A

SURVEY REPORT
ON
“PROBLEMS OF RURAL EDUCATION”
FOR

SUBMITTED TO

KAVAYITRI BAHINABAI CHAUDHARI NORTH MAHARASHTRA UNIVERSITY,

JALGAON

IN PARTIAL FULFILLMENT OF TWO YEARS FULL TIME DEGREE

MASTER IN BUSINESS ADMINISTRATION

SUBMITTED BY

SUMIT DAGADU PAWAR & RAJESH DIPAK CHAVHAN

MBA (Marketing)
(Batch-2017-2019)
UNDER THE GUIDANCE OF

Prof. Mr.Vivek Yawalkar

KCE Society’s Institute of Management & Research Jalgaon

MASTER OF BUSINESS ADMINISTRATION

 CERTIFICATE

This is to certify that following students of Master of Business Administration has

successfully completed Field Work on the topic of “PROBLEMS OF RURAL
EDUCATION” under my guidance,

(1) Name : Sumit Dagadu Pawar Seat No:………………………

(2) Name : Rajesh Dipak Chavhan Seat No: ………………………

He has completed this Field work / Survey Assignments in fulfillment of the

MBA Program of the KBC North Maharashtra University, Jalgaon for
the A.Y.2017-2019.
I further certify this Field Work is as per the guidelines prescribed by KBC
NMU, Jalgaon .
We wish him all the success in his future endeavours.

Prof. Mr.Vivek Yawalkar Dr. Vishal Sandanshiv Dr. Shilpa Bendale

( Guide) (HOD, Dept of Management) (Director)

 ACKNOWLEDGEMENT

I would like to thank various people involved in making this survey report success.
First and foremost, I would like to thank my, guide Prof. Vivek Yawalkar. Who
found time in a very tight schedule, monitor my performance and give spend his
precious Time from his busy schedule and according guided me this task, monitor
my encouragement And patience, support and direction during survey report.Most
importantly I would like to thank respected Dr. Shilpa K. Bendale (Director) and
Dr. Vishal Sandanshiv (MBA Co-ordinator) for guiding and steering me through
the difficulties faced by me in the preparation of mySurvey report.And I am
sincerely indebted to all my teachers and friends whose unending support and help
was Throughout with me for making this survey report.

I am truly grateful to all of them.

 DECLARATION

We, Sumit D. Pawar & Rajesh D. Chavhan hereby declare that the report
entitled “PROBLEMS OF RURAL EDUCATION”is a genuine work of me for
the partial fulfillment of Master in Business Administration to Kavayitri
Bahinabai Chaudhari North Maharashtra University, Jalgoan.
To the best of my knowledge, any part of this context has not been submitted
Earlier for any degree, or certificate examination.

Place: Jalgaon (Signature) (Signature)

Date: …. /…. /…. Sumit D. Pawar Rajesh D. Chavhan

 INDEX

Sr. No. Topic Page No.

1 Executive Summary

Introduction of Project
• Introduction
2 • Title of the Report
• Objectives of study
• Scope of study
• Limitation

3 Literature Review

4 Research Methodology

5 Data Analysis & Interpretation

6 Findings & Suggestions

7 Conclusions

- Bibliography

- Annexure
EXECUTIVE SUMMARY
 EXECUTIVE SUMMARY

Education is one of the main and basic need of the life of everyone. Without
education man is like an animal. In our country Lord Macauly in 1853 started the
education of English. After independence Government started a big programmer of
spreading education all over the country. In this programmer primary, secondary,
higher secondary schools and Graduate and Post Graduate colleges were open.
There are a lot of problems in rural education. Those teachers are appointed in the
schools and colleges of the rural areas they don’t try to give the students good
education their main aim is to kill their time here and they do efforts of their
transfer and they have no interest in performing their duty well. The villagers are
not very serious about the education of their children. They feel very hesitation in
sending their children to school. They thought that if their children getting the
education then they don’t do their agricultural works and this thought also prove
right. The women education in the rural areas is also in a very bad condition. The
villagers don’t send their daughters to school. They said that the daughters don’t
need education their main work is working in the house, if their daughters go to
school then her thought should be changed and it will not good. The society of
village still can’t leave the conservative thought they think that it is not right that
the boys and girls sitting together in the class, so they don’t ready to send their
daughters in school.

It is right that Government is working to extension of schools. Colleges in

villages but we have to change the mentality of the teaching staff as well as our
villagers. If the teachers don’t pay any attention towards their duty then these
schools and colleges become empty. The teachers encourage the village people to
send their children into schools and colleges aware them about the benefits of
education and told them that with education your child can live a good life and he
can move towards his progress. These children come to schools and colleges they
must educate them in this way that they understand the meaning of education and
feel better than the time of illiteracy. A educate child motivate many other children
to come to school this is the main thing which become a milestone of our vast scale
educational establishment.

This report examined rural education problems and the factors affecting education
in villages of Jalgaon district named Chopda and Erandol. The findings of this
report indicate that although substantial gains have been made in improving quality
of education and facility by government but the mentality of the villagers yet not
ready to accept the importance of education in their life. Also girls proportion
increases to go in school but they have to face transportation problems as well.
Poor income also shows impact on interest in education among rural people.
 CHAPTER 1
INTRODUCTION OF PROJECT
 Introduction
Majority of India still lives in villages and so the topic of rural education in india is
of utmost importance. A survey named called the annual status of education report
(ASER), shows that even through the number of rural student attending schools is
rising, but more than half of the students in fifth grade are unable to read a second
grade text book and able to solve simple mathematical problems. Not only this, the
level of maths and reading is further declining. Though efforts are being made,
they are not in the right direction. The reason cited for this problem in surveys is
the increasing number of single classroom to educate students from more than one
grade. In some states attendance of teachers and student is also declining. These
are a few reasons why schools have failed to educate rural India.

What is rural education?

Education is the means to acquire the present-day wisdom. Literate and educated
people are a prerequisite for both preserving and developing the society. In rural
India, access to education in various spheres such as social, political, economic,
and scientific and others can act as a catalyst to change. In today’s rural India,
many castes have successfully utilized education to break through social and
cultural norms associated with their castes and have also helped in their economic
betterment.

Throughout one’s life, from birth till death, an individual goes through a process of
continued learning. Learning is a fundamental social process. It helps individuals
in adapting to changes in the environment of a body of information that serves as
guide to actions and decisions. It is also considered to be a relative permanent
change in behavior or capability, which is the result of experience.

Learning affects personality, social behavior and development. Most of the

learning takes place effortlessly, as a product of a person’s experience. Most of the
learning is done before a person becomes adult because of contact and constant
interaction with other. Since learning is considered to be vital to social life, it is not
left to chance. Particular, knowledge and skills are imparted to members of a
society through formal, systematic training or through education.

Education is one aspect of socialization by which behaviors, essential for effective

participation by society, are acquired by members of the society. Part of this
learning is done in an informal atmosphere, at home within the family structure,
neighborhood or peer group. Learning is also formally done in schools, colleges
and universities, which are formal institutions of education.

According to Schaeffer, now aspect of education is socialization-the life –long

process of Learning the attitudes, values, and behavior appropriate to individuals as
members of a particular culture. Socialization is the result of interaction with
others-family members, friends and even strangers. It also results from exposure
to books, films, television and other forms of communication. When learning is
formalized and explicit, teaching –Learning process is conscious, it is called
education’.

Meaning of Education-

The word ‘Education’ is derived from the Latin word, ‘Educate’, which means to
train or to simplify it further, ‘E’ means from inside and ‘Duco’means to draw out.
The other Latin words, which are supposed to be the root words, ‘Educate’ and
‘Seducer’ also, mean to bring up, to lead out or to develop.

Education, Therefore, does not mean simply communication of knowledge or

information by the teachers to students, but it is a process, which draws out from
within a person his/her innate tendencies, Capacities and inherent powers and
develops them to the full.

It is the total development of the personality. In this sense, education consists of

all those experiences, which affect the individual from birth till death. Proper
education creates in an individual the faculty of reasoning to distinguish between
right and wrong and to place responsibilities before rights.

In this way, education is a life-long process of growth and development. Such

education is not confined to the limits of time, place and individual. Any person,
who provides another person with new experiences, is a teacher and the place,
where giving and receiving of such experiences takes place canbe termed as a
school.

The following definitions will help in understanding the real meaning of education
more clearly.

1 Socrates defined education as, ‘Educations means the bringing out of ideas of
universal Validity, which are latent in the mind of every man.’

2 According to Vivekananda, ‘Education is the manifestation of perfection

already reached in man.’

3 Kant defined education as, ‘Education is the development, in the individual,

of all the perfection of which he is capable of.’
 4 Rabindranath Tagore said, ‘Education means to enable the child to find out
ultimate truth…Making truth its own and giving expression to it.’

5 Mahatma Gandhi defined education as, ‘By education, I mean drawing out of
the best in child and man body, mind and spirit.’

Statement of the problem:-

Challenges in rural education-

Lack of proper transportation: Most villages have poor connectivity form

one place to another and that is often one of the main reasons why, despite
efforts by local governing bodies to build schools, often go in vain. Children,
most of the time has to walk miles to reach these government fundedSchools
and this often demotivates them to attend school on a regular basis.

Low Income: People belonging to remote rural areas have meager incomes,
which at times is too less to sustain a family of maybe four or five. Most likely,
children from these families won’t be sent to schools, instead would be asked to
assist the earning member of the family to add up some extra income.

Teachers less salary: On the other hand, teachers in rural educational centers in
villages are paid poorly, often leading to lack of attention by teachers,
ultimately forcing he students to suffer.

Lack of proper infrastructure: At these rural schools is also a big concern.

Most of the schools don’t have proper classrooms, teaching equipment,
playgrounds and even basic facilities like clean toilets.Thus, the poor conditions
of schools are big reasons to drive away students.
Objective of the study-

• To study the importance of education in villages.

• To study the awareness about education in rural people of Chopda&Erandol.

• To analyses the perception towards education of rural people of selected

village for study.

• To analyses factor affecting rural education in those villages.

• To suggest various solution to improve rural education.

Scope of study:
India is large county where education provided in every sector and village but, our
study

Is limited to specific part. The area of our study is villages in Jalgaon district
named Chopda and Erandol Maharashtra.

Where in Erondolthere is a primary school and a government authorized high

school similarly in Chopda there is a primary school of ZP and a government
authorized high school.
Limitation of the Study:

• The study is conducted in village’s Chopda and Erandol of Jalgaon district,

so anything that explains rural education outside this area will be irrelevant
and useless.
• The respondents may be biased.
• Time was the major constraint.
• Respondents were not willing to respond properly.
 CHAPTER 2
LITERATURE REVIEW
 LITERATURE REVIEW

Elementary education besides being a basic human need is vital for raising the
standard of life, providing gainful employment, removal of regional backwardness,
thereby ensuring overall development and wellbeing of a country. It is therefore
the need of the hour to review the literature carried out by different academicians,
educational thinkers, researchers, policymakers and educational reformers in the
field of education in India and particular in Maharashtra state. I have examined the
relevant published literature related to my study of research with a view to find out
further scope of my objective of the research. The crux of the various studies,
views and comments on the foreside topics is as follows.

Acharya, Prasanta Kumar and Behera, Manoranjan. (2004):

Pointed out that that by the end of November 2003, the progress on civil works had
been very slow especially due to late release of funds, inadequate monitoring and
lack of district level convergence of SSA with other allied development schemes.
But remarkable progress was made by Orissa Primary Education Programmed
Authority (OPEPA) in organizing teachers training programmers both at state and
district level. Nearly 70% EGS (Education Guarantee Scheme) centers had been
made operational by OPEPA which was a remarkable achievement. But progress
in the opening of Alternate and Innovative Education Centers (AIE) was very
unsatisfactory.
Adhikari, Tejaswini. (2001)
Identified the gaps in the existing services and needs of students and teachers in the
context of quality education. The survey included five schools, under Navi
Mumbai Municipal Corporation (NMMC). The study revealed that the
infrastructure of schools was in a very poor state. The number of classrooms,
teachers, tables and chairs were inadequate. For 420 students there were only 3
classrooms and only two teachers looked after the entire school. Due to their good
accessible location and low cost education, most of the schools had a large number
of children in their classrooms. There is a need to strengthen teachers on aspects of
motivation, pro-children attitudes and creative teaching learning process.
Appointment of suitable staff is alsorecommended in order to lessen the burden on
teachers. There is need to provide a good network of balwadis, restructure the
human resource component of schools, and enhance community participation.
There is also a need to provide training to functionaries.

Aggarwal, and Chugh, Sunita. (2003)

In“Learning achievement of slum children in Delhi. New Delhi:” highlighted that
basic education is a fundamental right and recently 86th Constitutional
Amendment was enacted so that all children can receive good quality basic

Aggrawal, Yash. (2001)

In his examined the various dimensions of access and retention in District Primary
Education Programmed (DPEP) districts, and specifically focused on the structure
and trends in enrolment for DPEP districts, and examined trends in district level
performance indicators including retention. Data was collected from the DPEP
states using District Information System for Education (DISE) formats .The study
found that significant gains in access and retention have been made, both under the
formal as well as alternative systems of primary education. Despite considerable
progress in enrollment and retention, it is becoming evident that additional efforts
would be required before the overall objectives of DPEP can be fully realized. In
order to improve the quality of data, steps and the community has to be
strengthened, secondarily, periodic validation of data through scientifically
designed sample surveys should be undertaken, and the margin of error should be
estimated at the district level.

Banerjee, Rukmini. (2000)

Conducted field studies in Mumbai and Delhi to focus Poverty and primary
schooling: The study, analyzed the hurdles which have to be crossed in order to
achieve universal primary education. The study revealed that the reason for so
many children not being in school had less to do with their families economic
circumstances than with the school system's short comings. The inadequacy of the
school system to attract and keep children is more crucial than households'
economic conditions. School enrolment has risen dramatically in cities and
villages, but the ability of the government school system to retain and adequately
educate children has been less impressive. The study also revealed that
achievement levels in primary schools were the same between Classes III and IV.
It was observed that children who had been to school for several years are not
permanently literate. The study suggested adopting a flexible approach,
accountability to the community, innovative actions at the local level whether in
the classroom or in the community must be recognized for the universalization of
primary education in India. Commitment on the part of schools and communities to
the education of all children must be publicly rewarded.
Chand, Vijiya Sherry and Amin - Choudhury, Geeta. (2006), Narrated
innovations under the SarvaShikshaAbhiyan. The SarvaShikshaAbhiyan (SSA) is
the flagship elementary education programmer of the Government of India and has
been in operation since 2002... The innovative Interventions were identified in 13
states of the Nation. These innovations played an important role in reducing the
number of out-of-school children. It was also observed that in 2006, about 3
million children with disability have been identified and 1.83 million were
enrolled. The linking of civil works to an educational purpose like teaching
rainwater harvesting was also another innovation to be encouraged. Strategies
should made to focus on a problem area identified by national guidelines, and
monitoring and assessment systems should be established whenever possible, to facilitate
modifications to the interventions
Devaraj, Amaidhietal. (2005)
Undertook the study related to Quality education in Chamarajanagar district
.According to study: Chamarajanagar district of South Karnataka has low literacy
levels and a large population of Scheduled Castes (SC) and Scheduled Tribes (ST).
An intervention was undertaken to improve the quality of elementary education in
Government schools and Ashramshalas (Govt. aided schools) by building the
capacities of all stakeholders involved. It was observed that learning levels
improved during tests conducted by DQEP. Progress was made in efforts to
involve and integrate the community with the school. HM engaged parents and the
community in discussions about school development and children’s learning
levels. Teachers learnt how to identify children whose learning levels were low and
gave them special attention. Overall, teaching methods improved through use of
drama, games and art activities conducted inside the classrooms.

Gandheetal. (2000)
Conducted a research study on externally aided projects in the field of elementary
education in Rajasthan. Pune The study attempts to analyze, conceptualize and
understand the operationalization and programmer implementation techniques of
LokJumbish and ShikshaKarmi Projects of Ajmer District of Rajasthan. Equipped
with innovative strategies and active involvement of the people, these projects with
specific focus on girls' participation in education, hope to pave the way for faster
educational development. The innovations adopted include micro-planning,
retention (and monitoring) register, low cost hostels for children of migrants, night
classes, repairing school buildings with community involvement, minority
education and teacher training. There is need to raise consciousness among rural
women for
Hirisave, Uma and Shanti, (2002)
Investigated behavioral problems in children with scholastic skill difficulties..
Analysis of the behavior problems revealed that the children with difficulties in
scholastic skills were found to be more impulsive, threw more temper tantrums,
were more nervous, restless, stubborn, disobedient, and had great difficulty in
concentrating on academic and nonacademic tasks.
In the “Reaching the unreached: innovative strategies for providing out of school
children with access to basic education.” It was mentioned that the elementary
education system in India has become one of the largest in the world but the
dropout rate of girls is much higher than that of boys. The present study examined
the causes of non-enrollment and dropout rates; attitude of parents, children and
community towards education; and role of Government and NGOs towards
education system.

Indian Institute of Education, Pune. (2006)

Investigated the problem of school dropout which has been continually troubling
the primary education system not only in India but in other developing countries
too were highlighted. In this article various factors affecting fewer attendances
were explained. It was also suggested that local teachers should be made available
for teaching in schools so as to reduce the problem of teacher absenteeism and
improve punctuality; incentives should be provided to encourage women teachers;
and the cultural gap between parents and teachers should be bridged through more
elaborate form of participation in the school management and control system.
 CHAPTER 3
RESEARCH METHODOLOGY
 Meaning of Research:-

Research is common parlance refers to search for knowledge. Research is an

academic activity and systematic effort to gain new knowledge. Research is the
systematic and scientific method. Research starts with the problems, collects data
or facts, analysis them critically and reaches decision based on the actual evidence.
Research means discovery of facts, development of facts, and verification of the
facts.

Research aims and objectives

Clarification of aims and objectives helps to gain a focus on specific information
required from the research, ideas about research strategy and methodology and,
later on, allows an assessment of whether or not sufficient information has been
gathered from the research. Having established aims and objectives, consider
boundary issues which will affect how the research is conducted. Examples:
geographical remit, budget, timeframe, level of detail, authorization, presentation
of findings.
 Types of Research

A. Quantitative Research

Quantitative research is based on the measurement of quantity or

amount. Here a process is expressed or described in terms of one or more
quantities. The result of this research is essentially a number or a set of numbers.
Some of the characteristics of qualitative research/ method are:

• It is numerical, non-descriptive, applies statistics or mathematics and uses

numbers.

• It is an iterative process whereby evidence is evaluated.

• The results are often presented in tables and graphs.

• It is conclusive.

• It investigates the what, where and when of decision making.

Statistics is the most widely used branch of mathematics in quantitative research. It

finds applications not only in physical sciences but also in economics, social
sciences and biology.
Quantitative research using statistical methods often begins with the collection of
data based on a theory or hypothesis or experiment followed by the application of
descriptive or inferential statistical methods.
B) Qualitative research

It is concerned with qualitative phenomenon involving quality. Some of the

characteristics of qualitative research/method are:

• It is non-numerical, descriptive, applies reasoning and uses words.

• Its aim is to get the meaning, feeling and describe the situation.

• Qualitative data cannot be graphed.

• It is exploratory.

• It investigates the why and how of decision making.

We measure and weigh things in the study of substance or structure. Can we

measure or weigh patterns? We cannot measure or weigh patterns. But to study
patterns we must map a configuration of relationships. That is, structures involve
quantities whereas patterns involve qualities. If one wishes to investigate why
certain data are random then it is a qualitative research. If the aim is to study how
random the data is, what is the mean, variance and distribution function then it
becomes quantitative. Explaining how digestion of food takes place in our body is
a qualitative description. It does not involve any numbers or data and quantities.
The detection of a particular compound is a qualitative analysis. This can be done
by carrying out physical or chemical tests. Determination of exact amount of a
particular compound present in a volume is essentially quantitative analysis.
This can be done by volumetric, gravimetric and colorimetric methods or
instrumental methods. Experimentaland simulation studies are generally
quantitative research.In fact, qualitative methods can be used to understand the
meaning of the numbersobtained by quantitative methods.

Types of Data

Primary data:

The primary data are those which are collected for the first time. This primary data
plays very vital role in any type of the problem solving. Primary data also called
basic data or original data following are the methods of collection of primary data.
These are called sources of primary data collection.

1) Observation Method

2) Interview Method

3) Schedules and Questionnaire Method

4) Personnel Discussion

I collected the primary data by the following ways.

I. Personal Discussion:

I collect primary data through discussion with my organization guide and senior
employees of the department and received information regarding certain credit
facilities and management of repayment or recovery from the customers.
II. Observation:

The observation method is the most commonly used method. By this method,
I observe the company currant condition & environment of company and also
observed the actual work of the company to the credit management and received
information about different credit policy in company.

III. Questionnaires:

The questionnaires forms consist of seven concern areas which consist of objective
type of questions and it was circulated among 100 employees. It covered all the
department of company.

Secondary data:

The secondary data, on the other hand are those which have already been collected
by someone else and which have already been passed through the statistical
process. The secondary data means data that are already available in various
reports, diaries letter, books periodicals etc. the secondary data are those, which
have been used previously for any research report when used again for further
research the data are to be said as “Secondary data".

There are number of sources which can be used for secondary data collection
following are some of the sources of secondary data collection through which I
collected secondary data are

1. Books related to subject.

2. Articles
3. Research paper related to subject
1. Sampling

An integral component of a research design is the sampling plan. Specifically, it

Address three questions
• Whom to survey (The Sample Unit)

• How many to Survey (The Sample Size) &

• How to select them (The Sampling Procedure)

Methods of Sampling

• Convenient Sampling Method

2. Sample Size
Here taken 100 as the sample size.

3. Sample Unit:
Teachers, schoolfaculty, parents, Student, and schools of Chopdaand Erandolof
Jalgaon district.
4. Time Period of Research
Research is limited for 1 months .Due to time constraint and distance, the
researcher interviewed the respondents in the work spots. If they have been
interviewed in their homes, some more information about the working condition
might be collected.
CHAPTER 4 DATA ANALYSIS AND
INTERPRETATION
Questionnaire
1. Where are you from?

Response No. of respondents Percentage (%)

Chopda 50 50
Erandol 50 50
Total 100 100

60%

50%

40%

30%

20%

10%

0%
Chopda Erandol

Interpretation
Above table represents that 50% of respondents are from Chopda and 50% are
from Erandol.
2. What is your age?

Response No. of respondents Percentage (%)

15-25 30 30
26-35 45 45
36-45 25 25
Total 100 100

50%
45%
45%

40%

35%
30%
30%
25%
25%

20%

15%

10%

5%

0%
15-25 26-35 36-45

Interpretation
Above table shows the age of the respondents. Where 30% are of age group 15-25,
45% are from 26-35 and 25% are from 36-45.
3.What is your occupation?

Response No. of respondents Percentage (%)

Farming 60 60
Unemployed 15 15
Other 25 25
Total 100 100

70%

60%
60%

50%

40%

30%
25%

20%
15%

10%

0%
Farming Unemployed Other

Interpretation
Above table shows that 60% of the respondents are farmers, 15% are unemployed
and 25% are doing other jobs.
4.What is your education?

Response No. of respondents Percentage (%)

SSC 50 50
HSC 35 35
Graduation 10 10
Post-Graduation 5 5
Total 100 100

60%

50%
50%

40%
35%

30%

20%

10%
10%
5%

0%
SSC HSC Graduation Post-Graduation

Interpretation
Above table shows that 50% of respondents studied primary, 35% are
high school, 10% are graduate and 5% are post graduate.
5. Do your children go to school?

Response No. of respondents Percentage (%)

Yes 60 60
No 30 30
Sometime 10 10
Total 100 100

70%

60%
60%

50%

40%

30%
30%

20%

10%
10%

0%
Yes No Sometime

Interpretation
Above table shows that 60% of respondent’s children go to school, 30% of
respondent’s don’t and 10% of children go to school sometime.
6. Do you like your children to get Higher Education?

Response No. of respondents Percentage (%)

Yes 85 85
No 15 15
Total 100 100

90% 85%

80%

70%

60%

50%

40%

30%

20% 15%

10%

0%
Yes No

Interpretation
Above table shows that around 85% of respondents think that their children should
perceive higher education and 15% don’t.
7. Do your village have primary School, high school or college?

Response No. of respondents Percentage (%)

SSC 75 75
HSC 25 25
College 0 0
Total 100 100

80% 75%

70%

60%

50%

40%

30% 25%

20%

10%
0%
0%
SSC HSC College

Interpretation
Above table shows that the villages have about 75% of primary school, 25% high
school and no college.
8. Do the school have adequate facilities such as proper classrooms, drinking
water, toilets, library, communication facility, etc.?

Response No. of respondents Percentage (%)

Yes 25 25
No 75 75
Total 100 100

80% 75%

70%

60%

50%

40%

30% 25%

20%

10%

0%
Yes No

Interpretation
Above presentation shows that about 25% of respondents think that schools have
adequate educational facilities while 75% think exactly opposite that schools
doesn’t have adequate educational facilities.
9. Does the school have proper teachers with required qualification and does
they doing their job properly.

Response No. of respondents Percentage (%)

Yes 20 20
No 80 80
Total 100 100

90%
80%
80%

70%

60%

50%

40%

30%
20%
20%

10%

0%
Yes No

Interpretation
Above table shows that 20% of respondents think that schools are having efficient
teaching staff and 80% think it doesn’t.
10. Do you think that education system should be equal for girl as well as
boys?

Response No. of respondents Percentage (%)

Yes 50 50
No 50 50
Total 100 100

60%

50% 50%
50%

40%

30%

20%

10%

0%
Yes No

Interpretation
Above table shows that 50% of respondents are in favour of equal education to
girls and boys while 50% of them think that there is no need of education for girls.
11. Are you satisfied with the education facilities of your village?

Response No. of respondents Percentage (%)

Yes 25 25
No 75 75
Total 100 100

80% 75%

70%

60%

50%

40%

30% 25%

20%

10%

0%
Yes No

Interpretation
Above table shows that 25% of respondent are satisfied the education facilities of
their village while 75% are not satisfied.
CHAPTER 5
FINDINGS
 FINDINGS

• From the above survey has research that 75% of the respondents are not
satisfied with the education facilities of the village.
• Most of the respondents don’t think that their children should attend the
school and take education whether it is primary or higher education. From
above survey 15% of respondents are not interested in sending their children
to school.
• People living in rural areas are unaware of the importance of education. They
only think that members of the family are only responsible towards the day to
day earning. This thinking should be changed to develop the country.
• Some of rural people show interest toward education of their children even if
they are not educated but they lack in providing education to their children.
Due to money problem, transportation problem.
• Rural area is always against the girl education. The survey itself shows that
50% of the respondents are against it.
 CONCLUSION

This report examined problems of rural education and variousfactorsresponsible

for poor quality of education in village’s Chopda and Erandol of Jalgaon districts
the finding of this report indicate that although substantial gains have been made to
improve growth of education in all over India but inequalities still exist in urban
and rural area. In the villages Chopda and Erandol. The schools lacking
infrastructure facilities. The people of this villages are still having mind set not to
educate girls.

India being an agricultural country, with 80% population residing in rural

areas there is much stress on education for rural development but still quality
assurance mechanism has failed to stop malpractices in education.
 CHAPTER 6
SUGGESTIONS & RECOMMENDATION
SUGGESTIONS & RECOMMENDATION

As per the finding of our survey the government should introduce various

• schemes and facilities for rural education.

• Lots of the people in the rural areas are unaware about the governmental
schemes, so government’s main responsibility is to reach them by using the
different medium like television, newspaper or appoint personnel for this
task.
• Government should organize meetings with that people using the appointed
personnel to aware them about importance of the education.
• Government should introduce various schemes for the rural areas but they
don’t come in existence due to the corrupt offices and politicians. So
Government should have to pay major attention towards such development
plans because education is the building block of county.
BIBLIOGRAPHY
 BIBLIOGRAPHY

1. www.iosrjournals.org

2. http://data.gov.in/catalog/answers-data-rajya-sabha-questions-session-241

3. https://www.google.co.in/amp/s/www.mapsofindia.com/my-
india/education/india-needs-especially-rural-education/amp

4. https://data.gon.in/keywords/below-poverty-line

5. http://timesofindia.indiatimes.com/
ANNEXURE
 Questionnaire
“PROBLEMS OF RURAL EDUCATION”

Name: -______________________________________________

Profession:-___________________________________________

Contact no:-___________________________________________

Marital Status:- Married Unmarried

Questionnaire:

1. Where are you from?

a) Chopda b) Erandol

2. What is your age?

a) 15-25 b) 26-35 c) 36-45

3. What is your occupation?

a) Farming b) Unemployed c) Student d) Other

4. What is your education?

a) S S C b) H S C c) Graduation d) Post graduation

5. Do you have children ?

a) Yes b) No
6. Do you like your children to get Higher Education?

a) Yes b) No

7. Do your village have primary school, high school or college?

a) Primary school b) High school C) College

8. Do the school have adequate facilities such as proper classrooms, drinking

water, toilets, library, communication facility, etc.?

a) Yes b) No

9. Does the school have proper teachers with required qualification and does they
doing their job properly?

a) Yes b) No

10. Do you think that education system should be equal for girls as well as boys?

a) Yes b) No

11. Are you satisfied with the education facilities of your villages?

a) Yes b) No

Thank You....