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“Situational Analysis of Children in

Government Schools”

Manipur Alliance for Child Rights


(MACR)

Conducted by : Institute of Social Work and Research (ISWAR)

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Forward

Manipur Alliance for Child Rights is an alliance of people’s organisation, NGOs,


CBOs, civil society organisation and individuals working on the issue of child rights in
the State of Manipur. Right thinking citizen of Manipur who could not ignore any
longer the rights of children being violated every day felt that a collective voice was
needed for generating a mass people’s movement. It is due to the realization of the
fact that the Manipur Alliance for Child’s Rights – MACR – was conceived on 23
December 2005 to become the mouthpiece of this vulnerable population and to
highlight the issues related to children which the policy-makers have been ignorant
about and to create a common platform where issues relating to children could be
addressed effectively. Child rights can only become central to a country’s agenda if
its people choose to make it priority by ensuring government accountability to
actualize the rights of children.

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

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ACKNOWLEDGEMENT

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

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Content

Sl. No. Particulars Page

1. List of the table and figure i – iii

2. Introduction 1–1

3. Chapter – I : Elementary Education 2 – 10

4. Chapter – II : State Profile 11 – 27

5. Chapter – III : Review of Related Literature 28 – 39

6. Chapter – IV : Methodology of the Study and Abbreviation40 – 43

7. Chapter – V : Analysis of tables of the study 44 – 56

8. Chapter – VI :
Analysis of School Code, Data from Student and Parents 57 – 61

9. Summary of the Study 62 – 69

10 Conclusion 70 – 70

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List of the Table

Sl. No. Table No. Name of the Table

Chapter – I

1 Table 1 School Structure at Elementary Level and


Compulsory Education Law

Chapter -II

1. Table 1 Administrative set up

2. Table 2 Population and Sex ratio

3. Table 3 Literacy and index of Gender

4 Table 4 Number of Schools under different

Categories/Management

5. Table 5 Number of Habitations having Schooling

Facility

6. Table 6 Condition of opening of school

7. Table 7 Cumulative achievement of civil works

(2004-05 to 2008-09)

8. Table 8 Educational Development Index

9 Table 9 Student Enrollment in 2008-09

10. Table 10 GER & NER in Primary and Upper Primary

11. Table 11 Teachers in Elementary Schools

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Chapter – V

1. Table 1 School category

2. Table 2 Room condition

3. Table 3 Existing Class room with the student strength

4. Table 4 Toilet Facility

5. Table 5 Separate Toilet for Teachers and Student

6. Table 6 Basic amenities (Fencing, Playground)

7. Table 7 Basic amenities (Electricity, Computer, Library)


8. Table 8 Drinking Water Facility

9. Table 9 Detail of teaching Staff

10. Table 10 Students attendance percentage on the day of


data collection

11. Table 11 Academic Calendar

12. Table 12 Extra curricular activity

13. Table 13 Facility of Mid Day Meal and SSA

14. Table 14 School Management committee, Parent


Teacher association

15. Table 15 School Report Card

16. Table 16 Student Welfare Programme

17. Table 17 Annual Percentage of Students Attendance of the


last Year

18. Table 18 Students enrollment in the last five years

19. Table 19 Number of students appeared in exam, passed, fail


and drop-out for the last three years

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List of the Figure

Chapter - II

Sl. No. Figure No. Name of the Figure

1. Figure 1 Population Propotion

2. Figure 2 Literacy Trends (1951 to 2001)

3. Figure 3 Year Wise Enrollment in Primary (I-V)

4. Figure 4 Year Wise Enrollment in Upper Primary (VI-VIII)

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Introduction

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.

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CHAPTER – I

The Elementary Education

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.

The curriculum of Elementary Education usually emphasizes reading, writing, arithmetic, an


introduction of natural and social sciences, health, arts and crafts and physical education. An
important part of elementary schooling is socialization with peers and creating of an
identification of the child with the community and nation.

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)

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Elementary Education in India:

The National Policy on Education 1986 emphasized to move to an elementary system


comprising five years of primary education and three years of upper Primary, followed by two
years of high school. Both the Central Advisory Board of Education and National
Development Council had unanimously agreed that all the states should reach to a common
structure of education by 1995. However in practice this has not been followed till date.
Perhaps the Central government did not make any concerted efforts to attain a uniform
pattern of elementary education even in terms of its duration. In a few states, grades I to VIII
are divided into two stages and in some other states it is seen in three stages. Similarly in
some states the primary stage is of four years duration while in other states it is of five years
duration.

(1) Jean Drez and Amartya sen: “India Development and Participation” Published by Oxford University Press: Fifth
impression 2008: p. 4

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Variations in structure and composition that exist in the country as is seen from the
table given below:

Table 1: School Structure at Elementary Level and Compulsory Education Law


State/UT Age of Compulsory Structure of School
Admission Education Education
To class 1 At level Primary Upper Primary
Andhra Pradesh 5+ E I-V VI-VIII
Arunachal Pradesh 6+ E I-V VI-VIII
Assam 6+ E I-IV V-VII
Bihar 6+ P I-V VI-VIII
Chattisgarh 6+ S I-V VI-VIII
Goa 5+ E I-IV V-VII
Gujarat 5+(6+) E I-IV V-VII
Haryana 6+ P I-V VI-VIII
Himachal Pradesh 5+ N I-V VI-VIII
Jammu & Kashmir 5+(6+) N I-V VI-VIII
Jharkhand 6+ S I-V VI-VIII
Karnataka 5+ E I-IV V-VII
Kerala 5+(6+) E I-IV V-VII
Madhya Pradesh 6+ N I-V VI-VIII
Maharashtra 5+ P I-IV V-VII
Manipur 5+ N I-V VI-VIII
Meghalaya 6+ N I-IV V-VII
Mizoram 6+ N I-IV V-VII
Nagaland 6+(5+) N I-V VI-VIII
Orissa 5+ P I-V VI-VIII
Punjab 5+(6+) N I-V VI-VIII
Rajasthan 6+ P I-V VI-VIII
Sikkim 5+ N I-V VI-VIII
Tamil Nadu 5+ E I-V VI-VIII
Tripura 6+ N I-V VI-VIII
Uttaranchal 5+ S I-V VI-VIII
Uttar Pradesh 5+ N I-V VI-VIII
West Bengal 5+ P I-IV V-VIII
Andaman & Nicobar 6+(5+) P I-V VI-VIII
Island
Chandigarh 5+ N I-V VI-VIII
Daman & Diu 5+ E I-IV V-VII
Dadar & Nagar Haveli 5+ N I-IV V-VII
Delhi 5+ N I-V VI-VIII
Lakshadweep 5+(5-1/2) N I-IV V-VII
Pondicherry 5+ N I-V VI-VIII

“P” means primary education is compulsory in the state


“E” means Elementary Education is compulsory in the state
“N” means no compulsion is in force in the State
“S” means newly created state- following regulation of parent state

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It is clear from the above table that the primary stage consists of classes I-V i.e of 5 years
duration in 24 States / UTs. The primary stage consists of I-IV in 11 States. In Pondicherry
two regions have primary upto Vth standard and one region has upto IVth standard. The
middle stage of education comprises classes VI-VIII in as many as 22 States/ UTs and
classes V-VII in 11 States/ UTs and classes VI-VII in Orissa and Yanam region of
Pondicherry and classes V-VIII i.e of 4 years duration in 1 state only viz. West Bengal.
Assam follows 4+3+3 years elementary and high school pattern; Orissa follows 5+2+3 Years
primary, upper Primary and high school pattern respectively; a dozen of States/UTs
administration have their eighth class extended into the secondary school education and is
not compulsory level of education in these states.

The goals and objectives of Education for All in India:

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.

Achievement: Achievement of minimum levels of learning by approximately all children at


the primary level, and introduction of this concept at the middle stage on a large scale.

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.

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The educational priorities enunciated by the National Policy on Education 1986 have
continued through the 90s. This has been reflected in the higher allocation of resources as
well as in terms of clearly defined strategies to achieve the goals of education for all. The
World Declaration on Education For All – 1990 adopted in Jomtien, undoubtedly, gave
further fillip to the national commitment for reaching basic education for all children. The
Jomtien Declaration together with several positive developments within the country brought
to the central stage the need for viewing basic education as a fundamental right of every
citizen. India is one of the few countries where during the stabilization phase of structural
adjustment, expenditure on education has been stepped up.

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.

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3. Shiksha Karmi Project: The project aims at Universalisation and qualitative improvement
of primary education in remote and socio-economically backward villages in Rajasthan with
primary attention given to girls. The project was implemented with the assistance from
Swedish International Development Agency(SIDA) and Department of International
Development(DFID), UK, and Rajasthan Government from 1987 to 2005.

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.

6.District Primary Education Programme: The centrally Sponsored Scheme of District


Primary Education Programme(DPEP) was launched in 1994 as a major initiative to
revitalize the primary education system and to achieve the objective of the unversalisation of
elementary education. DPEP is an externally aided project from EC/DFID/UNICEF/
Netherlands through Central Government.

7. Janshala Programme: Janshala(GOI-UN) is a collaborative effort of the Government of


India and five UN agencies- UNDP, UNICEF, UNESCO, ILO and UNFPA. Janshala, a
community based primary education programme especially for the deprived girls and
children. The programme is implemented in nine states viz Andhra Pradesh, Jharkhand,
Karnataka, Madhya Pradesh, Maharastra, Rajasthan,Uttar- Pradesh,Orissa and
Chhattisgarh.

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

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increasing enrolment, attendance and retention and so also improving nutritional status of
the children in the primary classes studying in Government, local body and Government-
Aided Schools. The programme has been extended to children studying in EGS/AIE and
Upper Primary. Cooked meal is provided to the students.

9. Teacher Education: The Central Sponsored Scheme of Restructuring and


Reorganization of Teacher Education was taken up in 1987 to create a viable institutional
infrastructure, academic and technical resource base for orientation, training and continuous
up gradation of knowledge, competence and pedagogical skills of teachers in the country.
The Scheme envisages setting up of DIETs in each district of the country to provide
academic and resource support to elementary grade teachers and non-formal adult
education instructors.

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:

a. Focus on girls, SC,ST and Minority group,


b. Back to school camps for out of schools children,
c. Free Text Books for girls, SC, ST,
d. Special coaching/ remedial classes for weaker children
e. Inclusive Education for disabled children.
f. Teachers’ sensitization programmes to promote equitable learning
opportunities
g. Innovative Projects.
h. Improvement of school infrastructure etc.

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

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insignificant, the country realizes that the challenges ahead at the turn of the century are
quite daunting, demanding not only continued commitment but also an enhanced attention
and resources to meet the challenges in the coming years. The government is fully seized of
the fact that nothing less than a whole hearted national effort both in the public and private
sectors would be necessary if India is to emerge as a fully literate and economically vibrant
nation of the 21st century.

Challenges .

In spite of a large number of schemes taken up for Universalisation of elementary education


since independence, it is unfortunate that the country is still languishing with a sizeable
number of illiterates. The high drop-out rate has resulted in total disarray in the
implementation of the education programmes. Reasons for high drop-out rates are varied-
social, economic, quality, lack of interest and lack of attraction can be cited as a few
examples. The Parliament has passed the Constitution 86th Amendment Act, 2002 to make
elementary education a Fundamental Right for children in the age-group of 6-14 years. The
provision of free education to children as a fundamental right would motivate both
Governmental as well as non-Governmental sectors to take necessary measures so as to
achieve the Universalisation of Elementary Education, the ultimate goal of the country.

The National Policy on Education makes a reference to 'education of satisfactory quality'


Quality is the most important aspect of education which should not be ignored. The
education that is provided should be able to create attraction and interest among the
children. There is an urgent necessity to improve teacher training to improving the quality.
However, Teacher training programmes are not very much oriented for effective utilisation of
human resources. They do not give stress on techniques and activities that make learning
joyful for students. Lack of follow up measures make them forget and not utilized whatever
they had learnt during their pre-service training programmes. Without primary level teaching
or research experience, particularly on rural schools, teacher educators are poorly prepared
to educate. Most of the teacher educators imparting training in elementary teacher training
institutions do not have primary level teaching/research experience. This affects the quality
of training imparted by them.
The methods of transaction of theory classes of these teacher educators are generally
devoid of active teaching learning approaches. There is no specific teacher educator
preparation programmes. Teacher educators also need continued assistance for their
professional development. The UGC provides assistance for professional development of
teacher educators in teacher training colleges and departments of education of universities.

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But such facilities are at present not available for elementary level teachers educators. All
efforts should be made towards improving the training component.
Many states are already providing free education, but the components vary from state to
state. On the other hand, free education means not only exemption from payment of fees but
it should also include various other components such as text-books, stationery, uniform, one
meal and transportation wherever necessary etc. The Government may consider including
all these components in the free education.
Elementary Education becoming a justifiable Fundamental Right, the possibility of increased
litigation cannot be denied. The citizens would have
every right to go the courts of law if their fundamental right is violated. Therefore, the
Government to find out ways and means to face this challenge. The Central Government
may, therefore, consider working out the necessary legislation. The Centre may make
necessary provision to this effect either in the follow-up legislation or in the guidelines that
may be issued to the States.
The allocations, made to education every year have so far been very insufficient. the
required amount should be allocated to achieve the goal, unless this is done. A mere
constitutional amendment and providing a fundamental right is not going to serve the
purpose. Besides increasing the allocation, Government may also take steps to reduce
unnecessary expenditure to reduce unnecessary burden on the State's exchequer. The
financial burden may be shared by both the Centre and the States.
Administrative responsibility should be left to states for implementation according to their
convenience.

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.

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CHAPTER II

(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.

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In 1956 became a Union Territory under Union Territorial Council Act, 1956. in 1963 , the
Territorial Council was replaced by Territorial Assembly. It became a full-fledged state in
1972. Manipur has different forms of local self Government Institutions in the valley and the
hill. District Council Act 1971 passed by Parliament in 1972. There are 6 Autonomous District
Councils in Manipur. The following are:

1. Manipur North: Ukhrul. 2. Manipur South: Chuchachanpur


3. Manipur Sadar Hill: Senapati. 4. Manipur East: Kangpokpi.
5. Manipur West: Tamenglong. 6. Manipur Tengnoupal: Chandel.

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.

Table no. 1.(Administrative set up).


Sl. Name of Area in No.of No.of No.of No. No. of Density
no Districts sq.km Blocks Dist. Villages Towns panchayat Per
Cncl sq.km
1 Bishnupur 496 2 0 49 7 24 420
2. Chandel 3313 4 1 361 1 0 36
3. Churachanpur 4570 6 1 546 0 0 50
4. Imphal –East 709 3 0 204 6 46 557
5. Imphal –West 519 2 0 134 10 44 856
6. Senapati 3271 6 2 625 0 0 87
7. Tamenglong 4391 4 1 171 0 0 25
8. Thoubal 514 2 0 103 9 47 708
9. Ukhrul 4544 5 1 198 0 0 31
10 Total 22327 34 6 2391 33 165 103
Source: Statistical abstract 2007.

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

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valley is the home of different communities like Métiers, Nepalese, Muslims, Bengalis, Sikhs,
Jain and others including schedule caste and schedule tribes. Among them the Meiteis is the
larges community and covers all the 4 valley districts.

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%

Table. no.2. Population and Sex ratio

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Sl District Population Sex
no. Male Female Total ratio
1 Bishnupur 104550 103818 208368 993
2. Chandel 59741 58586 118327 981
3. Churachanpur 117232 110673 227905 944
4. Imphal –East 198371 196505 394876 991
5. Imphal –West 221781 222601 444382 1004
6. Senapati 80230 76283 156513 935
7. Tamenglong 58014 53485 111499 922
8. Thoubal 182250 181890 364140 998
9. Ukhrul 73465 67313 140778 858
Total 1095634 1071154 2166788 974

Source: census 2001. excluding 3 sub-division of Senapati district.

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.

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Figure .2. Literacy Trends (1951-2001)

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

Total Male Female

Source: Census of India.


At the state level, Manipur has 70.50(male-80.30 and female-60.50) literacy rate. Whereas
the according to 2001 census. But there are disparities among the districts The State and
district wise literacy rate and index of gender discrepancies are shown in Table no. 3:

Table no. 3. Literacy and index of Gender


Sl District % of literate Index of
no. Male Female Total Gender
disparity
1 Bishnupur 79.6 55.7 67.6 24.93
2 Chandel 64.3 48.0 56.2 20.45
3 Churachanpur 77.7 63.1 70.6 14.58
4 Imphal –East 85.5 65.3 75.4 18.89
5 Imphal –West 89.2 71.3 80.2 15.74

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6 Senapati 67.9 51.2 59.8 19.69
7 Tamenglong 68.7 49 59.2 23.46
8 Thoubal 80.4 52.5 66.4 29.62
9 Ukhrul 80.1 65.4 73.1 14.18
Total 80.3 60.5 70.5 18.36
Source: census 2001. excluding 3 sub-division of Senapati district.

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.

(ii) Secondary sector: it includes manufacturing, construction, electricity, gas and


water supply.

(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

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(1) Department of Economics and statistics: Government of Manipur: Economic Survey Manipur
2007-08; p 28

Transportation and communication:


The state has a very poor transportation and communication facilities. Manipur is served by
two means of transport viz. roads and airways.
The National Highway No.39, (325 km long) connecting Imphal, Manipur and neighboring
states. From Imphal it runs in the south-east to connect the international boarder town
Moreh(Indo-Myanmar border). Another National Highway No.53 connecting Imphal with
Silchar, Assam via Jiribam on the western fringe of the Manipur valley. There are state
highways, major district roads, other district roads and Inter village road etc. However, there
are isolated areas and remote villages in the valley/hill which require road connectivity and
other infrastructures like post and telecommunication services.

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

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of Manipur. He was responsible for all education policies and programmes with regard to all
types of schools in the hills and plains.
In the year 1951-52 a new set up in the general administration of the then Union Territory of
Manipur came into existence with the setting up of the Territorial Council. Till 1960 the
Manipur Administration and the Territorial Council had full control over the educational
activities. The nomenclature and responsibilities of the Department have undergone
changes from time to time.
Since 1st March,1974 for the purpose of control and management, all primary schools in the
hill districts of Manipur were transferred to concerned autonomous district councils. At
present, the Education Department of Manipur has been divided into 4 (four) different
entities viz.

(1) Department of Education (University and Higher Education)

(2)Department of Education (S)

(3) State Council of Educational Research and Training, and

(4) Department of Adult Education.

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.

Table no.4. Number of Schools under different Categories/ Management


Sl Class Government. Un- Aided
Edn.Dpt. Dist.Cl.
No. Category Structure. Aided Total.
1. Lower Primary I-II 776 0 270 38 1084
2. Primary I/III-V 577 663 138 100 1478
3. Upper Pry I/III/VI-VIII 305 0 94 369 768
4. Secondary(H/S) I/III/VI/IX-X 196 0 102 356 654
5. Higher Secondary I/III/VI/XI-XII 28 0 0 59 87
Total 1882 663 604 922 4071

Source: list of school 2005-06 D.E. (S)

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Programmes for Universalisation of Elementary Education:

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.

District Education Officer(D.E.O.) of hill districts and Zonal Education Officer(Z.E.O.) of


valley districts are the ex- officio of District Project Officer(D.P.O.). 420 senior trained
graduate teachers are engaged from the Govt. schools as Block Resource Person(B.R.P.)

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for Block Resource Centres(B.R.C.)and Cluster resource Person(C.R.P.) for Cluster
Resource Centres.(C.R.C.).

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.

Table. no. 5. Number of Habitations having Schooling Facility

No. of No. of Primary Stage Upper Primary Stage


Village Habitati Within Within Beyon Within Within Beyond
Sl.no. District s ons them 1 km d 1 km them 3 kms 3 km
1 Bishnupur 49 186 126 46 14 48 124 14
2 Chandel 361 481 237 94 150 63 139 279
3 Churachandpur 546 662 340 63 259 124 167 371
4 Imphal East 204 490 300 143 47 121 318 51
5 Imphal West 134 267 196 52 19 78 168 21
6 Senapati 625 748 433 121 194 113 330 305
7 Tamenglong 180 360 249 41 70 72 86 202
8 Thoubal 103 297 220 67 10 88 178 31
9 Ukhrul 198 328 242 64 22 90 109 129
Total 2400 3819 2343 691 785 797 1619 1403

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Source: 7th All India Educational Survey.

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.

Source: Manipur Education Code 1982.

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

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adequate infrastructure facilities and teaching learning materials constitute the core around
which educational activities are organized.

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

Table no.7. Cumulative achievement of civil works (2004-05 to 2008-09)


Sl.no. Items Achievement in quantity
1 BRC 35
2 CRC 93
3 Building Less (P) 350
4 Building Less (UP) 61
5 Dilapidated Building (P) 46
7 Additional Class Room 371
8 Toilet/Urinals 1043
9 Water Facility 566
10 Boundary Wall 122
11 Separation Wall 64
12 Electrification 355

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.

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Table no.8. EDUCATIONAL DEVELOPMENT INDEX
Primary
S Particulars 2005-06 2006-07 2007-08
Index Rank Index Rank Index Rank
l.no
.
1 ACCESS 0.561 11 0.530 15 0.432 31
2 INFRASTRUCTURE 0.564 22 0.553 24 0.562 27
3. TEACHERS 0.528 22 0.603 22 0.565 23
4. OUTCOMES 0.496 20 0.475 27 0.573 24
5 COMPOSIT 0.520 23 0.547 22 0.537 29
Upper Primary
1 ACCESS 0.436 25 0.500 27 0.582 28
2 INFRASTRUCTURE 0.691 21 0.702 22 0.665 24
3. TEACHERS 0.740 17 0.716 20 0.752 20
4. OUTCOMES 0.431 20 0.653 6 0.734 6
5 COMPOSIT 0.520 23 0.547 22 0.686 21

Source: DISE 2005-06/2006-07/2007-08.

Enrolment:

Enrolment is the number of students registered on the roll of an educational institution on a


specific point of time. In the Indian context the enrolment refers to the number of children
enrolled as on 30th September of the academic session. The Elementary Education deals
with the children studying in class I-VIII. Enrolment of students at elementary stage during
the period from 2004-05 to 2008-09 are shown in figure 3 and 4 for primary and upper
Primary respectively.

(6) Y.P. Aggrarwal, R.S. Thakur: Concept and Term in Educational Planning: A guidebook.

Figure 3.year wise Enrolment in Primary(I-V).

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180000

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

Enrolment I-V Male Enrolment I-V Female

Source: AWP&B Manipur 2004-05/2005-06/2006-07/2007-08/2008-09

Figure.4. year wise Enrolment in Upper Primary(VI-VIII)

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

Enrolment VI- VIII Male Enrolment VI- VIII Female

Source: AWP&B Manipur 2004-05/2005-06/2006-07/2007-08/2008-09.

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Table no. 9 : Student Enrollment in 2008-09

Sl. Class Class Class Class Class Class Class Class


District Name Sex
no I II III IV V VI VII VIII
B 3962 2960 2680 2520 2465 2121 2028 1947
1 Bishnupur G 4341 3241 2653 2610 2437 2066 2068 1917
All 8303 6201 5333 5130 4902 4187 4096 3864
B 2952 2707 1915 1742 1531 898 918 919
2 ChandelL G 3038 2733 1886 1700 1465 863 863 869
All 5990 5440 3801 3442 2996 1761 1781 1788
B 3538 4133 3539 3103 3010 2387 1913 1813
3 Churachandpur G 3408 3983 3469 2955 2824 2318 1738 1662
All 6946 8116 7008 6058 5834 4705 3651 3475
B 9833 5766 4966 4823 4656 4264 3869 3866
4 Imphal East G 10371 5761 5089 4792 4666 4239 3938 3939
All 20204 11527 10055 9615 9322 8503 7807 7805
B 6973 4987 4543 4433 4281 4133 4060 4170
5 Imphal West G 7247 4938 4514 4606 4347 4301 4229 4233
All 14220 9925 9057 9039 8628 8434 8289 8403
B 7981 6211 4484 4019 3404 2166 2126 2046
6 Senapati G 7607 5879 4235 3763 3259 2119 1966 1900
All 15588 12090 8719 7782 6663 4285 4092 3946
B 3492 3104 2198 1912 1638 785 758 761
7 Tamelong G 3191 2812 1961 1707 1471 689 648 622
All 6683 5916 4159 3619 3109 1474 1406 1383
B 6136 4433 3781 3652 3484 3176 3062 2937
8 Thoubal G 6174 4743 4039 3728 3778 3252 3196 3067
All 12310 9176 7820 7380 7262 6428 6258 6004
B 4214 2925 2197 1940 1859 1595 1560 1482
9 Ukhrul G 4011 2891 2138 1861 1752 1603 1522 1439
All 8225 5816 4335 3801 3611 3198 3082 2921
State Total 98469 74207 60287 55866 52327 42975 40462 39589
The goal of universal enrolment and retention (primary and upper primary) cannot be
achieved unless all the children in the age group 6-11and 11-14 years are enrolled either in
the school or other alternatives centers and are to be retained in the system at least to
complete the elementary level of education.

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.

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The Table 9 presents the GER and NER of Primary(I-V/6-11) and Upper Primary (VI-VIII/11-
14) in the state. However, in many systems age-grade matrix is not available and hence net
entry rate cannot be calculated(7).

Table. no. 10 : GER & NER in Primary and Upper Primary


Sl.no. Year Primary Upper Primary
GER NER GER NER
1 2004-05
2. 2005-06 132.10 - 64.57 50.70
3. 2006-07 141.30 - 75.70 62.55
4 2007-08 151.75 - 79.78 68.48

Source: DISE 2007-08.

Since the child population is involved, it is necessary to understand demography of the


place. ‘Demographic analysis is confined to a study of the components of the population
variation and changes’. ‘Educational Planning cannot be divorced from considerations about
dynamics of population (i.e. its growth and change), as it deals with a target population
which is constantly changing in number, age and sex distribution, and geographic
distribution’. Other indicators are entry rate, attendance rate, dropout rate, retention rate,
transition rate, promotion rate, repetition rate and completion rate can be mentioned.

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

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Table no. 11 : Teachers in Elementary Schools

S Year No. of % of Trained Teachers- pupil


Teachers Teachers ratio
l.No
1. 2004-05 13841
2. 2005-06 21920 35.84 1:20
3. 2006-07 22650 39.43 1:20
4. 2007-08 24799 37.86 1:20
5. 2008-09

Source: DISE 2007-08/ Annual Report 2004-05

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

SCERT is conducting pre-service and in – service teachers training through DIETS.


Teachers hav been imparted 6-month (CPE) under Distance Education through IGNOU to
minimize the gap under SSA programme.

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

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Review of Related Literature

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.

Importance of Review of Related Literature:

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.

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In the present study it has not possible on the part of the investigator, due to lack of
resources and the time, to get access into the entire fold of published and unpublished
research in the field.

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:

NIEPA(National Institute of Educational Planning and Administration- New Delhi:


2000 studied ‘Year 2000 Assessment Education For All: India’ : the study provide useful
inputs for policy makers, Planners and administrators who are working towards achieving
the goal of EFA. Efforts are necessary to make partnership between public and private to
implement educational programme.

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.

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Emphasis is given to the establishment of information systems at various level, from the
lower to the higher level (i.e. village/wars level to the national level). It can measure the
progress with a set of indicators like PMIS(Project Management Information System),
DISE(District Information System for Education), Household survey and other research
studies, reports etc.

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.

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Marmar Mukhopadhyay, R S Tyagi : ‘Governance of School Education in India’ efforts
have been made to review about the interrelationship and inter dependence of four pillars
of governance of school education in India i.e. educational policy, planning, administration
and management. Governance of education implies interrelated and independent
management of people in the system, infrastructure, technology, material and financial
resources and above all , a set of educational goals and objectives. Educational goals,
programmes and projects are the central elements of any educational system. The
management of educational goals and consequent activities constitute the most critical
issues in educational management. Because it determines the quality of education.
However, unfortunately the goals and objective are not base on the local specific situation
and contexts. Most of the goal statements
are projected from the national level. On the other hand fast expansion of school education
affects in the quality management

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.

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Look East Policy(2008): Development of human resources is critical for the development
of the region. While the literacy rate in the region is high. Even as the average literacy rate in
the region is higher than the national average, there are concerns about the quality of
education. More importantly, the literacy rate has not translated into higher employability or
productivity. A focus on children, women and youth is also vital in this region. It is also
important to emphasis the need to improve the human development indicators of the tribal
population. In its broadest sense, education will be the most critical input to empower these
young people with the ability to expand their life’s choices. Similarly, providing access and
incentives for the education of women and tribal populations in the region is extremely
important for its social and economic transformation and to provide sustainable livelihood
systems. it is necessary to remove barriers in accessing education for tribal people and
women through appropriate policies including creation of hostels in towns and special
coaching for admissions and to improve their overall performance. Remedial measures need
to be taken as early as primary and secondary school, where the goal will be to increase
access to schooling for all, improve the quality of education, especially mathematics and
science, through appropriate teacher training and curricula oriented to the local
environments, and fully equipped schools and classrooms.

Khangjrakpam Ibohanbi Singh: ‘A critical study of the Development of primary Education


in the North-Eastern Region of India with special Reference to Manipur’ 1994, a Ph.D thesis.

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.

H. jayantakumar Singh: A holistic approach to the problems of education in India,


particularly in the state of Manipur’ a seminar on the improvement Education System in
Manipur- held at Kumbi College, Manipur under Sponsorship of the University Grants
Commission, October, 1999. As per the paper, effective education needs two components:

• A set of wholesome infrastructure consisting of a good compound, decent and


elegant buildings, good and dependable libraries, well equipped laboratories, modern
electronic audio-visual teaching aids etc.

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• Qualified and dedicated teachers.

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.

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R Yangsorang: ‘Quality education in Manipur ? Whether realistic to achieve it ?’, this article
was web casted on March 17th, 2006. It states the struggle for universalisation of
elementary education is the most important factor to achieve the aim for quality education.
The stage is the grass-root of meaningful education. All children should have accessibility of
education within easy reach. However, there are inter-district disparities, accessibility of
schools to children, infrastructural deficiencies, non-availability of qualified teachers in the
schools. It is more acute to the rural and hilly areas. Effective measures are necessary on
priority basis for proper planning of schooling facilities, elimination of regional disparities and
equalization of educational opportunities among all sections of the population. Reshaping
and rebuilding of Government schools where children can get proper education without
troubling their poor parents are required. Orientation course of short duration for all in-
service teachers are be essential to enable the teachers to perform their duties effectively. In
addition to the requisite qualifications and disposition, the teacher should have the
necessary motivation, outlook to cater to the needs of the students. Teaching-learning
process is supposed to contribute to high performances in academic and other activities.

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.

Different types of education such as military education, vocational education, medical


education, physical education etc. education was in the hands of private agencies. Teacher
were the contrivers of education. Learning by doing was the chief method of imparting
education. But after the annexation of Manipur to British India, the traditional education
system died a natural death and the western system of modern education had emerged.
Gradually, schools based on British system were established in Manipur and students from
different corners of Manipur were drawn. Thus the progress of modern education in Manipur
as a whole goes fast. But there are many constrains in schooling facilities, infrastructure,
language, teachers etc.

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Horam.M: ‘The Rising Manipur: Including Other North-Eastern States’ Manas Publication,
New Delhi, 2000.
It discussed about the growth of education in Manipur both in the Hill and Valley districts in
chapter 14- Education Profile of Manipur. After Independence formal education was
extended to every section of the society. Although there are still wide disparities in
educational infrastructure and literacy levels across regions. The American Baptist
missionaries were the first to spread modern education in the hills. Conversion into
Christianity by most of the hill inhabitants was the efforts of the Christian missionaries. After
Manipur attained statehood in 1972, the management and control of government-aided and
unaided primary schools in the four valley districts of Manipur was placed under the direct
control of the state’s Department of Education, while in the hill areas, the responsibility for
the management and supervision of the primary schools was given to the hill district
councils, under the Manipur Hill Area District Council Act, 1971. The progress in the growth
of primary education, has been far from satisfactory.
The intra-regional inequality in the physical infrastructure, quality and number of teachers,
and poverty of parents has resulted in wide variations in the level of literacy, drop out rates
and quality of education between the hill areas and the valley. A large section of the tribal
population as well as the minorities in the valley (for example, the Muslims) continue to
suffer from economic, social and educational deprivation. One- fifth of the primary schools
had no building and over two-fifth of the schools were housed in kutcha buildings. Sixty
percent of middle schools too were either without buildings or in kutcha buildings. With the
increase in the number of primary schools, the enrolment of students in Manipur also
increased. An increase in the literacy rate in Manipur is a consequence of the rapid
expansion of primary education in the state over the years. However, the number declines
progressively as it move to higher levels. The dropout rate in Manipur, high as compared to
India. 65 per cent of the children who enrolled in class 1 never reach class 5 and 71 per cent
do not make it to class 8.

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.

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Low paid jobs of masonry, cobblers, barbers, carpentry works etc are being grabbed by
more skilled outsiders who have been entering the state, thereby forcing many unskilled
local labourers out of the works. Besides, there is no basic amenities in the rural and interior
hill areas, scarcity of food and improper road communication.

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.

Review of the related literature:

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.

REPORT OF THE Parliamentary Standing Committee on Human Resource Development Presented


to both Houses of the Parliament on 24-11-97

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After 1986 Policy many programmes and schemes were taken up for the Universalisation of
Elementary Education in India. After 1990s, because of government’s liberalization policy
many externally funded projects were also started. However, these projects were covered in
some States, and union Territories. In 2001 Sarva Shiksha Abhiyan programme was started
in all states of India to cover all the activities towards the improvement of both quality and
quantity aspects of Elementary Education. It is a historic stride towards achieving the long
cherished goal of Universalisation of Elementary Education (UEE) through a time bound
integrated approach, in partnership with States. Before SSA came into existence,
Elementary Education was predominantly financed by state Government.

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.

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The country-wide information system of DISE now provides information on key educational
indicators and trends in the educational status of States and districts since 2002-03. A strong
monitoring system for the programme is in place.

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).

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Because of tremendous increases in population, general poverty and illiteracy, lack of
communication and resources, large number of children do not get the opportunity of
schooling and education. On the other hand, there is shortage of research, study and
investigation to make adequate progress in elementary education in Manipur. Therefore, the
goal of Universalisation of Elementary Education in Manipur remained unfulfilled.

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CHAPTER - IV

Title of the Research: Situational Analysis of Children in Government School

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 :

The present study aims at testing the following hypothesis :

1. Magnitude of the teaching staffs in quality education.


2. Deteriorating of child right in education.
3. There is a significant variation in the extent and magnitude of quality education in
comparison with State Education Policy.
4. Signification of parents’ role in their children education.
5. Students’ attitude towards their education.

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

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4 Data Analysis and
Preparation of the
Report
Methodology:

Scope of the Survey:

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.

Type of Research: Action Research

Research Design: Exploratory Research Design

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

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Abhiyan, Government of Manipur. The collected data and information have been scrutinised
by the principal Investigator.

Techniques of Data Collection:


To collect the data the following standard techniques of the survey have been employed:
a. Use of structure interview through Questionnaire to collect data from the schools
b. Unstructured Focus Group Interview for students
c. Unstructured Interview for the parents of students.
d. Direct and indirect observation during Study
e. Discussion with the schools’ employees (Head Master, Assistance Head Master,
Principal, Teachers and Non-teaching staffs) on the present challenges and urgent
needs of the school.
Data Analysis:
After systematic collection of the data from the schools and associated information from the
unstructured interview, unstructured focus group interview and observation, the data are
coding, shorting, processing and further condense into tables and design graphics for
qualitative analysis with statistical inference by applying well-defined statistical formulae after
computation of various percentage, coefficients etc.
In the process of analysis, relationship or differences, support or conflicting with the
hypothesis will be tested to arrive at generalisation.

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.

Limitations of the Study:


1. Data collection in Jiri block was one of the hardship in terms of transport, lodging,
law & order and communication with the local people.
2. Most of the Head Master/Mistress were not willing to provide the data of the School
since apprehensive of the research by connecting with a student organisation.
3. Most of the schools had been visited 2 to 3 times and few of schools visited 5 to 6
times for the data collection since the schools authorities did not want disclosed their
schools information.
4. Maximum of schools were not found head master/head mistress on the first day of
visit.

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5. Most of the schools were not having proper records of documentation.

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 :

SSA - Sarva Shika Abhiyan


DISE - District Information System for Education
DCF - Data Collection Format
ST - Schedule Tribe
SC - Schedule Caste
REMS - Research Evaluation Monitoring and Supervision
MIS - Management of Information
VEC - Village Education Committee
ZEO - Zonal Education Officer
EFA - Education for All
EGS - Education Guarantee Scheme
AIE - Alternative Information Education
UEE - Universalization Elementary Education
BRC - Block Resource Centre
CRC - Cluster Resource Centre
ISWAR - Institute of Social Work and Research
GER - Gross Enrollment Ratio
NER - Net Enrollment Ratio

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CHAPTER – V

Table 1 School category

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.

The table shows


Table 2 : Room condition that number of
class room in
Sl. School Good Need Minor Need major Unfit
No. Category condition repair repair room Total working condition is
1 LPS 10 7 4 6 27 very less in
2 P 12 13 11 12 48
comparison with
3 UP 34 24 9 14 81
4 HS 82 21 46 22 171 numbers of school.
Total 138 65 70 54 327 Here, rooms in
good condition and need minor repairing can be considered as working condition and need

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major repairing and unfit room can not be utilized. 7 nos. of Lower Primary school have 17
class room in working condition. In LP school having Class - Nursery, I A, I B and II,
there should be total 35 rooms of 7 LP schools (5 nos. of rooms in each LP school) in
minimum working condition including teachers’ room.

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.

The table shows that out


Table 3 : of 50 schools, 38 schools
Existing Class room with the student strength
have adequate class
Sl.n School Adequate No available adequate room. As per the record of
o. category class room class room Total
1 LP 5 2 7 student strength the 38
2 P 7 2 9 schools can be
3 UP 9 4 13
considered as having
4 H 17 4 21
Total 38 12 50 adequate class room,
there were found class/standard gap and no enrollment of student in some classes in 12
schools. All the schools were not found section wise of all the classes. No Available
Adequate Class Room were in 12 Schools. During the data collection found that 4 nos. of
schools (LP-2 & P-2) were having only one class room each in working condition.

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The table reveals that out of the
Table 4 : Toilet Facility 50 schools, 23 schools were not
Toilet found toilet and the toilets found
Sl. School Toilet available not
no category and condition available Total in 20 schools were in bad
Bad Medium Good condition but used conditionally.
1 LP 2 5 7
2 P 4 5 9 7 numbers of schools’ toilet are
3 UP 3 1 9 13 in medium and good condition.
4 H 11 4 2 4 21
Total 20 5 2 23 50 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 Co-Education and 8 schools
were only for Girls. The condition of no toilet and bad toilet of the schools for girls and co-
education becomes big challenges.
Substantiating a report from some girls student statement from co-education that “ We are
having a lot of problem when we wants toilet. We went together near a bush or suitable
place. Some times we faced some problems from school boys taking advantage to look out
our condition during the toilet”. Head Masters/Head Mistresses of 7 schools expressed that
they had submitted two to three times application and verbally to the ZEO office for
renovation/repairing/construction for toilets of the schools. But could not find any action for
the same till yet..

The Table reveals that out of 50


Table 5 :
schools, 3 schools have separate
Separate Toilet for Teachers and Student
toilet for teachers and 2 schools for
Separate Separate girls have separate toilet for student.
Sl.N School toilet for toilet for
o category teacher Student The remaining 45 schools were not
1 LP Nil NIL found separate toilet for teachers or
2 P NIl Nil
student.
3 UP 1 NIL
4 H 2 2 Female teachers from 9 schools
Total 3 2 expressed their dissatisfaction
regarding the present toilet condition in their schools. Sometimes they went to neighboring
house of the schools for toiletry. Some girl students said that the most hatred thing in their
school was the pathetic toilet condition.

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Table 6 Basic amenities (Fencing, Playground) The table shows that
out of the 50 schools,
Sl. School
27 schools were not
No. category Fencing No Playground No
Available Fencing Available Playground found any form of
1 LP 3 4 5 2 fencing, 23 schools
2 P 3 6 7 2
have fencing but
3 UP 5 8 9 4
4 H 9 12 15 6 majority of them were
Total 23 27 36 14 11-kacha, 8-barbwire
and 8- local wild plants planted around the school. Some of the school authorities said that
they had approached at the Education Department many a time regarding the matter but did
not get any positive response from concern authority.
Regarding the availability of playground, 36 schools have playground and the remaining 14
schools were not found playground. In some schools, playgrounds were small and unfit for
the outdoor game. Some students expressed their dissatisfaction of playground during the
annual sport activities of the schools

Table 7 Basic amenities (Electricity, Computer, Library)

SL.No School Electricity No Computer No Library No


Category Available Electricity Available Computer Available Library
1 LP 5 2 - 7 7
2 P 6 3 - 9 - 9
UP 7 6 - 13 - 13
4 H 15 6 16 5 19 2
Total 33 17 16 34 19 31

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.

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Computer is compulsory for all the High School level. Some of the school have computer but
no power facility. The school categories of LP, Primary and UP were not entitled for computer
facility. Substantiating a report from the class X students, there is no computer teacher in
their school and they could not see the schools’ computer till yet. Some of the schools were
insecure to keep computers due to unsatisfactory rooms in the schools.
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 libraries were found functional whereas 2 schools were not found
library facility. The functional libraries were not found adequate facility except few books. As
per the report of Head Master/Head Mistress, books issued were not returned back by the
outgoing students and could not buy new books due to financial shortage. As per the report
of the schools authorities of non functional library that most of the books in the library are in
need of repairing and need to buy new books to be functional. With reference to the students
comment that available books in the library were very limited and found lost many pages
inside many books. We need a quality library and need proper functioning.

Table no. 8 : Drinking Water Facility

SL. School No Drinking Drinking Out of the 50 schools, 32 schools


No Water Available
(64%) have no drinking water
Category Water Tap Well Pond facility, the remaining 18 schools
1 LP 4 2 1 (36%) have drinking water facility
2 P 5 2 2
from different sources available. Out
3 UP 9 3 1
4 H 14 6 1 of this 18 schools, 13
Total 32 13 1 4 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. As per
the report of students from schools having no drinking water and having drinking water
available brought water from their homes. In some schools, found that money were
contributed from the students to buy water. Report from the schools’ authorities, there were
constructed new water tanks in some schools but it was not useful due to lack of quality of
the water tanks, i.e. leakage, crack, not completed of construction.

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Table 9 : Detail of teaching Staff The table shows that the total
number trained and untrained
School No. of
teachers were found 694. Out of
SL.No Category Teacher Total
Train Untrained the numbers, 64.70% of teachers
1 LP 40 25 65 were found as trained teachers
2 P 59 40 99
and 35.30% of teachers were
3 UP 40 70 110
4 H 310 110 420 untrained teachers. Number of
TOTAL 449 245 694 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 strength of teachers were very high in the LP and Primary schools. Usually, in
the LP schools, there were 2 to 4 classes and 3 to 5 classes in the Primary Schools. In
comparison with teachers strength of the Upper Primary Schools Vs LP and Primary
schools, UP schools’ teachers strength were less. Usually 4 to 6 classes were found in the
UP Schools . In the context of High Schools, the available range of classes were 4 to 8.
The teachers strength were found satisfactory but with reference to the table no. 7, there
were no teachers for computer.
It indicates that Education Department Authorities do not have proper monitoring and
evaluation of the schools.

Table 10 :
Students attendance percentage on the day of data collection

SL. School Students attendance percentage in the class Total


No Category

Nursery IA IB II III IV V VI VII VIII IX X


1 LP 63 57 42 51 213
2 P 66 30 50 78 72 88 384
3 UP 51 37 75 66 85 77 391
4 H 51 87 41 55 95 74 91 102 586
Total 63 174 109 176 195 244 206 55 95 74 91 102 1574

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.

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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. Besides this, on the day of data collection some of the schools were not
found students because of a function of the local club, meeting of the teachers and student
Union of the school on strike in demanding of issuing computer and renovation class
rooms.

Table 11 : Academic Calendar

SL. School Schools’ own Education Dept.


No Category academic Academic
Calendar Calendar

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.

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Table 12 : Extra curricular activity
The table indicates that
School out of 50 schools, 15
SL.No Category Extra Curricular Activities
Not schools were not found
Available Available Activities extra curricular
Games Music Dance Arts
activities like game,
1 LP 2 5 0 0 0
2 P 3 4 1 0 1 music, dance and art
3 UP 4 7 1 1 0 respectively and
4 H 6 13 2 0 0 remaining 35 schools
Total 15 29 4 1 1
were found having
extra curricular activities besides the academic calendar.
Substantiating from the sharing of some students that they have extra curricular activities
like outdoor and indoor games in their schools. The type of outdoor games - football, basket
ball and in the indoor games – carom, table tennis, Chinese checker etc were found
common games in the schools. Out of the 29 schools who have extra curricular activities, 12
schools have physical instructors and remaining 17 schools were not found the physical
instructor. Since schools do not have physical instructor, the student do not feel the need for
that.

Table 13 : Facility of Mid Day Meal and SSA


SL. School Available facility Available Items
No Category
Not Mid
Available Available Day Infras- Fina-
Books Meal Cooks tructure ncial
1 LP 3 4 4 2 3 1 3
2 P 2 7 7 2 4
3 UP 5 8 8 1 3
4 H 7 14 14 4
Total 17 33 33 3 6 7 5
It reveals that out of the 50 schools, 17 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 Education Department and District Councils. Here,
5 schools which are LP-3 and Primary-2 schools were not available mid day meal

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programme. Some schools were found supported in terms of development of infrastructure,
Human Resources (Cook and Helper for Mid Day Meal and Teacher) and financial support to
add in the mid day meal. The financial and cook/helper are compulsory in the schools whose
were having mid day meal programme. It is indicated that there were found many gaps
areas in terms mid day meal and distribution of books.
As per the report of the schools’ authorities that mid day meal support could not released 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 actual quantity of rice of the mid day meal were not getting in all
schools, the reasons are -1. Deducted the quantity of rice by the DI since the figures of the
student were not found appropriate of the schools. 2. Unidentified youths were taking
regularly rice at the time of releasing item. Besides this, deducted amount from the ZEO
level and student bodies. There were found quality compromise in the construction of new
blocks and few of the schools’ construction were not completed even after 5 years.
As per the report of the students that they were not getting mid day meal in regular basis.
They brought utensil and water for the meal and the quality of the food were medium.
As per the report from community people that most of schools have very less number of
student since there were established private school. Head Master/Head Mistress sold rice
two to three times in a year.
We can observe that the ZEO level’s concerned staffs and Head of the schools are in need
to exercise their duties with sincerity to bringing out a quality school.

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

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plan of the schools. Parents had contributed limited amount for repairing schools building
and furniture. There were found good documentation. Those schools were having good
number of students in comparative with others schools.
As report from the schools’ authority that after formation of the Parent and Teacher
Association, the improvement of the students could be seen.

Table 15 : School Report Card


SL.No School Exam Report card The school report card are submitting in
Category
every year at the SSA through ZEO. Its
Available Not
available included all the schools information,
1 LP 2 5 regarding the students, infrastructure,
2 P 3 6
teachers etc. Such school report card were
3 UP 4 9
4 H 11 10 not available in majority of schools. In
Total 20 30 comparison with school report card’s
information and present physical position, there were found discrepancy.

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.

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Table 17 Annual Percentage of Students Attendance of the last Year
SL.No School Average attendance of students in %
Category

Nursery IA IB II III IV V VI VII VIII IX X


1 LP 68 71 47 56
2 P 59 62 71 72 88
3 UP 77 83 85 78 84 67 71
4 H 69 76 59 81 76 62

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.

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Table 18 : Students enrollment in the last five years

SL. Year Class Total


No
Nursery/IA IB II III IV V VI VII VIII IX X
1 2004 1025 846 454 440 462 506 918 1058 892 483 504 7588
2 2005 812 575 771 330 353 394 930 776 780 462 420 6603
3 2006 715 565 783 540 396 396 932 936 924 748 483 7418
4 2007 657 381 319 242 308 264 923 858 862 525 462 5801
5 2008 579 458 290 264 220 286 946 745 648 483 420 5339
3788 2825 2617 1816 1739 1846 4649 4373 4106 2701 2289 32749
Total

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.

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Table 19 : Number of students appeared in exam, passed, fail and drop-out for the last
three years

Year Class Total

IA IB II III IV V VI VII VIII IX X


Appeared 618 512 754 506 330 352 878 865 758 612 374 6559
2006 Passed 618 512 754 506 308 308 801 813 741 578 340 6279
Fail 0 0 0 0 22 44 77 52 17 34 34 280
Drop-out 97 53 29 34 66 44 54 71 166 136 109 859
Enrollment 715 565 783 540 396 396 932 936 924 748 483 7418
Appeared 543 297 261 213 264 242 782 714 782 483 336 4917
Passed 543 297 261 198 242 198 714 680 748 462 315 4658
2007
Fail 0 0 0 15 22 44 68 34 34 21 21 259
Drop-out 114 84 58 29 44 22 141 144 80 42 126 884
enrollment 657 381 319 242 308 264 923 858 862 525 462 5801
Appeared 461 432 232 264 220 264 748 646 544 462 378 4651
Passed 461 432 203 251 198 242 714 612 510 420 336 4379
2008
Fail 0 0 0 13 22 22 34 34 34 42 42 243
Drop-out 118 26 58 0 0 22 198 99 104 21 42 688
Enrollment 579 458 290 264 220 286 946 745 648 483 420 5339

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.

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CHAPTER – VI

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

No. 225 Imphal Thursday, October 7, 1982 ( Asvina 15, 1940 )

GOVERNMENT OF MANIPUR '


SECRETARIAT : EDUCATION DEPARTMENT

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 ?

Here, The Schools Code’s chapter V can be focused

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”

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Report of the Students’ Focus Group

No. of Focus Group : 7 nos.

No. of students attended : 112 nos.

The views and comments of the students on the following are:

1. Education systems in terms of teaching, Teachers’ interaction, regularity of teachers


in schools & classes and Examination.

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.

2. Infrastructure of the schools


a. Majority of the students were not satisfactory in their schools building, Class
rooms’ floor, roof, wall etc were deteriorated. Furniture condition were also no so
good and some of the schools’ furniture were not sufficient. Regarding the drinking
water, likely cent percent of the schools were not available good drinking water,
present available drinking water were also not hygienic so that they brought from
their home. Some of the schools have electricity facility but most of the time not
getting due to load shedding, transformer problem etc. About the play ground,
students felt satisfactory but some of the schools were not having play ground but the
schools authorities managed nearby local grounds not far from their schools. Even
annual school sport meet were also performed.

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3. 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.

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.

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Unstructured Interview

Target : Parents and Guardians of the students

No. of interviewed parents and Guardians : 25 nos. (Father–18, Mother–15, Guardians–10)

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.

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Parents wanted their children to be perfect person in future. Majority of the parents could not
afford the expenses in their children education. 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 for children under many provisions can not be benefited.

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Summary

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.

5. Under the projected population of children of the state, age 6 to 10 and 11 to 13


years and their enrollment in class : I-V and VI-VIII found a bid discrepancy. The
number of children enrollment was quite higher than projected population of children
in Class : I – V, the range of the percentage in between 30% to 120%. It indicates
that the sincerity and ownership were not found in the department of Education. This
discrepancy might be due to mid day meal and lacking of monitoring and evaluation
of the Education Department.

6. Infrastructure of the Schools.

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

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unfit rooms were not found in use. 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 rooms are 479 of the sample schools. There is a big
deviation in rooms are 276 since working condition of rooms are 203 in the available
data and average estimated required rooms are 479.

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.

33 schools have electricity facility and remaining 17 schools were not.


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.
Even though, the irregularity of power made inconvenient as not served the purpose
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.

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

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not found library facility. The functional libraries were not adequate facility except few
books.

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.

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Out of 50 schools, 15 schools were not found extra curricular activities like game,
music, dance and art respectively and remaining 35 schools were found extra
curricular activities besides the academic 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.

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 plan of the schools. Parents had contributed limited amount for repairing
schools building and furniture. In this regard were found good documentation. Those
schools were having good number of students in comparative with others schools.
The school report card are submitting in every year at the SSA through ZEO. Its
included all the schools information, regarding the students, infrastructure, teachers
etc. Such schools’ report card were not available in majority of schools. In comparison
with school report card’s information and present physical position, there were found
discrepancy.

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

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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. Inspite 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 remaine 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.

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.

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

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some substances (h) Guardians (relatives of the children) were not taking initiative for
the parentless students’ education.

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

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section in government departments. All the mothers were found house wives looking
after all the household work and their children.

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.

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Conclusion
The children in Government Schools and the Education system are quiet surprising.
The present condition of the government schools in Imphal East looks deteriorating in
various aspects. Such condition might have been occurred due to unwell plan of the
Education Department.
The sample schools’ infrastructure were not satisfactory. There is a big discrepancy
of 276 as the number of 203 rooms in working condition in the data and the estimated
required rooms of the schools 479. Majority of rooms were in need of major repairing. There
are 54% of toiletry facility which out of, 74.7% in bad condition but conditionally used. The
remaining items like fencing, drinking water etc are in pathetic condition.
On the day of data collection, the students attendance and teachers strength of the
schools’ ratio were 1 teacher : 3 students. The attendance of students in the schools were
very less in compared with the number of students enrollment in the register. The facility of
mid day meal and SSA in the schools were not proportionate and managed.
86.78 % of student were appeared examination and 14.66% of student were drop
out. There were not found any follow up action from the schools.
Majority of the students did not feel satisfied about the infrastructures, academic
quality and extra curricular activities of the schools.
Parents and Gurdians were also not satisfied about the schools’ management
system in relation with all the schools activities. Most of them wanted to shift their children to
a better private schools but it was out of their capacity since those are just one day bread
earners.
The reasons of the deteriorating government schools might be no education policy of
state, the present existing school code is not functioning well. The ZEO’s monitoring and
evaluation system might not be transparent and sincere. Education related departments like
Social Welfare, Tribal Welfare and Education Departments were not found proper
coordination and linkages. There is not seen any political commitment and initiative for
education policy of the state.

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