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Tobie 7.1.3 : Percentage distribution of households across different incDle groups village-Nise ------------------------------------------------------------------ !mud Channi Balana- Bora- Hidisa llDdalur Brahaa- Areyur ket- Vila- InCDle 9iPpana playa sandra gere sandra pana- nadu catt- palya halli gories ------------ --------------- Less 13.33 S.3/, 3.12 7.14 20.00 24.5 22.11 6.0 2.94 than (6) m (I) (6) (31l (59) (44) (22) 112) SOO 501 24.44 10.71 0.00 B.n 22.58 19.5 21.61 16.0 3.42 to 1000 (11 ) (6) (0) (7) (35) (47) (43) (58) (14) 1001 22.22 32.14 9.38 7.14 10.97 17 .0 15.58 8.3 10.04 to 2000 ( 10) (18) m (6 ) (17) (4\1 (311 (30) (41 ) 2001 13.33 19.64 43.15 13.10 10.32 12.9 12.56 18.5 27.0 to 3000 (b) (11 ) (14) (11 ) lib) (31 ) (25) (b7) 1110) 3001 2.22 23.21 25.00 22.62 16.13 13.3 II.Ob 19.0 30.4 to 5000 II) (13) (B) ( 19) (25) (32) (22) (69)
Based on the gini coefficients pertaining to the inequalities in the income distribution of the nlne villages, they were classified as : (i) High income inequal i ty (more than 0.55). Villages Areyur (0.63), Brahmasandra (0.60) and Hodalur (0.58) are classified under this category.
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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
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them. If any attention was paid to
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Table 6.2 Percentage Distributlon o
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The detailed descriptions of the cl
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This mode of teaching 1S labelled a
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(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
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
Page 303 and 304: supervised and students are left to
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 and 326: level of the heads of the household
Page 327 and 328: ( i i ) Moderate concentration of t
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: Fig : 10 Education Distribution Typ
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
Page 377 and 378: Table 7.2.4: Comparison of the Achi
Page 379 and 380: This is done by a combination 01 st
Page 381 and 382: OBJECTIVES OF THE STUDY: 1 • To m
Page 383 and 384: villages in Tumkur District. The sl
Page 385 and 386: The School Quality Indicator Questi
Page 387 and 388: FINDINGS The school quality inputs
Page 389 and 390: Except for the provision of kho-kho
Page 391 and 392: found that latter. the former group
Page 393 and 394: Channigappanapalya, Areyur, Brahmas
Page 395 and 396: 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
Page 427 and 428:
.. · :)-:a. -."1""_ ....... 1" ..
Page 429 and 430:
,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)
Page 441 and 442:
.. , .;.......,.".....-v..i ~''''''
Page 443 and 444:
~ J~~ 'iJ IQ' .~ tJ ", ,',' ", ~:tJ
Page 446 and 447:
!: • J. 1 j,. ~'S;~P",~OJ "~~:n;-
Page 448 and 449:
APPENDIX VII OPINIONNAIRE Do the fo
Page 450 and 451:
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
Page 458 and 459:
47 The hidden curriculum of IndivId
Page 460 and 461:
NOTE: Here uniqueness ImplIes somet
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APPENDIX VIII OBSERVATION BUIDELINE
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Literacy The total No. of books in
Page 466 and 467:
The length of the school day on the
Page 468 and 469:
On the day of observation details o
Page 470 and 471:
Lower level of applicat Ion based H
Page 472 and 473:
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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