Jliti10snpitv in ~buration - Institute for Social and Economic Change

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Educational transactions : Flgure-20 shows that percentage of learning episodes classified as functional Instructional type decreases with the Increase Inequality in land distribution villages. CASTE BASED CATEGORIES OF VILLAGES : It may be selected for in-depth study were located In vlIlages tha t represented the three caste categories. ThiS was considered for the first part of the study which dealt with the distribution of the quality Inputs across different village types. The comparison of the four parameters of educational processes across the three caste categories namely (il single/two caste Village type ( I I ) diversified caste village type (Iii) SC/ST concentrated village type are presented graphically. Teachers Orientation : teachers Flgure-21 belonging shows that three fourths of to schools located In Single/two caste and diversified caste Villages show a positive mind set. Less than 20 per cent of the teachers schools serving SC/ST concentrated Village type have a 340
Fig: 20 Land Distribution Types Educational Transaction Percent 120r---------------------------~ 100 80 60 40 20 0 High Medium Low Functional 0 23.6 46.6 Inf trans 10.6 23.6 7.14 Basics 34 34.2 11.9 Domesticating 55.3 18.4 33.3 _ Domesticating ~ Basics o Inf trans _ Functional Hlgh-47 Medium 76 Low-42
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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
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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
Page 311 and 312: drinking water for him is brought b
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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
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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: Fig: 19 Land Distribution Types Len
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
Page 397 and 398: (38.46) are pooled in the functiona
Page 399 and 400: quo. The power structure In the pre
Page 401 and 402: a copy of the text book for the tea
Page 403 and 404: uSing time-sampling, amounting to s
Page 405 and 406: Environmental Science of Std IV wer
Page 407 and 408: also be real ised that in the rural
Page 409 and 410: All these years the teachers traini
Page 411 and 412: 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
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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
Page 446 and 447:
!: • J. 1 j,. ~'S;~P",~OJ "~~:n;-
Page 448 and 449:
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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