A Project Report On “JOB SATISFACTION OF GOVERNMENT SCHOOL TEACHERS WITH RESPECT TO RA“GARH DISTRICT” Submitted in Partial Fulfillment for the Award of BACHELR OF BUSINESS ADMINISTRATION DEGREE: ROM Pt. RAVISHANKAR SHUKLA UNIVERSITY RAIPUR (C.G) Session 204-2015 Project Guide: s Submitted By: Dr. Susan R. Abraham , ‘Sweety Thethwar HOD, Dept. of Management Studies BBA 6" semester St. Thomas College, Bhilai Affiliated to Pt, Ravishankar Shukla University, Raipur (C.G)A Project Report On “FOB SATISFACTION OF GOVERNMENT SCHOOL TEACHERS WITH RESPECT TO RAIGARH DISTRICT” Submitted in Partial Fulfillment for the Award of BACHELOR OF BUSINESS ADMINISTRATION, DEGREE FROM Pt. RAVISHANKAR SHUKLA UNIVERSITY RAIPUR (C.G) Session 20142015 Submitted By: ‘Sweety Thethwar sr BBA 6" semester Dept. of Management Studies Project Guide: ee hla St. Thomas College, BI a + pgpiliated to Pt. Ravishankar Shukla University, Raipur (C.G) Aftiiat -CERTIBICATE has ts To Cernty Thar A Prayer ow Job Satisfaction Of Government School Teachers With Respect To Raigarh District” subonited in partial fulfillment for the Awand of Bachelor of Business Administration Degree to St. Thomas College. Bhilai affihated t Pt. Ravishankar Shukla University, is the genuine work done by Sweety Thethwar under our supervision and guidance Ler RAL ve h DrSusan RAbraham HOD Dept. of Management Studies 1 + us Dr, RENY GEORGE Principal St. Thomas College Bhilai (C.G)DECLARATION. 1, SWEETY THETHWAR, student of Bachelor of Business Administration o semester her by declare that this Project Report on the topic “Job satisfaction of government schoo! teachers with respect to Raigarh District” is my original work. ‘This work was done as a requirement forthe partial fulfillment for the dewsee of BACHELOR OF BUSINESS ADMINISTRATION given by Pt Ravishankat Shukla University, Raipur. All the information and data given in this project are authentic to the best of my knowledge and is taken from reliable sources. S EETY THETHWAR BBAG*SemesterNTEN CHAPTER-1: INTRODUCTION 1 1-Meanung of yob sansfacnoa 1.2- Theory of job satisfacnon 1 3- Deserminanon Of Job Sensfaczon CHAPTER-2: COMPANY PROFILE 2.1- Goals And Objectives Of Government Schools In Ind 2.24Government Schools In Chhamszarh 23- Job Satisfaction Of Teaches CHAPTER-3: RATIONAL OF THE STUDY 3.1 -Objective of the Study 3.2-Limitaons of the Study 3.3- Research Methodology ne eee swan vers & INTERPRETATION 1-65 3g-4L 39 Lo aL u2-SéOF JOB SATISFACTION OF JOB SATISFACTION |ATION OF JOB SATISFACTION(CH -INTRODUCTION _ dob satisfaction refers to a person's fei s motivation 10 work. I is not the elt ling of satisfaction on the job, which acts #3 & on on the Job, Yanna oe, sti, happiness slfcotennent bot the 2 phahep tote biread herent tearcany est in any am nt abilities, acquired knowledge and skills repr. ha rae ceeea ofthe employed persons who Scones eee gemoepy z : ‘may be noted here that hur f maximum possible extent, in order to aci rman resource should be utilized to the ; + to achieve individual and or x is organizational goals. It is thus the employee's pire which ultimately decides, and attainment’ of goals, However, the employee performance iso large extent, infuenced by motivation and jo saison. ‘The term relates to the total relationship between an individual and the employer for which he is paid. Satisfaction does mean the simple feeling state accompanyning the attainment of any goal; the end state is feeling accompanying the attainment by an impulse ofits objective. Job satisfaction does mean absence of does mean ¥f motivation at work Research workers diffrently deseribes the factors contributing to job satisfuctionn and job dissatisfaction. ‘The survey made regarding the. job satisfaction of government ‘school teachers will facilitate and enables the management to know the perceptions and iner felines regarding Ne they are performing on day -to-day basis. The term job satisfaction reveals and focuses on the likes a istikes ofthe teachers of government school, In his particular suey th researchers tres to identify the causes for satisfaction and dissatisfaction among the teachers. So this is the most effective and selective instrument for diagnosing. and peeping into” the teacher’s problems. Job satisfaction survey can give the most valuable information the perceptions and causes. For satisfaction’ dissatisfaction among the employers attitude towards job satisfaction may be either positive or negative. This positive feling te re-in forced negative feelings can be rectified. This survey can be treated asthe most efTEtve and efficient way, which makes the workers t0 express their inner and real feelings undoubtedly. oyee’s participation is ve of action development, which invovss SP ; ee rie sverenent srl! get a pictre their employee's aeoeDanet and readiness. This survey also enables 10 avoid rsinterpretaions and heips govemment solving problems Macdysly, is observed Gut rudy some of the employee aocpied He proposal survey research. perfectly von motivates an employees tobe confident wih 8 high 2 am ‘as a whole. morale, it is an asset ‘© - an employee make him to remain in the organization Ths be high motaion and ae = ves him enough dynamism to face Baie Birape him to face out SHOcpattenges. Every human being possess him ©W unique resource, if properly channels it by sapyoruve and supplement. ultimately for achieving onsanzsion see 1.1 MEANING OF JOB SATISFACTION ‘The term job satisfaction refers to an employee's general attitude towards his job. Job sansfaction is the fivorableness or un-favorableness with which employees view their work. In ander to understand job satisfaction, perhaps the first step should be to demarcate the boundries among such terms as attitudes motivation and morale.A job is an important part of life. Job satisfaction influences one’s general life satisfaction The result is that satisfaction arises from a complex set of circumstances in the same way the motivation does. DEFINITION OF JOB SATISFACTION Job satisfaction refers to a person's feeling of satisfaction on the job, which acts as a motivation to work. It is not the self-satisfaction, happiness or self-contentment but the satisfaction on the job. HOPPOCK describes job satisfaction as “any combination of psychological, physiological and environmental circumstances that cause and person truthfully to say I am satisfied with my job. Job satisfaction is defined as the, “pleasure emotional state resulting from the appraisal of one’s job as achieving of facilitating the achievement of one’s job values JOB SATISFACTION LEADS TO:- ~ Motivates towards high productivity. - Want to remain with organization. = Acteffectively in crisis - Accept necessary changes without resentment or resistance2) Discrepancy th 3) Equity heey” 4) Two-factor theory (1) Eulfilment Theory ‘main difficulty in his Toe a alm i proach as bse by wiling is tat ob sistcion nt ol n receives but also wi ction is 2 sat difocres epe wat se hol recs he wel be @) DISCREPANCY THEORY ‘The proponents of this theory is that satisfaction is the function of what a person actually receives from his job satisfaction and what he thanks receives or expects 0 ‘This approach does not make it clear whether or not over satisfaction is @ part of dissatisfaction and if'so, how it differs from dissatisfction, @) EQUITY THEORY ‘The proponents of ths theory are ofthe view that a person’s satisfaction determined by his perceived equity which in from is determined by his inpat-outptbslance when compared to others input-output balance, Inputeutpu balance i the percived ratio Gf what a person received from his ob relative to what he conbutes tothe job, (4) TWO FACTOR THEORY This theory was developed by Herzberg, Manusner, Paterson and Capwelll who identified certain factors as satisfiers and dissatisfiers. : i are satisfiers, the ‘such ‘achievement, recognition responsibility etc., satis . | — be hich causes saison but their absense does oot result in Pretafeton on the other hand the fico suc oS supervision salary, working | conditions etc are dis-satisiers the absence of which cause dissatisfaction however | their presence doesnot esuiinob sssecion | his theory is considered invalid <6 # Pemon et both sxsfasion and dissatisfaction atthe sa sme time. eee1.3DETERMINATION OF JOB SATISFACTI C IN According to Abraham A Kumar there job satisfaction of an individual 1. Organization variables 2 Personal variables 1. Organization variables: are two types of vanables, which det These are mine the Occupational Level: The higher the level of the Job, the yreater the satefaction of the individuals This 1s because, hy het level of jobs carry Breater prestige and self-control This relatonship between occupational level and Job satisfaction stems from socsal re group theory in our society values 1 Some jobs More than oth "ers Hence people in values ike them more than those who are in non. valued jobs ‘The Felanonship ma: theory ” ¥ also stem from the need fulfillment-2: COMPANY PROFILE 2IGOAL AND OBJECTIVE OF GOVERNMENT SCHOOLS IN INDI 2.1 Inception Of The Government School 2.1 2 Status of government schools in India 2.1.3 Schemes and programme ,in prusuance of National Pohcy of Educanon 2.1 4 The role of the Government of India in Education — as it 1s and as it ought to be 22 GOVERNMENT SCHOOLS IN CHHATISGARH 22.1 Last of Government schools in Raigarh Distnct 23 JOB SATISFACTION OF GOVT. SCHOOL TEARCHERS 2:31 Place of the teacher in the Education management set-up 2.3 2 The teachers role in development and growth of schoolled i oa by fe Vein 7 the States Government. In 1993, the Supreme Court of India declared alae on ig naan vs of Ses comet ss tate right of jon can be divided into fou "RIMAR’ UPPER PRIMARY, SECONDARY and HIGHER SECONDARY levels at The National Policy of Education (1968 & 1986) and it revised formulation (1992) envisaged & uniform pattem of school education (10+2pattem i.e, 12 years of schooling) across all Indian states. Keeping in the line with the changes in society in India, the Govt. introduced various types of schools. Beside schools run by local authorities, the Govt. has also opened expensive schools for qaulity education. They fall under various schemes: The Kendriya Vidyalayas(KV),Sainik Schools, Railway Schools, Tibetan Schools and (more recently) ‘Navodaya Vidyalayas. ‘The KV’s were set up to cater to children of government servants who were subject to All India transferability. Navodaya Vidyalayas were set up as residential schools with 75% reservations for muna candidates, with all candidates being selected onthe basis of «nation-wide alent ist ‘There is a 30% reservation for girls as well as reservation for scheduled castes and scheduled tribes commensurate with their population strength in the district. Some are of a high standard, They could easily be comparable to any school of intemational standard. India has affluent schools affiliated with intemational board wit best ‘of facilities and best ofthe teachers. ‘TIVES OF GOVERNMENT SCHOOLS IN INDIA 9: Uni 1 children, including girls and persons belonging to Scheduled Ac ner in ta ay lo en we walking distance and est of on foaledvaton, and inperene of ratio of primary to upper primary schoo! to atleast 12. Vanowt schemes were introduced to improve the enrolment, one of the prominent one was the mid-day meal. 21 GOALS AND OBJEC Classes Ito Sand 1* to 8° and improvement Retention: Reduction of dropout rates BETWe od ieee of school facilities oy a zai operation Blackboard, the extended to upper primary level also ‘ Policy of n detention up t the Grade S® was intros < i sels of leaming by approximately all children at the i le aninimom levee te middle stage on large scale, Achievement: Achievement of primary level, and introduction ofMonitoring: Local level commitice, with due representation to the working of primary education to oversee its f functioning. and improvement of the MORIN system for untversalisation of elementary education women and wachers. to assist oe In accordance with the constitutional commitment to ensure free and compulsory, education for all children up to the age of I4years, provision of universal elementary education has been a silent feature of National Policy since independence This resolve has been spelt owt emphatically m the National Policy since independence LINCE! ION OF THE GOVERNME, In ancient India, schools were in the form of Gurukuls: Gurukuls were tradiponal resndennal schools of learning; typically the teacher's house or a monastery Dunng the Mughal rule, Madrasahs were introduced in India to educate the children of Mush parents British records show that indigenous education was widespread in the 18" century, with a school for every temple, mosque or village in most regions of the country. The subjects taught mchxled Reaching. Wanting, Anthmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. Takshasila was the earliest recorded centre of higher learning in India from at least $* century BCE and it is debatable whether it could be regarded a University of not. The Nalanda University was the oldest university-system of education in the world im the monden sense of university. Westem education became ingrained into Indian society with the establishment of the Bntish Raj. Beginning with Gandhi's Nai Talim or basic education, this was conceptuahzed and proposed as the basis for school curricula in the 1940s, and was an attempt made to reform goverment schooling by the state itself. The introduction of a curriculum which drew on ideas such as the mother tongue came from concems to make compulsory Productive work and wnstructon in, education a meanimofil and natn.beginning of modem schoo in benchmark for schools in mode eit and th 'odern India, Syllabus and ‘calendar they followed became the Today most of the schools. fo low the Hla ‘missionaries sit bus, BOvemance etc. with minor ont Shoo! model in terms of tutoring fees to schools where children are taught ‘otally free of cost. There are various boards of (CBSE), Council forthe Indian 9F various states, Matriculation typical syllabus today inches we, , Anglo Indian Boards and so on. The Biology, Geography, History, General eo Mathematics, Science, Physics, Chemistry, or Nour sctiviacs Sheed ige, Information Technology, Computer Science physical education, spor cultural activities Ii music, choreography, painting, theatre, drama etc. oe one 2.1.2STATUS OF GOVERNMENT SCHOOLS IN INDIA test growing economies in the world it till has a thid bal education report of 2004, India's ranking was here. With 34 percent of the illiterate population ‘erates by far- with second placed China at 11 of the world’s illiterates. 106 out of 127 countries in the world, India has the in the education spher fargest numberof ili dae eepercent. Sixty years after i 1 controntin ence, now confronting the penils of ts failure ro cars PTE Of ts population under 18- India is 0 edvcates The word “Schoo!” evokes i "Sizes, notably the poor foverament aed within nee RE BHO Schols and flo fo wok wih he history in this county, ent system to make this happen have a fairly tong India, being a econom; >nomy, needs government in ats den bo seats ovement intervention inthe ara of education fit motive cannot benefit the sateen ‘masses. But the condition of aaa es ae India is pathetic. Except for two ot three states, all the Indian states ucational statistics. More Indian children are in school than evet before, but the quality of government schools has sunk to spectacularly low levels. The children in these schools come from the poorest of families- those who cannot affort to send away theit young to private schools elsewhere, as do most Indian families who have the means India as long had a legacy of weak schooling fr is young, even as it has promoted high- quality govemment-financed universities. If in the past, a largely poor and agrarian nation could affort to leave millions of its people illiterate, that is no longer the case. Not only has ‘the high growth ensured that we have a shortage of skilled labour, the nation’s many new roads, phones and television sets have also fuelled new ambitions for economic advancement ‘among its people. And new expectations for schools to help them achieve it. Even though many children attend schools, they remain ill-equipped. A survey in 2007 which was conducted across 16,000 villages, found that while many more children were sitting in class, vast numbers of them could not read, write or perform basic arithmetic, to say nothing of those who were not in school at all. authorities towards the plight of children is callous, indifferent aan aavrnsee and the authorities seem to have lost all sense of responsibility and duty towards the lakhs of children, There are many easons forthe failure, First of all, there is an ar vee of teaches. Culden ofen don't gta suport fom their prens. Parents saan to be indifferent to their child's Teaming and only see them as addtional hands For sear there is also longstanding, neglct, insufficient public nancing and accountability, 5% rom among some teacher o pay special etetion 9 poor children from aod a lack of motive “vater and eletrcity are not being provided. Ther is jenities like 1 ey. Ewan "Jevels need to be improved. India with the second largest a need for 4 seston wih such bad indicator Furthermore, illiteracy poplin io Se ae ro erty and unemployment. To sat with, we need o lea 5101 The attitude of the concemed 9 acwithin the goverment through various vammisge erent bY individuals and agencies Report of 1958. Outside of the gov Commission reports, beginning with the Mudaliar lace STP-Ekawa) in Madhya Pradesh in 1972. Individuals and epee naan aoe ress the question of how to make school education an reed cheek engiming. Self development and social transformation. Many have est sel and leaming centres beyond the fold of the formal system, carving @ niche outside of state control and conformity; by remaining private, or receiving state funding for ‘non-formal centres’. A few have chosen to work with improving goverament schools, in the belief that the state is the fundamental provider of education, and the only system with the widest reach and potential of including everyone. Increasingly, in recent times, the state has become the only provider of education for socially marginalized groups. This book is a collection of writings on initiatives in state-run schools. There is a wide variety in the initiative presented in this collection, some interventions are all, focusing on just one school or a few schools, while others are quite large, extending netimes to a whole district or state, Some are in rural areas while others are in urban spaces me have continued for a few years only while others have managed much longer periods of stence, even getting legitimately assimilated or appropriated by the larger ‘mainstream’, Yet +h is quite unique jn its focus and approach to the problem of improving schooling, New ups and individuals are getting involved with improving government schools. Several large Je projects have been launched by state govemments to focus on and impact school quality es, beginning with the Andhra Pradesh Primary Education Project (APPEP) and the Bihar cation Project (BEP) from the late ‘80s, and more recently the District Primary Education ‘wards, In this scenario, we felt it would be worthwhile to ject (DPEP) from the mid-80s om nario, we fet it would be v le oes vot some of the non- goveramental interventions, which consttuie « unique eritance. availble in waiting, These acount could serve as a source of seplicated or modified in new situtions. We felt that thas limited their potential to influence and impact There is surprisingly little inspiration and guidance to be adapted, the lack of literature on these interventions new work, 10Without doubt, the individuals and the or manner in which an intervention 1s des, years, often against odds These stones to go beyond the individuals and organ; themselves, and the processes both wit with the government bureaucracy and ‘wanizations volved are 3 crucial component of the ned, implemented, refined and sustained over many are worth being told But our documentation has tried 'alions 10 understand the design of the intervenuons thin the organization and on the field, im mteraction assessing impact. addressed. These are located within = basic endorsement of the imnortanea af.sane eARHAL HOE alia (rian eeine Of A Shits mc otal IWletvention Hasll exmnined thoroughly, nor are ye wil sta thee eae eee a Hyves 1 aboot OC PONE Wheat Moy Gs iar a a Oe a emel Wwihen dhoor that WweHe nee POH mn Hy hone senna elton yo wo yavarnmant schoo's fre vhowed, erodes the nyaten of mutual acoountabalty Jehwwen NON ROVEHIMENE qeneion feneien and (he paverinie 7 clviiitiva ann panesritn HoveLIEN, aud thelr ecountnbility 7 teachers, DLA SCUEMES AND PROGRAMME, INP ‘HOW NATIONAL POLICY. OR EDUCATION UMBUANCHOF ra nf the ernnbisaiaThe Non- Formal Education (NFE) scl 6-14 years of age, who remain outsid: reasons. NFE cater leaming needs o circumstances. The scheme is recently and Innovative Education. The sche have an elementary education centre \ at the earliest As a part of the schem: to identify school-less habitations, v alternative centers are to be provided. A The scheme of Operation Bwith the broad objective of The Mahila Samakhya Programme began in 1988 creating an environment that would promote women’s and girls education, wherein i be enabled to identify and overcome the social-cultural and their participation in the education process. Over these 1g of the approach and tself has gained an understandin} reas to take greater control of poor women wouk systemic barriers that inhibit past 18 years, the programme it strategies that facilitate marginalized women in rural at their lives and to ensure a learning environment for themselves and their daughters. The learning process involves information and capacity, building, developing decision- making, leadership capabilities, and facilitating the agency of ‘and collectively act to analytical, svomen to address their problems, to make informed choices bring about change. is built around the issues/ needs as articulated by sangha/ titlements), health and The educational stratesy Federation women- with a focus on Jegal literacy(rights and ent nutritional education, political education(focus on ‘women in the political process), education foe livelihoods, environm and basic literacy. The ental education effectiveness of the MS appro: ‘bilizing poor rural women ach and strategy in mot around education issues has been consistently commanded by successive programme evaluations. A recent National Evaluation of the programme in 2004 and its key findin substantiate claims of . 1 eeaching the poorest women (primarily from the SC/ST communities and WM tnseal Inhour) in its project areas, and in many caseswomen and gitls,is of 4 Total literacy campaigns ‘omens Yi filt The significant improvement in literacy rates during 1991 to 1998 is because of the measures that have been initiated during this period. ‘The litercy programmes in India are managed by the National Literacy Mission (NLM) launched in 1992 with aan aim to make 100 million Iiterates ofthe age group 15-35years by the tm of the century i.e. 1999, Based on the Emakulam experience in ‘mobiliziting society in the affairs of literacy programs, the NLM launched Total Literacy Campaigns in a large amber of districts. Since then a number of districts have become total literate districts. The achievement is also because of the fact that during 1990's, anumber of innovative projects and programmes Wer initiated. The roa ie Campaigns mobilize communities and contributed to greater articipation of children in schools. "The uniqueness of the TLC lies in the fact that it o dived through ‘voluntarism. The programme is being implemented through the Zilla (district) Saksharata Samities created for the purpose. 16The World Bank assisted District Primary Education Pgogramme was launched in 1994 in 42 districts of seven states in currently under implementation in about 150 districts spread over fifteen states. The main objectives of DPEP are as follows: Emphasizing local area planning with district plans being formulated in their own sight instead of being derived from a state plan project document, Infusing greater rigor and professional inputs in planning and appraisal;Morefocused targeting educationally ward districts and districts where total literacy campaign have been successful; More focused coverage would initially focus on primary stage (Classes dicadvantaces,(2yTpe 3 infos {3)The coordinating function of harmonizi ry tates. 'g the educational activities of the Centre and the (4)Education in the Union Territories, (s)Scientificresearch. (@)Technical education. (7)Propagation development and enrichment of Hindi servation and (8)Preservation and promotion of national culture inclusive of patronage to national art. yPatronage to the study of i on = ly of ancient Indian Culture in general and the study of Sanskrit in (10)Education of the handicapped. (11)Promotion and coordination of educational research. (12)Special responsibility for the cultural interests of the minorities. (13)Responsibility for the weaker sections of the people ie, the Scheduled Castes and Scheduled Tribes. (14)Responsibility for strengthening national unity through suitable programmes and particularly through those of emotional integration. (15)Grant of scholarships in an attempt to scout for talent especially atthe university stage (16)Advanced professional and vocational training, (17) Maintenance of Central Institutions for education, and free and compulsory education up to the age of 14 years (18)Provision of ided into two groups- the exclusive and th ‘A. These eighteen functions may be broadly divi concurrent. The first four functions obviously fall in the ‘exchusive’group since no Sta Government can perform them. ‘The remaining fourteen functions fall into the ‘concurren group in the sense that every State Government will have to participate in these programm both on its own initiative and as an agent of the Government of India, but the over- responsibility for these matters significance is universally recognized would whose national on the Government of India. lanato f the federal character of th A.A few marks are pethaps necessary in support of eleven finctons aby far as scientific research and technical education ( the fifth and s 18Tae seventh Sencton. ver. he development of Huds, the satena! langage. 1 sanually 8 ecules wpecias cespansliny of the Crrereccene of latent aes hay wary parle sm the: emer word. ut 3 alas pechiem San te cet me Anse secs wth 4 mung nian uch 2 Mair 2 Popes suse hus fanebon was sacumet Savy early nd om sigricanes hae meneanedt ver) largely m the nat - independence pert ona tthe tnapprancee of te indian penentyy onder which wa. veil kunt Sor me pameeaae Yo art 2 The mm Sunction, 12, the uty of anccene indian cai we peneral and tat of Sancket 2 Jesalior condone of india x peesent, tas wy be federal foncoon Hartly) amy efor: has been ‘iummuianion of comet and prgreame gniices depends ver? larueh on the development off hear. 1 goes wahont serng tar fas ‘uncon weit have % meee ach more amemnon at ‘he sear fanure teat ¢ sas oer ead on the gest and thar sary measures wil have wm be ken oo Smet ail the teficrencacs jommet war a SW th egant se tae seit Sumcaon, wz tee speci wespemsirliny for te cuitrai meres of he nmornes = inde fe goonon seven mere dealt than mary other coumey The Se SP aS ee el oe19 State Governments for i andard of attainment, bo, 7. grants th in quanti: : Amme and t ‘maintenance of an equal j the country. In other words, ter, *POTionately less and those to the poorer Over and above these seventeen very Important and which at pr: ya the sent, have b ae three other functions which are troversial, viz (1) The education of women, (2) Policy-making and (3) Financial assistance, It is therefore, necessary to discuss them in some detail 1. Education of women:- The Nations! Committe on Women's Education, it may be recalled, has recommended that the Government of India should assume « tamsitional special responsibility for this subject until the existing wide gap between the education of boys and girls is materially bridued In the opinion of the committee, women come under the expression “weaker section of the people” used in Aricle 46 ofthe Constitution, The committee has also put forward another strong argument in favour of its proposal. The Government of India admittedly has a special responsibilty for providing fee and compulsory education up to the age of 14 Fig. education of womenand productive sources of revi fenue are vested in th 0% in the Centre. The main controversies, therefore, relate to two issues ~ the objectives of assistance and the for f een m and conditions of .22GOVERNMENT SCHOOLS IN CHHATTISGARH Dropout students especially in the rural areas of Chhattisgarh will not run away from the schools anymore. For, the State Government is going to launch a special campaign to bring them to the class rooms. The State Chief Secretary, Sunil Kumar has issued strict instruction to the officials of the department of school education to “track” such students who have quit schools. ‘The officials have been asked to keep the record of such students. The number of dropout students normally soars up in the rural areas where literacy rate is also low. Due to financial constrains and other problems, parents prefer to keep thir children away from the class rooms or opt for primary education only. The matter came up for discussion during the meeting of state sah comenitee of Rajiv Gandhi Shiksha Mission (RGSM) bel hee, Under he campeian, the aaa it admission of children in ‘the schools. The students who the department would ensure cent percen had quit the school would be brought back by tracing them out. Kumar hhad instructed the officials for health examination of the students in the government schools from the next academic session. dow on the private schools violating the norms “The State Govemment had also decided to crack and er ra ao the students from the ‘economically weaker sections of the society: i jven the guideline asking it not to discriminate vate schools would be si a ene * ews. The RGSM meet a0 approved the annual plan with an estimated ents fro . 2of RS 3125.31 crore Und ba Gandhi Gus ea 1 tw es I woud be ‘Opened in the state besides 13 mie instructed ne beats el the officals tases re ws oleae a ‘Up the work of constructing me 2ILIST OF GOVERN: po: RAGAN : 15 (CHMATTISGARH) Ol: RAIGARH BaRAMNEL GOVT. FS, MANIKPUR 35 (CHHATTISGARH) BARAMKELA, = Balsa 7 UMS MANIKPUR (BADE) (SSA) ISGARH 20M: RAIGARH SARAMKELA GOVT. Ps.sHWASPUR 15 (CHHATTISGARH) Banas 2014: RAIGARH BARAMKELA Ms. DNOBNIPAL 5 (CHHATTISG! sat SuATT ARH BARAMKELA ‘GOVT. PS. DADARPAL 15 (CHHATTISGARH) BARAMKELA GOVLESHEDASPALISSAY Ne AGAR 5 HEDASPALUSSA as, aueresan BARAMKELA IMS MEKRA 6 (CHHATTISGARH ARAM GOVE. PS. SAWATKUT 2014 RAIGARH 6 (CHHATTISGARH ARAMKEL (GOVI.PS.SAKARTUNGA zou: RAIGARH 1s (ck GARI VARAMKE! GOVT. PS. AMAPAL p01: © RAIGAR as (CHHAI RH BARAMKELA UMS AMAPALIISSA) 014: RAIGARH 5 (CHHATTISGARH BARAMKELA GOVT. PS. KADAUSARAR, 2014: © RAIGARH 15 HHATTISGAY BARAMKEL (GovT.Ps. GOURDIM RAIGARH (CHHATTISGARH) HARAMIAIGARH 2015 pons po1es 4 RAIGARH oa RAIGARHta RE BRBREREM EB BvEFE BERR a {CHHATTISGARH RAIGARH {CHHATTIScARH) RAIGARH (CHHATTISGARH) RAIGARH {CHHATTISGARH RAIGARH (cHHaTTIscanny RAIGARH (CHHATTISGARH) RAIGARH (CHHATTISGARH) RAIGAL {CHHATTISGARH RAIGARH {CHHATTISGARH RAIGARH (CHHATTISGARH) RAIGARH (CHHATTISGARH) RAIGARH (CHHATTISGARH) RAIGARH DMaRANNGAR HARAMUAIGAR DiARAMAGARH DiARAMARH DNARAMUAIGanN HARAMUAIGAR! a IGARH IARAMIAIGARH Pepranieenee DHARAMAIGAR DHARAMIAIGARH DHARAMIAIGARH DHARAMIAIGARI DHARAMIAIGARH DHARAMIAIGARH ” [ IS EEE EEEEEE