out rate was 12.89%.
Here, the type of school drop out students can be considered in two categories 1/ After the
admission, students attended classes for some times and stopped coming to schools,
students never turn up to their schools after admission and 2/ Students were found not
appearing examination after attending full course of the classes. There were not found any
follow up action from the schools’ authorities of the drop out students. But the reasons of the
drop out had been highlighted by the schools authorities such as (a) Changing of schools (b)
Children engaging in earning for their families (c) Children were not interested in education
and parents were not aware about their children’s drop out. (d)Parent were not interested in
their children education (e) Students joined to arms groups (f) Students looking after their
siblings (g) Students addicted to some substances (h) Guardians (relatives of the children)
were not taking initiative for the parentless students’ education.
The state has no “Education Policy” instead, “School Code” is the only way of improving
and uniformity of the Education system in Manipur. Nowadays “School code” is partly
followed by the Education Department.
Manipur Gazette
EXTRA ORDINARY
PUBLISHED BY AUTHORITY
NOTIFICATION
Imphal, the I4th January, 1982
No.10/82/SE— The Governor of Manipur is pleased to order that the 1st of February,
1982 shall be the date on which the Manipur Education Code, 1982 shall come into
force.
.
By order & in the name of the Governor
R.K. ROBINDRO S1NGH,
Secretary ( Edn.) of the Govt. of Manipur.
How the School Code is reliable and respect in the level of school authorities ?
Chapter V (General Administration of School) : Under this chapter, there are 9 sections, they
are : Section – I (General), Section – II (Rules for Admission, withdrawal and transfer),
Section – III (Fees and Fund etc), Section – IV (Attendance Rules of the Schools), Section –
V (Rules regarding marking of attendance register), Section – VI (School Working Hours),
Section – VII (Holidays), Section- VIII (School Libraries) and Section IX (Examination and
Promotion)
“The above given sections of the chapter were not found functioning in the sample
schools”
a. Most of the students were interested in teaching of the teachers but some of
the students were getting bored since their teaching style could not make
them understand easily. And instead of teaching, some teachers were joking
and passing time during the class sessions. Most of the science teachers
could not cover syllabus.
b. Some of teachers were very good not only for teaching but also encouraging
and supporting their moral and interacting like friends in a limited areas.
Students did not feel any hesitation to ask any questions relating their
education.
c. Schools have good number of teachers but most of the time there was lack of
teachers in the classes due to less attendance of teachers in the schools. The
maximum period of classes in a school were 4 to 5 periods.
d. Most of the schools had 2 times examination i.e. Half yearly and Annual
Examination. Most of the time syllabus were not covered. So that, most of the
students were copying each other and some students used unfair-means. In
this respect, there was not hard rules to confront such activities.
4. Regarding the mode of entertaining of the students during the schools break time,
majority of the students were playing games with or without play materials. Some of
the schools did not have play materials for indoor and outdoor games while some of
the schools have few. So all the student could not be entertained. Some of the
students went around near the schools to find some fruits or any edible things.
5. In respect of parent support in their children (students) education, likely cent percent
of the students desired to study at private schools. They had inferiority complex while
they met their friends who are studying in private schools. But, their parents could not
afford the expenses of studying in the private schools. They also wanted tuition like
other friends in private schools. This were not possible for them due to their families
condition. Besides this, some of the parents could not provide their educational
materials (books, bag, exercises book etc) and uniform/any dress for school going.
Most of the parents were uneducated, they were not so interested in their children
education. Some of the students went after the schools for earning as labourer in the
paddy field for survival of their education.
6. Regarding the impact of bad law and order on their education, bandh, general strike,
encounter near the schools, kidnapping of children by under ground groups,
snatching of ornament from children by drug addicts and women etc were the main
obstacles for going to schools.
About the parents and guardians : Most of the fathers were self employed as farmers,
labourers, crafts making etc. They are uneducated but some of parents were found
educated. They are employed in lower section in government departments. All the mothers
were found house wives looking after all the household work and their children. Some of the
parents could not be met since they were very busy earning outside their home.
The economic condition were found in deprive stages in majority. Most of the family were
having 4 to 6 children.
Interaction of parent with their children : Majority of the parents were found not keeping in
touch with their children regarding study and day to day life since they were busy for earning
and look after other children also. There were few of parents who interacted with their
children for discussing about education.
Most of the parents were not so aware about their children’s education since they are
uneducated. But they knew that their children were not satisfied with their education. They
want to send their children in private schools but its out of their capacity due to their financial
conditions. But, some of the parents knew that their children are very interested in
education and also studious. The demand in relation with education like tuition, book and
stationary etc of the their children could not be afforded and they felt sorry for that.
Report of the parents, most of the children were obedient and helpful in domestic work and
some of them helping in earning work of the parents. Most of their friends are from locality
and schools. Few of the children above the age of 13/14 years were using smoke, chewing
tobacco and alcohol.
Parents knew that their children’s schools were not teaching well. Many functions in the
schools besides the schools functions like any locality’s function such as sport, meeting,
ceremonies -Luncheon, marriage etc frequently took place. The schools infrastructures like
class rooms, toilets, drinking water, furniture were not satisfactory condition. Above all this,
some of the schools were used by local clubs and state level branch of students’
organization as their office in the school buildings.
The above information from the parents indicates that the present condition of the
government schools were not satisfactory. They have more trust and hope in private schools
even though they could not afford the expenses of the private schools. But some of the
parents has planning to send their children in private schools. Most of the parents were not
possible to provide the basic need of the children. And the provisions of the government for
students could not reach among the children. It is very worthwhile to mention that the right of
the education for children under many provisions can not be benefited.
1. The Education Policy of the State were not found, instead “School Code of 1982” is
existing. But the “School Code” is not performing well and not suitable at present.
2. ZEO level’s schools information (DISE data) were not appropriate with the available
documents of the sample schools.
3. The present scheme/project like mid day meal under the Education Department and
renovation/repairing, construction of new building, distribution of books, support of
teacher etc under the SSA were not satisfactory. There were found that the benefit
of the mid day meal and books of the students was not satisfactory. Further,
renovation/repairing and construction of new rooms quality were in pathetic condition.
Some of the construction were not completed even after 5 years from the date of
construction.
4. Proper co-ordination and linkages among the Education Department, SSA, Social
Welfare and Tribal Welfare Department were not found. Under these departments,
there were implementing education programmes but found contradiction in the
implementation process e.g. Social welfare department is initiating for pre primary
school but it were consisted in the education department whereas the data of the pre
primary was not reflected.
Out of the 50 schools, Lower Primary School – 7 nos., Primary School – 9 nos., Upper
Primary School – 13 nos. and High School – 21 respectively. There were found rooms
in 4 categories that 42.20% in good condition, 19.88% in need of minor repairing,
21.41% in need of major repairing and 16.51% in unfit room. The major repairing and
Most of the schools never repaired from the Department of Education and those
repaired were also not constructed in quality.
There were found class/standard gap in class and no enrollment of student in some
classes in 12 schools.
Regarding the toilet, out of the 50 schools, 23 schools were not found toilet and 20
schools’ toilet were in bad condition but used conditionally. 7 numbers of schools’ toilet
are in medium and good condition. In the co-education, girls were not using the bad
toilet since the condition of the toilet is not fit for girls. Here bad and no toilet of the
schools were 86%.
Here reminded that out of 50 schools 32 schools were found having Co-Education and
8 schools were only for Girls.
The 45 schools were not found separate toilet for teachers or student. There were
found separate toilet for teacher in 3 schools and 2 schools for student.
Out of 50 schools, 27 schools were not found any form of fencing, 23 schools have
fencing but majority of them were 11-kacha, 8-barbwire and 8- local wild plants planted
around the school. Regarding the availability of playground 36 schools have
playground and the remaining 14 schools were not.
Availability of library facility were found among the High School level, not in the LP.
Primary and UP schools. Out of the 21 High Schools, 19 schools have library facility
and out of that 19 schools, 12 schools were found functional whereas 2 schools were
Out of the 50 schools, 32 schools (64%) have no drinking water facility, the remaining
18 schools(36%) have drinking water facility from different sources available. Out of
this 18 schools, 13 schools(72.22%) have tap water, 5.56% schools have Well water
and followed by 22.22% were Pond water. All the available water were not hygienic.
Most of the Reserver water tanks looked in bad condition.
7. Regarding the academic of the schools :The total number trained and untrained
teachers were found 694. Out of the numbers, 64.70% of teachers were found as
trained teachers and 35.30% of teachers were untrained teachers. Number of
teachers were comprised in the school category wise, as such 9 to 10 teachers
were found in each LP Schools, 11 teachers in each Primary Schools, 8 to 9
teachers in each UP Schools and 20 teachers in each High Schools.
The total nos. of students attendance were 1574 for 50 schools on the day of data
collection. If the nos. of student attendance comprised in each school category in
average, 30 to 31 students were present in each LP schools on the day of data
collection, 42 – 43 students attended in each Primary school, 30 – 31 students
attended in each Upper Primary school and 27 – 30 students attended in each High
Schools.
The numbers of student attendance were found very less in comparison with the
student enrollment register. If compared the students attendance with teachers
strength in average, 1 teachers : 3 to 4 students in each LP schools, 1 teacher : 3 to 4
students in each Primary schools, 1 teacher : 3 to 4 students in each UP schools and 1
teacher : 1 to 2 students in each High Schools.
All the selected schools followed the academic calendar of the Education Department.
35 schools have their own school calendar since they put more examination schedule
as first quarter, half yearly, second quarter and final exam respectively. Besides this,
annual function and other extra curricular activities had been added in annual own
schools’ calendar.
Regarding the mid day meal and SSA facility 17 out of 50 schools were not found any
available facility but as per the criteria, 6 to 14 years should be supported mid day
meal in general and books for girls and ST and SC under the schools of the Education
Department and District Councils. Here, 5 schools which are LP-3 and Primary-2
schools were not available mid day meal programme. It is indicated that there were
found many gaps areas in terms of mid day meal and distribution of books.
As per the report of the schools’ authorities that mid day meal support could not
release on time, the actual amount which is to be supported to the mid day meal were
not getting and majority of schools which are getting mid day meal were not getting
the financial support of the mid day meal.
The school management committee in each school were compulsory but 8 schools
were no found having such committee. Those schools having management committee
were not properly functional since there was no proper documents in regard.
Out of the 50 schools, 43 schools were welfare programme for the students. And
among them some of the schools have Parents and Teachers Association
8. Student performance in the schools : The average percentage of attendance of the
students can be comprised in school category wise that in the LP schools was
60.5%, Primary schools was 70.4%, UP schools was 77.86% and High Schools
was 70.5%.The strength of the classes in all the schools categories were not found
uniformity. And found that some of the classes were not students enrollment
The attendance of students on the day of data collection table no 10 and annual
percentage of students attendance table no. 17 were not found precision and there
were not sure the students enrollment.
The academic year in 2006 the rate of students appeared examination was 88.42%,
passed students was 95.73%, drop out students was 13.10% and failed students’ rate
was 4.27%. In 2007 the rate of appeared student in the examination was 84.76%, out
the appeared examination the rate of passed students was 94.73% and drop out rate
of students was 17.98%. In 2008 the rate of appeared students in the examination was
87.11%, the passed students rate was 94.15% and drop out rate was 12.89%.
Here, the type of school drop out students can be considered in two categories 1/ After
the admission, students attended classes for some times and stopped coming to
schools, students never turn up to their schools and 2/ Students were found not
appearing examination after attending full course of the classes. There were not found
any follow up action from the schools’ authorities of the drop out students.
But the reasons of the drop out had been highlighted by the schools authorities such
as (a) Changing of schools (b) Children engaging in earning for their families (c)
Children were not interested in education and parents were not aware about their
children drop out. Parent were not interested in their children education (e) Students
joined to arms groups.(f) Students looking after their siblings (g) Student addicted to
9. The views and comments of 112 students from 7 focus groups regarding Education
systems in terms of teaching, Teachers’ interaction, regularity of teachers in
schools & classes and Examination.
Majority of students were interested in teaching of the teacher but some of students
were getting bored since their teaching style could not make them understand easily.
And in spite of teaching, some teachers were joking and passing time during the
class sessions. Some of teachers were very good not only in teaching but also
encouraging and supporting their moral and interacting like friends in a limited areas.
Students did not feel any hesitation to ask any questions relating to their education.
The maximum period of classes in a school were 4 to 5 periods.
Majority of the students were not satisfactory in their schools building, furniture and
drinking water. Some of the schools have electricity facility but most of the time not
getting due to load shedding, transformer problem etc.
Students were very interested in co-curricular activities like vocational, music, art, yoga
etc in their schools, but most of the schools were not having such activities.
All the students wanted to study at private schools and they had inferiority complex
while they met their friends who are studying in private schools.
Regarding the impact of bad law and order on their education, bandh, general strike,
encounter near the schools, kidnapping of children by under ground groups, snatching
of ornament from children by drug addicts and women etc were the main obstacles for
going to schools.
10. Comment from the parents and guardian about their children education :
The total number of respondents were father–18 nos., mother–15 no., and guardians–
10nos.
Most of the fathers were self employed as farmers, labourers, crafts making etc. They
are uneducated but some of parents were found educated, they are employed in lower
The economic condition was found in deprive stage in majority. Most of the families
were having 4 to 6 children..
Majority of the parents were found not keeping in touch with their children regarding
study and day to day life since they were busy for earning. There were few of parents
who interacted with their children for discussing about education.
Most of the parents were not so aware about their children’s education since they are
uneducated.
Majority of the children were obedient and helpful in domestic work and some of them
helping in earning work of the parents. Most of their friends are from locality and
schools. Few of the children above the age of 13/14 years were using smoke, chewing
tobacco and alcohol.
Parents knew that their children’s schools were not teaching well. Many function in the
schools besides the schools functions like any locality’s function such as sport,
meeting, ceremonies -Luncheon, marriage etc frequently took place. The schools
infrastructures like class rooms, toilets, drinking water, furniture were not satisfactory
condition. Above all this, some of the schools were used by local clubs and state level
branch of students’ organization as their office in the school buildings.
Some of the parent has planning to change schools of their children to better private
schools. They hope their children to be doctor, engineer, officers of the government.
Those who are not capable to support their children were very frustrated.
The above information from the parents indicates that the present condition of the
government schools were not satisfactory. They have more trust and hope in private
schools even though they could not afford the expenses of the private schools. But
some of the parents has planning to send their children in private schools. Most of the
parents were not possible to provide the basic need of the children. And the provisions
of the government for students could not reach among the children. It is very
worthwhile to mention that the right of the education of children under many provisions
can not be benefited.