Jliti10snpitv in ~buration - Institute for Social and Economic Change

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NOTE: Here uniqueness ImplIes something that tt'lIS school provides which many others do not. For f ... mplt: special classes after school hours for educatlOnally backward chIldren, programme for the g 11 ted ",.11 organised study group. A much greater com,"unlty partlcipatlon, etc) . CLASS ROOM INFORMATION 55 Teacher pupil ratio Yes ( No ( The eKtent of importance of thIs Item Least Import. 2 3 456 769 Most Import. 56 Programme of entire year work for the Yes ( No ( The extent of thlS Item importance of 2 Least Import. 3 4 5 6 7 B 9 Most Import. 57 Programme of school day work for the Yes ( No ( The extent of thIS Item importance of 2 least Import. 3 4 5 6 7 8 9 Most Import. 58 TIme spent on organIsed actIvIty Yes ( No ( The e~tent thiS Item of Importance of 2 least Import. 3 4 5 b 7 8 '1 rtos t IlIPon.
59 The nature ott the teachinglearning process Yes ( No ( The e~tent this Item of importance of 123456789 Least import. Most import. (NOTE: This based, etc) • could be classitied into repetitive, text book lower level ot application, application Skill, 60 The evaluation pattern adopted In the class Yes ( No ( The extent ot importance at thiS item 1 2 3 4 5 6 7 8 9 Least Most Import. Import.
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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
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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
Page 409 and 410: All these years the teachers traini
Page 411 and 412: APPENDICES
Page 413 and 414: (~~ a:>Glo..iJejJ ~.do~ O1a:jrG:Sn1
Page 415 and 416: (~) ~~"Y"P 30n~n~rtn ( ~) ~,Jo::nc;
Page 417 and 418: 8 ~'nJ..u 9 ~.,~ .. 10 ~t.J' ~t.:f
Page 419 and 420: APPENDIX II MATHEMATICS competencle
Page 421 and 422: 7 Understands the factors contrlbut
Page 423 and 424: P ::'0 .1.) 350 + 3G1 ::. 5) ';;(1
Page 425 and 426: " 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
Page 452 and 453: TEACHING AIDS 18 The list of teachi
Page 454 and 455: 27 Average length of the school day
Page 456 and 457: 37 The mode of conductlon of litera
Page 458 and 459: 47 The hidden curriculum of IndivId
Page 462 and 463: APPENDIX VIII OBSERVATION BUIDELINE
Page 464 and 465: 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
Page 474 and 475: Where is equal to the total sum at
Page 476 and 477: BIBLIOGRAPHY Acharya, Poromesh (198
Page 478 and 479: Brophy, Jere Learning" E. (1982) "C
Page 480 and 481: 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),
show all

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