Jliti10snpitv in ~buration - Institute for Social and Economic Change

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per cent of the households have land holding above 8 acres. It has one elementary school upto standard VII and also an aided high school run by the Siddaganga Mutt. The schools and the temple is located outSide the village. The approach to thiS village IS a kuchcha road with a skeletal bus service plying three trips a day. During the rains the bus service IS cut off as the roads get flooded. The minimum distance to be covered to get medical faCility is about 5 to 10 kms. The main sources of drinking water are wells and tank. There is a post office situated Inside the village. The nearest town IS Gubbl at a distance of 8 kms from the vlliage. ElectriCity Industrial IS available for domestic, agricul tural, and commercial purposes. A consldlPrable number of households have atleast one member In government serVlce. The main crops are rice and rag I. A sectlon of the population also grow commercial crops and vegetables. The staple food of these people is rice and ragl. Village. 8ALANAPALYA It IS a small This village belongs to Slra taluk of Tum,ur district. hectares. The total area of the village 15 76.06 This village has a total populatlon of 219 212
living in 43 households. Out of a total population 219, 38 males and 15 females are literates. The caste composltion of 8alanapalya consists of 41.07 per cent Vokkalllgas; 1.79 per cent llngayats; 28.57 per cent service castes and 28.57 per cent scheduled castes/tribes. 67.86 per cent of the heads of the households are farmers; 14.29 per cent labourers; 8.89 per cant are businessmen; 5.35 per cent are engaged in nontraditional occupations and 3.57 per cent are housewives. The distributlon of the heads of the households ac ross different education levels shows that 76.79 per cent of them are illiterates and 16.07 per cent have had lower primary education. 3.58 per cent have been educated upto standard V I I and an equa I per cent upto SSLC. The distribution of the households according to the annual income shows that 32.14 per cent of the households fall into the income bracket of Rs. 1001- 2000; 23.21 per cent between Rs. 3001-5000; 19.64 per cent between Rs. 2001-3000; 10.71 per cent between Rs. 501-1000 and 8.93 per cent between Rs. 5001-7000. are 5.36 per cent of the households with an The re annual income of less than Rs. 500. 213
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INTERACTION OF VILLAGE CHARACTERIST
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DECLARATION I hereby declare that t
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I am particularly grateful for the
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CHAPTER 3 METHODOLOGY OF THE STUDY
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LIST OF TABLES Tab le No. Page No 3
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5.2.4 5.2.5 5.2.6 5.2.7 5.2.8 5.2.9
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7.2. 1 One - l\Jay Analysls achleve
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L1 ST OF F I BURES Figure No. Page
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LIST OF ABBREVIATIONS AD AEO AK BBS
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is much more defined. It will be in
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more compleK state systems. The nat
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esponsibility of training women in
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These developments have been interp
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Although there was a change in the
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However, the interplay of education
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on ethnographic methods to define s
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in the Indian context. Otherwise, i
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But a high priority was given by th
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education of the weaker sections an
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The inter-sectoral allocation withI
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midst of diverse influence on educa
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education. In order to study the na
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CHART 1 OPERATIONAL MODEL OF INTERA
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LIMITATIONS OF THE STUDY This study
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CHAPTER II REV lEU OF LITERATURE Th
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Musgrave P.W. (1988), Socialising C
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Shah, Ghanshyam (1985), "Caste Clas
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Yathiraj, Kumar R. (1981), "School
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Karl Alexander and Edward Mc Dill's
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education provided to disadvantaged
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Robert Hauser ( 1968) in schools an
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serVlces and (5) School facilities.
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4. Some studies which have examined
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• income distribution of SCs and
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did not have any effect on attendan
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finding the quantum of wastage and
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examined were mainly : ( i ) the li
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the middle castes and business for
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Moreover, the participation at the
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percentage of enrolment. The reason
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aspect of the educational opportunI
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inevitable result of scarcity where
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when the d1stribution 1S in terms o
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and cultural background of the entr
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etween classroom climate and academ
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Gupta (1979) studied the role of la
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fIndings the intervention strategie
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among different castes in a village
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• the occupational structure of I
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hierarchy of the higher educational
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compounding factor, contributing to
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in understanding the nature of subo
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6 To compare the patterns identifie
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In the present conte)(t the quality
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configuration of the village commun
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conducted by the ISEC project. Henc
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ooks and frequency of issue of book
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were used to relate the educational
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headmasters/mistress at the taluka
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(b) Area of playground ~ student: T
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The responses to the above mentione
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Per Pupil Expenditure: The value of
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composite indew, the ratings of eac
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Differential analysis using Chi-~qu
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Based on the data generated on the
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schools. The schedule consIsted of
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which related to punishments. Incid
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METHOD OF ANALVSIS USing the system
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CHAPTER IV PROFILE OF TUMKUR DISTRI
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PROFILE OF THE EDUCATIONAL FACILITI
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Number of Teachers : The data avail
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than 61 per cent of the rural upper
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Educational and Professional Qualif
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Table 4.7 . Average pupil teacher r
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77.04 per cent of the schools Tumku
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though 1n general the resources ava
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CHAPTER V DISCRIPTIVE AND DIFFERENT
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7 Provision for Tlme Keeping 1) Pre
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BUllt-1n area per student 1. Less t
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It may seen that two-thirds of the
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1 Percentage of teacher sent for in
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Table 5.1.3 Percentage dlstributlon
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Table 5.1.4 Percentage dlstrlbutlon
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Table 5.1.6 shows the distrIbutIon
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Tab 1 e 5. 1 .7 Percentage dlstrlbu
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2) Visits by other Agencies. The ca
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Tab 1 e 5.1.10 shows that In genera
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ecause of the fact that the standar
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This is presented separately for th
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From the discusslon of the percenta
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eference to the overall hypothesIS
Page 183 and 184: Table 5.2.1 Percentage distrIbutIon
Page 185 and 186: Table 5.2.2 I Percentage distributi
Page 187 and 188: 3. The average length of serVice of
Page 189 and 190: There is no significant difference
Page 191 and 192: Table 5.2.4 I Percentage distributi
Page 193 and 194: Tab I e 5.2.5: Percentage distribut
Page 195 and 196: To test the above hypothesIs the ch
Page 197 and 198: Table 5.2.7: P~rcentage distributio
Page 199 and 200: From the Table 5.2.8 it IS clear th
Page 201 and 202: To test the above hypothesIs the ch
Page 203 and 204: To test the above hypotheses the ch
Page 205 and 206: theoretIcal value of 9.49 and hence
Page 207 and 208: 5.99 and 9.49 respectively at 0.05
Page 209 and 210: achievement scores in Mathematics a
Page 211 and 212: present section an attempt will be
Page 213 and 214: Table 5.4.2 I Comparison of the Mat
Page 215 and 216: To fInd out which of the three pair
Page 217 and 218: egin with, a profile of school qual
Page 219 and 220: villages and to compare the qualita
Page 221 and 222: LOCATION OF CASE STUDY SCHOOLS TUMK
Page 223 and 224: SECTION I VILLAGE PROFILES VALANADU
Page 225 and 226: source for drinking water are wells
Page 227 and 228: It has a primary school situated In
Page 229 and 230: the income category 01 Rs., 7001-10
Page 231 and 232: cent have hlgher primary educatlon;
Page 233: classlfied under non-traditional oc
Page 237 and 238: total population of 1148, 302 males
Page 239 and 240: from the villagR. Wells form the so
Page 241 and 242: It has one primary school which has
Page 243 and 244: households have had education upto
Page 245 and 246: the ewperts' opinions on the qualit
Page 247 and 248: poor households and belong to ths l
Page 249 and 250: some of them may not pick up at the
Page 251 and 252: the villagers. He however e~presses
Page 253 and 254: text books. Examples cited by him a
Page 255 and 256: the children have to be retained in
Page 257 and 258: objectives, it would be worthwhile
Page 259 and 260: Dlirt J : 5chool-wis, distribution
Page 261 and 262: long periods of service in the same
Page 263 and 264: Insplte of it having an operatlonal
Page 265 and 266: functioning of the sac has seen the
Page 267 and 268: They resent the community and in tu
Page 269 and 270: average length of a school day. Eve
Page 271 and 272: schools are respectively 3 hours, 1
Page 273 and 274: and helplng them to respond. lnspit
Page 275 and 276: them. If any attention was paid to
Page 277 and 278: Table 6.2 Percentage Distributlon o
Page 279 and 280: The detailed descriptions of the cl
Page 281 and 282: This mode of teaching 1S labelled a
Page 283 and 284: (M i i ) There were no lessons done
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This mode of learning can be labell
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and helped students in writing the
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Teaching is generally oriented to t
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were read copy mere spectators. Aft
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IS varied and consists of comprehen
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continued to read. This method enco
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(viii> An English lesson "The parts
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All the above Illustrations are dis
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not have a single instance. Balanap
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supervised and students are left to
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Chart 51 Classification of the scho
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personal attributes of the individu
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transactions which was due to frequ
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drinking water for him is brought b
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the AEO's offlce at Gubbi, since es
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the stipulated time. Students pract
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of achievement. The significance of
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Table 6.5 gives the result of the a
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Tab 1 e b. 7 : One-way AnalysIs of
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After having established the influe
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level of the heads of the household
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( i i ) Moderate concentration of t
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I I I I I I I I I I I I I I I I I P
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Students' Attendance: It may be rec
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From Figure-4 it can be inferred th
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Fig: 5 Occupation Distribution Type
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lible 7.1.2 I Percentage distributi
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120, I I I I I 100 ~ I I 80 p e r c
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-------------, Education Distributi
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I I I I Fig: 9 I I Education Distri
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Fig : 10 Education Distribution Typ
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Based on the gini coefficients pert
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income distribution have two out of
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Fig: 13 Income Distribution Types S
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Fig; 14 Income Distribution Types l
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lable 7.1.~ Percentiqe distribution
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Fig: 16 Land Distribution Types Tea
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educes wi th the increase in the in
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Fig: 19 Land Distribution Types Len
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Fig: 20 Land Distribution Types Edu
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positive mind set regarding the mea
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,.... I I Fig: 23 Caste Structure T
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IS comparatively lower in schools l
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The other bases of stratification i
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different types of villages perform
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Table 7.2.3 gives the result of the
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Table 7.2.4: Comparison of the Achi
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This is done by a combination 01 st
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OBJECTIVES OF THE STUDY: 1 • To m
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villages in Tumkur District. The sl
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The School Quality Indicator Questi
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FINDINGS The school quality inputs
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Except for the provision of kho-kho
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found that latter. the former group
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Channigappanapalya, Areyur, Brahmas
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3. Nature and e~tent of student par
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(38.46) are pooled in the functiona
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quo. The power structure In the pre
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a copy of the text book for the tea
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uSing time-sampling, amounting to s
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Environmental Science of Std IV wer
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also be real ised that in the rural
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All these years the teachers traini
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APPENDICES
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(~~ a:>Glo..iJejJ ~.do~ O1a:jrG:Sn1
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(~) ~~"Y"P 30n~n~rtn ( ~) ~,Jo::nc;
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8 ~'nJ..u 9 ~.,~ .. 10 ~t.J' ~t.:f
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APPENDIX II MATHEMATICS competencle
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7 Understands the factors contrlbut
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P ::'0 .1.) 350 + 3G1 ::. 5) ';;(1
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" o l) 11 '1' 11 6 .) '''1' .1" 5 r
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.. · :)-:a. -."1""_ ....... 1" ..
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,41. _'~ -,,,~• .""",., •. '='
Page 431 and 432:
1.3. -;- ..... , - / ." - -'-~., ..
Page 433 and 434:
.~ -),.: (. rh~ ...) tj :") '3 )] ,
Page 435 and 436:
3.1.;; C;:;~.JJ ~. '. '" .:E..;-.)
Page 437 and 438:
'1b U ..,)~ :> ~ H )".: I '" ).) x
Page 439 and 440:
'Qo ... '\II }1" ',) ,:: 't)'6 . H)
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.. , .;.......,.".....-v..i ~''''''
Page 443 and 444:
~ J~~ 'iJ IQ' .~ tJ ", ,',' ", ~:tJ
Page 446 and 447:
!: • J. 1 j,. ~'S;~P",~OJ "~~:n;-
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APPENDIX VII OPINIONNAIRE Do the fo
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Community Resources 8 Frequency of
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TEACHING AIDS 18 The list of teachi
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27 Average length of the school day
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37 The mode of conductlon of litera
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47 The hidden curriculum of IndivId
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NOTE: Here uniqueness ImplIes somet
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APPENDIX VIII OBSERVATION BUIDELINE
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Literacy The total No. of books in
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The length of the school day on the
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On the day of observation details o
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Lower level of applicat Ion based H
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APPENDIX X CALCULATION OF CHI-SQUAR
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Where is equal to the total sum at
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BIBLIOGRAPHY Acharya, Poromesh (198
Page 478 and 479:
Brophy, Jere Learning" E. (1982) "C
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Friere. Paulo (1972), Pedagogy of t
Page 482 and 483:
Friere, Paulo (1972), Pedagogy of t
Page 484 and 485:
Heyns, Roger Complex 8. W. (1984),
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