Jliti10snpitv in ~buration - Institute for Social and Economic Change

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infrastructural facilities, and socia-cultural accessibilities which include the gap between f am i 1 y ethos and school promoted values, the way the scheel 1S organised, its time table and the way holidays are fi>. Based on those reviews in the areas of sociology of education and correlates of achievements, it is possible to make the following observations: 1 • Many ef the stUdies have focussed an equallty of educational opportunity at the higher education level and they are mainly done with respect to participation or access at that level. 2. Studies related to the poor performance of the weaker sections were done in relation to economic and family background. 3. Studies relation in wastage and stagnation were don. In to sociological and socio-psychological variables. 42
4. Some studies which have examined the correlates of achievement, emphasised socio-economic aspects, organisational climate and psychological variables. Here an attempt is made to review some of the studies to add to our understanding of the field. 1 STUDIES RELATED TO ACCESS TO EDUCATION Aikara (1980) conducted a study to find out the participation of Scheduled Castes in higher education - a study of colleges in Bombay. The study focussed on the rate of stagnation and drop out among se students and reasons behind such a phenomena. The sample consisted of one college each from arts, SCience and commerce run by the government and a Similar representation in the case of private organisations. The major findings indicated that (i) in comparison with non-Se students the se students were found to be inferior in almost every aspect that is, socia-economic status (SES) , academic b ac kg round, performance and progress in studies. (i i ) The students in the government colleges had a superior background and better performance record than those in private colleges. (iii) There was a high incidence of stagnation and drop out among the se students. 43
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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
Page 13 and 14: 7.2. 1 One - l\Jay Analysls achleve
Page 15 and 16: L1 ST OF F I BURES Figure No. Page
Page 17 and 18: LIST OF ABBREVIATIONS AD AEO AK BBS
Page 19 and 20: is much more defined. It will be in
Page 21 and 22: more compleK state systems. The nat
Page 23 and 24: esponsibility of training women in
Page 25 and 26: These developments have been interp
Page 27 and 28: Although there was a change in the
Page 29 and 30: However, the interplay of education
Page 31 and 32: on ethnographic methods to define s
Page 33 and 34: in the Indian context. Otherwise, i
Page 35 and 36: But a high priority was given by th
Page 37 and 38: education of the weaker sections an
Page 39 and 40: The inter-sectoral allocation withI
Page 41 and 42: midst of diverse influence on educa
Page 43 and 44: education. In order to study the na
Page 45 and 46: CHART 1 OPERATIONAL MODEL OF INTERA
Page 47 and 48: LIMITATIONS OF THE STUDY This study
Page 49 and 50: CHAPTER II REV lEU OF LITERATURE Th
Page 51 and 52: Musgrave P.W. (1988), Socialising C
Page 53 and 54: Shah, Ghanshyam (1985), "Caste Clas
Page 55 and 56: Yathiraj, Kumar R. (1981), "School
Page 57 and 58: Karl Alexander and Edward Mc Dill's
Page 59 and 60: education provided to disadvantaged
Page 61 and 62: Robert Hauser ( 1968) in schools an
Page 63: serVlces and (5) School facilities.
Page 67 and 68: • income distribution of SCs and
Page 69 and 70: did not have any effect on attendan
Page 71 and 72: finding the quantum of wastage and
Page 73 and 74: examined were mainly : ( i ) the li
Page 75 and 76: the middle castes and business for
Page 77 and 78: Moreover, the participation at the
Page 79 and 80: percentage of enrolment. The reason
Page 81 and 82: aspect of the educational opportunI
Page 83 and 84: inevitable result of scarcity where
Page 85 and 86: when the d1stribution 1S in terms o
Page 87 and 88: and cultural background of the entr
Page 89 and 90: etween classroom climate and academ
Page 91 and 92: Gupta (1979) studied the role of la
Page 93 and 94: fIndings the intervention strategie
Page 95 and 96: among different castes in a village
Page 97 and 98: • the occupational structure of I
Page 99 and 100: hierarchy of the higher educational
Page 101 and 102: compounding factor, contributing to
Page 103 and 104: in understanding the nature of subo
Page 105 and 106: 6 To compare the patterns identifie
Page 107 and 108: In the present conte)(t the quality
Page 109 and 110: configuration of the village commun
Page 111 and 112: conducted by the ISEC project. Henc
Page 113 and 114: 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
Page 335 and 336:
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
Page 349 and 350:
income distribution have two out of
Page 351 and 352:
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
Page 371 and 372:
The other bases of stratification i
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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
Page 385 and 386:
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;
Page 417 and 418:
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
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
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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
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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