AN INTENSIVE STUDY OF PROVISION AND UTILISATIONOF

SCHOOLING FACILITIES IN SELECTED BLOCKSOF

BARAMULLA DISTRICT (JAMMU & KASHm)1977-78

PLANNING, MONITORING AND STATISTICS DIVISION MINISTRY OF EDUCATION AND c u ltu re

[DEPARTMENT OF EDUCATION] g6vERNK:NT OF-INDIA

N£W DELHI I960

IMM'iaiVli; STUDY

OF

PiiOVI^jlCM M D UTILIdATiai

OF

3CH OOLIN G FAOl LI TIES

IN

SulLHlCTiiiD BLOCKS

OF

DAHANPJLLA DISTRICT

OF

Jammu mi) KA^^I^a;H sTATiS

1 9 9 7 „ 78

r 'ati T 1 Systems Unit,

Mf Up- r of Educational

PI intiu j I ministfation

1 /-B ,S f iA oi cii dcs Marg, New Delhi-110016D O C ........... ............

Date....... .......... ................ .

F O R:E«Vj( 0 R D

■7 Tne m n i s t r / has been niaXing an ellort to in itiate s ‘ li. siu reg^ird to trie prcbl ms of educational pi: nnirg and adminiatration in tiie fie ld . One sucn study v/as complc te-d /ith ttie collaboration of the State GovcrnnKnt of iliiaachal Pradc: h.

Tne present study is the second in the series , Jt is £.n Inttnsive stuaiy ot srliocling facJ.lities in three blocXB ofBciramulla D istrict of Jtuicnu and KciBiirnir undert<;iKen with a vi^wto analyse tne provision of educational fa c il it ie s in the selected blocks and their u t il iz a t io n . Tue survey was conducted ky the State Governnient through the local teachers for whom t.n oi ientation programme v/as organised* The survey worX v/ao supei'vlsed by a tefim of Central and State oflicere*

This study ahows that the fix'st phaee of provision of schooljng fa c jl it le e in these three blocks has almost, been CDmpleted. Almost all habitations with a population of 100 or more

have bceii coveied by the estabiishTOent of piln\ary school*Fiddle school fa c il it ie s are required to be provided only flvir five habitations with population over 200 in the blocks purveyed. These in fact are very welcome development's and the State Government are to be congrat.ulated on their detallGd planning in this regard., However, fur ther revealsthat the fu l l 'u t il iz a t io n oi th^se'^lEacilities ■ is yet to be achieved. There is al.»3o the problem of dwindling enrolment in regular schools iti one of the blocks due to growth of iTandicraft ce.ntrqa l;)t. inging out the need for adopting appropriate non^-'formai ertucation schem^^ in thi.s area. There are. also pi bit^ms regarding migratory populetion in Chandcjnwari block, 'Ihe problem of wastage and stagn-tion also re-.mains This study nay be regarded ao a first: step in understanding the problem cf f^nrolling the cld Idren of the weaker aections of j.:)Opulation in schools and enabling them to u t il is e the fa c il it ie s that are bfving offered in tliese in stitutio ns . It is hoped that similaL studies w o u M be undertaken by the wState Education Departments of all State Governments, These w ill help us to implem6»t programmes of Univerea Li.sation ot ele^mentary education in rural rind, bar'kward regions inor<» e ffeo tiv eJy *

■' tl I......

- 11 •

I am t,hrr;k::ul t.c Sarr.'Vsshri G. Khurr.n'r. l-'I,!;. Kc:. rwl: o have taker- corsivc.eroble e f fo r ts in orgarisirig the suit', 7 and drai'ting the, rf^port. *wc are g ratefu l tc th-:.- a u th c rit i s of the Jaraim & Kashrrdr Goverrjnent, rcpartmcr.t ct Edu'.>:tion

^for exter-ding to us th e ir f u l l cooperation in undertaking the study .

NeW'-liifelhi ►26th I),ecember/1979

P.K.UFiASI-iAl.K^iR Joint Secretary

Ministry of Education & CXiltureDeptto of Education

Elllisjry of Bduc'itlon .I ndia

Shri U Khurana Research Officer Shrl 3,0. Giipta

MuaaUm..Q;l]ial^ineiib

Jaram Gove rnraent

Bhri li ‘ll *KapDor

I'*Jj*Gupta

Sxt Under Soorotiry Shri K.H*SharinaAt prosentsAssoci-atQ FellowNatl on nl. In e tit uteof EducationalPlanning andArlrnini s t r a ti on

SeniorStatisticalAssistant

ACKIIQWLijlDGEMjilIlT

3r. InvGstiyrt

As sis tant Director of Bducation (Planning, St atic tics

and Survoy)

ohri A. lU ICaloo D*E.O, Smt* Zabed a D.E.O.(Fomj?jG)Baramilla Begum Bararaulla

Bhri G. A, Hath or B.»B# P »0 • 3lirl Janki T.E.O.BaroJiiulla Nath Kaul Barainulla

ohri kohd. Shri Prithvi T.E, 0,Maqbocl Mir Gliandanwari Nath Kaul Bonawarl

Smt, 2ainah T.E ,0 • (FGFiiala) Smb» ' h-Jita T ,E ,0 • (fomalp)Beguiri Barainulla Koul Oh and anv.rar 1 (Uri)

ohri 1 adri T. iil.P, A. Shri Mohd* T.E.P.A,Nath Shar'ia Uri Khalid I'^onawari

uhri T.M.ihFj-Uvh T.E.p.A,Bara-iU-il a

ri.^pher I »

Vor I I 5

X I I *

\ I I

ClTtdp“V-%r V I

Cifiipt.er ’'/T t

OV'iaffi+-er VJ.J t

Jvrn< tjp.;ATfj Jr t

Arn^iX'ir^ IT i

Aiari« .icire I I I I

IV i

Anr\‘ yv,u ’? t

C O N T E N T S

Int.roduct.ion

General Background

Provision of schooling Facilities

Utilisation Of Schooling Facilities

Pi:o"/ision and U tilisation of Teachers

Provi.Bioii and Utilisation of Physical Facilities

Sunnfvat/ I Conclusions and Suggestions

Proforma wit,h instructdons

for filling it

Rfevlsed Protorina used for a^udy by J6K Government

Hoi mis for Opening and Upgrading

Snhools

fiT o invent:popu 1 at. l.on a nd ilnroiment Ratios for 1972-73 to 1'j77-7B

O r cellar x« ,'']iardlrvQ i s=*-' iOnP. i fiw-in-'-ary Edxication -

F. r 1 ro i lueti a r j o 3

for R«i lrjrmli-Batlr>p. of n f f i r ] - > i-YU4 ^t r>n of S>.ai t

19 - 34

3h - 41

42 ~ 54

55 - 61

62 - 72

73 - 86

B7 - B8

89 - 90

1 - 5

6 - 10

11 - 18

*y*\

OQ,. aaa.

SfeSltiQa

Q M nM LI.

INTHODUGTIiN

THIII STUDY - Inti'oduction of milversallg. tion of e .eiiiGntRi-y erJucfition in the eoiiiitry haa been accepted as a programme of ^ilghoat priority in the field of education for the next medium- terir plan, Acoordin/r to the Art:)ole 46 of tjhe Constitution, miversal elementary educatioft for all children upto age of 14 vae bo have heen achieved hy 196T) but it haa remained a pious lione ao far. To achieve it in the next 6»-7 years requires some in dcjpbh study of the pi’oblems co)/iing in its way and finding aolubiori for the sameJ The Planning Commission felt that the problem neada to be atwdlBd at block level so that the results of 3xch a study oou3.d help in drawin;^ up suitable programmes to achiave the goal of universalisation of elemoi'vtary educatii3«i.On fie suggestion of the Plaruiing Oommisslon it was decided to undet'taku an intensive study of elementary schools in selected blocks of one disbrict each in 7 States, namely, Himachal Prad^alk, Janmu & Kashmir, Karnatalia, Orissa, Madhya l.r'adesh, Rajasthan and Uttar Pradesh,

The main objectives of the study are to for bhe selected blocks in respect of school^ing

*oil t ain in fo nn a b 1 onfacilities, other physical facilities in schools such as build.ijr)gs eqiipment for teaching as well as non-teaohlng work, acbual utilisation of these facilities , teaching sbaff, their quali- ' t n cations, experience and v/ork load tetc. It is also proposed^ \ bo cover utilisation of the existing fac ilities , wastage and ] stn^jiation in enrolment, average daily attendance, girls* education, non-rormal education etc*

MBtliQ^lQgy - Itie study was taken up as a joint venturej oi bhe Planning Oommisi-sion, Ministry ot M ucation , NCiiRT and ths j selected State CJovbs, An orientation course was orgtmised in the N-liiHiT Oampus, Now Delhi from 7th to 9th Beptember, 1977 to finalise the profdrma in which information was bo be canvassed | fron all schools in the selecbed blocks, Instructions for filHiii^ the proforma and the tabulation pltm^ The orientation was attended hy representatives of all the 7 States «rid the Office of tlio NCiiJHT, Ministry of Education and Planning Oommission.9 opj ..af thQ survey proforma fin a lise ^ jn d the in s t m e t io n §_ fojp

_ fli:.lng the^^giamg'I's 'given~ in A^inexur^ I , ~ Though it 'was initii ’ Intendl'd't“5~'Qljrain~5jifoi'm^^ abouF faci:iities at elementary

Qducation level only, yet the Govt, of Jammu Kashmir decided ; to enlarge the scope of the survey to cover availability of ;

f a c i l i t i e s upto Bacondary stage. It was also decided by the ^ta.ta Qovt^ th. t sinefci- information about pi'ovfsioh of schooling;facilities by habitations was available v/ith the study may cover that aspect too, A copy of the■n ’Luhich the -i ta 1-1 r. n or-.. ..-nr

State Govt,,"thj| J revised proforma

Litteracy xiates J^isfcrict-v/ise, 1971 Census.J c •’'^z ------7~ ------- ---------------- -----

____________

,:*Totalr.■ j-. „,.. . , : l ...

; Li. J.. *‘i'rir •

'V- - , , , ^’ T6‘l‘ '1rr!':>:^crA;j^JLn.r .-ca

2*- Baramulla ' ' ' :-^1^.01 ’ '. '3, 8^"/*'X.f' -J 'it'-' ..1-. '■>■•■ -I > =•■'“,' j . ■

3 ; Srinagar . 29'r^39/, 1 2 /6 ^ . ' 21,'71-'' 2• -io • :o.1 1.-'' .!;•!-:>■•’■ * ■'■: ■•,. , ..., ■*' ''•-'.C> • v-»-- - • — ' t _ , . ■ ■■ ,i s

7:..Ka1;hua . ■.■30,24 ’ 12.30

8v D o & ■ ■ .,22.21 ■ 4.,^47

9 * P Qonch ,., 23 ,2 6 . 6 ., 05< V. ■' V-y ‘ ' I . . ■ , .

‘:'';'ivvi4.t3 ■?

Rate of Grovth of- 'Literacy

;L4*97 : .■ 6i,94'

,13.16 ' ‘ ”9 .5 .23

2 1 , 7 1 2 -7,21,

.i2*70 . io

sQ.'Sf 'i;

:16^.62 " ■■■' 4J ^ ‘

■4,39t'-'X-t-y." ;TTve3" -t -

21.. $4 ■' 3 16,12

13,88 ■ 8 •5 .19

14.,62 f 6 .1 5 ;

;i4.t3- ;'7 ... 7,06'.?

^ammu.&: JCaghmir . ■' -■• ’r -- ^ " v-.v:-j. ,. : i o.,;i<,'- ^ ./• „ ^r S1>ate'-- ■>: - 26 ,76 ... 9 ,28 K .> 18 ,68 ‘ - J: " v. '7 .6 & '':

1 . 6 . Selection of B l ocks'~ Within the selected I>istricts,. 3 blocks were to toe selected ai the toasis of literacy percentage representing mi average block as compared to the district literacy , a'belo^sT average block and an ^above average block so that the total "picture of three blocks cpuld give a nearly rep^resentative .' picture of the district, - At th e ‘time of undert aiding the study, block-mse literacy figures were not available# ".The-selection was to be based on-Teh si 1-wise literacy rates. The following table gives tehsil-’i'/ise literacy rates in District Baramulla :

Tab 1 e 1 a 2, Literacy Hates Jehsil-wis^ in ■Districta, rarnull a , 1971 C en su s

~ 3 -

S ,lo , Tohsll

1 * I'araraulla

2g Bandiporo

3t (lulnmrg

4. Handwara

6 , i.ipw3..i’a

6, fianiah

7 , Seopore

B, iSonawai’i

9* V r i

B aramulla Oi s1 1 ,

26 . 6 1

22*GCi

20,01

2 0 ,4 0

1 6 ,6 6

20,20

2 4 ,0 4

1 5 ,2 0

1 6 ,5 2

21,01

__ _Male Female

6 ,2 0

4 ,4 0

2 .1 9

2 ,6 1

1, 66

2 ,4 3

6,10

1 ,2 6

1 ,6 9

3,89 1 3 .1 6

Total

1 8 ,1 4 1

1 4 ,2 4 3

1 1 ,9 9 6

1 2 ,2 3 4

1 0 ,8 4 7

1 2 ,0 6 6

1 6 .6 7 2

B .9 1 9

9 ,6 9 8

Rank

Soiirce : -Di;,trict Statistical Hcuad Book-Baraimilla( 1976)Government of l&K,

Keeping in Yie ^ the time table drawn for completing tho gbvidy and the coia»minication facilities available in the vairioua tehailsj it was decided to select Uri, Sonawari and BaramJla fcohtjil.s for survey, though for the average tohsil Ilmdvara or Kam ah should have been more representative, yet tliesa were not selrjcted mainly on account of inaccessibility of sori'* parts of tliese t;ehsins, being on high altitude. In the sQ.leoted t o h s i l ,t h e l.ilocks of Chm'idnnwari, Sumbal and BaramuHa were selected for survey, '.riie following table gives the

litoraC7 rates in the: sGlected blocks \/ithin each of the tehsils !

- 1+ -

Table 1 . 3« Literacy Rates in Selected Blocks/ TehsiIs, 1971 Census

S,No. Tohsil Tehsil BlockLiteracy Hate Block Literacy Rate

1 , Baramulla . 18 ,14 Baramulla 26 .13•>5

2 , Url ' ' 9 * 6 9 Chandanvari 7 .1 8

3 , Sonav/ari ^ 8 . 9 1 Surabal 6.30

It vi-ll be s e ^ from the above table that Chandanwari v;ith a literacy rate of 7 ,1 8 can be considered an average block Suinbal vrLth a literacy rate 6 ,30 below' average and Baramulla with a literacy rate of 25 ,13 as above average. Except Baramulla town, an urban area, a ll the three blocks were totally rural,

lo 6, ~ 'I"he folldv/ing three tables v/ill give anidea of coverage of the survey in three blocks in comparison to District and in larger context to the State as a whole.

Table 1^4 - Popiolation

S.Mo. liiock ' 'l9'5~G5is!ls ^ i StT C 'enaus ~~~'Growth Bate(l9.61:-71)

_____________________ >ialeJ-5 GnLala P e a a L e d T a t ^ J_ 1 _______2 _ _ _ 3 _ _ ” 4 _ S. _ -■6_ _ _ 7 _ _ _P7 _ 1 _ 2 _ _ 1C________IS*.

1 .Baramulla 21826 20162 41988 29382 24700 64082 34.6 22,5 28.8

2 .Chandanwari 10885 9858 20743 13543 12661 26S04 24 .4 28 .4 26 ,3 '*

3.3um-baX 16363 1566i 32027 22343 18702 41045 36 .6 19 .4 28 ,2

Tabie 1 .5 . SURViilY COVERAGE

Area P_Qpulatii)n^in. _ Literacy Rate______ Number of Number ofMale Female Total Male F e m a le T o ta lIn h a b it e d Tovms

. Villages

- L _ _________^ ________ 3^________ 4

A . fTammu & 24,58 Kashmir State

21,58 46 .16 26.75 9 ,28 18.58 6503 45

B*; Baramulla I i strict 4 .20 3 .5 6 ’ 7 .7 6 21.01 3 .89 13.16 1020 6ii)Percentage .to *A* 17 .09 16.60 16.81 11.89 -

C, Survey Areas *0.65 0.6 6

V fc.,

1.^21 21.78 6.86 14.88 111 1

ii)Percentage to 16.64 16.65 15 ,75 ' -

-

Table 1.«6 - Po'j^lation & Literacy Rate : 1961 and 1971 Cisisiia__

1 -5 i

Blbck laSl-CfiCLSus_________ 1971 CensiiH_____________ groMth Qf l i teracy__[ 4 ____Mal,e_Fgni§,le _Tfital_ _ Male_ Fejfiaie_____Tfital______ Mal^ _^'SWal,S

^ - _2 ______ S _______ ^ _________5 • ______ 6_________7_________a ,_______ 2 _ J O .

Baraimilla Total popu­lation 21826 20162 41988 29382 24700 64082

No, of Liter­ates. 5718 1673 7391 10042 3549 13691

^age' 1 0 totalpopulation 26.20 8 .30 17.60 34.18 14.37 26.13 7 .98 ,.6 .07 7 .63

Total popu­lation 16363 15 66i 32027 22343 18702 41045

No. of Liter­ates- 1348 33 1381 2391 19 6 2587

%age to totalpopulation 8 .24 0 .00 6 4 .3 1 10 ,70 1,05 6.30 2 .46 1 ,04 1 ,99

Total popu­lation 10886 9858 20743 13543 12661 ,26204

No. of Liter­ates 1218 50 1268 1782 100 1882

%age to totalpopulation 11.19 0 .61 6,11 13 .16 0 .7 9 7 .18 1 .97 0.28 1 .07

4^Qjy^iiQUNp...,

D 1st rl ct Bp, i-rrv • 1?.-. - The State of Jammu and Kashmir Is compose a of tv;o . :vi=;ici-s, ii;iLri9ly, Jaiiimu and Kashmir having 10 districts# Jaramullf Is^.he largest of the three districts ofKashmir covei i.g its 47,^ of the geographical area* The district has ass'OiT'ed tha nana from the vord 'Baramoh' coming fixjm a volaanic erruption which drained the Kashmir valley at 12 places (Baramoh) and with the passage of time this word was distarted to Baramulla*

2*2» Administratively the district has teen divided into 9 tehsils, namely, Baramulla, Sopore, Handwara, Bandipora, Kupwara, Kamah, Uri, Sonawari and Gulmarg. These tehsils have further been divided into 14 blocks under the community development programme. The district consists of 1032 villages and 6 towns. Out of vrfiich only 1008 are inhabit^sd.

2.3* The population of the district as per 1971 Censusstands at 7.7 6 lakhs, representing about 17^ of the Statepopulation. The density of the population in the district is 104 persons per sq. Km. About 92^ of the population lives in rural areas. Males represent 64^ of the population.

2 .4 , Working force constitutes 31^ of the total population of the district as against the State average of 30^. About 73/^ of the working population are cultivators while 3^agricultural labourers. Thus more than 3/4 of the population isengaged in agriculture. The break up of working force under various occupations is given below:-

Table 2 .1 Distribution of workers under various industrial categories (1971 Census)

- 6 -

CHitPTba I I

S.Nn

Industrial categoriesNnmhP-T*

p ^ L z m s _____ ____________ L

1 p.. -

1. Cultivators 176197 73^14

2. Agriculture Labourers 8301 3.45

3. Live-stock forestry and fishing 5923 2.46

4 . Mining and Quarrying 216 0 .09

6 . Other than hcusehold Industry 2814 1.17

6. House-hold Industry 7834 3.25

7. Construction 4607 1.91

8 . Trad© and OommercG 7697 3 .16

/-

-7-

I ..

1 2 .

9 . Transport, Storage and Co Jiniuni cation

10. Other Services

Total

-JL_____

4281

23144

230913

As___

1.78

9*60

100.00

Sburcess District ^statistical Hand iSook, 1975 ( Baramullah)I of Jammu & iiashmir Govt,

2 .5 , The majority of population both in lural and urban areas r*uslims, who constitute about 96% of the total population in the d istrict , Hindus represent 2«71;^ while Sikhs are l*26f4i Tbbrsil-wise break-up of population by religion is gi\^en belojw:-

Table 2.2s Population by Religion - 1971 Census

S. Tehs-.il No L

-— Klislin___________ ijiin riu...- — -Sikh- — Qi;kNumber i^erce- Nurnber Percen.- Number Per- Number

ntage tage to centageto to tal to

------ _______________________________________ total______________

Percentage to total

-a iu ______

1. Baramulla2. Band ip ora3. Gulmarg 4* Handwara 5^ Kupwara 6. iia.rnah 7 * ^ p o r e

3 . ^nawari '5. Uri

DistrictTotal

122422 91.35 5540 4.13 5861 4 .37 184 0.1570022 97.81 1363 1^90 138 0.19 70 ' 0.10 ■36121 97.57 789 2.13 108 0i29 -4 - - 0 .0191956 -95.82 3036 ' 3 .1 6 - - • -820 - 0 .86 157 . - o . 'ie

135449 96.92 3748 ' 2,71 426 6,30 90 0.0721639 98.05' 212 ^ 0 .9 6 ' 208 0.94 7 0.04

122018 95„46 4005 3.13 , 1741 1.36 59 O.Oo95749 93o48 1257 1.29 196 0 .02 42 0 .0 548642 9 6., 88 1251 2.49 305 0.61 13

■ * t ' ^

0 .02 '• f

744058 95.92 21237 2.74 9803 1.26 626 0.08 ■f

Sources ‘ District Statistical Hand- Book, Baramulla - 19 76 ," Govt, of Jamrau & iiashmir

-8- .

>2 . 6 . M ong the 'districts, Baramulla was the first 'to be electrified. This 'was ’.^cause first hydro electricpower^ station Kohra was located in the district*...Besides, lower ^Jehlum proj€ct, with b :capa‘ci.ty- of 104 KW 'is under construction in the, dis'triati/ 'I h '1975 th'ere were 16 registered factories’ in the district! as compared to-376 for State a5. a ,whole. " I t has three.hospitsl,si,, 16 .priinary h'ealth centres* and 164 ,other medicar institutions*'':^- ’ , V-i ^^' V'-; •' ' . *;

‘ "‘1

_____ 1 .:. . foliowi^^ table ogives- the- installations:)f T#V, sets in varioiis i'hsti'tutions as on 4 .4 .7 6 :r > ,

'■ ro. ' - V. ‘ ■■ -■ .

laiile 2 .3 s S^t.q in.gtallpd In th Di.gtrlp±

-S, N^'^' 6 f P a n o h y a t s ' , P o l i c e ' Others ( Total -No; T ^^ X IT - - Stations- "

1 . Baramulla ' 1 3 21 4 1 392 . Bandipora-^ ^ - - 5 - ■ 2 "' 73.-Handvjar a--------------------------------- »•' — -1 — - -" 5 -■ - * „ ." X ‘ 74. Kupwara — ' " " - r - . -6 , J\amah *- •6 . 3op6re i " ^19 ' X8 .-.-I-' 3 ' 417. -^ranmarg -rr-r--- ^ ....... 2>

8 . Sonawari .:^7 ; v ^ ':;.':,2, . r - iT- •‘ 16 .‘9 . Uri'^r-

Source: District-'StaiSistical'HaJid Book - 'Farafliuirari975 - ' - " ,'oio ' V Jaimmu '& Kashmir

..1 ._____1:---- - - i Goy;^m<nent^

2 » 8 * According'to Third iiducatlonal Survey, there are 1756 habitations in 1037 villages which’ can be distributed,, among the .various population slabs as, nnders- V

Table 2; 4'-;. Di St ri but ion of-Habitations according to.j;• ■' '' ■■ popOilation/ 1973-74 .

P_Qpul atinn fiT ah^ Number nf Hflbttfltlong Peyftilhtflgft. tn!

Above 5000’T- • • - •

2000-4999 22 1. 251000-1999 111 , 6 .32

600- 999 391 * 22.28400-' 419 ' 191' . 10.88- - : .300- 399 . 262 14.93200- 299 283 ’ 16.13100- 199 3 3 9 . ' 19.32 .< >Below 100

V Total .... . 1755. , . - lOO Ofl- . .. ..... .

--9-

2«9 . TIlq .. u yv3y A re a. s The Ganeral background of the three blocks selected for survey Is given as under*-

(4 ) Qhandam>/arl BIq ck It is a border block of Distt. Baramulla,The dimension and topography of the block is such that it Is :ie ss piroductlve and sparsely populated. It Is absolutely rural In character and has very low grt:>wth of population, which is barely 0 .4 6 per cent,dQlng a border area, it is susceptible to border conditionsand affectpd by Pak VJars of 1947, L966, and 1971, This may be responsible for the lov; growth rate in population.

a. 1 0 . The main occupation of the inhabitants is cultivation oflaind, tending or cattle and labour. The population has a migratory chiaracbar ani 60/a of its population moves to Bahaks during the swmner for feeding their cattle in pasturf^s. The facility of water flu'pply Is for too inadequate to meet the requirements of the area#Owrlng bo its proximity to the forests, it is in a position toproduce milk and minor forest produce for sale in other parts of theval l.ey. No major or minor Industry has been s^t up in this block so far.

2*11* The total population of this block as pf-r 1971 Census is . \,^:J6,204 comorlsing of 13 ,543 males and 12,f^61 females- Out of this'population only 1782 males and 100 females rre litervut^^ giving a

lite racy percentage of 13 .1 for males and 0 ,9 for females. In 1 1 villages, out of a population 2800 females, none is literate,

2 ,1 3 , ( 1 1 ) lumbal Block - Sumbal is an educational block ofSimawari tehsll 'jo-thjrt'-iinous with block. The block in totally j i"U;iTal and conr- ists of 42 villages having population 22343 males and lB^/702 females, as j.er 1.971 census* Manasbal Lake known all over the v/orld for lit; meat and clean water and pIcturescue seenery is situated in this block, Bivery village of the block is linked with a paoca road and as such is easily accessible.

2*14* The block is known for production of carpets. About 700 carjiet weaving centres have been established by goveminental And non^ go^>ernmental agencies in this block. The area is covered with orahards p;rr;ducing differsah varieties of appl^>6. laddy is groi /n in almost all villages. Cocoon rearing is yet another occupatloji of the people of this block. GMT Watch Factory Is situated in this block, i3aw mills are there in villages where electricity facllititiS are available.

2 ,1 6 It has a literacy percentage of 1 0 . 7 ;i in respect of males and 1 ,05 in respect of females. In 16 villages, out of a population ' j f 5 3 6 8 females, not a single women is literate®

2 .1 6 , ( i l l ) %xfim.uU i,a ,Bjoqk - Baramulla block, as its name goes,Is a part of Baramulla tehsil. The block comprises of 34 villages and bhe Baramulla bown. It has a population of r-39.' 82 males and 24 ,700 fer.iales, Baratflulla town is the block and district headquarter affid Ls situated on the, bank of river Jehlmi. It suffered great loss

l9'47 tribal raids^.

-10-

17# The Block'has a sxxgn-c inaus'cnax eharactsr Halrlrig a iiiatehfactory and a factory producing medicines like Ballador Santonin andtinctures* »itone. slal>s are extracted from sorrounding quarries.A large area of the block is covered by orchards producing apples* I'le main occupation o f the people in rural areas of theblock is agriculture an a in the urban area it If service andbusiness, c

3 .18 . i'he block has a literacy rate of 34 for males and15 for fen^aleq and is eduoablonal Ly the most advanced blockof the district.

^ .19 . !4duaa.Ua;iil. ^jstrPp of the Plstrlet

There are tv/o District liduoation Offiofrs in the District, one for Itoys* tBohpols end other for Oirls^ Bohoole*The other officel’s at the District level are District iiducation i^lannlng Officers. M str ict ticlencB £iupervi8or| District Project Officars (Adult liiducation) and District Youth Welfare

OfflQ^r* They co-.oi'din'?t& v'^rk of both wings i .e . I^oysand ^Jirls Wlngg at the Di^trlqt lev el. The D, hl,0,(Boys) is alsoassisted by a Dy^ a't; the headqugrters. In all ^tehslls,there is one Tehsil . kluoafcio n Officer for Boys’ Schodls and one T ehsil tiiducation Officer, for Girls Botools* At block level, there is an additional Tehsil iiducation Officer in libys’ Wing.

7 . li.U. ( Ib y s ) (9 )

Ad'-T T. ii.0i(Boys)(9)

\l/

Distt. iidu.Planning Of f icarrone)

~ t --------Project Officer (Adult

Education)

Add^. ^ » ^ .0 * ( 1 )

Diat ti. Science Sup G rvi so r

Distt,Youth Welfare Of fleer

RrcLvi.qinn Qf .^r>.hnnHng Far>,nttlp.gt ,

There has been tremendous Increase in provision of educational facilities In the State of Jainmu & Kashmir after independence. However, certain areas particularly backward and remote, could not get due attention because of unplanned p roliferp.tion of schools. It was only in 1973-74 that micro plans for provision of educational facilities were prepared on the basis of- Third iill-India iiducational Survey. These^ plans, wh|.ch we re''finalised in 1976-76, were based upon a set of noims for regulating expansion of schooling facilities. These norms are given in Annexure I I I .

•>«

After 1975-76, the expansion policy of the State Govpmruent in the field of school education was strictly regulated in acjprdance with there area - plans. Under ,these plans, steps were also taken to rationalise the facilities already provided in the past for the optimum utilisation. Now the State has^the unique distinction of having provided primary schooling facilities to almost all its habitations with 100 or more population within walking distance of one kilometer.

am-wth of SGhoollng facilities

3 .2 , The growth of schooling facilities since 1947 In the selected blocks can be assessed from the table given below.In this table giving spread the number of schools has been given according to their year of establishment:-

Table 3el* Schools/Sections according to their year of / t st abvl i shm ent

-11-

CliA Tn.R I I I

Year of I^aramulla-Ba.o^cik Ghnndanwari Bio ck Sumbnl Block ..listabl- Prim- hidd ishment ary le

Sect- Sgc- i^ons tions

- ^igh/ Pry. Kr. Sect- Sec. ions Sect­

ions

Middle High/ Secti- Hr. ons Sec.

Sect­ion c?

Pry.Sect­ions

Middle - Sections

Htgh/Hr. Sec. Sections

1 . 4. 5.. 6- 7 . ft. . . 10^

Upto 1947 15 3 1 6 6 1Upto 1950 17 3 1 3 — r i

I 1 -Up to 1955 24 7 3 15 2 — 12 1 -Upto 1960 43 15 6 5 1 37 3 -Upto: 1965 76 2S 10 46 11 3 54 10 4Up to 1970 92 35 11 60 12 4 62 12 4 .Upto '1975 103 40 11 66 19 4 82 16 4Upto 1977 104 40 11 72 19 4 82 16 4 '

-12-

It i\dll seen from the above table that upto 1947, Baramulla block had only 16 primary schools/sections, 3 middle schools/ sections and one high school. As against this Si-mbal block had 6 primary schools/sections and one middle school while Chandanwari had onl3/ 6 primary schools and no middle or high school* '-during the course of time, this number increased to 104 primary schools/sections, 14 middle schools/sections and11 High and higher secondary schools in Baramulla Block, 82 pr^mar^^ schools/sections, 16 middle schools/sections and4 high/higher secondary schools in Sumbal Block and 72 primary^ schools/sections, 19 middle ^schools/section and 4 high/highex’ sec ndfiry schools in Chandariwari block,

3*3„ The oldest school in Baramulla was started i.i 1904 and was a missionary school named St. Joseph-'s Secondary School, The school was in itially started as a primary school and was raised to a full fledged high school in 1946v In Ghandamvari block, the first primary school was opened in village iiijhama in 1913, This was converted into a basic school in 1930 and raised to a Central school in 1940. The school became a full fledged high school in 1964. The oldest school in Suiabal block is Oovt. High School at Sumbal which was established as a primary school in 1926. It was converted into a Central school in 1949 and raised to high school in 1958.

3.4,. The present position o f schools in three survey blocks is given belows-

Table 3 .2 . Schoo Is/Sections according to Type

S cho 01 / Section Bp. r 1 !lc> Block Oh rl ‘Rlock Surah AI^ISLCX.Total Fo r

(ii rl .qTo tal For Girls To tal For

'jirlc;

L-.. . . . 4.. 'S. 7.

i) Primary Schools 67 17 63 7 69 15

ii) i^rlmary 30 Sections of Middle Schools

15 15 4 12

■ \

6

i i i ) Primary Sec- 7 tions of High/Hr, Sec, Schools

2 4 — 1

Total Primary 104 Schools/Sections

iv) Middle Schools 30

34

15

72

15

1 1

4 '

82

12

20

5

v) Kiddle Sections 10 0 ■(■■■ High/Hr. Sec. Schools

3 4 4 —

Total Kiddle Schools/ Sections 40 18 19 4 16 5

-13-

- - - ____2 . __ 3-. 4. . 5. 6 . . 7>

vi) High/Hr. Sec. Schools

11 '3 4 4

Total Schools/ Sections

156 56 95 16 102 :?5

3 .5 . The following table gives the coverage of schoolj.ng facilities according to walking distance at the primf ry stages- ^

J ‘able^,3.3. Habitations according to Primary Schools/ Sections

Pry. School/Sec. at a distance of

3?irnmulls ChPindanwnri Sn-Tib l ___

Noc of Popu. Habs. of

Habs-» ___ COOO)

%a.getototalr»nr>n1 -

No.ofHabs.

Popui.ofHabs.(0 0 0 )

^ageto

totalPr»pnl_*

No.ofHabs

Popu.of

• Habs (000.)

/^ageto

totalPnp’i.

1 . ______ 4^ _ _ 7_____ -.1 0 ., .

Within Habitation 43 3 0 ,6 1 0 0 .0 70 27 .2 9 4 .2 62 47 .6 97 .9

Upto 1 Km> 43 30 .6 1 0 0 .0 76 28 .7 9 8 .3 66 48.5 1 0 0 .0

1-2 Km(

43 3 0 .6 1 0 0 .0 78 29.0 9 9 .4 66 48„5 1 0 0 .0

Above 2 Km s. 43 30 .6 1 0 0 .0 80 29 .2 1 0 0 .0 66 48.6 1 0 0 .0

It w ill be seen from the above table that in Baramulla block all the habitations are having schools vathin the habitation whereas in Sunibal block this facility was available to children o f all habitations within ••.'r.t;-: r a walking distance of 1 Km. and that o f Ohandanwari to 98.3;ib of the population within a walking distance of 1 Kffio This means that ' ' ■ * these three blocks only \^1% of the population neads to be provided with a prinrary-'schooling'-fHCillt'ieij within a v/alklng distance of 1

-1?-

3,6w 'i-'hfc foliov/ing table gives the coverage of schooling facilities at middle school level for the population of thr«0 selected block si

(

Table 3.4s Plabibations according to Middle Schools/ ejections available and the population cove red.

. ' i c h o o l / S e c , N o * P o p u , : < > a g e N o . P o p u n . ^ a g e N o . P o p u . ^ a g o

a t a d i s t a n c e 0 f o f t h e t o o f o f t h e t o o f o f t h e t o

o f H a b s . . H a b s . t o t a l H a b s . H a b s . t o t a l H a b s . H a b s . t o t f 1

( 0 0 0 ) P o p u n . ( 0 0 0 ) P o p u n . c o o o ) H a b ; - .

-- 1 . 4 - 6 . 7 . K . . ........ 1 C

W l t h i j i t h f ^ H a b , 1 6 1 3 . 6 4 4 . 4 2 2 1 2 . 1 4 1 . 6 1 9 1 8 . 3 3 7 . 8 :

U p t « 1 iSii\n ■23 1 7 . 1 5 6 . 0 - 3 1 . 1 4 . . 2 .4 3 . 6 2 3 2 6 . 0 6 3 . 6 ;

U p t o ^ KaT l , 3 3 ^ 3 , 8 7 7 . 8 5 1 2 0 . 4 6 9 . B ■ 4 1 '3 3 . 0 B 8 . 1 ^U p t o ' t r - K m , - ^ ■ ' € & - ■ - 0 > ^ l ^ § 9 ^ 3 . . 5 1 . .. 8 0 . 6 .

U p t o 4 K m , 4 1 9 6 . 6 7 4 9 3 , 1 61 4 4 . 8 9 2 . 4 ^

Q p t o 5 K r n , 4 3 3 i3 , 6 1 0 0 . 0 7 6 2 8 « 4 9 7 . 3 . 6 3 4 6 . 6 9 6 , 2 i

M o r e t h a n 6 K r i u 43 3 0 . 6 1 0 0 . 9 8 0 2 9 . 2 1 0 0 , 0 6 6 4 8 . 6 1 0 0 > C ^

the above tabltj It v/ill be seen that in Baramulla block the middle school facility is available to 90*9y^ of the populaticn within a walking distance of 3 i'j'n* The co rrespondin,.^ figures for Sumbal and Ghandanv/ari blocks were 8 0 .6 6 and 89,3^*^ 'There is, therefcre, a need for providing middle school faoilitie* to children in habitations v/lriere schooling facilities at present, are beyond walking distance of 3 Km.

3,7* The co-gerage of habitations/population for secondary school facility is given in table belows-

^ T a b le 3,6s Habitations according to Secondary school available and the population covered

SecondarySchool/See. at a distance of

RuT<:4l) nha rifi;iniA/ ri Lai— —.No.ofHabs.

Popun^of

HabSv(Oi'JL))

/bnge to total Popun»

No.of

Habs.

Popun.ofHabs.(nr)0)

^age tototalPopun.

No.ofHabs.

Popun*of

Habs.

,tage tototalPopun.T ■ - J

- 1 * 4.. 6n ___....a* -. .KL____ _Within the Habs^

9 9.6 31,01

8 4.6 16.3 8 1 0 .6 21.8 j

Upto 1 flrn. 10 32^1 8 4.5 16.3 11 14.1 ^9.1Upto 2 Km. 13 m a 39 i 7 18 7.1 24. 2 24 19.2 39.7 1Upto 3 Km, P4 i ? a 27 10.1 34.5 36 26. 6 52.9Upto 4 Km, - 27 19.1 62 .3 46 15,7 63o7 ^ ' 36.4 73.1Upto 5 Km, 36 26 .0 81*6 17o6 60 .2 67 41.3 8 6 ,1More than

JUn-.........43 31 .6 1 0 0 .0 80 29 .2 1 0 0 .0 66 48.6 1 0 0 .0 :

-15-

This table shows that there is still a gap left in provision o f high school facilities to the extent of about 18,^ of the populption in B.nrainulla block, 15,^ of population in iiumbal nlock ond of population in Chandanwari block i fv/e take into aoGOunt the oriterian adopted by the State Govt, provision of high sohcol facilities within a wali^lng distance5 i j'n»

forof

3 ,8 1 According to the targets fixed by the Stats Covt, or provision of primary schools to all habitations with a

popul^^ti(on of 100 or above within a walking distance of one lUn*,

then only three habibotions c)f Chandanwari Blook need to be covered undep this progi aiiiraes is clear from the following tabl^^J-

Table 3 ,6 j Populat ion-wise distribution of Habitat'ong wlthjout Primary Schools/oections wiUhin the walking distance *

Populationiilabs No* of

Habs.

hi^iilaakL.lage to total

(il\i:ir\dnn 4iaTi Blank . BVoft’u...No. of Habs*

;’lag8 to total

No,of Habs*

M g e to to t a 1 H«bi*

-1 * _____ 4. 7_.

low 100i

.... ..

] 1 . ^

100-199 3 3 .76 -

300 & above - - - -

-- .................... 4 ,?s.____ _ . «*r

Waiiing dist^ioo haJ been taken as Up to one Kin,

B.Vl* In case of middle sohooling facilities , as p sr i^tate Qovprninent nanns for providing these facilities to habitations with BDO or moro population without a middle school within 3 Knifli 5 habitations remains to be covered in Baramulla block, 4 habitations in Hhandanwari block and 11 habitations in v:Juiiibal block.

Table 3-*7s Population wise distribution of Habitationswithout Middle Schools/Sections within the wa-king dlst^uice* <

Population iiar^oi ijL.vid.lac.l£^labs No.j of Aage to Mo* of ,^age to lo* of /^age to

Hablta*“ total Habi- total Habi- total— Liuiiii-- Uab ___ _______________________--- 1 * ^ ----- 2._____ ^ ________________________ 5^____ _____ -

Below I.OO lOOr-199 .

37

3 .768 .7 5 € •0 6

-16-

Z.to

P.. 4^ n.

200-2t)9 1 2.3300-.3v)9 1 2.3 1 1 .25 1 1.52400-499 - - 2 2.50 •-500-999 1 2o 3 1 1.25 9 13.64

1000-1999 2 4 .7 — 1 1.522000-49996000-<S: Above - ~ — - —

Total 5 11 .6 14 17.50 16 22.74

* Walking distance ha s been taken as 3

3 * 10 • Th e f0 1 lo wi»n g table gives number of school sTccording^size of enrolmfcnt.

Table 3 .8 : Scjhobls according to iiin rcSlmeht Size

iinrolment Sinh R rnJTiy 1 1 ^ £lhnnd/4niA7;-) rJ__ ..Sumiifti...Pri- Mirld- Sec,. Pri- Mi- Sec , Pri- MJ- Sec*

-___,■„ ,„ji\a,r7 , lo mn ry_ df il e , . .JRSi iril. Adlji____.......... 1 . 5 . 3 4n 5 - 7. 9* .. - 1-4

Below 10 3 31 0 -2 0 19 23 23 2 -

20**30 17 2 18 1 5 1 —

30-40 16 2 — 4 2 6 1 —40-50 5 1 5 1 1 3 -

50-75 6 10 — 3 4 4 175-100 a 1 5 1 1 1

100-150 1 3 3 3 3 1 1150-200 1 6 4 — 1 - 9Abo ve 200 5 4 - - - f-* —

Total .67 30 LI 53 15 4 69 12 4

From the atove table it will be observed that 73*9;''! of Primary schools in Siinibril. Block, 49* l;a in Ghandanwari Block and 32*8%In Baraniulla ^ilock a re haVLxig enrolinhnt up to 20 only , iivldently,

the niamber o f low sized schools are quite large in comparatively

backward blocks o f Sumbal -md ^handanwari,

E-cab.im.a..£LJl .daXuaal^xiii .otil

3 ,1 1 , While opening more schools or upgrading the existing ones,viability is a verj? important factor* The schools are opened/up graded on the basis of anticipatory enroJjuent. Whon this does not hanpen over a number of years, schools run with practically very little eirolmf-nt are economic burden. It is, therefore, necoasary tc identify siih *sick schools/sections^ and s€ e ,if these can be rejuvenated oCiierwise these need be closedkiovaij^

shifted or amalg^jnaoed In the existing schools/sections in the vicinity. The following o .;it a ri an laid down by the State Govt.' for identifying a particular school/section as defunct need to be follow«^.d strictly: Ci) when a school is sanctioned but is not functioning at a ll5 ( i i ) wh^n a primary school or a section has enrolment of less than 10 ; ( i i i ) when any section/class from VI-XI has enr')lment of less than 5,

- bationa-l-l.s^t.lnn of lo,nnt.tQji ,Qt!,.sf;hOQla,.i,iSr.hQQl liapi^lng) ?

3,12* In opening new schools or upgrading the existing ones, a rational policy based upon the State norms needs to be followed. This can be done in a better way if topography map of the existing schools according to their locations and proportion coverage for epch bldrck are prepared. On the basis of such maps, the following guidelines could be adopted for rationalisation of schooling facilities for their optimum utilisations-

(a) shifting of school to a more suitable location in order to widen its area of coverage;

(b)'^Amalgamation of boys and girls schools/sections as CO-educational schools/sections in areas where either of the existing schools is having low enrolment and where such an amalgamation will help in solving the accommodation problem also,

3 .13 . It has been observed during the Study that there arelarge number of schools for girls having small enrolment withlarge n ^ b ^ r of teachers, whereas there are some boys schoolsin the neighbourhood having large enrolment ^ t h less number ofteachers. By amalgamating such b o y s - a n d iris schools and making them coeducational, particularly at the primary level, will go a long way to solve, the problem of shortage of staff as well as improving the auality of education; It has been found that imposition of restrictions on admission of girls in boys^ schools at primary stage has rather hindered the expansion of girls education. This policy needs to be reviewed*

• «Non-foimal feducatlon

3.14 . The study shows that provision of regular day-time fonnal schools -alone cannot meet the needs of the area when theii children are required to work in the day in craft centres etc- to

. add to their family income or to help in their family vocation,^nece- T^e State having felt this ' L-l have embarked on the

ssity - programme of non-formal education in a modest way- The followingcentres o-f"Tion-formal/p art-time .education are functioning in the

-17-

18-

thr&G blocks surveyed with bnrolnunt given against these*

Tgble 3 , jNurnbf r of Non-- 'o rmal/^ art-timeuducation Centres and mrolmtnt therein

JilQ-cii. iiti TO .Im t ..........-1.-. .... ......... ......................... a . .............. . .... ..

Bnrainulla 10 200Chandanwar! 4 f " 100u'UiTibal 4 i.: 9 4

Besides, 10 Centres of Non-Formal/Part -time liiduoation have been started In Su’flbal block under the supervision of NCiiHT on experirafntal basis. The need ts to expand systematifially this progriitiaisae by-converting M nd of* tihe day-time schoolliito evening full-time sehoolj3_vihej*a v-

fe'paft'-flme^sbhbo^ in the morning/evening and also iD start some non-foimal education classes t«fea v/ith revised curricula including the contdnts of local neud- based \^ocatlonal training, envirojmi&it Im p v e i n e n t a n d p rograiiimes of sooial. /iwareness.

-1 9 -

CHAP'Jsa IV

g-tllisatlon 3f oGhoollng gaollltles

Tne percentage of children of school-going age to correspondlrxg enrolment is a good indicator of utilisation of schooling facilities. For working out this indicator at the ’ jross ainpolTient R?tio Kathod’ * had been adopted, 'he gross enriment ratios for school age-groups at the piimary and mid die stages have been worked out'On-.the W s is of class-wise enrolment on the lest day of the acadeuiic sessiohs iid population projections estimated OJi the bepsis of-the rate of growth of three blocks from 1961 to 1971, Sepiarate figures for enrolment and population from 1972^-73 to 1977-78-are given i n ,A!aj9iexp.re Comparative figures of eniplm^t ratios Tin percenoage) far three blocks are giv^n-beiows ’

'^fable 4* 1: Percentage ,of Children going to Schools at Primary and Middle Stages of fiducation

Year Ch,. ndanwAri ^lombalBfiy.':; Gl,rl.q Tn-f-.r.l Br:>v<5 Gi-rl .c? •ri 1 BriVfi Girlc; .

1. 4. 5. n CK .10^

jsZ£=ll &-CQUQ

1972-73 74 43 - 59 65 14 40 - '46 13 301973-74 77 44 61 65 16 41 47 ‘ 13 31

1974-75 78 45 62 63 18 41 ' • • 45 16 311975-76 76 46 62 71 21 47 '42 16 29

1976-77 79 47 64 85 23 57 39 16 28

1977-78 81- 63 86 26 • 36 15 26

p=LniLjcia.as£LsZllsLl^l Xasxs.1972-73 62 34 44 31 3 17 32 3 181973-74 .53 . 34 44 35 4 20 35 3 181974-75 .53 34 •• 44 37 .4 21 29 3 171976-76 -■ ' ■35 • " 45.. . 35 4 20 - 26 3 161976-77 66 - - 36 •' :..46 . 36 ■ 4 21 19 4 121972-7^.,- .35. . .22. 47 : 4 2Q. • 16.,.,:,. 4 - .. 11 ........

♦[ Gross iinrolment .Ratio - at

100

• V/here imrolment, P ,z population, t ^ tim^year,

& -f ' .age'-group g - grade/class-^ •'

-20.

4 .2 , It will be seen from the above table that:

1 ) In all fat. th rt* b blocks, the existing avallablu educ'^tlonal t'aci titles art mot being utllist^d to the optiraiiiii 1 ve] during 1976*-*77 and 1977«‘7B, on the basis of mlGiu-plans almost all the schooless-habit-'tiojns (with 100 or more population)

were providud a prbnary school within walking uistance of one idlomttor* *^imllarly, a middle school was provided within walking distance of three kilometers to most of the habitations, llio folljowing figures of 1977-73 indicate the gep between provision and utilisation of the educational- facilities:

ttiaaxi_§Jtai'>s_ BarMUila Chand,Hj:iwarl ajtB.ti.a3-.a) Percentage of population

pi’ovided with primary loo^ 98*3^' 100%schooling facilities within distance ofone kilometer , , . . . . . - - . . . * - - - . . .

b) iinroljTiont Ratio 68^ 67'^ 26^( 6 - 1 1 years)

a) Percentage of populationprovided with middle level 90.9/^ 8 9 .3 ^ 80.6;^schooling facilif,ie.s w i th i n wal ki n g d i s t an c e o f three kilometers

b) &aii'o]jnent Ratio 4 7 ^ 2 0 % 11^(11-14 years)

The extent of undeivutilisatlon is t he highest in Sumbal followed by Ghandanwari and -Baramulla. Compared to primaiy stage, the incidence of under-utilisatio>n is high at middle stage as comp red to the primaiy stagt^*

ii) iJiiiiDljnent: ratios frcm 1972--73 to 1975-76 have almost remained constant in these three blocks* In Baramulla and Ghandanwari the effectiveness o f ' Enrolment Drives^ undertaken by the State M u c a t io n Uepartiment is evident fn:>m the figures o f1976-77 and 19V7-'78 at tiie primary sta^ie. Because of single point entry systtim, the effoct of enrolm^^nt drives can be studied from ttiG intaiie rates o f .1976-77 and 1977-78 as compared to the previous years* ^or l.acK of data for 6 year old children^ -a i?.

-21- ^

in Glass I) we have taken *Appairfent Intake Hate* * for comparison pupq)oses. In this method. Instead of age-wise eniolinent, total enrolment of elass I is taken into account. Here the percentage Can e xceed 100 to the extent of over and nnder six years aged children tailing admisv'^ion in class !• Sex-wise Intake rntes fB: in 197^^*-73 to 1977-78 are given belowJ

Table 4 , 2» Intake i.iates In Ol/i ss -I

(figures In percentages)

YearBovfl CM rl ft TqI w 1 V Qlrlfl.. Tnt,

i . -- - 4. fi- 6m 7. 8 . , 9^

1972-73 72 46 59 84 27 56 63 24 461973^74 81 '■ AJb 64 91 24. 58 55 18 371974-76 78 47 63 . 88 34 62 52 29 411976-76 79 4B 64 107 44 76 51 27 391976«77 87 62 71 138 59 95 65 24 41l^XZLria ...ea ..2a ... .... ... . a"

In ohf^ndanwarl and Baramulla the effect of enrolment drives, specially on boys’ side I 3 auitig evident but in case of iaiutnbal the, enrolnitnt has shown the decr'easing tl’end. This abnoitnal

^dNcrease, both in Intake rates as well in eniDlraent ratios, difc to starting of ’ Handicrafts Centres* (7 centres under public sector ani 686 under unorganised private sector) which lure the young children reading tn schools throu^i token payments along with vocational tirainlng in handicrafts.

ill ) At the middle stage of education, the position is far fi\:)m satisfactory especially in Chfmdanwari and iiumbal blocks where enrolnu-nt; la tiot keeping paice with Increase in population in tills age-grf)Upa -'iie ajnstant or decreasing trend is mainly due to high incidence of wastage and stagnation.

♦ Apparent Intake Kate i r __Pt yrs-

V^here ill - i^i*oiin6nt of Class I

^'6yrs^ r Pcpul.ntion of ^ year old children

t - yeai‘»

■23-

.yUaD.t;l.tat1 VP. Ann.ac±.R n f Lnt^P.inal Kf f 1 o.i t:in o.y nf thft 3y.qt.miS

4c3, 4port from undf r-utilisatlon of exi sting education? fQcllitlpSj there is also a high incidence of vmstfige even In i thfcs<= undf r-'UtilIsed fecilitiest The first kind of this wastage is the high rote of absent^eistn among the fetudents*Thu Sbcond is the high rate of drop-outs during the course of the acpderaio year. Pupils first join the school and then leave the school during the academic ytar. The popular terriis used by the teachers for this is * Struck off* because the n.ames of students who remain absent for mo re than If" days,1Care struck off from the attendance register. The ttlj-'d of wastage is that of students who do not join the next at all» And the fourti kind a f wastage is the Incidence stagnation i«e. students who take more than one year to coraplete a coursu of one class.

kind class o f

InMdoiiaa of Absantfcelaa

4^4, There has always been a gap between the students on it:>lls and students actually present in the class. Toacht-rs] are sanctiorifd.on the basis pC students on m ils , aiid they . remain under-ttilised because of low attendance. Difference b^tw«e^i-a¥8-r +g --at-tfwitdan'ee' d i 3?iftg* ffiwrfeh wid the- -averageenroloient during the year has been taken as extent of absentfeism* for this study*

4^6« The incidencQ of absenteeian in the three blocks in various Clf-isses for the academic year 1976 is given belo*/?

Table 4®3s Glass-v/ise Rates of Absenteeism (in percentages)

GlassjJaxaOiUl 1 p

Rate of Absenteeism

(Ihandpnvji^ri3 . ..............

T '*• • b 36 32

II . 10 33 29III . 7 24 24IV, 8 21 29

V 24 21 26VI 7 24 35

VII 9 16 34VIII 10 35*Hate of

at ^ gt-it g~ S g

absenteeisin-t

X 100 where

^ Average enrolment during the yearj AsAverage attendanc<3 during the month or yearj a= difference between average cnix)liriGnt and attendance^ t= time and g « grade*

-23-

4 .6 , Rates of absenteeism in Chandanwari and Sumbal are alam lng. I’herti ere mainly due to rural chracter of thti areas where children are engaged on some economic activity or help their faiuilleg in their own vocations. Further r, in somf- casesj sdiool timings are not suitable to the children acuE and/'or the retGntion power Q f the schools is v< ry poor# For in-depth study of this prabliem, month wise .and stage-wise figures have also ta ien compiled and are given belows

Tnble ■1,4s Month-vd se Rate'of i^bsentGeism (in pf rcentage)

Month LJlLaasiia.q i , . f ...

^ ^ L L L J I i o a a a i i .

BaraiTiUlla Ghandan- jtiaJlL_____

Sumbal Baramulla

A.

Cliandan-jAUix:i_iiju

BUiiibal

March 16 ao 4 9 30April 11 24 5 11 26May 7 24 22 5 11 29June 11 41 2 34 35July 8 42 26 3 31 31August 12 30 12 22 43Septf>rab(-r 10 33 12 a) 4,30 ctober 12 30 35 10 16 41Novei'Jiber 7 PO 33 6 6 34

Average for the year 10 30 29 8 IB 36

4.,7^ In Ohanrlariwarl Blotck, the inci denco of absente«isai is the highest during the months of June and July. During these months, about CO % of the population of the block moves to ’ Bh? khs’ situated at higher altitude, where they take their cattle for grazing which is their main occupation.

In timbal Block, this phenomenon of absenteeism Is at it highest in months of August, iieptember and October. In the month of August, l.;he ohildren especially in the ago-group of 11-14 are engaged in wat^>iand ward du ties in th - orchards.The September a:id October are th© months when the harvesting is done and the children are engaged there.

The acadomlc session In these three blocks starts from 1st df Deeembar and seliools close for winter vacation fiom second week of December up to the end of Februaxy next year^ As a matter of fact March Is the month of enrolling new students ani tlx- admission oontinuc up to ena o f M^y^ As tjrie enroljnent andatt^ndoncfci 1b not stab3-e during ibhe rwontJi of March,

IncigQnce 0_tLftlPl>.r0uts during the academic year

4 ,8 . To study, the incidence of drop-outs during the course of the academic year, flow statistics on composition o f the cohort in various-classes from 1972-73 to 1976-77 has been compiM for the three blocks* In a class in a particular year, most of the students are promotees from the' |rr?irlou3 class,- some are repeaters and some come from other schools for admission. I f we deduct from this the n^amber o f students who die and who leave the school during the academic year, we get the net enrolment on the last day of the academic year*. It has been found that fairly a large percentage of students drop-out during the course o f the academic year- Following table gives a comparative picture of the percentage of students whose names are struck off*^* from the attendance register to the total students enrollevi during the years

V

Table 4 .6 : Percentage of Students Dropped-out during the Academic Year

Y e a r i) G l a J i S ____C h ^ n n D n - ’j i r i S n m b ' R a • r a m u 1 1 a . . . . . . _ G k a n d ^ i X w a r i - S u i ' ^ l b a l

B o y s

....

G l r l T B o y s G i r i s B o y s G l r l s i l B o y s G i r l s B o y s G i r l s B o - - G i -

■ p] s

. 1 . p .- 3 -. 4 ,Ki 6 . 7 . & 9 . i n . , . . L 1 ^ . . , 1 ? . 1 3 -

1 9 7 2 - 7 3 8 1 1 1 6 1 9 1 7 1 8 8 9 2 6 3 3 9 1 2

1 9 7 a - 7 41 2 1 6 1 8 * 1 6 1 7 2 4 1 3 6 1 1 1 7 1 8 1 2

1 9 7 4 - ^ 7 5 1 2 1 3 1 8 2 2 2 1 1 8 1 2 1 1 1 1 1 5 3 1 8

1 9 7 6 ^ 7 6 1 3 1 5 1 4 2 1 2 3 2 0 1 3 8 6 1 4 I S 2 4

3 9 7 6 - 7 7I Q , 9 ■| 7 3 0 1 5 ................

1 9 5 _ I C I . 2 3 .

* Composition of a cohort in a particular year can be defined as under; . .

y y y . y

:/liere P « Promotees from the previous c l ^ s a ^ t h e beginning of the academic year ^

Pt = Piepeaters at the beginning of the year A = Nei'/ admission during the academic yearS = Niimber of pupils whose nam.es were struck off

from the attendance register during the academic p a r D = No« of students who died during the academic year E = i^nrolment at the end of the year, g = Grade ^t = year/time S

** Struck Off Hate = —5“ +. x 10 0

g g

Wliere - "S - Humber of students who leave the school during the course'of the year

3 = Enrolment on the last \/orking day of the academ. c yr. t = tiw o/year' g := grade

4,9* Incidfcnce of drop-outs among girls during the course of thki academic yccnr is high In case of all thG three blocks compared tu boy.Sr, This rate is high in case of Sumbal and Ghandanwiri at both the stages of education. Moreover, the Incidencb Is high at the primary stage as compared to the middle stage of bduGation. This is also a disturbing factor that th». re is a Gsneral upvjacd tendency uf this type o f drop-outs from 197^^-73 omjardj. One of the main reasons is tiie poor retention power of the schools, iispeoially at tlie prlniai’y stage, the pupils who ;ire brjught to schools through enrolmtnt drlv(. a, tend to IfiQve the schools before the completion of the academic yef^r for want of ,j roper steps for their retention i n scnools* From tiie class-wlfie study of the rate, it has been found that this rate .is veiy high in first three primary classes.

4*10. In tliis study flow data has bten collected so as bo have inclepth suudy of the three transition rates !#«# promotluu, rep ititiorr'arid d n)p-out rates at elt^mentnry stage of the three blocks from V-i7a-<7a to 197Cv.77*

4-, 11, The ' Hee.onstructed Cohort Method^ h^c beeii used for study of wastage th3r>ngh analysis of transition rates« Tne data for this purpo5io has been taken as on the last wo iking day of the academic ycir®

(a) ♦

4,1^^ On th.'. basis of the average drop-out rates from 1978-73 tc lD7o-76, the class-wise rates for three blocks are _ given belowj- .

Table 4*.6 i iiverage Drop-out Hates from 1972-73 to 1975-76-Qa-4i£iJcnealassJ____________ _

-25-

lassies ____

_______SoxSu_ii±JLLs_±fitaJ___ J.CLtfc, I ] * f t . 6 - 7 f ^ A 9 . U l .

I 9 8 0 2 3 2 7 3 4 1 7 2 6 2 0

1 1 B 7 7 1 1 1 0 1 0 1 6 2 5 1 8

[ I I 1 0 4 6 7 2 9 1 1 1 9 2 1 1 9

I V 3 3 3 ? 1 3 8 1 6 1 6 1 7

V 1 9 9 1 6 1 1 2 9 1 3 1 9 3 0 2 1

m , ■ 6 1 . 0 8 8 1 3 9 1 6 2 6 1 7

L L ____________ a _ _ _ 7 . 1 1 1 ( i \ 2 L . 1 ' i R ^ 7

* B i ' o p o u t H a t e ~

g -

-i-

p t + 1 X

+ 1 ^ X 1 0 0

,/here E t= Enrolment; R ==' B.epoa<ters5 = Promo tees;t = time/year; and g = grade/class

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Frorn above it is clear that the d rop-out rates are high in first ^nd the fifth classes. The main reason for high incidence -of dr«-:p“Outs in the 5th class is that after the compla'clon c f 6 th class in a primary school, the students usually do not jcin the 6 th class in a separate middle school, ^xcapt 3aramu]la, the d rop-out rate is high among females^ Chnndanwari and ;3iunibal are backward blocks and the drop-out rntes are ver:/ thyre as compared to Baramulla^

4 .1 3 , I f we study the year-wise drop-out rates, in Sumbal • block these rates have gone up. abnoimally because, the students tend to. leave the schools‘ to join handicraft training centres which are coming up mostly under the-unorgan.ised private sector ' at a very fast rate.

Table 4,7s Drop-out Rates in 1972-73 and 1975-76

Glass Sumbal....1222.-jm.___ ia,7jS.T2^

I 8 7 28 17 21 21I I 7 7 21 6 5 27

I I I 4 7 - 8 12 ■ 8 28-IV 3 2 5 7 12 24

V 8 16 6 14 14 27VI 7 9 10 6 13 30

VII 4 1 1 9 8 14 31

b) '

4»14iv Repeaters are those who spend more than one acadeniic year in a class, Following table indicates average rate of repetition from 19,72-73 to 1975-76 for the three blocks:

Tabl

Glass ' Baj22mul"Ui. _______

QLRnd,qiiwa r i__ L m

Siimh^il_p.^i:ns

Rny c; G1 Vl c; Tn tr.'] Girl <5. _ Total Bnv« Girls Tntnl1 . 4- 5, . 7_____ _ a»_ 9 . -I - 1 1 1 10 14 1 1 8 4 7

I I •- 8 3 6 15 15 16 16 7 14'-

I I I 10 7 9 23 14 21 12 13 1 2 •IV 10 5 8 13 12 13 9 9 9

V 9 6 8 13 14 ' 14 S 1 1 8VI 20 7 16 21 . 20 21 14 13 . -14

VII 14 •9 li:J r? 1 1 ' 14 17 19 17O IL . , ..IE ,..___a.._

.-J-,ia., .., , .19 , 17,. ,.23.., , .?5Cl ,

* Repetition Rate =-t + 1 "-g--- X 100

- -E

vj’here R = Repeaters; • S = Enrolment g r= grade; t = time/year

-2 7 -

Like drop-out rates, the IncidSice of repetition is very high in two bcckw^rd blocks of Chandanwari a n d a s compared to Barajnulla. In the following table,- the -repetition

.raites'are given for 1972-73 and 1976-76 fo.r various classes in the three blocks: /... - '' , v

;■ a j ' Table 4 .9 : Repetition Rates in 1972-73 and 1975-76

ni ac;c;p.«; Jbaramuirr uhandanwarl SfumBaE ~ ~ ~ ~

“TT7X97P^73 l9g5^76 197^^73

' I ‘ - 7 ^ 9 7 • ---'lO::I1 ■ 7 6 ■ 1 4 -"''" . 18 * 16 .... 14"^-

.-III •' ■ , 13 .... .. 6 ---' 26 ■ 20 14 14r IV ■ 8 ' 7 14 12 8 11

VI *9 7 10 16 9 7...

12 16 17 .. “24 14 11 ...VII :8 16 17 16 16 16 ;

n iL . ___.rPD................ la. .. . . . , 26-.,. 20.. , ia_.,..

Prom th,e above table, it is clear that in general there is no -domward^ tendency in the" fates over two years, rather the rates have Ifncred’sed at the middle stage of education in Baramulla snd Chandanwari Blocfe#

c) Promotion Rate?*4 .15o - his rate indicates the percentage of promotees

from the previous class which also takes into account the direct admissions in a class which are usually in form of transferees from other schools. The following table contains average rate of promption^ inrthe-three .blocks at the elementaiy stage: . .

.Table 4,10:*' ■■'u ■

Average Rates of Promotion from 1972-73 tc 1976-76 . (in percentage)

i Class .fmm-'tn ;

' -fe-pAmul 154 Ghnndnnwari Sumbfll■‘ Bhyc Crirl.?! Tntol Girls To.t^ Boyjc? Gl T»1 <5 Total

1. 2. 3. 4. 6. 6- _ 7^ 9 --- _ 10.

Irll ’ 90 . 91 90 67 • 69 66 76 70 73ii- -iii 84 -.90 ’ 87 74 76 74 68 68 68iLii-lv: 80 -. 89 ' 86 70 67 68 69 66 69iv-v “^’87 '92 89 80 76 79 76 76 ' 75V-VI 73 ' 77 76 67 73 73 69 73..vi-vit 74 ' 83 77 71 67. 70 70 61 69VII-VT'II - 7a. „ 86 . 7P. 73 . -7A. 67 . , . 63.,-_.,. 6A

' Promotion Hate = X 100

,.liere E = Enrolanent* F' = Number of pupils promoted to the ne:ct " grade next year.

' ' t '= .‘time/year g = grade/class

Because of high rates of drop-outs and repetition in Ghandanv/ari and^uiabal, the promot:ion rate is very low in these two blocks as compared to Baraiuulla. In Ghandanwari, this rate Is rather abnoi’mall^ low from class I to I I . The change In promotion ratt?s from 1972-73 to 1975-76 can be studied from thf following tablufi- —

Table 4 ,11 s Promotion Kates in 1-^72-73 and 1976-76

Glass

■Lf nm-tp)

iiar^riulla. ____ ... Ci'i;mdanw^4 rL _ _ . 3uirih«l.1975^76 1372«.7a L'-i7S~76... 197^^73.

- ...fL____ _ 3 . 4- ..... 6......... -...6 7 ....... _I-II 92 92 66 74 72 »II- III 86 87 66 76 80 69III- IV ' 84 87 67 68 78 68XV-V ' 89 91 , 81 81 84 85

33 77 ■ 84 71 77 66\^I-VII 81 76 73 71 73 59VII-VIII 88 7 . . • 74. - 77 • • 70 83

At middJe stage of education, this rate has shown u doi^vmrd tendency yiich indicates the decreasing internal offiaJ enf in the educational system over a period of time. In Sumbal, the deoraasB In trend is rather abnoiiaal.

lUqiDUiet LDfi i ,ttL

In order to study the oomblned affect of all the three flow -rates of enroljnent at elementary stage in three blocks , over a period of time, the schaol history of a given cohort has bee| reconstructad from the average flow rate worked out on the basis of rates fix>m 1972-73 to 1975-76. The cohort in tiie first year hns been asaumed as 1000 for all the blocks, with following other - assumptions^ -

a )

b)

c)

Average rates of repetition, promotion and drop-out as worked out on the basis of rates from 1972-73 to 1976-76 remain constant over the entire period assuming that these rates are Independent of the previous history of pupils, of th©l r ages and so on*

A pupil may repeat four times at the most during e l^e n ta iy . ,stage of education. This is of course a theoretical action and very few would indeed be repeating actually that many times.

There are new entx'ants into the system aftsr the For the sake of analytical clarity, calculations made on the basis of hypothetical cohort of 1000 entrants In the first year.

first yeai>. have been new

- 9-

d) In any particular grade, the identical rates of repetition,promotion and drop-out are assumed to apply to both those who have reached the grade directly and those who have been delayed by one or mol^ repetitions*

un the basis of above fbur assumptions, the following flow of cohoil; at the elementary stage has been evolved:

Table 4* 12s aivaluation of the Cohorts

Class . Barapm,l,a ........... Chandanwarl SasJiai------ -- ---________... Bovfi. Glrlg iotal BnyR klxis----------------- Tofal— L _ _ ____rg.. . - 4'. fi. 6. 7. « ._____ a.-----1£U----

’■ I 1000 1000 1000 T.000 ' 1000 1000 1000 1000 1000I I 909 919 909 745 68 6 731 816 729 785

I I I . 831 852 842 - 647 605 642 659 532 620IV 738 STS 786 > 583 400 549 515 404 486

V 714 790 750 532 540 496 424 337 395. ....VI ' 571 715 636' 461 223 417 336 222 ' 304

VII ■ ■ 523 638 574 405 183 361 272 155 241VIII 472 596- 5 ^ 343 150 . 306 217 118 189

. From the above table, the Internal efficiency in the school systems of the thrse blocks is quite evident. In Sumbal> the extent of the wastage Is the highest. In the blocks of Chandanwari and Sumbal} the wastage aflong girls is more than double as compared to boys.It is interesting-that in Baramulla the wastage among boys is more than the girls^ '

irfastaee In teima of Pupil-Years'

4 , 1 7 As a matter of fact inputs in the school sfstm comprise Of the -buildings, teachers, text-books, etc. which all should be agregated financially in teims of^expenditure per pupil-year* However, an input Indicator appropriate for the measure of output in terms of successful : completion is the number of puoll-vears used by the cohort. In eight classes of the Elementary stage, eight pupil-years are required for a ^upil to complete this stage of education. But in reality, perfect efficiency is almost never achieved because some pupils repeat in various classes, so increasing. the numberr of pupil-years (inputs) and some pUpils drop-out before completing this stage, thus diminishing the outpur.

For this stud}^, the ’ input’ in terns of pupil- years has been worked out for p r i m e , a n d elementary stages from the movement of a hypothetical cohort of lOOO on the hasis of various as3um])ti ons a l r e ^ y indicated a '^ove. Tlie ’output', i .e . successful oomp3..0ters of the five and eight year^cycles are those jho successfully complete the pi’imary and middle stages respoc tivelyv For v;ant of data on examj nations at and 8 th classes, the enrolment after deducting repeaters has jet tal^en as nuniber of completers of a particular stage of educ.at^pr Through thi- iiiGthod-efforts have been made to study the x3onsequences of the educational wastage. The following table indicates the number of years studied per successful completer i .e . tlie nuniier of-years oFt^aching one needs (pupil-years) to p iv f'or to get a successful completer of primary stage of edu^’at if the conditions remain constant#

Table '1.13* IJumber of Pupil-years Required Per Succes s Completer and Input/Output Ratios •

-30-

^ -age _____________--------------------------------- TQ.tai Bqzs_QXxln__________

___ ^ _________________________________________

Primary <6 , 37 "i*S'; 6 .0 3 7*70 10.3 1- B .o 6 9 . 0 3 9*67 9 .2?

b ) inpu t -.Outpiit -ia Ra.ti.Q

Primary 1 , 2 7 l.»I7 1 .21 1*5^+ 2 .0 7 1^61 l .B l I . 9 3 l .B J

As compared to noi- iuxl five-.pupil-years required for completing the primar/ sta.'je, the actual time spent is 6 to 10 pupil, years, in various blocks. This wastage, at this stage, is the highest in the Chandanwari b:^.ock. Except Daramulla, this wastage is high among .-girls. . :

^-.19» In ideal pondD-tions the input/output ratios should bg, one . These ratios work.out as 1 .2 1 , I . 9I and 1 . 8^ ; . for Baramul.la, Ohandanwari Lind Sumbal blocks respectively^This shows tla.' t primary education in these blocks is almost twice, ejq^ensi";® than normally it. should be.

^ . 2 0t From the above analysis of enrolment trends, i t is clear that it is not the factor of provision of educational facilities but Iheir opt:Lonal utilisation v/hich is more ijii portal it* Ax'-r--— c u;ariOu Dt. considered as forward or backward from tbo point of view of pj-ovision of educational faciHtie.^^

"31-

but fFjm the pfljint of view o f thel r utllis at ion* Tlrierefore, we have to make such a plan o f action which aims at the optimum utilisation o f the existing educational facilities , Iqstead o f

provi'-ion o f additional schooling facilities except in reiiote and sparsely populated areas where it has not been possible to raalfe

these available so far, stress has to be laid on the qualitative aspfectf; and improvement of existing facilities so as to ifflpiove the retention power of the schools. On the basla o f the existing fa o il it le S | it may be mentionfd that there is no need for any major additional Input in terms o f schools e id

taachtrs to achl ve the goal of universAl elementary edi-oation for atleast next few years,

4.al# Following are some of the suggestions which can form part of the plan of aotlon for proper utilisation of educational faoilltles and to achieve the goal of universal elementary education?

(1) fifKanlaatlQii q £ bnrolcitint JJrlvas

The effect of enroluB nt drives organised by the State ^overnnents has already shown their positive results* What Is required, Is the systematic organisation of these di'lves with strict foXlow-up action. The involvement of teachers and the local community is very essential in this regard. There should be a complete census of school-age children with follow-up of each and evtry child* The teachers have to play ■ a major rola in thi ^ process. There la already a well laid down pi\)cedure for organisation of eni’olmert drives (Amiexure V ) in thii iitate which should be implemented in its true spirit.Prlaes or fome positive incentives should be introduced for scliools with 100 per cent enrolment fcrora their oatchmgnt areas.

It has been found that all the children cannot come to ti regular day time schools on the basis of the sample studi s undertaken in the adjoining Q-anderbal Block of the Kashmir Division, Part time centres for such students should be provided to the chlJdren accord 1ng to their convenitnoe both in terms of timc: find location specially in backward artas* ti*ven its curriculum should be in accordance with the local needs.Wherever the regular prrlmary schools have not been able to get viable number of students, these should be converted Into centres of non-formal education arid the services of the surplus regular teachers may either be utilised In soma other school where ther® la or a regula? teaoher may beallowed to xtiii labout three centres at various place/?.

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(3) Hcn-Comifil Education In Handicraft Training Centres.

In i^mbal, starting of handicraft training centres ha^ adversely affected the enrolment in schools* These cantres aij being stnrted In a large scale in Baramulla also# In this connection. It is sugge^sted as unders-

a) ^m e restrictions should be placed on Qraployinent ofchildren below 1 1 years in these centres. Tliis

■ restriction on employment of children in these c m tr e ^is a ll the more necessary since it has been found that the marking o f children in these centres at th ii tender age has affected their health adversely.

b) Non-formal education centres should be started inthese areas^ The curricula should be in accordancewith the training requireiients of the centre,iiducation should rather fonu an Integral part of their training,

(■ i) j-a, H‘jtuisl . ..'flialuG.a

•l-'Viera is a need even to adjuafc ttie school timings. af-foxmai. sishaoliu. ta suit .local aeeda-Q.f sriipjclragapopulation. This is the felt necessity of the working population of Ohandanwari and Sumbal blocks,

Thfc3 main reason behind the poor retention capacity uf schools i3 Ch^ teacher whose attachment with the school, stuicints a;fid the local cominunity is far fD m satisfactory. Specially, tha Single Teacher Bohools mostly remain closed - more so unofficially . Once a school is closed frequently, 7.he drop-out rate goes tip« It has also been found, particularl/ in the backward areas, that some schools have not been visi edo r 1 rispacted by tha eduo&tion officers for months and in sojj.e capes years together* What is requii’ed, Is the effective system of suporvislon and Inspection. The idea of school complexes can be effectively a doptade The re ahould be strlcc supervision over the schools and the teachers should be ask^d identify the reasons for high rate of absenteeisrii and drop-out I in the schools so as to take the remedial measui'es to clear thif wastage* ' Prequent transfers of teachers should also bn aboidedv ^

. .. Intro duat ion o f ^ tt ejLd[3iiCLe_.SMiDJ.iixaM,i^^

To reduce the high Incidence of absenteeism in schools* attendancd scholarships during the course of the year should be introdu Jtivi.. uuher types of incentix’ ea should also be llni-tea t;j tit fch«5 percentage of attendance* *

(7) Povlslon Qf.incantlKes for Ratentlon

Uno of the iiiain reasons for diop-outs is poverty th-t is why the rate of drop-out Is very high in backward araaso In additloi to provision of free text books,«^tatinneryj unifowas etc ., the system of a prescribed unifoiras in schools needs to be changed* iaome parents cannot bear thtj cost o f unifonn of th eir children. Stress hould be on clean dress than on a particular type of unifoira*

(H ) of Mass Awareness

Incentives alone will not help in bringing the children to schools and retaining theiri i f there is general ap athy of the parents towards educetion. To remove this indiffereno& towards education, the prograiriaies of mass awareness should b*e atjcgaiin organised as a part of iidult ii^ducation Programme.

(9) >,f itiluaatlQii

It is the general feeling that financial incentives and other pnrau&aive methods have not brought any desired results in bringing the children to schools and retaining thtm there up to age of 14 years* Now that educational faci-lities have been provided to all, the State tiovt. may consider to introduce an element of compulsory attendence particularly in the - ;>• 'roups of 6 -1 1 to ata^rt.with^Thfct muduo opornndl f^ri his coihi^ulsion’fihould be carefully work fid c.ut. Ouporatiuxicil part of this compulsion should rest with the revt^nue agency and not the field education staff*

(10) .ttie reteatlon Qapaoltv of sohoola

Besides eicpansion, stei)S should be taken to implemeii) various pit)grammes of quality improvement so as to increase the retention cap a d by of the schools# Schools should rather become centres of atti’acbion and not rfpulsion for students*Some of tlie suggestions in this respect are given below?-

a) Iiifai-oduc blo.n of HomB, ,£am.

-33-

'■ 'hls should introduced in all the schools but should be of mich a. nature that does not Involve much financial impllcatio.is# These activitlf-s should be local need bavsed.

b) LiBJdgiflii. Qf Ijii.alm'i-Dtoltial fiflUJtlea in sdiupla

Certain minimum equipment, furi'iitur©, teaching aids , Science kit etc* should be there in a l l schools* It has been

found tliet some schools have lot of such m aterial whereas others starve for Uie same, So. there should be some noiras for proper

distrlfoufelom of those ffjcllltlas*

-3U-

c) Introductton of. system of Snftool Complexes

systan, which present, is reported tp have been implenented on expprimmtaL basis should be introduced on a v/ider "scale particularly in backward areas. ' I'he leader school rnay be provided, additional facilities for common utilisation with its'att'achQcj schools* This system is quite helpful for taking tare of single teacher: schools* (which are quite large in the State) where the si igle teacher goes on leave and the schools d not function in his absence* ’ ^

d) Jjalnlne-Of leact^eKBf angle-Teaohers Schools

Most of the sdsDols-in backward areas are Single Teacher S(ho ols and these■ al’ON^h^ schools where wastage .ratios are the highest* ‘ The teachers of these schools- are not" given any training in teach;lng;vof- isu ch tj^e of schools and mostly they are freshers and Jtmior most... the lowest grade of'the cadre# *It is suggested .that <th'ese teachers should be imparted special training for .jp.ipperv handling of five classes of single Teacher Schools. Suitable., incentive''should also be provided to these specially trairiediteachers for -pricing in these schools^

( H i ilelinJdjjg'o f_iibr?:min;:it lnn-' RPfiul Inc-ramonti to

■•The prsseht system of linking release of increments in salary to t3av'5h?rs to examinattoae^ results classes H I ,V & ! VI11, h£i3-14.1 ' high incidence of drop-outs* It issuggestied that uMs linkage should be abolished and teachers should, rather b'e held, respo-nsible for poor retenti-on in schools*

(12) £-ii>-vJ-FLion n f PaM llt1 a.q far Mobile-J .£IDUlgtl.Gn---

... ; As has. been observed that more than of the.population of QhaXidanwari block moves to ^Bhakas* after threemo.nt:.h s in summers which...-resuits in .rendering most of the schools aL*no'5t- defunct "during this period. It is suggested th?t arrangements be na de for opening of mobileseasonal schools not only at primary stage alone but at middle

and secondary stages also so ,as to cer to themoving population.c These schools should be attached yitn zne existing sohocXi:* at the ba3e aiid the teachers rendered surplus from t he existing ochools should be used for running the mobile/

seasonal schools^

CHAt g'lilK V.

-35-

Pi'oy 1 Hiaiuef. laasijaJUi >

The comparisiun of pupll-taachar ratio during the .A^^riod 1974-75 to 1977-78 shows that supply of taachinfe

i-'';,Tsomiel has almost cohtaxnad the incraase Ixj th=3 doiaaiid teachers due to QXparisiou of anrolia nb at alr^iaeritary sta^a.

'i/able below k^^igs out this comparit iou vividly for blockt Qf Baramuilft, '"■handanwari and Bumhali

‘ Table b,li Growth in dinroliUBiit and Teaching.iabaff Sit diilementary btaga from

- 197>t-.7h to 1977-78

Block

BararaullaOhandanwariBuinbal

TIiq in c r 06.c\Q in j'hai’ id by both thB ^x lb tin ^ sctiools

B.ud the newly opanad ^ vKu o I s , hQWQvar, tiia new teach(^r was pruvid^

to only ne>/., sohools arid 'v>' sdcla of tiie existiUi' schools whera ehl’oliiient eitceaded b^yund b p o in t . The sanction of additiotial J^OBts of tefa^.hers was ragulfe.v^^fl undar a OovrrninHut o rder , '

^iopy given in iuinixure ' i j , '^'Uls was done pr:i.-larlly to make t m QptimiiiTi US© q1 ithQ riXit'tiii^ fO-Qllltijs in schools with thQ result#

triat th^‘ puplI-tet^4:‘Avcjr ratiu Inor^ased in haraniulla uloek pom 14 to 16 and in'ihandanwari bx^uV, from 14 to 17. In case of. Sumbal, the eurulment ''-«! ctreas«d with ■‘-.b© teach .rs* !

strength was also reclucad slightly and GonsequGntly thu pupil-teachar ratio deei’easad from 14 to 12 in tha last four y^jars.

5*2. The thrae blocK-S survey:id are in a favourable position as far as pupil‘-teach-r ratios at various lavela of school education ar. concernad, Tabis b*2 balow shows th(3 comparision of these ratios for pnuiai^^ , middle and secondary stag*^s.. for the three blocks survriyv d in comparision to district and btata avsrages#

'fable 5 .2 ; Pupil Taachiir Hatios at Primary,..idi'la airi Secondary Stagn, 1974-7o and 1977-78

-36-

... i’liddlQ IX1974- 1977- 1974- 1977- 19^4- 1977-

75 78 76 78 76 78

---------.................. ^ f 3. .6 , . , %, r, r

- • -jlsramtilla ' 1 6 11 12 13 10Gharidfinwari 16 21 10 9 7 8Bumbal 16 14 10 7 13 7

District(Institution- 21 21 15 17 14 14. , wise)

■*

Stata(Instituta.on-wis9 )23 . 25 19 20 18 18

It will ba seen from tha above tablri that in 1977-78 the pupil tanch-r ratio at Primary sbag- in the three blocks varied from 14 to21G as against thd District and otate avarag ;S of 21 and 26 respactively. . Similarly, at x-Iiddla aid pQCondr-ry

/^also stagas^hB pupil tat^cher ratios in the tlE'-ee blocks ara much lowar tTian tha District and’ Ltata averages#

Distrlbutlou Q,i\k?,ahpo:i,s a'CCo.rdln.R t.o. iliiroliUant

6 .3* The pupil-ratio is , as a ixiatter of fact, a rout^ht indxcator of utilisation of taacllfi^ luaiipowe r. i-iore

important is , thsrefore, the rational distribution of schools according to th'= Ar enroliMit per teach<=r. Tha position regarding it durung the years 1974-76 and 1977-”?a it given below:-

Table 5 ,3 s No of. Bcliools according to Pupil-Taachvtii' Uatio

-37-

Fo , of pupil Barairiuila iilock oTiandanwari lumbal i3locXbleacher

19^4- '1977^ - “T9’7T- 19W.76 78 76 78 76 78

..JL,*...... . . ., a. 4 ». 6V “

Upto 10 51 61 2o 20 40

___

60ll~lb 31 29 .... 32 21 20 19'16*^20 ... • •...... 36 27 16 20 16 115dl-2b : !, 12 * 24 • • •• • • 6 Ip 10 426^30 ■ - * -' : \ u ,. . . . 1 0 ■ ■ ‘ 2 io 7 331 *3^ ■ - ■ ; ' "‘’ 4 . . . , ‘ 7 •' 2 4 4 436-^0 • - ’ - 3 3 3 3 141-46 ' '• 1 2 ' i- ••46-60 " 1 1Above 60 — 1 .Total 149 164 86 '■ '96 96 102

From tli0 above tabla, it appaax^s that provisioa of teachingstaff in schools of tha t»locks survi^yed is uneoonoiuical,since the laajority of school^; cortie In tha rangeAo pupils /o fbesoher, Tha p rcQntat^e of schools having pupils upto 10per. taacljer in 1977-78 was b9 in Buiabal iilock, 21 inGhandanwari Bloclv and 33 ixi lilock. This wasprobably oil account of axpaiiSion of schooling facilities in

jrograuiiiiesrural habitations with scanty population under of Ui'iiversalisation of allementary ducat4.on. otviously, if inlarge nuinber of schools fa il under tha cau6G^J*y * f only 10 pl^plls pijr taaciiar for all types of schools combineu, tht position yi.ll be worse in priinary, schools - wh^re, quite a large numb'-r of new schools have been opened In fat-'fliingod areas with sma J1 p op ul at i on ,

-38-.'

hlxtent of Vacancies

6*4* oome posts of-.taacliers lie v a c o n account of intricate procedure of ap^pointin;^ teachers' as ‘well as normal attrition'' in stock of teachers* The following table indicates the position of number of posts sanctioned., filled in and vacant during 1977-78:-

•Table 6 .4 : Mumber of posts of teachers "isauctioned, filled in and vacant during 1977-78

Name Qf the Block SanctionGd Dosts Filled in- Dosts Vacant uost

Men*Women Total Ken Women Total Ken Women TotSl

V' 1 . • ■2.. 3^ -4. .6 . 7 . • a .______ 9, IQ

Baramulla 310 253 . 663 308 248 666 2 6 7Chandanwari 144 34 178 ^144 26 170 — 8 8Sumbal 146 v55 V 201 137

\62 189 9

1 - .3 12

Kecruitment Policv: •>«

5 .5 • Like admissions in schools. there is also a sin glepuxiio eiiurx appoxi^meiHi ox ueadieis# ixrespecuxve ox qualification of tepchers, every teachar has to 'join "the Department in the lowest grade of the cadre i . e . Us. 220-480. However, some advance increments in this grade are given as incentive to speciiilly qualified teacher, particularly science graduates and post graduates. Appointment to all other grades is through promotion only and not through direct recruitment. The following suggestions are made in this regard;-

(a) There should be separate cadre of 'teacters for primpr^^, middle, high and higher secondrry

• schools/stages,

(b) There should be quota fixed between promotees and ’direct recruits according to qualifications.

(c) Provision of separate cadre xk for sub.lil^t/n.angi^Ke teachers may be made*-

Uualitativ^ Asua.cts of q>aci£

-■ " 5 * 6 ,Due .to., v.arious st^ps t'aKen by the btate Govi.raiii^^ut to' provide training- facilitif^s to mitra±ned taachers through

foriiial courses of B.liid*, crash proj ra-iiua of tralnini^ for axperisnoe teachers arid Ijon-f oriaal/Corrf^sponc: 3Uce Courses t or teachers training, the percentat^e of tra:ned teachers has improved* The following table gives the posxtion of trainad teachers for the three blocks survayfid In IU74-76 and 1977-78*

Table Percentage of trained tspch^ru in1974-76 and 1977-78

Men Wo- Total Jian Wo- TotBl wen Woiiwu iotai

X . Jaaii._______________ _ iflatl-si*---3.____4 . 5. 6 . 7 . 8 . ....... 9 . _____10

1977-78 79*4 81 • ! 80*

79 .0 81.'I 977ITO

7u .a 7 3 .3 7 1 .

64*5

84 tO

5aa.6

5 9 .156 .778 .6

43 .6

80 .849 .076 .2

46 .779 .2

63 .277 .3

3 3 . 32 5 .0

61 .07 2 .9

6 1 .97 9 .6

77 .8100.0

64 .783 .7

77 .8

73 .7

77 .8

73 .78 1 .076 .0

1 - 81.®

75 .0

6b*980 .6

i^9.253 .9

60 .276 .6

04 .679 .6

53 .580 .8

54 .379 .9

^^•The study of distribution of teachers b> c-ualifIcatlons shows that there are still a fpw teachers working in schools who are middle pass only. This nuaibcr may be on account of btata Govts* anxiety to provide teachers to backward arid ramote preas who may not be initially qnalifi'^.d.:&ia This becomas sbuie times necapsary on account reluctance of qualified teachers to .o to remote areas. Furth r. tiiis helps in providinii opportunity to local people to work in tliose areas. However, neeessai’y steps

snould be taken to see that these teachers acqixlre the prescrii fluali fications in due course. 'ITie distribution of teachers b^ qualifications is given in the following table i-

Table 5 ,6 ; Distribution of Teachers by Qualifications,!1977-78, *

Baramuiiaqualll'ioatlons Womea _ loial _ JimtiP- - l o t a l --V to ^_ _ lo±a

~ ~ ~ ~ ~ ~ ~L2._______ a------- ^ ------^ ------^

19 30 - X 1 3

Matriculate/ nn7 -22 62 31 8^Inter/PUG 1

Grad\iates 26 62 - 2() 6 2^

Post Graduates 3 17'iotal 164 3 0 6 22 103 42 120

Middle taas 4 4 , 1 7

M^t ri c ulat e/ In t erV.38

. ‘3 *63 2 17 17

Qxaduatd^ - ' ■ ■27' ■ Y5 ' 21 ^ 2 20 "1 T

Post Graduates 5 ‘ 19 - 3 2 li

Iotal 74 166 4 46 10 49

Midd'J.e Pass - - -

Matriculate/Inter/PUG

V

4 - - - -

Graduates 11 34 - 13 — 3

P ost-Graduates i-0 46 6 — 2rr

Total 2'J 84 19 5

M idatei^a 23 34 1 B 1 4

Mat ric ula t e/T r / PUG 144 269 24 99 37 102

Graduates

Post-Graduates

01

-7

171

82

1 54

9

B

6

57

26

Total 24b 56 6 26 170 52 1B9

From Table 5.6, it will be seen that there are 9 . 8 ? teachers

-. 1-

in Baraiiiulla block who are just middlQ pass m 6 tBachiUo at primary‘Stage. •‘This pareeri^agar tor O^haiiciaiiwari Block 'i s 1;<? only and that lor Suinbal Block 2.5,o. The majority of teachersat this stage are iuatriculates 64,4;b in Baraiiiuila Block,79«6Ja iii Ghandaiiwari Block and 7 0 .8/t> in Ounibal Block* The ^reuiaining teachers are either gr^aduatas or post graduates* Theposition at middle stage (Table shows that aveii' at thatstage 2,^fo of the teachers in Baramulla Block, 1 4 . 6/0 lii Ohandfinwari Block and c./o in Bumbal Block are jus't middle pass.The modal groups for matriculates rauj^e batwean Bdjo to 41/o ard graduates rauga between 41> to 46 o in these thru a BlocJis* Athigh scliool stnt^a, matriculata teach^;rs ara working in Baramullfi Block only whereas.in tha remaiulng two blocks they are ^>nlY graduates and post-graduates*

±Ji n Js^cM^r ty

the. ij,8* in tha three sdi3Cted blocks, on an average d(jto of tsfichers have more than o years teaching exparlenoa# in casti of ^vimbal Block in particular, the majority of teachers (53/») are new with a beaching exporiejice upto one y<^ar only* The datailvHl information Is given in table 6«7 belowx

Table 5 , 7 1 Teachers by Teaching tiixparienca

Ye aT* oTT^~^r“'“

1

___________Ohandanw^ri jiut4b.ajL JJtPAal

____ :_____I E l____________:.±I___

CumulatiJe _Perc in cage.

6»

Upto 1 year years

.4-5 years '6-9 years 10-14 yaara 16-20 yaan3 Above 20 years

42 11 lOL 166 1736 9 67 102 88

107 30 15 162 4484 ^4 16 1^3 68

108 56 3 167 7612b 28 166 93

61 12 1 63 100

t o t a l 170 193 9: .9

5*9* Apparantely the State Onvt, will have to take steps to put the existing teaching manpower to qotimum use by rationalising their postings. Steps may also be taken tu raise their competence by organising orientation p r o ^ r a i i i m e s for them to make them up-to-date in their knowledge and to enthuse awareness in them about their role to hej.p in bringing social change in their areas. Opportunities need be provided to all those te^oViers who are at present not educationally qualified or trained to

acquire the re^l'dlslle q u a l i float ions to hold their postB,

-h2-

. c n r i I 1 t 1 1 1 ' n i t . 1 n n S i i x i i l l U ^ a

in jRhQQl.a

Physical envimnapnt In sd^ools play a. vital yi-ovldlng suitable atmosphere for ImpartLag good the child. It is an accepted priuciple that all schools be equiped with basic necessary facilities such as simple i tanctional building, basic teaching and non-teaching eouipme like mats or desks, drinking ^^ater facllltl^s^Qhalka, maps and charts, globes, science kits *^tudy Bhovs that even such baste facilities are not

many so.hoola. It has been observed during tliejsurvey that system of pi'ovldlng these facilities in schools ^

be streamlined since the distribution ir not linked u p ^ ltn nctua. requirefflaents of schools. I t is difficult to ;leflne the Dilnimuij basic physical reoulr^nents for this purpose but furt analysi^^ ^iJX show that lack of their pioper facilities in

s hinders the functioning of schools and, thereforeshould be ^^otltlf^di .................. . . - •

. . . .. ^ ^ ■*' ^

6 *y* In ab iance of any objective no m s laid down, the reply to survey of t^dQauacy or inadequacy of ,'^chool buildings rrom the cunoemed K< q.ds of Institutions could be taken as a sub;|eritlve one. HowevBp, the following inforination obtained fixjm the Survey indicates! the pioblern to some extents

lable 6.1s Percenta ge of Schools v/i th adequate buildirig f a c il i t Iq s

2 gjLR. X)X iinhn.aI.b_____ IkLmimil 1 ___Hhmiiianwaxl______ iiiimhal-.-----La— _ ____ _ a*.. _ . __ 4 .

Primary Schools 4 3 8 3 3 5

Middle Schoois 3 3 7 3 68

Secondary bchauib6 4 7 5 5 0

All Glasses4 1 81 B O

6 .3 , The extent of objectivity from the above responses oan further be studied from the following table which gives the area of institutional accoiTimodation available per pupil*

Table 6*2i Distribution of Jcliools according to Instruction^ Area p ‘- r pupil iln s q . mbrs.)

T astructionaiArea ( l.

p<"r Pupil ^trs .)

i :

........No* of Peroen- wo« of Schools tage to Schools

______

Liliaii^Y_JiGhQQ_iH

ii-

Peroen- No, of tagQ to Schools .txiLaJ---- ----

Percentage to total

Below 0*5 J9 W 4 a 4 60.6-.l*00 ■dl 32 31 58 12 171 * I.—1*6 1? B6 13 36 17i • €i— ^0 5 B a 4 B 12a.i-ia.5 2 3 h B 12

6—3,0 •1 1 8 12

Auove 3 lA\.u. I 17 24

Total 65 100 53 100 69 100

0

J e X o w 0«5 9 2 13 •10 .6- 1.0 ' lia 40 11 73 3 261.1- 1.5 14 2 19 8 17i , 6— 0 b 16 4 33

6-3,00 - -Above 3 Mts. - mm 3 25

To tal 30 100 16 100 12 100

It will be seen Trom the abo ve table th' t

—jff... .. ...

61,^P rimary Schools Iti: Baratnulla Bio ck, 66> in Oh an dan war! Bloc it

me and 33> in oumbal Block have an instructional area o f £ 3q, meteror less per pupil. Similar position e x i ts in Kiddle n n h n o l s *

The instructional accomodation of less than a sq* meter per student is quite iuadenuate*

6 .4 . ^^bout half of the school buildings are pacca whereas reaainlrig are either seiiii-paGoa ori'vneha. The followim table gives the actual positioni

• i Table 6.3s Distribution of schools Buildings according

to type of Construction

Type Gf 'Oonstructlon/Schools

PaccaSernl-Paccai:^QhR

‘fotaj

Middle.achQOlq

PaccaSemi-PaccaKacha

Total

No* of SchoQis

kSL.... 1... .Percen­tage to total

No, of Perce- Schools ntage ' to

tn nal __

WUiUiJflA....No* ofSchools

Percentage to total

3* 4- fi. 7*.......... ...

29 46 49 7117 26 63 ' 100 11 16

19 9 13

'65 ' ‘ 10 ' ''■5 3 ' - 1 0 0 * ^ ' ' Tod' " ■ '

J.4■9V

473023

15

30 iOO 15

100

'^00

75178

12 100

/ones

From the abo /e table it will be seen that in case of prim?^ry schools only 71^. of the schools in Surabal block arid 44.6/^ in 'Baraniulia block are housed in Paoca buildings while t remaining/are either In seiai-pacca buildings or in completely kauha buildings* One school in Barannalla Block Is ’without anj; school building and is functioning iTv-open.^ill the schools of GhandanTAfari block are shown as ha\/ing sejiii-pacca buildings The position in r^ispect of middle schools is? not b^tUt.r*

6,5*i^he pToblem of’ pm viding suitable school buildings Is very complicated one in the sense that about 95^V of the school buildings ar< rented in Chandanwsri and Suaibal BlooKs and 78^ in iiarainulla Block, Th nuestion of ‘ suitability ’ of such buildtngs for educational puiposes, would remain a pious hope* The following table Indicates the position of school buildings according to their ownership!

Table 6^4* Distribution of School Buildings according to OwBership

Type fif Scliool/ Ov/nershijp

Without Building O^ned Kent ed Rent Free Owned & Rented

haraffiuJHa....... ..... .No* of Perce- ib , of t f^rcen- No, of

1a

576

School ntage £>chool tage tof

iichoolPeroentag e to totial

23

869

JU -U

53 100 09 100

Total 66 100 53 100 69 100

Without BuildingOwned

RentedHent FreeOvmea Rented

6231

a)7?

!3

114

793 la 100

To tal 30 100 15 100 12 100

•v'i j-n i •

f' ! ->

'6^6. The massive problem of providing school building can be adequately dealt only if local resources are al harnessed for this puxpose* The problem caimot bt left to be solved through Ciovt. funds also which may not b« available to suoh an extent in a short span of time*

6 .7 , ^ince majority of the schools are In rented buildings, the problems of rented buildings are multiplying.Kents once fixed are not revised soon though there is increase Irl the market rates with the result that the owners do not take care of repairs and thie maintenance of the buildinj^-s, i'iorQ than 88;^:'of primary school buildings fall in tie range of lor.5? than Rs. 40/- as is clear from the following table:

I'able 6 .5 : Distribution of Primary.and Middle Schoolsaccording, to I'tonthly Kent of the School Buildings

.-^6-

Monthly Rent in Rs.

Baramullft RInrK' aianflinum.rl BlQpK-f»nmbal No. of Percen- No. of Percen- No. of Percentage wt)Chools tage to Schools tage to Schools ota

total total

JL

■P-rlma.rv SchQol.g

Below 2020^2930-3940^49 -60-59Above 60

i5 15' 5.

■ 3 2 2

a. 4. 8. ‘ 7.

56 ' V -36 . 80 33 b 48■ 8 ' 18 17. 24

8- 1 2 11 165 - .'I---- 2'3 _ 1. 2 43 - — 4 . 6

Total 62 IGO * 45 100 68 100

SQhoQls

Below 20 3 14:-.. V- 2 17 3 2520-29 2 9 1 8 2 17 .30-39 a 9 3 25 3 25t 2540-49 2 9 3 25 2 1750-59 3 14 1 8 2 16Above €0 10 46 2 17

. rTotal 22 100 12 100 12 100

dation, in a

6 .8 , There are .many probins' of _____________namely, (i) some of the rented school'buildings ai deplorable condition for want of proper maintenance# The *Owners do not want to spend anything on their repairs, since they receive little as rent and the Uovt. can not undertake the repairs, (ii ) the majoiity of these buildings were constructed tor residential purposes (though at present being used for housing schools) and are totally tasuited for^ school classes,.(l ii ) in some, cases,' only one'or .two rooms of the building are given on rent.and the atmosphere of such accomodation is not congenial to teaching, Civ) in many cases, the rates of rent were fixed.in the‘past and these are much lower than the present market rates; and Cv) the owners of these buildings try to get them vacated and these become a source of dif?nute litiga>;ion.

6 ,9 , Iveeping in view these probleiis and the large number of school buildings ta^en on rent, it is essehtial that the State fiovt. should evolve a rational policy for smooth running of schools. Some of the f^uggestions in this regard aret-

1* Proper maintenanqe of the school buildln^jSj

Id# Uegular payment of r^nt;

3 , ImaodiatQ disposal of pending rent cases;

4. Hevisc-d assearaent of r nnt in case of buildings acquii'ed more than 5 years baok| ard

6 , rcjgressively tal^jng up the c^instruction of own school bmildings thereby reducing dependence on rented bui 11 dings,

0 r

aato.Ql

6«lo«lt has also been observed tVuit aomt of sohool buildings have been conptructed by Oovt* without taking into account thp present, as expected and futureenrolin»^nt in schools. At some places, they even do not cater^ the existing number in rolls, whereas at other places, most of the class rooms have been converted into store rooms* There is also no set pattern of design of buildings. It is suggested that thex'fe should be st me norms for construction

school buildings - their size, design, pattern,space,^ s t etc* The State Uovemnont can draw upon the teohnioaL e?:pertlse being provided in this field by the Building iv8arr>h Insti tu te , % rket,

^ .11 , Besides proielsion of buildings for schools, it is ner'.essary that the sohoole Bhould have adequate arratigemeuts for other facilities like drinking water,electrioltyv play grounds etc. In the present study it hasbeen found that apart fi-om the question of * adeauacy’ or InadQqUa^y* , these faoilltiea may have boon oonBidered

as a priveledge of a few, as' is clear from the followia,3 info m at ix>ns-

Table 6 ,6 ; Availabllty of Drinking Watar Facilities in schools

Tyyje of iichools

J B a j z a m u l R l n n . K , V i h a ^ n d R n w R r l B l a r J i — i j u m h a l U j l x i n i L . ^ . . —

No. of Percen- No# of Percen- No, of Percentagedohools tage to Schools tage to bchools to total

- --1 ______ a..-bajLaX«. .

4...jM aJ---

5 - 7.-

V^lth FaolUties Withou b Faoli 1 hies

1165

1783

152 98

861

1288

Total 66 100 53 100 69 100

* . '•

With FacilitiesFa ciiitit?s

1119

37 65 ; in ' ioo ^ ^ 12' ioo

To tax 30 100 15 ‘ 100 12 100f , . .

leble 6 .7 1 Availability of filectricity Facilities ih Schools

Tvpe .0 f In nl Rlri^kSchools Noi* of

: SchoolsPercen­tage to tj^hoT

No, of Percen- Schools tage to

_____

No, of Schools

Percentage to total

.......................... . 3 . 4 7-

LsiJiLaxy

With Facilibiea Without Facilities

rj

591189

548

991

466

694

Total 66 loo '53' 100 69 100

I ■

Middle.

With Facilities Without Facilities

525

17B3

114

793 12 100

Total 30 100 15 100 1?> 100

Table 6*8: Availability of Play Ground Faellities in Schools

Type o f '■’«arL^J-a . Clianc^anwari luiafcal

Schools No, of Schools

Percen­tage to totttl

Mo. of schools

Percen­tage tot.ntol

Mo, of Percentage^ to ;ichools total

J ^ A. ‘i. fi. „ - 7^ - -...1

With

Faoliltlesa ly 7 13 2 3

Vi tkOAl ,

Fa/^illtiea68 88 46 87 67 97

Uoi te.l 66 100 53 100 69 100

Faoilitles9 do 4 27 3 25

Withotit Fa 0,1111 lea

21 70 11 73 9 76

To bai 30 100 15 100 ■ 12 100

I, Proffi t^e Inform; tlon given In th« above teblesi th© magnitude of lack of these minimum physioal faolllties in stiViool buildings oan be alearly assessed# As a m atter ^f fact provision of these facilities is directly linked W th the ownership o f the school buildings, In Qoverninent ^^uildlngs, the problem is generally that of providing mat ^ It a b le play grounds only whereas in the rented ^^sciiool uUlX(ji]^ggj these facilities are almoPt absent, A\e following suggestions are mad® in this regardl-

In the no nug for constriction of new iohool build Inga, provision of these faoilitles should fo m an lntegx*al part

11) IrfjjQal Community reaourees should be mobilised foryz'ovlsion of thtise facilities/te.^ish^olejWherever possible^

ill ) Whll® taking on rent new bulldlngSi adequacy of thee© faoilitles should be kept in vlewi»

Iv) In the @cisting I'ented buildings, the owners should be pressed to provide drinking water faoilitles and eiectH.oity (wherever available). In liie rant-deeds, therx% siV^uld be a special pruvlriLaa ■iti es«.

-5o~

/o f

v) For providing play-ground fac ilities , wherever it is ' ■ not possible to provide them in the school, some

nearby land (in Qollaborations with the local coininnnity) may be enmarked for this purpose.

^^12* In this Survey, ari effort has been made to ascertain whether the schools have the basic teaching aidS) like black boards, library books, maps/charts/globes and science kits,Th(= analysi3 the j.nfoimation so collected is given below:-

'Pable 6*9 . Availability of Black Ik^ards inPrimary and Middle Schools (percentages)

, ^ aftU-n-R nioris___ :■■ ■■ ■:ChBiirtanuar't BL-i»te. aiiiiYiftl lanrik..Black Boards Percentage of Schoo3.s Perc^nta^Q^Q/.bchpQlg F.QrQ^ntcL&e pf

- — I — 1, .. '■___ I ■„ fcanhnqla-----M d rLle---- lliddJ.n ............................. .rlm^ry_____ Kl,jidl£

--a.— ___ ____ z.-~

--

N ilOne , 22 23 38 26 36 31Two 33 26 36 48 30 13Th ree 18 33 11 26 21 44Four V 11 5 -

Five 13 6 4 mm 7 6^ix 6 8 mm 1 6More than £ 6 -

six *

Total 100 100 > 100 100 100 100

The above tableV . ! iindicates that:-

a) All schools haVe get at least one black board.

b) Only two percent primary schools In baramvilla Block and -one percent in Sumbal block’ have get more than 6 biackboards. In case of Middle Schools only 5 percent schools in Baramulla block have more than 6 black boards*A3 against thto, 23 to 31 percent of middle schools have only one black board in these three blocks.

-51-

!^13« The spot study of some schools has revealed that it is not tiie shortage of black boards but their irrational -distributions was the real problem. It. was found that one single-teacher primary school has more than five black boards, more than required, whereas in somfe other schools these were hot available-in required number. The following suggestions are made in this regard. ■

I 4 The distribution of black boards may be rationalised taking into account the actual needs of the schools*

2 . Proper repair aad maintenance of black boards(some of which have become now white boards) may be looked

into* •

Libjajy FacUlttes . ' ' , , •\ ■ . . i 4 '

6bl4. ^The position of availability of libfary facilities in Prlmaiy ®and Middle Schools- is given belows '

Table 6 ,10 : Availablity of Library Fa:cilities in Schools^ (Percentages)

Libra ly Books

-- Baypmnl 1-ft rJhafi (ianijflrrl aimbulPercentage

Iof Schools Percentage of'Schools Percentage of

cr»hnnTc!.Primaiy Middle Primary Middle Primary Middle

1* 4. 5. 7.

Without • ^ i ; iLibraiy ■ 26 . 6 24 6 15 12Facility

. . 1j

Having library**

facilitieswith Books

Upto 100 60 36 66 63 ' 72 38-^101-200 . B 20 15 •27 8 : : 26

201-300 3 20 4 4 . 13301-400 I 10 1 5 ' 1^1-500^ . 1 6Above ^ 0 i.- 6 - - - ' 12

Total . -J0.0 .............. TOO •_ .jno Jnn _ _ „ ..lOO______________ i n n . . .

It will be seen from the above table that 15;^'of.primary. ___schools in Sumbal Block, 24^ in Chandanwari Block and 26/^ in Baramulla Block are without any library facility. In-.. . .case of middle schools, the percentage of schools without ' ., library facility is 12'^ in Sumbal i^lock, 5^ each in .both Chandanwari and Baramulla Blocks, It is not only the provision of library facilities but its usage is equally

/mi (idle

important. In the schools where these facilities are available, It has been found that the books are either dumped in trunks or almlrahs and neither students nor teachers have access to them. At the same timr in many cases selection of books for the library was not relevant. There is also no sys of issuing the books. Following sugge^stions are made in this regard?- . , :

1 There should be some norms for px’ovislon Of recurring and non-recurring grrtnts for libraries in schools. The timely release of grants Is also equally Important.

a* Thqre should be some g^ildelines for maHing purchases • of v.eict books vis-a-vis other books.

3. Where it is not possible to provide services of a librr^iy assistant,- a teacher may be made incharge o f maintenance ana issue of the library books.

3?roviM:oti of atioAst'one nevspfiipf r in s'oliools shotild be ensured.

ft. 'uspeotlng authorities should ilso look into the effectiveness of library facilities in the schools#

d-SLLLS/irfhr ft S

As w ill be seen from information given below that though maps/charts are avaialble in majority of schools, still 22' primary schools in Sumbal Block and 12/^ in Baramuli^ Block are without any map* iiimilarly 19';^/schools in bumbai arid 16^1 middle School in Bararnulla Block are without ai'iy map/chart«

Tabl^ 6»11* ^Yjaid ability of Maps/Qiarts in Schools/Sectil

Type of School/ Section

i^^XaiaulLa. -3 -»y-i 1

Percen­tage totntnl

a^mhflli.Lu «.b J-. . j. .

No. of Percen- School tage to

, - ho tn ]

No. of School

No. of Schoo 1

Percentage to t a 1

. .....-- 2*,___ 4. 1 6-. 7.

LdLwai’yWith Maps/Chart s 91" S8 7a ' 100 64 73Without Maps/ . 13 12' 18 22Charts -

Total : ...104 - ino ____ 1-00 I on

With Maps/Charts 34 86 19 100 13 81'without Maps/ 6 15 M . 3 19Charts

....... ......-.m...... 100. . _ JL2.._ loo 100

-? 3 -

The main pix)blem is the. propsr distribution of these maps/charts in schools. It was observed in a spot visit to ■EoraiQ: schools in the study, .area that ahe single-teacher ■p ita ry' school was applied five wall majps of India (3 in isinrglish. .and -2 in Urdu) but .hot one relating to the State or the i)l.strict^ whereas the dem'^d\of, this school is nne latest map-^each of the District,'State and the co'mtry and if possible, ‘ the World, it had 6 maps of the same type.Xt i s ,a l ^ necessary that besides the political maps, the “ Aps.. showing, the physical, • raih-fall, crops etc- may be made. ^3^1able to at least .such of ;.the Middle schools, which

have t h ^ , :

'J^Q'Scloice ^ t s are yet kiother.necessary teaching should be' available with all the schools with the

,iA-txoduction of uew 1 0 + 2 s y s t ^ , the teaching of feneral cience is required in priinary Classes also and the corresponding

developed by the NGtiRT nc^eds to be schools. The present position of availability

oi UvQse kits.in schpo].s is given b^ldw:-

^b le . ^ 1 ^ AvailaH iity of;Science Kits in. Schools

T3rpfi of * nh on an i.ra T*i

Schools/ No, of Section Schools

Percen­tage to _to-h;.T

Nol of Percen- Schools tage to

•hr» +: Q 1

No, of schools

Percentage to total

1 . _ . . P.. . 3. 4- 7.LriiA.aiywith Science 7 7 6 r-

4 5KitsWithout 97 93 67 93 7 8 -- J dScience Kits

104 :i on . 7;? TOO inn . ___MiddleWith Science 3 8 - _ 2 13KitsWithout ScienceK1 +-..C! 37 9P __ _ ±9 TOO 14. ft7 ____

. . Tota]--- 40— .......19 ... ,_10Q_ _____Ifi____ .. .JLOQ- - -

From the above table it will be seen that the availability of science kits in Primary and Middle Schools, at present is quite n.Hglislble*

‘^he follovjlng suggestions are made in this regard!

I. The State SCiiiHT may undertake to dPVf lop suitable science M t s for different stages of schools on the lines of those developed by the NGiJiRT, using local material. This will be Qoonomlcal and its production on large scale can be taken up to make available to all schools#

2^ For the schools wliich have science kits, there should be recurring provision & r its maintenaiice as in most of the Gohools having there kits are not able to keep them in running condi fcl on without proper replacf^nients, additions, etrt,

3, iiome sqViooI s v;hich hava got the a© kits, but are not able to ise them in the absence of a trained teacher available In

- thetie BohoolB* - There I s a need for regular orienfcatinn /^^^Qb.ers .in teaching .of scim ce with the help of their

4, In sdjilq cases it has been found that teachers were given ti'alnlijg in uso o f science kits, 'bti’t * were ti’ansferreiL to otKer sclif jols* Tlierefore, the transfer policy of

having special training in science may not>d sfime rational^ an V- 1r»r»

CHAPi:ri;H VIX

A simiinary of tha conclusions and. suggastioiis which ainqrgt from this ^tudy Report are given as undfjrt-

7 .1 In Barajaulla ana buiiibal bloclcs, all habi tot ions ara having prlmai’y schools within a ‘walltin[i distance of 1 km, nnd

of the populntioii of Ohanciauv^ari Block is having a primary Bohool withxn a walking distanca o f 1 iJii. V/ithin th^se 3 blocks only i,7,« of the population naacls to bu provldad '•Tlth primrry Bch(jollng facilities vuthin a walking distance

‘ tviii. (para 3 * 6 K

^ t middle school l-.vel, th s schooling facilities ara ^^vallabJ(:j to 90*9> of the population v/lthin a walking distanoa

d iuru in Barafnr,] !^ Block, 30 ,6^ of th=i po^julation in SumbalI of hha population in Chandanweri Block. Thare

JIB od i'Qi:- pi'ovlcUng schooling facilitios towill* habitations wh«re faoint.iea at prasent are beyond^ ' ^ ^istanco of 3 iuus • (para 3 ,6 ) .

is a gap in provision of Hig^i bchool faciliti^^s |0 cno QJ *'ent of about 18 v of the population in Baramulla Block^

in nfr 5 v^'^yulation in bumbal Block and 40,o of tha population Hi ah Bloci^ assuming the criterian of provision of

ucnooj. facilltiG.s within a wa lking distance of 5 Kms.(para 3 *7 ),

G h t v i d ' n i i o Y ^ h a b i t a t i o n s , only 3 habitations remain in wl t irf provided with prirmry sci^ool facilitiesnToviH-irio ■ distance of 1 ijn# Gap to be covered fo^

facilitlas is 5 habitatxons with Bai'nmuTio V w i t h o u t a BchooI vd thin 3 iuns* iriitII Lhlin+-iri!o ^ habitations in Ohandanwari Block and 11 habitptions iu u^^bal block (paras 3 ,8 and 3 .9 ) .

7 .6 State Qcjvt.RoVur.1 / ^'^i.lowd/f or idaiitifyinp, a ivwrtlcuI ars^-hual/section as dafunoi;.

^i) whbn a school Xn sanctioned but is not functioning allj

11 a primary' s^Jiool or a section has eni’olm- nt

v\S B c t l o n / c l f 1 oni V’i-juJ han oiirolra-ant

ot a.aSQ theji 6 . ■ '

'v«ra 3 ,1 1 )

7 .6 In opeiiing new'schools or upgrading the existing onesa rational need based policy be .adpptkl by loreparLng^topography maps of location of existing scb'ools in the block* ?or such rationalisation process, the norms to be' adopted to rejuvenate ■•he sick schools are: (a) s^hifting all such schools to a more suii:able lo-^n.tion in order "to \d.d'en their area of covera,^^e; and (b) amalgams^tionof boys and .girls school’s as co~educational schools in a r e a s where‘.both the existing schools are having low enrolment.' (para 3*11)• ^

7»y ‘There is ‘a need to expand systematically the programmeof " 'fon-Formal Education by converting- even some of the day schools to evening full-time schools where the local needs so demand, open more oart time schools in the morning/evening and also to start som© lkin^F(j'iraal Sducj.tion classes with the revised curriculle includiiig the contants of local need based vocational training, environmetit improvement and programmes of social awareness, (para 3*^- ')

7*B -'he existing availabie educational 'facilities are nothelffg utilised xo ther* optjjnum level# -The extent of \pder- utilisa'^io^'is i^'re in case ,of Suiabal ^ d Chandanwari Blocks#

^ / ' .(para-V,2(i)

•T7^9 ■“■riere has been positive effects of enrolment drivesorganised by the Education ,i)epartraent of-'the State as is evident from the intake rates of. r976-.77.,and^^l977-78 of Baramulla and ChandBnwari J^locks. ' Hovrever,-the enrolment in Sumbal Block has been decreasing abnormally since 1975-76 due to starting of Handicraft Ixgining Centres which attract students for vocational training with a^xily wages in form of incentives, (para ^'ri»2(ii)* /

. 7 .1 0 . Ajoart ‘from'under-utilisation of existing educationalfacilities , there is also a high incidence of wastage even in these underutilised facilities . ^,“ 0 f irst ld.nd of this wastage is the high rats of absenteeism ainong students* The second is the high rate of O.rop-outs durir^g /the course of academic year (para ^ .3 ) *

» • *

7*11 'A'je rates o'f abse'nteeism in Chandanwari and Sumbal Blocksare .liigh# lv,ese are mainly due to rural character of areas \-/here children c.re engaged on some economic activity or help their families in their family vocations. In Chandanwari Block, the incidor^ce of abs'^nteeism is the highest during the months of June eJid ^ xly v/her\ the population there moves to places at high altitudes grazing their cattle. In Sumbal Block, this phQnomenon is at its hi Vtf .tit in months of August, September and October I'/hen the children are ■'•.ratch and ward duties in the orchardsand harvesting of tht> U-,6 and ’r*7).«

-56-

-57-

7«12 There is large incidence of drop-out; s in che three Blocks.It is more in case of girls than t>oys, I’his ra'ce is h i ^ _ in case of buinbal and Chandanwari Blocks. The incidence is higher at the primary sta^e than that at t ha middle staga of education. There is a genera.l upward trend of this type of drop-outs from 1972-73 onwards. The main reason for it is the poor retention oJf of the schools (para 4 .9 ) .

7 .13 The drop out rat.-.s of pupils in transit*next class are hi^h^r in 1st and Vth classes.' The studentswho cojoss second class of primary stage usually tend- to stay in schools upto Vth class but quite a Iprge nuuibar of students drop out in classes I and I I . After Vth class in primary schools most of the students do not go to Vlth class for whichthey have to join a separate school, (para 4 ,1 2 )*

7 .1 4 By studying the effect of various components of wastage t;hrough the construction of hypothetical movaaent of the cohort from classes I- VIII, it4.3.8«3n th?t out of 1 ,000 students in class I number of students completj.ng the cycle of eight classes is 626 in Baramulla, 306-in Chandanwari and 189 in lumbal Blocks. In the Blocl^sof Chandanwari and Sumbal, the wastage among girls is more than double as C'jmpared to boys* Whereas in Baramulla Block the' wastage among boys is more thsu the girls , (para 4 1 6 ).

?*16 As against normal 5 pupil-years rsouired for complating the primary stage, the actual .time., spent works out as 6 ‘to 10 pupil-years for the three Blocks surveyedi This wastage is the highest in Chandanwari block , liixcept Baramulla Block, this is higher among girls as corapaxed' to-.boys', (para 4 * 1 8 ) .

V*16 In ideal conditions the input/out put ratios should be one. These ratios worked out as 1 .2 1 , 1 .9 1 and

-•86 for the Blocks of Bareiiiulla, Chandanwari and Sumbal •respectively. This shows that primary education in these

{/no3*mally is almost twice expensive than should be.i t Ai.. -i*a 4 .1 9 )

‘ he Government may evolve such a plan of action which aims at the optimum utilisation of Ihe existing educational fa c ilit ies . ;ixcept the remoteand sparselypopulated areas where it has not be possible to make educationalla'^ilities available so far, stress has to be laid o2^qualitative improvement of existing faciljHes so as to irnprove theretention j o f these schools (para 4 .2 0 )

^58-

V .1 8 Some of the suggestions to form part of the plan of

action for proper u t i l i s a t i o n oT educational f a c i l i t i e s are(a ) continuation of enro^ljnent drives in a systiunatio manner;(b ) provi;;ion of Non-Formal/Pcirt-time edu(iation for children

who cannot come to regular d a ” time schools ; (c ) re str ictio n s

to be placed on employment of ch ild ren belox/ 11 \.^ears in handicraj centres tind starting of Non-Formal education centres in that

area with carr ic u la in c lu d in g need based vocational train ing ;(d) adjusuiiient in school tim ings; (e ) s t r ic t supervision m d in spectio n ; ( f ) introduction of attendance i^oholarships •(g) provision of suJ.table in cen tiv es l ik e free text booKs,

stationery , uniforais fo r poor students ; (h ) introduction of

programmes of mass awareness as a part of adult education in low l ite ra c y areas ; ( i ) intro ductio n of an element of

coirtpuisory attend^mce for the children of age-group 6-^11,

the operational part of which may rest \/ith the revenue agency;

J ) introdactJ.on of . some form of so c ially useful, pro-

woi'k' in 'b c V b o l s ; (k ) 'piV^visioh o f minimum*physical

charts^ libr .iry books e t c . ; ( l ) in tro d uctio n of system of j■schooj '‘omplexes for rural backwarcl areas to l i n k number of .'lingS

teacher hcIiooIs to a central school forirdng nucleus of the

complex^ (m) provision of t r a in in g for the teachers of single-

teacher schools; (n ) d e l in k in g of examination results with

increment to teachers; and (o ) provision of moljile schools fo r moving population# (para h * 2 l ) ^

7*19 J-be three blocks surveyed are in a favourable positifnias far as pupil-teacher ratios at various levels of school

education i s concerned* In these blocks the pupil-teacher r a t io

p stcige in 1977-78 v ar ied from l i- to 21 as against thebistii'lit and State average^ of 21 ;md 2'5 resp ectiv ely , u im ilar is the potation in respect of middle m d secondary stages

(para ’ . 2 ) .

" ^ * ‘2-0 The p rovision of teaching s t a f f in schools in

these blocks Is uneconomical, since the m ajority of schools come in the raupe of 10 pupj.ls per teacher (para

7 *21 i^egardlng recruitm ent policy for teachers thesuggestions iiiade are; (a ) there should be separate cadre of

teachers for prim,:.r; , middle, high and higher secondary stages ;

(b) there should be quota f ix e d betr/een promotees and direct

recruits according to q u a l i f ic a t io n s ; and (c ) provision of sexjarate cadre fo r subject and language teachers to be made.

(para

7 *22 There is improvement in the percentai^e of trained

teachers during the period 1 9 7 -1 - 7 5 t^ 1 9 7 7 -7 B Ipara 5 . 6 ) ,

Tliere are 9 . 8/0 teachers in Baramalla P lo d : who are just middle pass and ai'G. toa'ching at primar3 stage*This percentage for Ohandanwgiri bloclc is 1% and theit for Suml^al 1310015: 0 . 57?* The majority of teachers at this stage are matriciilates. At middle stage the majority of teachers are graduates. It is suggested that State Government should take hhe neoessary steps to see that unqucilifiad teachars acquire the preijcrihed qualifioationa in due course (para 5»7)*

y*2*+ On an average ^6% of the school teachers' have morethan 5 years teaching experience* In case of Sumbal Block in particular, the mplority of teachers (53/») are nsw v/ith a beachln^: experience of one year only (para ? .B )

7 #25 It is suggested that the State Government should takenecesaai'y steps to put the exJ,sting teaching man-power to optjrnura use by rationallDing their postings, Steps may a3.so be taken to r^^ise their competence by organising orientation .rogrammes for them to make thorn up-to-date in thoir knoi/lodge and '«o enthuse awareness in them about their role to help brin -Ing ool al. oh-aii; 3 in their areas (para

'though ^:i;j of schools in I aramulla, 8 I /0 in Chandanwari and hO% in uLuiibal Blocks are reported to luive adequate building faci'JitieSj 61% in Btxr£«hu!lila^i6l^ ''in !Ohar»ian\^rarl and 33% in ^umba]. Blocks have an in^l?uctional area of one square neter or less per pupil Iparas 6 .2 and 6 . 3 )*

7*'^7 About of the primary s-cliools in Bumbal ?.ind inBartimulla Bioclis are housed in uacca buildinj^s while the remajninj on-rj are either in semi-pacaa buildings or in coninletely kacha buildings'. All the schools of Ohanrfam/arl blocks are reptorted to have semi-pacea buildings (para 6 .^1)

7«26 AI? jut g5/o of the school bLvlldings are rented inOhandanw%,rl -tnd ^umbal Blocks are 76% in Bar;imn 1 1 a iHock (para 6 .? )

7#29 are m xny problems of rented accomodation,namelyy (i) som-i of the rented school buildings are in a deplorable oorjciiuion for want of proper riiaintenance* The owners do not \rant to spend anythiut, on thoir repairs, since they receive 11 Gt3,e as rent rmd the Go-vernnent cannot undertake ■the repairs, ( i i ) the majority of these buildings were constructed for reoidentia .1 pai-poses -(though at present being used for housing schools) and are totally unsuited for school classesj 4 i i ) in sor.ie cases, only one or two rooms of the buildings are given on rent and the atmosphere of such accomodation is not congex^ial to tet.ohing» (iv ) in many cases, the rates of rent were fired in he past and these are much lower than the prersent market r-.tas* and (v) the owners of these buildin':,G try to them vacated aiid '^hese become a source of dispute ancili.tigation, (para• . . . . h * ■ - . . . . . .

7 ^ 3 0 3ome of tho suggostions regardin-^ scliool ‘b u ild in g s .aros

( i ) proper main'Lenance of tha school b u ild in g s ° ( i i ) regular payment of re n t ; ( i i i ) inrnediate d isp o sa l of ponding rent cases ;(iv) revised assesment of rent in case of buildings acquired more than 5 years b:,.ick; and (v) progressi-’ely taking up the construction of o\m school buildings thereby reducing dependence on rented buildings (para 6 *9 )•

7*31 About 83/^ of primary schools in Bararaulla, 98;: in^handam/ari and 88/^ in Smrfoal Blocks are without crinldLng water fac ilities . Similarly, 89;-’ of primary schools in Baramulla,91% in Ghandanv/ari and 9 % in Sumbal Blocks are \/ithout eiectricity fa c ilit ies . The primary schools without pla]/ ground facilities are reported as 88/' in Baramulla, S 7 % in Chanda^nwari arid 97^ in SumbeJ. Blooks. Similar is tho position in middle sGaools» To meet the problem of lack of physical facilities in school.s, che f©Hai/±ng suggestions are made: (±-) in the norms for construetion of new school buildings, provision of these facilities should form an integral part; ( i i ) local community resources should be mobilised for provision of these facilities in schoo3.s, wherever possible* ( i i i ) v/hile tald.ng on rent new ^'fild.ings, adequacy of 1>hese xacilities should be kept in view;,iv) in the e:ci,oting rented buildin s , the owners should be

■pressed to provide drinlelng water facilities and electricity .wherever available.)^ >,In the rent deeds, there should be a -;oecial provision for these fa c ilit ies ; and (v) for providing P^a-y-...i*ound fa c ilit ie s , whe:rever it is not possi'^le to provide then in the school, some nearby land (in collaborations \dlth'the local community) may be earitiS-rked for this purpose, (para 6 .1 1 ) ,

7 . 3 2 I' o.e survey of teaching aid facilities shows that.a) all schools hav^ got at least one black board; and .b) only two ^ r cent primary schools in Baramulla Block and

one per cent i;: Siimbal Block have got more than 6 black boards* case of v-iiddle schools only J per cent schools in Baramulla

Block have more than 6 black boards. As against this, 23 to 31 per cent of middJLe schools have only one black board in these three blocks. The suggestions made a r e :( i ) the distribution of black ' i:j0£.rds may be rationalised talcing into account the actual needs of '-.he schools; and ( i i ) proper repair and maintenance of ^black boards 'some of which have become novf white boards) may be" looked inVj. (paras 6 .X 2 and 6 ,1 3 ) .

About 15/'3 of primary schools in Sumbialt, 2^^ in Ghandan- in Barajnulia Blocks are v/ithout any liTSr- -ry

facility , In case of middle schools, the percentage of schools "^thout library facility is 12/^ ih Sumbal Block and each in both

the blocks of Chandanwari ajid Baramulla. The suggestions made to im'orove the avai-labiiity oxid use of library fac ilities are:Ci) there should be some norms for provision of recurring and non­recurring grpaits for libraries in schools. The timely release of gr^.ts is also equally iinporfe.ant, ( i i ) there shou]_d be some guidelines for nal-d.ng purchase of text books vls^^a'-'vi.s other boolis;

( i i i ) whex*e it is not possible to provide gorvices of a libi'ar:, assistance, a teacher may- be made inehrage of nairii:en:inee and issue of the library books; (iv ) provision o- at least one newspaper in scboc:>ls shoula be ensured; :aid (v) innpect authoricies should also look into 'he effectiveness of library faoilitlos In school'^* (para 6.1U-).

fhou:r’j Taaps/oharts are available in majority ^of schcols, still 2?yo of primary schools in Sumbal and 12% in Baramulla Blocks are without any map* 'fho same is the position in middle schools. Ihe problem seems to be not of the shortage of the maps but their proper di'.itributlon (para 6 ,1 5 )

7*35 " Vie availability of science kitg in primary andnjiddle schools is quite negligible. 'Ibe suggestlonB made to improve the situation are: ( i ) the ^tato SGIuRT m y urik^ertake to develop sultipple saiom e kits for differanb stage of schools on the lines of those developed b*- the lUERT, using local material* This will be economical and its pr^oduction on i.t large scale can be talcen up to make these available to all aohools; ( i l ) for the schools wiriich have science kits, there should be recurring provisio^i for its maintencince as in most of the schools having these kits are not able to keep them in Tunning condition \\dthout proper replacements, additiohs etc. • ( i l l ) some schools which have got these k its , but are not able to use theii in '-he absence of a trained to'^cher available?* in school. I’here is a need for regular oriantation of teachers in teaching of science v/ith the l>elp of their kits* and

oasea som e^t has br-en found tbat teachers were gi^'en trainingiiFi use of science k its , but wore transferred to other schools, fherefore, the transfer policy of teachers hav Inr special training in science may need some rationalisation (para 6 ,1 7 ) .

-61-

^nnexui'G 1% 3urvey Profoinia with instruct ion a for f i l l in g it• 4»

INiioa^MION V3 ON 30 .9 .1 977

3Cx500L lNWlky?10N BL\NK (i^c J.8 3d.iocxi caly)

Idenfajfic-^ti on

Npma d." the 3di ool .

-.62-

Vill« ^0/To\;7n^______________ ___________j?oat Office.

B10 0 k A ’ 0h a i l/r« luk Pi atr ic t___ ,

£j3pL _tl_Qii of i i l lagei^

(fl,) PotJul^tion pooordin^ bo 1971 oenBUe i

Kr^ ” \ga-groupT571FWl4'------------------------------------------------------------------------------------------ -----— .

----------------- (ii— j ;— ---------------- i -j!--- 1---i j T o f e l..Jt-Y—'-as— r~—

131) 'JchMufc a Tribe a

fgr ,1977‘.______________ _____________\il age gi oup3

M

J 0 3 : i r z i z r '

7 — M : : : : z i r : r r f z z : i : r

(The above infom ^tion should be filled by the Blook iiiduQj^tion Officer^,

Tha following infonnqtion should be fillod by the Head of the In'^tit ution*

2, Year of iilatabliitoent ( i) as priiiiqry a oh ool _______________ _

( i i ) ^a middle anhool______

^iii) gs high/higherBecona^^ry s^chool ____

3. n b asQB providea Fiorn oJ^aa ho olaaa

4 , ( a ) / ' h e t h e r b i i 0 S c h o o l i g f o r

k B o y n ( ) J - i r l a ( ) C o - Q d u c a b i o n a i ( )

( b ) I f O o - 3 l u o « t i o n a l , G o ' - e d u c a b i o n i a

f r i i T i 0 . 1 ? ^ 3 ^ 3 _____________________________ b o c i a a a _____________ ___________ _________

( i ) C r o v e r m i e n b ' ' . )

( i i ) J j o c » 1 . B o d y ” ( )

( i i i ) p r i v ^ ^ b e R o c o - ^ i ' ^ e d l i d e d ( ) '

( i v ) P r i v a t e H e o o ^ ^ ^ n i ^ i e d U n - ^ i d e d ( )

^ - Ict^OQl H E ( i n c 1 u d i n g i n f o m q b i o n p e rb« i n i n g bop r i m ^ ^ r y ^ n d M i i d l e n e c b i o n e o f o o m p o a i b c j

, - i i i g b / l i i ^ h o r S e o o n d ' ^ r y 3 c h o o l e «

y ,....... , . . ( / I J/te ^ i Q h p a L L ... . ). . . . X

( ' i i ) I f y o 3 j U i i t O Y / n s d ( ) r e n b o d (. )

J ^ B n t f r o e ( . ) .

( i i i ) . I =? i i . ( - ) i n a d e q m b e ( )

( i v ) I f n o , ' i l l a ( i ) , v / h e r a a r e t h e c l f i s a e n h e l d ?

b a r i b ( . ' ) s h o d ( ) r e l i ^ i o a a p l a c e ( ;

i M / i l l o . g e P p n c h n y q b ( )

3 B m i h - i d a J j ( ' ) O p e n a r e a ( ) \ n y

' ' O t t i ' ^ r ( ^ ^ l e o s e S p o o i f y ) ______________ ______________

( b ) R o c m r j w i t h d i m e n s i o n o R o d p u r ^ j o s e f o r w h i c h u g o d

( P u r p o g a * r a ' ^ c h i n g , O f f i c e , a b n f f - r o c i n , a b u c i e n b s

r o a n , g p o r u ^ ^ - r o c m j d i f i p l n y r o a m , a b o r e , f i r a b a i d r o a n , n , n y ‘ o b h s r a p e c i f y ) .

Roam Ko. in "^a..jrv 'vX0c; : Purp.od lor ibicb uged

1. 2 ,

3. '4 .5.6 .7e8 .

( c) i) tre facilities avqil^^ble forYog ( ) No ( )

li) I f y e 3 g aro tiaey qd0 4 ^^t. 0 ( ) Inade^uu^te (

7. (a) 3 i)aily working tiourg as on 30 .9 77.? (or tbelast full working d^iy)

Fraii___________ bo _______

( b) Nijnib'-r of v/orkan;^ iiourg for iRsi working vf/esk ol3epbaiiber^l977 St _

(c) /eekly time dovotetTiori TioF^cTnga i 'or ciaaQ _____ ______________________ ill___ ____________ n i _____

TT TTIaga r0 SirTe o oHing^iij /ork exparienca/Or^ft.iii) Physical Trainingiv) otuera ______________

(FTs'^He 8pacify)

' B , E q u i | T O r t . ( e j Q r v . l c o R b l e ) i i ^ > b l e i n S c h o o l ( F o r P r i m n r }

* ^ n d i i i d d l e 3 i i o o l a o n l y ) j

tyiil

/i :j) Mnfr* i i 1 j G i c ' l i o n

i v ) 1 c j o n c e K i tV) ( Hq-rf cx

V.1) V 'l'Tny bOwka v i i ) O u h e i . c n ' : i t r u c b i o n a l e q u i p n t j n l ( P l o ^ q e g p e c i f y )

p r o j e c t o r

b) r .v ;

9 " rebelling abnif (ao on 30 .9 .7 7 )

i ) N u i i b a r o f p o ^ ^ t a S a n c t i o n e d

ii) N'-niber ^cri'j^Uly working* iyif)lo ( ) ta a Je (

i i i ) P'^rticul^^rg of tof^cbara workings

06XNo, ’

t11t

Acadenric’ Profession'al

1 # .

Total time devoted’ for classroom ’ teaching. . * Primary Middle ’ classes'! Cla.sses ’

Correctionwork

Co-c^-irricular Other'Totalacti\d.ties acti-’

‘ i^t ies ’ t f« \

....o

__ ..... U ...... . .,7,,. ... ‘ 8............. O ? 1 o ! 1 1w • -i.U •

^voriaa^-.,.IIimrs,,. Qf..t.g,agbers. -oer ..( wl.tJaln ^Qtiools T

1 .

2 ,i

3,#

. - 1

4 . . ; , / ' -:j

6 .

6.

Others- ' 1±m2.3. ’ <?

InvDI

♦Includes C i'a ft , work e z p e ila n c e , M u sic , F '.j s i c a l ra in in g and s im ilar

type c f teach ers .

10- ^irQlm enX p.nd p.ztendpjn.ce on 3 0 ,9 .1 9 7 7

r\DvD

I

Glass/ en rolment j lotp^l

■ ^ro laen t Ion plJ-si

X.

I

I I

I I I

IV

V

VI

VII

V III

I Girls

T*14^'3i^ls 'i^otal a. G ir ls Total

f i

Present an 30*9*197711^6rags dally Girls Total Oat tendance

I ( 3QT)tember,I 1977 )

rig I,Stalls. 11

I

11. stage-vise enrolmen'C, Leacners ( for primary and Miadle Schodils only) -

II 1 ^c

Az CTx st

a col age

ihroliiieit (Humber* of

number o-f teacherspupils)

3ctb September p rimr ry1974 Riddle ' '

-

•aDth September, PilSfir:’- ........6 7 5 Middle

•

30th September, prin^rv ......

fi •

A 71S7 6 ICddle

{1

30th September, “7 •v'n rn o -rrrr

19'7? Mj.dd3.e{

and Trai:isl£.r .J .a the mici- iiaitn of Academic;

i l c a d e m i c C

d e s si on ATEG0RI

1972-73 Total (B)

s .c . (B)

S .T . (B-)

1'c‘tal ( G-)

100 S,. C, (S)1

S. T' (0)

197 3-74 Total (B)

n no ♦ ^ » (B)

T* fB)

Tota.1 (G)

S .C . (GX

rn . 1. (G)

Class -Lass I=r=r

C^ass Class V

CO 03 r-i CQ XT: 1TO « 0 £ in ©

2 ® ® •H (B (D 20) T j TO -P -P Gj -P -P ' t j ®-P

? ^r-< a* O SD r—1 cC' O coJ cd O £ 1 •H a 0) £ i G

0) -H Q - O ^ E -p p . p ^ • Hp . CD CQ O CD Jh CD ■d o ■CD ® 02CDrr* is c_ < Eh pci 2 : 02

f—i05

OE-?

___1

Ul m X —: ?- CD c r/2 10 £ to

CD ^ X o CD >• ' —: -p-P CD S •p r-1 ®

CO O oi 1—i -P -P 01 Ctj ■P S EQ(D cn s5 Oj O 1 zo

-H-p Q o oa

! - o a O G) -H •P CD g_ sar O g f-1 cn(D S o C SEH O iHCL. B-1 O ?-t r

fr5 Oi <r; Pip* 1

.. i, .: - . . . - J L X . J . f-', p,n .2:? 2?>.

.■■■. — , , .... .— . iw -.— » .1...... *■—i -------..........,■ -'.......................................................... .. L\. ,- - ------ I. — J t t J u . . . . .17« ,3i5. H9^ .20. 21,

1974-15 Total(B).

S .C . . (i).

S .T . (B)

Total (G)

3 .C . (G)

S .T . (C-)

1975-76 Total (B)

o .C .fB )vD

‘ ii. I. (.<)

Total (G)

3.C- (5)

S .T . (C-)

197 6-77 Total (E)

3 .C . (3)

3 ,X . (E)

Total (5)

S .G , (G)

S .T , (G)

Incentives D.rQ:g±d^ to

rn o o-m + T o ...... " 1 - -- . of pupils bene^it?ed . ... .ui V cs-Otcl 1 3 .C . - ....-.-... ... i S .T .

c: T3fe?J, .. ..i T=.DY3 a ir s Total ? Bo-ro Girls Tota32. 3 , ___ ....i 6 . 6. 0 7 , S. Q-W d

3 .s '■ Slates , 'id

Books and Staticneiy

Uniforms

At t en danc e Sch ola r• Q ships (Cash)

I ---------------

Mid-day meals

Book Bank

Others (Plsas*^Specify )

I n a t r u c t - i n n s f o r f i l l i n g t l i e i n f o r m a t i o n b l ^ n k

Qierj^Ai.

ii. Pienge me either ballpoint pen or ink.

In n "tdiDol in li^v.in^ clnnseg ley on d middle atn/ j© then ii':forni'^tion g'heuld be ,i;i\/'en upto middle at^.je only v'/here ■•sk d for in the ^uegti onn^i re qnd higte' olasHes* nhould bn an it ted

3* U 1 info?-‘m?tion ahouid Ib rb on 3 0 .9 ,7 7 , unless otherwise a t ^ t e d o '

4. yor aomo il.eina br-^oketa kiRva been provided, ^ ou vat o p u t t i c k ( ) m ^ r k v / i t h i n t i i e b m c k e t i n o n g e i t

i a p p p l i c p t b l e t o y o u r s c h o o l . J ^ ' o r e x a m p l e i n i t e m 4 ( q ) ^ t h e i n f o n i i ' ^ t i o n i a a o u . ^ h t r e g ^ ^ r d i n g \ f t . e a ' ' - > h e r t h e a d i o o l 1 a f o r b o y a j g i r 1 a o r c o K J d u c ' ^ t i o n a l , I n t . h i a c a a e y o u h n v e b o p u t , R t i c k i n s i d e t h e b r a c k e t s n ^ a i n a t b o y a , i f

y o u r ; ; o l , i o o l ^ i d m i t F j ( ? n l y ' b o y a . i n c p s e y o u r a c l i o o l n d n i t a

b o t h t > h e n y o u - h ^ v e t o p u l a t i o k i n t h o b r ^ f f e a t

o o - e d a o q t i o n q l n n d a o o n .

^ "1 -71-

B o t h i d ' ^ n t i f i c ^ t i o n d ^ ^ t ^ i ^ ^ a v / e l l a g t t r e p o p u l p t i o ^

l i g u r a a l O r 1 9 7 1 c ( . > n a u a u n d e r i t e m ( J ) a h o u i d b e f i l l e d i n t h e o f f i c Q o f t h e L l o c k S d u c n t i o n O f f i c e r . I M e r e a t i m o t e d

p o p u l p t i c n I n f o r m a t i o n B h o u i d b e f u r n i s h e d o n t h e b ^ i s i a o f m j

r e c a n t s u r v e y c a r r i e d o u r . a f t e r Js^nu^rj 1977 i n t h e v i l l a g e ,

O t h e r w i a e t b . e l i - ^ u r e s a h o u J d b o e a t i m ^ t e d o n t h e b ^ ^ a i s o f t h e r * - ' » t e c f i ^ r o / t h o i p o p u l a t i o n o f t h e d i a t r i c t q . c c o r d i n ^ t o 1971 c e n - u g ^ T h i a i n l ' o r m a t i o o a h o u i d t o p r o v i d c ^ d b y t h e D i a t r i o t

O f f i c e r i n c h ^ r ' ^ e o f t h e p r o g r p t m m e .

In item (2) in oaae there qre no reoorda to providojjne yenr ')t oatf?bliah;Tierit,, then gome elderly men of the vill / ti

contact$d -i-nd the inlorai^tion collected. I f the school ig only q priffi'^ry aohc-ol, ye«r of gstpbliahment v/ill be provided ^gHxHat pr imnjy achcol. In cr^ae the achool atnrted ^ .a a prim^^ry 3ctiool qnd upgraded to a, middle achool, then information ahouid

furnished to the ye^ir of eatf^blighment aa r primary achool ^ nd .the ys'^r of upgrading aa q middle adiool i .e , the

when' the firat ye^^r cl^aa of the middle atqge ?/pa at=irted.

I n t h i a i t e m \ ^ o u h q v e t o f u r n i a h i n f o i m ^ t i o n r e g ^ r d i n 5 t h e o l f ^ a a e a u p t o v ^ ^ l i c h e d u o n t i o n a l f q c i l i t j e g n r e

o v n i l q . b l e t o p u p i l a , l i ’ o r e x a m p l e i t t h e r e R f e o l q . a s e a 1 t o I V

h a v i n g e n r o l m e n t i n ' r o u r a d . o o l t h e n y o u h ^ v e t o e n t e r t h i s i t e i i i a g f r o m c l n a g ] t o o l p i a a I V .

I t e m f 4 ) ( H re *■* dy e xp K i nod unde r g e ne tr 1 in at ru i". t i one

( b | S u p p o s e y o u r a c l i o o l h ^ 3 c l a a a e a 1 t o V. I n O R s e y o u

' J d i n i t b o t i h b o y s ^ n d ^ i r l s U i J b o c J p s s 1 1 1 o n l y t h e n t b i e i t e m s h o u l d b e f i l l e d p a f r o m o I r s s 1 b o c l n a a l l l . I n c q . a e

t b e = « c b o o l a d n i i t s b o t h b o y a ; ^ i r l g f o r n i l t b e c l q a s e a , t h e nV n n h o u n K n f i 1 1 f hi i a i f prm a a f r r i n p I c j c i c j 1 f . n r ^ l a c i c a V .

n r-

Item ( 5'> Lo')\i body iiHpJiaa wiunicipal, ^ill« Pariob^d,no oriems nv. rd ^nd kunicip-s 1 Gorpor'^ti on.

vou h'^va to anavi/Qr *^(ii) & ^-((111), only if four"onmmr to a (i) inyen. In o ae your nngwer in ?^(i) ia no, th?^n you h^ve to ^nawor n( iv) ’ , In of ?^(ii) there bemore then one tick, For exnmple if youraohool h ^ q achooi build] ri'5 of :lta own but ia not Rdequ^^te /^nd if you h ^ve p rented building in addition to y our own bui lding then youwill oick ^.^^in^t both owned pnd rented,

( b) ireq ahould be in aqui^re metre a Qnl/, Hence while Jurniahin^ the nren of room, if it ia in aqunre feet, multiplytaiB fij^ro fcy 0.09.'5 ao th^tthe are^ V'/ill be in aqunre mebreg,

l^^^inst ench roan furniah the purpoae for which it i?i uaed auoh '^Ei^.e^ohin^i Offioe etc* , provided un^ior this item,

iiQillJQ) d'ive inforai^^bion nbout the nunber of aerviceable pleceo -ivailiable q,j;Ringt e^ch Qquitwet t in your school undor

the Qs^tegorie'^ aodjht.

Item (2') Infomnta cn in rea|X)ot t'f te«ohers who h^^d be fjn on T3r.^‘ Len\r->/ Btudy laf^ve etc* on tte d^tQ of reference ahould Ib I uni i shed.

( iii) 111 coluTUi (4) under ao'i.deiViic quqlifications, you h^ve to furninh .he hi -;he.ab Rcq.demic qur.<lificati.on of the ti c 1B r , lu,jp0 s I n fceqoher ia ^n M . 4.., bl;ien you h^ve to menbion only 11^ i , , ^nd nd, B. 3iniil'^rly under profea-^d onal quq li f ic'^t ion of bhe teacher. i*'or example, if q te-^cher ia b o h .3. V / J B . r nd S«V • / 3. V . r . b to n on ly S. V. / 3. , f , a h ou Id ho manbionGd qg^inao hirj n^me under profesaionpl qu^^lif lo^tibnB*

Under columna 6 bo 11 bhe time apent (in clock houra 4^r .reek by the bandiar wibhin bhe adi ool hour^in v^^rioua item j

to 1)6 given. In Gi >e cf n mid die school having priin r}?" clj^aaea in ib , if n ta'^ctor ia teaching both prirri' ry qnd middle cl^^aaea, tte n bhe tioie davobed by him/her for ba^iching ecich atngp ahould be provided aep^rqbely in column a 6 •^nd 7, In ^oiirang Of 9 nnd 10 inform^bion ahould be provided^a par heading qpqrt irom teaching in ? oiiool timinga In oo liinn 11,, tot'll ol e0 1 unin 6 t o' 10 anoaid Id pro v i da d ,

Item (13 ) I f a atudent goto the a^nie benefit more thcjn once ae would be oounbed only once xor bh'^t^enefit, V ‘itudent getting more th^^n one benefit, .fillbe counbed for e'^oh benefit aepnrqtely,'

The yenr of referenco for thia item will ha acpdemi . x e ‘'ir„.19 76 :12 ,

I NTEIstSIVE SCiriOQL 5URVEY OF T£H5IL ___________BLOCK______________ON SEPTEiyiBER 30 /1 97 7

SCHOOL l^IE'CrKATIQi. FOPJ-. State - D istr ic t Barajmiil^s)

A- IDENTIIICjiglON

1 / Name Sc A d d r e s s ;_______________________ _____________2 / L o c atio n ; UrbanA^ural3 / Classes Taugint: Prom_______________-to___________4 / Attached c lasses / i f any__________ ____________5 / S h i f t : One/Two

6/ a . Teaching of science at Secondary s ta g e ; Yes/L.ob . I f yes . Laboratory is s^officiently e q '^ p p e d ; Yes/lNO

7 / Manageroent; Governm ent/Private Recognised A ided/^Tivaiie Recognised -.maided

8 / a . Whether the school is for Boys/^irls/co '- educationaj. --

■ b . I f coeduca-tiona, co—education is from, cla ss_____________ t o __________________

ICl

I B. DEVELOPMENT OF SCHOOL

Aimexxire I I : Revised Preferir,a used for tte s-tudy by Jaiririu & Kashmir Govt,

Class I-V 71 V I I V I I I IX X X I X I I r

_____________ ^lass C l a ss Class Clas s ^ l a ss C lass Class______Class _a Remarks

Year of sta r t

SCHQCL BUILDING AKD O'lHER PHYSICjA:T <u m - r - T “ v.XJ J- 0.11,0

t>-i

1 / Does the School have a b iiild in g : Yes/lNiC *

2 / In case yesv is i t ; Adequate/Inadeq^siate*3 / In the school b u ild in g : Owned/Pvented/Fartly *^.erited/F.ent F ree .

4 / Is the school B u ild in g : ICachha/Pacca/Serrd pdcc^.5 / In case school has no b u ild in g where are th4 classes h e ld ; In a Ten t /shed y

i-';.eligious P la c e /V il la g e Panchayat/Sarriti K aX l/C p en Area/Any otire r (p lease specify)6 / In case of Rented B u ild in g /B lo ck s what is the rtonthly rent? R s .________________

In case of the Accorncnodation is inadequate^ 'pl«=ase specify tie a-dcitional/requjLreirv^ts

8 / a / Are the san ita ry f a c i l it ie s available^, for G ir ls s. Yes/Mo*

b / I f yeS/ are th e se : A d eq u ate /In ad eq u ate . d / ' J s there any Playgro^jnd f a c i l i t i e s Yes/No 9 / Are the Selectric f a c i l i t ie s a v a ila b le : Yes/Mo

10 , What are the d r in k in g water f a c i l i r i s s ; jT ap /W ell/O th er Arrangement (p lease specify ) _

{In

11, Roo.m-v7ise details, of School B’o ild ing :

Room i»xea in In case of

Nuir±>er Bq.Meteres classrooms/for which classes used

;ase or other •

rooms purpose ;for which used ^

Owned/"Free/ Kachha/' ~Year o^'' ^ n d i t i o n

Rented,/?artly Pacca / const- of theRented/Rent Semi- ruction -tk)omfree Pacaa

ructionofroorrts

X,2.3.4,5,6.7.8,

DETAILS OF SEPAaCE^BLE HQaiFl^iEI'^ AVAIi^-3LE THE SCi-iOOL

S.No.

Item Hiirnber mean- for

Primary M iddle Secondary

Section Sections Section

Meant for other purposes p lease s p e c ify .

-r.,.— -ot:ai

BlackboardMaps (P r i nted 0 n ly '

9 Globes

4. Science K i t s ,c Charts (P rin ted onJy )

6. No, of L ibrary books

7. Radio

ProjectorT . V .

1 9 . Otners (p i . specify )

E* School Tim ingsa / T im in g s : i , X^jin-ter: f r o m _________iic_________ i:i- S-ginmer : Froiri__________ ro________ i i i , Sep , 3C, 77 iFrom______

I b / Number of working ho'jxs in -uie last, working week of Septerrib'er, 1977^___________________ .

^ c / 'Meekly Tirrte devoted for Classes "/XI Class "^/III C lass I X C lass X I

i* Class Pvocm Teacning

i i . work E xperience /Crafi:

i i i . Physical T r a in in g

iv* Other (p lease s p e c i f y ) .

TOTAL

s.No,

Oj? JtiiA.Xi Name Age

TiNG ■LE,"i>Cx-uISiG STAi?P (.riS ON SEpysi'-'BSx 30/ 19? / e Grade Qualifica-tion .< Teachirg E

Acadeiuic P ro fe s s io n a l w ith (EE C /E .E dV

sub jects C ap su le /!:. T / F X« s'ceci^v j _

Xn -the SCiiooi

x iD ^p& T 2B nee Total

Sabjeers Taught

g iv in g classes

HK, Tor

Iv£)!>-I

Working Hours o f Teachers per week (wi*thin School Hours)

S. bio* ’ o tal Time Devoted for________ Class rooms Teachinc (In hours)

Primary Mxddle Secondary Correction Co-Curricular____ S ection Secfcmcn Section Work Activ ities____________________ _______ Total

1 11, 12 13 14 15 16 17

' I

1

XT- ciU: S — 6

^ p t ie i i ^ i:, 30^ l~9T4^Septeirfcer^ 3 ^ ~n .^ D S e p t^ E e r ^0^ 1976 September 3o7 197'

Men Women Total Men Women T o l® . * Men Women lo ta l Men Women TotalDetail"^

n T . 3 : 4T T . 6. . . -1, 8 . “ 9 ; ■ ■ ■ ■■-TD,',yjil. . 1 2 ^ ‘ “ . -• 13*I, I. i,.ii— iiii.ii ' '.I ... .j ■■■• ............ .-........... I ~ I 111... 11.—mill I WM . ij , ' ............. -~Prim ary Section

TrainedU n train ed

T o tal

1 4.< !aie Sect-ion

Trained

Untrained- ..........Total

Secondary Section

Trained

t UntrainedEN. Total

1

Total

T rain edUntrained

'^'otal

a X

H . ST.-iFF STREI^GTri R--TIGiv^^5 ;.T I0 ii PER 01 S T ^ T (TEACrU^- 3 I:AFI OMLY)

P a r t ic u la r s _________ Grades of Teachinq S t a f f_____________________________ Grades of non~teachinQ

260-750/- ’ Staff_______________________700-110§ 475-850 340-700 350- 47# /220~430 T o ta l 200-320 170-230

a / Sanctioned

Post

b / Number of Post Hxas per norms*

c / F ille d - in

P o st ,

Id / Surplus

'i P o st .

e / ^'hor'cage of posts

i' . - 'jr. — O'

4.

_ P,art:iculars '"1 9 7 2 - 7 3 '__________ I973->74 ___. * 1974>-75____ 1975-76 1976-77

Men women Total Ken '’‘omen T o t i V^oir^n T o ral Men ' '•omen T o tal Men Wo- To-

, _____________________________________________________________________ I __________-•"______________ men ta lI

a / iio, of teachers at the beg inn ­

ing of the

current year

( 1 st i ^ r i l )

b / No* of teachers

jo in e d the school during

the current

j year

o^ c / 1 0 . of teachers

tr-ansferred to

t '"'fc other schools during the currfiiit ■ — ■

year

d / No. c f teacirers

died or le f t the

school duri ng the current year

e / No . of teachers 31st March of

ti'.e givQTi year

1? > — bi(i

DETAILS OF ElMROLf iEMr :

Y ear /particular rimary I-v classes VI- VIII classes rx-x classes _L ol ets

Beys G irls Tot.aI Boys G irls Total Boys Girls Toiial Boys Girls To— Boys Glr- Toftal

1. 2. TT 10.

Se-p. 3 0 /1 9 7 4

Total Gujjar & Bakkarwals

13, 14*

Is

Ts;

tal

IS

IH00

1

Sept . 30 . 1 9 7 5

Total Gujjar Sc Bakkarwals

Sep . 3 0 , 197.fTotal S i j ja r Sc

Bakkarwals

Sei 30 , 1977

Total Gujjar Sc

Bakkarwals

Z FKOLtIE' O: kW Al^TET^AJTCE AS ON ■50.9.19'^?

Classes of :^t-a^ents on Holls -^resent, on 50C9.1'?/Y - - ■ i

■ -Avera- e i^aily Attendance • ( 3 ePt enher* 1977)

Total G-ujjar & ‘oakk, B G T B G T

Total B G T

0-11(13 a-r- Bakk»3.' a . T - -

^ . . ■ To-tal --TUQ-ja-r • ba-Mc-y . . - B G- ' 3 ■ r. - IV

1 . 2 . . 3 . 4-.. . 5,.. 6. . _7 . B ,.9 ^ .1 0 ^ . 12-. :12 . . 1 3 . l A n- -;7 he -] q

Pre-

1st

2nd

3rd

4th

5th

6th

g 7th

' .|th

ph.

loth

nth

12th

Total;

B : Bnjs (rt n-irls T-; 'Tot^il

■ Pc.ge - ‘il

^ . AVEEJ-.GE >IDOTHLY C?RGi- 1976 TO NOVEMBER^ 1976)

class - March ______ April J-ine July Aug^ast Sev't. Oct, Hov,Boys ^ ir ls Boys "wiris “"oys '^irls aoy’s i r is ^oys ^Irls Boys G irls Bo- Glr- SC—

_____________________ _____________________________________________________________ ________________ _________ ys is Va rla ya ria

Pre-Primary

1st

2nd

3rd

4th

5th

6th

A 7th

^ 8th

9th

10th

11th

12 th

Total

--------------------------- -------- ;---------- zi± ____________________FLOW GF STUDEKTTS____________________B= Boy s . G=Glrls,* & T=r 'o-taI_____________________________________

Year Parliiculars I I I I I I IV V. V I : V I I V I I I IX X ____________To tal_______________B G B G B G . B G - E G B G B G 3 G B G

1 5 7 2-1 - Promo1:ees

^2 2 , Repeaters3 . i^dmission

during tne ye ar4. Struck O ff

5 . Total

1 . Promotees

X9 7 3 -2 . Repeaters3 , >%drriission during

74e year

4 . Struck o ff

5 , T o ta l

J 1 . Promotees

^ 1 9 7 4 —2, Repeaters7 5 3 . r*dmission during

Z i i e year4. Struck o ff5 . T o tal

1 . Promotees 1 9 /- ^ 2 , Repeaters

3 . xxdmission du rin g r.ne year

4 . Struck o ff5 . Toi^al

1 . Promotees

j _97 5« 2 . Repeaters■ 7 7 3 . Adm ission during

tiie year4. Struek o ff5 . Total

i- I'LC/ Oi SxUDMJTS & iia. Kjr<w -*LS) B = Bcys/ G= Girlfc ci T = Tot.alr -13

Year Par1:iculars I U I I I . xV V V I V I I V I I I ix______x - -•______ T O I^B G B G B G B G. jb G 3 G B G B Q B G B G B G B G T

197 2- 1 . Promotees7 3 2 . Repeaters ■’

'■ ■ ■ ' 3 . I^dmission during..

•• -the" year __• “ 4 , struck cjff

5* Total

1, Promotees2. Repeaters

^ 3 , Adm ission during

the year4. S'crack cf f5. Total

1 , Promotees

•J. 2. RepeatersCO 3 . Adm ission durangI 75

th£' year4. Struck o ff5 . Total

1. Promotees

1975- 2, Repeaters

. - -7 6 ■ 3 , • AdmissL on during tr.e year

4. Struck o ff5 , Total

1, Pronctces1976- 2. Repeaters

77 3 . Adm ission during

the year4. Struck o ff

5 . Total

CCf

N. I^jCEj TIVES PROVIDED TO PUPILS ‘vIT o rn i.p r i 1 /1 197 6 to M arch/31, 1977)

Numbe r of pup i 1s benerii^eS. i’jnount inai rred! in Rs cIncentives ii.ll Students Gujjar & Bakkfe.rwals A ll students Gujiar Sc Eakkarwals

Boys Girls Total Boys Giife Totfe.1 Boys Gi]is Total Boys Girls Total

1 . /£, m O * 4 <. 6. 7i 8, 9 , lo. 11. 12. i:^.

Slates Sc Pencils

B o o lcs Sc S t a t i o n e r ^ ^

Uniforms

Scholarships

Mid-day-meals

Book Banks

Financial ixs s i St. ance

Others(Please specify)

I I I

m p UF^a^Xi^u UF ^OHoaL^

A. O p enjjQ ^uJLSo ^^

l^'J'XlQ.vXXZ

i, Distanoa 'from the nearest primary school/section not to be less than t\K) kilo.ueters5 and

i U Ttee population of the habitation/feeding habitations not tube leai^ than 200.

1* Distance from the nearest primary school/seotion not to be less than one kilometer; and

ii. The population of the habitation/feeding habitation not to be less thtfi 100^

1. Distance from the nearest mi'idle schiool/sect ion not to be lass t h a n t U r € Q k l l c m e t e r s ; a n d

ii.The enix)lnient in 5th Primary class not to be less than 10 students#

(0\ .4 L iU J^L .iim y A ^

is The distance fiorn the nearest high school/section not to be less than five kilometers; and

iioThe enrolment in 8th class of the middle school not to be less than 30 students^

ill .Other things ranaining the same, pceference should be givan to the such laiddla schools which have sufficient accomodation, established earlier hhan otiiers and located at central places.

-87-

The above nom s are preferably for scliools for boys exce|) t in case of opening of primary schools which are to be mixed schools. Women Teachers sliould be posted in all tlie new mixed primary schools except in case of inaccessible areas where male teachers should be posted as a special case*

In case of upgrading of schools for girls, criteria given above provide general guidelines and only such schools for girls slhould be upgraded which prave to be viable educational units with sm ffioiant eni^X^ent. Tn addition to distance and population factors, tiha escisting and anticipated enroLnent should be the major guiding f actors®

-88-

utht^r things remaining the satae preference should be given to upg.v'ads the incompieto^uiiddle and s^condaiy schools as complete middle and secondai?y schools e .g , addition of classes 7th, 8th & loth.