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Table 7.1.1: Percentage distribution 01 heids 01 households across occupational categories viliage-~Ise --------------------------------------------------------------------------------------- Occupa- Channl- B.l ana Bora Hindlsa Hoda- Brah.i Areyur Kelpana Yilan~ tlonal gappana palya sandra gere lur sandra ha 11 i Ci\e90- pilya fles ------------------------------------------------------------------------------------------ farur7.BI> ~1.24 71.41 80.0 U.40 51.76 57.bO 4b.8(\ (36) (38) (26) (bO) 1124) lIbO) 11031 (209) 1191 ) Libau- 2.22 14.29 4.38 7.14 10.32 17.10 15.08 23.40 13.40 rers ( I ) (8) m (6) lib) (411 (30) (85) (55 ) BuSI- 8.93 0.65 2.10 1.00 4.b 5.6 nes5Ien (5) II) (51 121 (171 (23) VllliQe 4.44 1.19 0.65 1.70 2.51 O.bO 7.90 services I2l (II (II (4 ) (51 (2) (32) Non-tra- 11.12 5.35 4.38 16.67 3.87 8.6 25.13 13.50 22.70 dlllon.l (5 ) (3) (3) (14) (bl (211 (50) (49) (921 occup.- t10n House- 2.22 3.57 3.57 4,51 4.10 4.52 0.3 3.7 '/1 Ie m (2) (3) 171 110) 19) (1 ) (15) -------------------------------------------------------------------------- Tot.l 100 100 100 100 100 )00 100 100 100 (45) (56) (32) (B4 ) 1155) (241) (I~) (363) (400) -------------------------------------------------------------------------------------- Figures In parentheses refer to frequencies. Based on the concentration of the householdS In four traditional occupations namely: farmers, labourers, business men and service occupations, the nine villages were claSSified as relatively: High concentration of traditIonal occupations (more than 90 per cent). The Villages that fall In thiS category are Hodalur (91.62 pE'r cenU, Borasandra (95.63 per cent) and Balanapalya (91.08 per c en t ) • 304
( i i ) Moderate concentration of traditional occupations (between 80 to 90 per c en t ) • Channlgappanapalya (86.6 per cent), Brahmasandra (87.3 per cent) and Kemapanahall i (86.2 per cent) are classified into this group. ( iii ) Low concentration of traditional occupations
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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
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Table 5.2.1 Percentage distrIbutIon
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Table 5.2.2 I Percentage distributi
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3. The average length of serVice of
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There is no significant difference
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Table 5.2.4 I Percentage distributi
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Tab I e 5.2.5: Percentage distribut
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To test the above hypothesIs the ch
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Table 5.2.7: P~rcentage distributio
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From the Table 5.2.8 it IS clear th
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To test the above hypothesIs the ch
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To test the above hypotheses the ch
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theoretIcal value of 9.49 and hence
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5.99 and 9.49 respectively at 0.05
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achievement scores in Mathematics a
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present section an attempt will be
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Table 5.4.2 I Comparison of the Mat
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To fInd out which of the three pair
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egin with, a profile of school qual
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villages and to compare the qualita
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LOCATION OF CASE STUDY SCHOOLS TUMK
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SECTION I VILLAGE PROFILES VALANADU
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source for drinking water are wells
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It has a primary school situated In
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the income category 01 Rs., 7001-10
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cent have hlgher primary educatlon;
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classlfied under non-traditional oc
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living in 43 households. Out of a t
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total population of 1148, 302 males
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from the villagR. Wells form the so
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It has one primary school which has
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households have had education upto
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the ewperts' opinions on the qualit
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poor households and belong to ths l
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some of them may not pick up at the
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the villagers. He however e~presses
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text books. Examples cited by him a
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the children have to be retained in
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objectives, it would be worthwhile
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Dlirt J : 5chool-wis, distribution
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long periods of service in the same
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Insplte of it having an operatlonal
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functioning of the sac has seen the
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They resent the community and in tu
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average length of a school day. Eve
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schools are respectively 3 hours, 1
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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
Page 285 and 286: This mode of learning can be labell
Page 287 and 288: and helped students in writing the
Page 289 and 290: Teaching is generally oriented to t
Page 291 and 292: were read copy mere spectators. Aft
Page 293 and 294: IS varied and consists of comprehen
Page 295 and 296: continued to read. This method enco
Page 297 and 298: (viii> An English lesson "The parts
Page 299 and 300: All the above Illustrations are dis
Page 301 and 302: not have a single instance. Balanap
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Page 305 and 306: Chart 51 Classification of the scho
Page 307 and 308: personal attributes of the individu
Page 309 and 310: transactions which was due to frequ
Page 311 and 312: drinking water for him is brought b
Page 313 and 314: the AEO's offlce at Gubbi, since es
Page 315 and 316: the stipulated time. Students pract
Page 317 and 318: of achievement. The significance of
Page 319 and 320: Table 6.5 gives the result of the a
Page 321 and 322: Tab 1 e b. 7 : One-way AnalysIs of
Page 323 and 324: After having established the influe
Page 325: level of the heads of the household
Page 329 and 330: I I I I I I I I I I I I I I I I I P
Page 331 and 332: Students' Attendance: It may be rec
Page 333 and 334: From Figure-4 it can be inferred th
Page 335 and 336: Fig: 5 Occupation Distribution Type
Page 337 and 338: lible 7.1.2 I Percentage distributi
Page 339 and 340: 120, I I I I I 100 ~ I I 80 p e r c
Page 341 and 342: -------------, Education Distributi
Page 343 and 344: I I I I Fig: 9 I I Education Distri
Page 345 and 346: Fig : 10 Education Distribution Typ
Page 347 and 348: Based on the gini coefficients pert
Page 349 and 350: income distribution have two out of
Page 351 and 352: Fig: 13 Income Distribution Types S
Page 353 and 354: Fig; 14 Income Distribution Types l
Page 355 and 356: lable 7.1.~ Percentiqe distribution
Page 357 and 358: Fig: 16 Land Distribution Types Tea
Page 359 and 360: educes wi th the increase in the in
Page 361 and 362: Fig: 19 Land Distribution Types Len
Page 363 and 364: Fig: 20 Land Distribution Types Edu
Page 365 and 366: positive mind set regarding the mea
Page 367 and 368: ,.... I I Fig: 23 Caste Structure T
Page 369 and 370: IS comparatively lower in schools l
Page 371 and 372: The other bases of stratification i
Page 373 and 374: different types of villages perform
Page 375 and 376: 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. _'~ -,,,~• .""",., •. '='
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1.3. -;- ..... , - / ." - -'-~., ..
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.~ -),.: (. rh~ ...) tj :") '3 )] ,
Page 435 and 436:
3.1.;; C;:;~.JJ ~. '. '" .:E..;-.)
Page 437 and 438:
'1b U ..,)~ :> ~ H )".: I '" ).) x
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'Qo ... '\II }1" ',) ,:: 't)'6 . H)
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.. , .;.......,.".....-v..i ~''''''
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~ J~~ 'iJ IQ' .~ tJ ", ,',' ", ~:tJ
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!: • 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
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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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