Jliti10snpitv in ~buration - Institute for Social and Economic Change

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Literacy The total No. of books in the Library The types of books Available dates of the purchase of these books, their costs and other details: The schedule of issue of books. Are any records being maintained, details as to who issues/when/mode etc. : Text books, teachers' rial, science bOoks, books, history bOOks , ture books, others If yes - ments matestory PiC- Laboratory Does the school possess a separate room for laboratory Does the school has laboratory equipments the list of equip If no - are alternative arrangements made? Details The mode of conduction of experiments. How often freq. pupil participation The llst of teaching aids Freq. of use of the teaching aids Was any teaching aid used on the day of the observation If yes, what were they and for WhiCh standard Mode of use of the teaching aid ·• · Yes Yes Yes No No No
On the day of observation the mode of use of the teachIng aid SC ST /1 2 3 In-Service Training ------------------------------------------------------------- No. of the Teacher M F Total years of experience No. of In-Service Training Programme attended Duratlon/ Year ------------------------------------------------------------- School organisatIon/ admInIstratIon Membership of a school complex Yes No Advantages of being member of a school complex - details LeadershIp style of the HM Is the leadershIp effective as seen on the day of the ob s e r vat Ion · AuthorItatIve/DemocratIc Effec- Partly Ineffective effectlve tlve Yes No Total No. of teachers on time on the day of the observation Nature of handling late teachers Was the HM on time on the day of the observatIon Total No of students late Reasons for being late and nature of handllng late students the · :
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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
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All these years the teachers traini
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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 460 and 461: NOTE: Here uniqueness ImplIes somet
Page 462 and 463: APPENDIX VIII OBSERVATION BUIDELINE
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),
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