Situtioanl Analysis Of Children In Govt. School

“Situational Analysis of Children in Government Schools”

Manipur Alliance for Child Rights (MACR)

Conducted by : Institute of Social Work and Research (ISWAR)

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Forward Manipur Alliance for Child Rights is an alliance of people’s organisation, NGOs, CBOs, civil society organisation and individuals working on the issue of child rights in the State of Manipur. Right thinking citizen of Manipur who could not ignore any longer the rights of children being violated every day felt that a collective voice was needed for generating a mass people’s movement. It is due to the realization of the fact that the Manipur Alliance for Child’s Rights – MACR – was conceived on 23 December 2005 to become the mouthpiece of this vulnerable population and to highlight the issues related to children which the policy-makers have been ignorant about and to create a common platform where issues relating to children could be addressed effectively. Child rights can only become central to a country’s agenda if its people choose to make it priority by ensuring government accountability to actualize the rights of children. As education is the foundation of the society and the decorating state of education was becoming very visible day by day, MACR felt that it would be very vital to conduct a situational analysis of children in government schools with the objective, to assess the impact on children’s rights by the present educational system and mode of implementation of the education department and to check the students attitude and their parents’ view towards the government school. The study has been completed by the continuous effort of the MACR research committee which was headed by A. Surjakumar Singh and was carried out with various limitations, the district members of the MACR who contributed in carrying out the analysis of the Study in bringing out the final recommendation report for improvement of Government Schools Education. We hope that this report will be very useful for the Government and concern civil societies in their continues endeavor in improving & strengthening the present Government School. MACR extends its gratefulness to the CRY (CHILD RIGHTS & YOU) for extending continuous support to the MACR in the finalization of this document.

CONVENER Montu Ahanthem Manipur Alliance for Child Rights

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ACKNOWLEDGEMENT

I am highly obliged and extend my sincere gratitude to the Research Committee’s members of the Manipur Alliance for Child Rights (MACR) namely Shree Montu Ahanthem (Convener - MACR), Shree Keisham Pradipkumar and Shree Angsem for their valuable inputs during the planning and data compilation of the study. Further, I extend my sincere thanks to Child Rights and You (CRY) for its encouragement and support which lead the study a success. My heartiest gratitude to field investigators of ISWAR for extending their great valuable support in data collection and tabulation of the study. I show my gratitude to the Head Master/Head Mistress, students, parents and guardians for their kind information and supportive motive during data collection of the study. Last but not the least, acknowledge my sincere thanks to Smt. T. Binodini Devi, State Coordinator, REMS, SSA who provide secondary data for the study.

A. Surjakumar Singh Secretary, ISWAR Member MACR - Imphal West

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Content Sl. No.

Particulars

Page

1.

List of the table and figure

i – iii

2.

Introduction

1–1

3.

Chapter – I : Elementary Education

2 – 10

4.

Chapter – II : State Profile

11 – 27

5.

Chapter – III : Review of Related Literature

28 – 39

6.

Chapter – IV : Methodology of the Study and Abbreviation40 – 43

7.

Chapter – V : Analysis of tables of the study

44 – 56

8.

Chapter – VI : Analysis of School Code, Data from Student and Parents

57 – 61

9.

Summary of the Study

62 – 69

10

Conclusion

70 – 70

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List of the Table Sl. No.

Table No.

Name of the Table

Chapter – I 1

Table 1

School Structure at Elementary Level and Compulsory Education Law

Chapter -II 1.

Table 1

Administrative set up

2.

Table 2

Population and Sex ratio

3.

Table 3

Literacy and index of Gender

4

Table 4

Number of Schools under different Categories/Management

5.

Table 5

Number of Habitations having Schooling Facility

6.

Table 6

Condition of opening of school

7.

Table 7

Cumulative achievement of civil works (2004-05 to 2008-09)

8.

Table 8

Educational Development Index

9

Table 9

Student Enrollment in 2008-09

10.

Table 10

GER & NER in Primary and Upper Primary

11.

Table 11

Teachers in Elementary Schools

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Chapter – V

1.

Table 1

School category

2.

Table 2

Room condition

3.

Table 3

Existing Class room with the student strength

4.

Table 4

Toilet Facility

5.

Table 5

Separate Toilet for Teachers and Student

6.

Table 6

Basic amenities (Fencing, Playground)

7. 8.

Table 7 Table 8

Basic amenities (Electricity, Computer, Library) Drinking Water Facility

9.

Table 9

Detail of teaching Staff

10.

Table 10

Students attendance percentage on the day of data collection

11.

Table 11

Academic Calendar

12.

Table 12

Extra curricular activity

13.

Table 13

Facility of Mid Day Meal and SSA

14.

Table 14

School Management committee, Parent Teacher association

15.

Table 15

School Report Card

16.

Table 16

Student Welfare Programme

17.

Table 17

Annual Percentage of Students Attendance of the last Year

18.

Table 18

Students enrollment in the last five years

19.

Table 19

Number of students appeared in exam, passed, fail and drop-out for the last three years

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List of the Figure Chapter - II Sl. No.

Figure No.

Name of the Figure

1.

Figure 1

Population Propotion

2.

Figure 2

Literacy Trends (1951 to 2001)

3.

Figure 3

Year Wise Enrollment in Primary (I-V)

4.

Figure 4

Year Wise Enrollment in Upper Primary (VI-VIII)

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Introduction Manipur was an independent sovereign country some 2000 years before the British paramount occupied Manipur. The British freed the state on 14th August, 1947 and soon after merged with the Indian Union as a part C State. Subsequently, the Manipur Constitution Act, 1947 was framed. In the subsequent year, election was held in 1948 to the Council of Ministers under the Constitution. Manipur became a full-fledged state of the Indian Union in 1972. The state is situated in the north-eastern side of India, bordering Maynmar on the east, Mizoram on the south, Assam in the west and Nagaland in the north. Manipur has an area of 22327 square kilometers and populated by 23.94 lakh people comprising of 10,95,634 male and 10,71,154 female as per the census report of 2001, out of which 568783 are children (boys – 288482 and girls – 280301), as per the report 2004-05 of SSA .Manipur is inhabited by people belonging to different castes and religion i.e. native religious community (Sanamahi), Hindus, Islams, Christians, Buddhist etc. Now, the state has nine revenue districts, 4 in the valley and 5 in the hills. There are 33 tribes having their own dialect with Meitei-lon as the linguafranca. The Modern System of Education (English) came into being in the form of a primary education centre in Manipur in the beginning of the 19th century, under the able guidance of Captain Gordon. Unfortunately, his sudden death left the new system in disarray. In 1872, Major General W.E. Nuthall opened a school at Imphal with English language as the medium of instruction. But it also failed to function properly due to the lack of local co-operation and encouragement. “In course of time , Maharaj Chandra Kriti gave his consent to Sir James Johnstone for establishing an English School in 1885 at Imphal. The school was later known as Johnstone Middle English School. Soon after, during 1893-95, four lower Primary Schools, three in Imphal and one in the hill area at Mao were opened.” (Courtesy: SSA Annual report). Prior to 1976, education was exclusively a state subject. Therefore, the system of education drastically varied in terms of content, duration, curriculum and stages of school education etc. In 1976, by a Constitutional amendment, the education was included in the concurrent list primarily to bring uniformity in structure and composition and to ensure Central intervention where it was of utmost importance.

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CHAPTER – I

The Elementary Education Education is the key determinant of the growth and development of individual as well as nations. It contributes to better health, higher incomes and increased participation in community life. These social and economic returns have been proven to be particularly high when all the children irrespective of caste, gender are educated. Realizing the importance of basic education, India has been according high priority to the universalisation of elementary education. The curriculum of Elementary Education usually emphasizes reading, writing, arithmetic, an introduction of natural and social sciences, health, arts and crafts and physical education. An important part of elementary schooling is socialization with peers and creating of an identification of the child with the community and nation. Education is a critical input in human resource development and is essential for the country’s economic growth. The major indicators of socio-economic development viz., the growth rate of the economy, birth rate, death rate, infant mortality rate (IMR) and literacy rate, are all interconnected. The literacy rate has been the major determinant of the rise or fall in the other indicators. There is enough evidence even in India to show that a high literacy rate, especially in the case of women, correlates with low birth rate, low IMR and increase in the rate of life expectancy. The recognition of this fact has created awareness on the need to focus upon literacy and elementary education programmes, not simply as a matter of social justice but more to foster economic growth, social well-being and social stability. We have every reason to pay full attention to the importance of human capabilities as instrument for economic and social performance. Basic education, good health and other human attainments are not only directly valuable as constituent elements of the quality of life, these abilities can also help in generating economic success of more standard kinds ,which in turn can contribute to enhancing human freedoms in other ways. School education, thus not only advance social and cultural freedoms: it also enhance economic opportunities.(1)

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Elementary Education in India: The National Policy on Education 1986 emphasized to move to an elementary system comprising five years of primary education and three years of upper Primary, followed by two years of high school. Both the Central Advisory Board of Education and National Development Council had unanimously agreed that all the states should reach to a common structure of education by 1995. However in practice this has not been followed till date. Perhaps the Central government did not make any concerted efforts to attain a uniform pattern of elementary education even in terms of its duration. In a few states, grades I to VIII are divided into two stages and in some other states it is seen in three stages. Similarly in some states the primary stage is of four years duration while in other states it is of five years duration. (1) Jean Drez and Amartya sen: “India Development and Participation” Published by Oxford University Press: Fifth impression 2008: p. 4

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Variations in structure and composition that exist in the country as is seen from the table given below: Table 1: School Structure at Elementary Level and Compulsory Education Law State/UT Andhra Pradesh Arunachal Pradesh Assam Bihar Chattisgarh Goa Gujarat Haryana Himachal Pradesh Jammu & Kashmir Jharkhand Karnataka Kerala Madhya Pradesh Maharashtra Manipur Meghalaya Mizoram Nagaland Orissa Punjab Rajasthan Sikkim Tamil Nadu Tripura Uttaranchal Uttar Pradesh West Bengal Andaman & Nicobar Island Chandigarh Daman & Diu Dadar & Nagar Haveli Delhi Lakshadweep Pondicherry

Age of Admission To class 1 5+ 6+ 6+ 6+ 6+ 5+ 5+(6+) 6+ 5+ 5+(6+) 6+ 5+ 5+(6+) 6+ 5+ 5+ 6+ 6+ 6+(5+) 5+ 5+(6+) 6+ 5+ 5+ 6+ 5+ 5+ 5+ 6+(5+)

Compulsory Education At level E E E P S E E P N N S E E N P N N N N P N P N E N S N P P

5+ 5+ 5+ 5+ 5+(5-1/2) 5+

N E N N N N

Structure of School Education Primary Upper Primary I-V VI-VIII I-V VI-VIII I-IV V-VII I-V VI-VIII I-V VI-VIII I-IV V-VII I-IV V-VII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-IV V-VII I-IV V-VII I-V VI-VIII I-IV V-VII I-V VI-VIII I-IV V-VII I-IV V-VII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-V VI-VIII I-IV V-VIII I-V VI-VIII I-V I-IV I-IV I-V I-IV I-V

VI-VIII V-VII V-VII VI-VIII V-VII VI-VIII

“P” means primary education is compulsory in the state “E” means Elementary Education is compulsory in the state “N” means no compulsion is in force in the State “S” means newly created state- following regulation of parent state

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It is clear from the above table that the primary stage consists of classes I-V i.e of 5 years duration in 24 States / UTs. The primary stage consists of I-IV in 11 States. In Pondicherry two regions have primary upto Vth standard and one region has upto IVth standard. The middle stage of education comprises classes VI-VIII in as many as 22 States/ UTs and classes V-VII in 11 States/ UTs and classes VI-VII in Orissa and Yanam region of Pondicherry and classes V-VIII i.e of 4 years duration in 1 state only viz. West Bengal. Assam follows 4+3+3 years elementary and high school pattern; Orissa follows 5+2+3 Years primary, upper Primary and high school pattern respectively; a dozen of States/UTs administration have their eighth class extended into the secondary school education and is not compulsory level of education in these states.

The goals and objectives of Education for All in India: Access:

Universal enrolment of all children, including girls and persons belonging to

Scheduled Castes and Scheduled Tribes; Provision of primary school for all children within one kilometer of walking distance and of facility of non-formal education; and Improvement of ratio of primary to upper primary school to at least 1:2. Retention: Reduction of dropout rates between Classes I to V and I to VIII to 20 and 40 per cent respectively; and Improvement of school facilities by revamped Operation Blackboard, to be extended to upper primary level also. Achievement: Achievement of minimum levels of learning by approximately all children at the primary level, and introduction of this concept at the middle stage on a large scale. Monitoring: Local level committee, with due representation to women and teachers, to assist in the working of primary education to oversee its functioning; and Improvement of the monitoring system for Universalisation of Elementary Education. The progress : The last decade of the century definitely marks a significantly positive note in the history of basic education in India. Though the constitution of the country had made a commitment to providing free and compulsory education to all children upto the age of 14, the task of providing basic education for all received high priority with concrete plans of action mainly after the National Policy on Education was launched in 1986 and revised in 1992.

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The educational priorities enunciated by the National Policy on Education 1986 have continued through the 90s. This has been reflected in the higher allocation of resources as well as in terms of clearly defined strategies to achieve the goals of education for all. The World Declaration on Education For All – 1990 adopted in Jomtien, undoubtedly, gave further fillip to the national commitment for reaching basic education for all children. The Jomtien Declaration together with several positive developments within the country brought to the central stage the need for viewing basic education as a fundamental right of every citizen. India is one of the few countries where during the stabilization phase of structural adjustment, expenditure on education has been stepped up. An estimated 95% of the rural population living in 826,000 habitations have a primary school within 1 km. and about 85% population have an upper primary school within 3 km. More than 150 million children are currently enrolled covering around 90% of the children in the age group of 6-14 years. Recent surveys on literacy rates indicate a phenomenal progress in the 90s. Basic education policies and programmes in the recent years have gone beyond the mere emphasis on numbers to focus on quality concerns in basic education, on the education of girls and disadvantaged sections of the society, the need for people’s involvement

in

basic

education

programmes

and decentralization

of

educational

management. It is also during this period that World Bank and other international donor agencies began providing additional funds for speeding up the process of universalisation of elementary education. The Government of India has initiated a number of schemes to achieve the goals of EFA (Education for All). Some of the schemes are as follows: 1. Operation Blackboard (OB): the scheme was launched in 1987-88 with the aim of improving human and physical resource available in primary schools of the country. A building comprising at least two reasonably large all-weather rooms with a deep varandah and separate toilet facilities for boys and girls; At least two teachers in every school, as far as possible one of them a women; and Essential teaching-learning material including blackboards, maps, charts, toys and equipment for work experience. 2. Lok Jumbish Project: It was launched in Rajasthan to achieve education for all through peoples’ mobilization and their participation The project was started from 1992 subsequently extended upto 2004 with financial assistance from Swedish International Development Agency(SIDA), Department of International Development(DFID), UK, and Government of India.

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3. Shiksha Karmi Project: The project aims at Universalisation and qualitative improvement of primary education in remote and socio-economically backward villages in Rajasthan with primary attention given to girls. The project was implemented with the assistance from Swedish International Development Agency(SIDA) and Department of International Development(DFID), UK, and Rajasthan Government from 1987 to 2005. 4. The Mahila Samakhya Scheme: started

1989 is a concrete programme for the

education and empowerment of women in rural area, particularly of women from socially and economically marginalised groups. It is being implemented in nine States Andhra Pradesh, Assam, Bihar, Jharkhand, Karnataka, Kerala, Gujarat, Uttar Pradesh and Uttarakhand and extended to two new states i.e. Madhya Pradesh and Chhattisgarh. This programme has also focused on awareness of the need to educate the children, especially girls, to give the equal status and opportunities which have resulted in a direct impact on enrolment and retention of girls in schools. 5.The Bihar Education Project Council (BEPC): popularly known as Bihar Education Project (BEP) is an organization dedicated to achieving Universal Elementary Education (UEE) in the State of Bihar, India. Launched in 1991 with the purpose of bringing about quantitative and qualitative improvement in the Elementary Education system in Bihar. Primary education has been focused area during the implementation of BEP & DPEP-III programmes till 2001-02. 6.District Primary Education Programme: The centrally Sponsored Scheme of District Primary Education Programme(DPEP) was launched in 1994 as a major initiative to revitalize the primary education system and to achieve the objective of the unversalisation of elementary education. DPEP is an externally aided project from EC/DFID/UNICEF/ Netherlands through Central Government. 7. Janshala Programme: Janshala(GOI-UN) is a collaborative effort of the Government of India and five UN agencies- UNDP, UNICEF, UNESCO, ILO and UNFPA. Janshala, a community based primary education programme especially for the deprived girls and children. The programme is implemented in nine states viz Andhra Pradesh, Jharkhand, Karnataka, Madhya Pradesh, Maharastra, Rajasthan,Uttar-

Pradesh,Orissa and

Chhattisgarh. 8. Mid- Day Meal Scheme: The National Programme of Nutritional Support to Primary Education (NPNSPE) popularly known as the Mid-Day Meal Scheme was launched in 1995. the objective of the programme is to give a boost to Universalisation of primary education by

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increasing enrolment, attendance and retention and so also improving nutritional status of the children in the primary classes studying in Government, local body and GovernmentAided Schools. The programme has been extended to children studying in EGS/AIE and Upper Primary. Cooked meal is provided to the students. 9.

Teacher

Education:

The

Central

Sponsored

Scheme

of

Restructuring

and

Reorganization of Teacher Education was taken up in 1987 to create a viable institutional infrastructure, academic and technical resource base for orientation, training and continuous up gradation of knowledge, competence and pedagogical skills of teachers in the country. The Scheme envisages setting up of DIETs in each district of the country to provide academic and resource support to elementary grade teachers and non-formal adult education instructors. 10. Sarva Shiksha Abhiyan(SSA): SSA is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education(UEE) through time bound integrated approach, in partnership with States. SSA, which promises to change the face of elementary education sector of the country, aims to provide useful and quality elementary education to all children in the 6-14 age group by 2010. The main features of the programme are: a. Focus on girls, SC,ST and Minority group, b.

Back to school camps for out of schools children,

c.

Free Text Books for girls, SC, ST,

d. Special coaching/ remedial classes for weaker children e. Inclusive Education for disabled children. f.

Teachers’

sensitization

programmes

to

promote

equitable

learning

opportunities g. Innovative Projects. h. Improvement of school infrastructure etc. Despite such significant achievements and positive goal orientation in the recent years, it is realised that there are serious problems of gender, regional, sectional and caste disparities in UEE. A significant proportion of students continue to dropout due to socio-economic and cultural factors as also due to lack of adequate infrastructure, shortage of teachers and unsatisfactory quality of education provided. The country still is the home for more than 300 million illiterates. The challenges have been many. Therefore, the review of progress made in the 90s represent this struggle to resolve some of the basic problems and make concrete progress towards the goal of EFA against all odds. Though the progress made is not

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insignificant, the country realizes that the challenges ahead at the turn of the century are quite daunting, demanding not only continued commitment but also an enhanced attention and resources to meet the challenges in the coming years. The government is fully seized of the fact that nothing less than a whole hearted national effort both in the public and private sectors would be necessary if India is to emerge as a fully literate and economically vibrant nation of the 21st century. Challenges . In spite of a large number of schemes taken up for Universalisation of elementary education since independence, it is unfortunate that the country is still languishing with a sizeable number of illiterates. The high drop-out rate has resulted in total disarray in the implementation of the education programmes. Reasons for high drop-out rates are variedsocial, economic, quality, lack of interest and lack of attraction can be cited as a few examples. The Parliament has passed the Constitution 86th Amendment Act, 2002 to make elementary education a Fundamental Right for children in the age-group of 6-14 years. The provision of free education to children as a fundamental right would motivate both Governmental as well as non-Governmental sectors to take necessary measures so as to achieve the Universalisation of Elementary Education, the ultimate goal of the country. The National Policy on Education makes a reference to 'education of satisfactory quality' Quality is the most important aspect of education which should not be ignored. The education that is provided should be able to create attraction and interest among the children. There is an urgent necessity to improve teacher training to improving the quality. However, Teacher training programmes are not very much oriented for effective utilisation of human resources. They do not give stress on techniques and activities that make learning joyful for students. Lack of follow up measures make them forget and not utilized whatever they had learnt during their pre-service training programmes. Without primary level teaching or research experience, particularly on rural schools, teacher educators are poorly prepared to educate. Most of the teacher educators imparting training in elementary teacher training institutions do not have primary level teaching/research experience. This affects the quality of training imparted by them. The methods of transaction of theory classes of these teacher educators are generally devoid of active teaching learning approaches. There is no specific teacher educator preparation programmes. Teacher educators also need continued assistance for their professional development. The UGC provides assistance for professional development of teacher educators in teacher training colleges and departments of education of universities.

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But such facilities are at present not available for elementary level teachers educators. All efforts should be made towards improving the training component. Many states are already providing free education, but the components vary from state to state. On the other hand, free education means not only exemption from payment of fees but it should also include various other components such as text-books, stationery, uniform, one meal and transportation wherever necessary etc. The Government may consider including all these components in the free education. Elementary Education becoming a justifiable Fundamental Right, the possibility of increased litigation cannot be denied. The citizens would have every right to go the courts of law if their fundamental right is violated. Therefore, the Government to find out ways and means to face this challenge. The Central Government may, therefore, consider working out the necessary legislation. The Centre may make necessary provision to this effect either in the follow-up legislation or in the guidelines that may be issued to the States. The allocations, made to education every year have so far been very insufficient. the required amount should be allocated to achieve the goal, unless this is done. A mere constitutional amendment and providing a fundamental right is not going to serve the purpose. Besides increasing the allocation, Government may also take steps to reduce unnecessary expenditure to reduce unnecessary burden on the State's exchequer. The financial burden may be shared by both the Centre and the States. Administrative responsibility should be left to states for implementation according to their convenience. The current education pattern has formal certification after the successful completion of standard 10th only. This, therefore, means that the children who cannot get education except when it is free, will have to discontinue their studies before formal certification, thus closing their further avenues of earning and employment. , a child should be able to receive some sort of certificate so as to easily get a gainful employment. The Government may introduce formal certification at the end of standard 8th to enable the children who come out of the school after 8th to join some gainful employment or pursue some technical vocational courses with the help of the certificate. The children studying in those private institutions which do not get any financial aid should not be deprived of their fundamental right. So free and compulsory education means for those institutions run by State or receiving aids out of state funds. It is not applicable to private institutions.

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CHAPTER II (State Profile) Physical Profile: Manipur is one of the eight sisters of India’s North-Eastern Region. As remarks in the The North- Eastern Region Vision 2020, “rainbow country- extraordinarily diverse and colourful when seen through parted clouds.”

It streches from the foothills of the

Himalayas in the eastern range and surrounded by Bangladesh, Bhutan, China, Nepal and Myanmar. It includes- Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura. 96% of the boundary of the region forming international border. 27- kmwide Siliguri corridor is the only connectivity with the rest of India. The region is rich in natural resources, covered with dense forests, has the highest rainfall in the country, with large and small rivers system nesting the land and is a treasure house of flora and fauna. Manipur has a total area of 22,327 sq. km. forming 0.7% of the total land surface of the Indian Union. It is situated between the parallel 23050’N – 24041’N and the meridians 92059’E- 94045’E.The state has a border of 854 km of which 352 km is international border with Myanmar on the east. The remaining 502 km long is shared with neighboring states, Nagaland on the North, Assam on the west, Mizoram on the south and south-west. Physiographically the land is divisible into a central valley and the surrounding mountains. The plain of valley is approximately 2238 sq. km accounting 10% of the total area. Out of this an area of 550 sq. km. is occupied by lakes, wetlands, barren uplands and hillocks. The oval cup-shaped valley is surrounded by hills on all sides like a wall. Manipur enjoys a mild and pleasant climate. Summers are not hot and winter are not very cold. It is divided into two regions due to topographical factor viz: (1) Valley: Bishnupur, ImphalEast, Imphal-West, Thoubal and (2) Hill: Chandel, Churachanpur, Senapati, Tamenglong and Ukhrul. Administrative set up: Manipur, was an independent kingdom. The recorded history of Manipur can be obtained from the State Royal chronicle called ‘Cheitharol Kumpada’ which covers the period from 33 AD to 1890 AD. During this period, altogether 74 kings ruled the state. Nongda Lairen Pakhangba ( 33-121 AD) was the first and last was Kulachandra. In 1949, it was merged with Indian Union as a part C State.

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In 1956 became a Union Territory under Union Territorial Council Act, 1956. in 1963 , the Territorial Council was replaced by Territorial Assembly. It became a full-fledged state in 1972. Manipur has different forms of local self Government Institutions in the valley and the hill. District Council Act 1971 passed by Parliament in 1972. There are 6 Autonomous District Councils in Manipur. The following are: 1. Manipur North: Ukhrul.

2. Manipur South: Chuchachanpur

3. Manipur Sadar Hill: Senapati.

4. Manipur East: Kangpokpi.

5. Manipur West: Tamenglong.

6. Manipur Tengnoupal: Chandel.

In the valley, there are two-tier Panchayet system. The Panchayet system can be traced to the emergence of the Darbar in Manipur 33 AD. In 1891-92 modified by the British as a single tier rural panchayet. In 1994 under the Manipur Panchayet Act, two tier system of Zilla Parishad and Village Panchayet were established. In 1960 when Imphal Municipality was established. Present administrative is shown in Table no.1. Table no. 1.(Administrative set up). Sl. Name of no Districts

Area in sq.km

No.of No.of No.of Blocks Dist. Villages Cncl 1 Bishnupur 496 2 0 49 2. Chandel 3313 4 1 361 3. Churachanpur 4570 6 1 546 4. Imphal –East 709 3 0 204 5. Imphal –West 519 2 0 134 6. Senapati 3271 6 2 625 7. Tamenglong 4391 4 1 171 8. Thoubal 514 2 0 103 9. Ukhrul 4544 5 1 198 10 Total 22327 34 6 2391 Source: Statistical abstract 2007.

No. Towns 7 1 0 6 10 0 0 9 0 33

No. of panchayat 24 0 0 46 44 0 0 47 0 165

Density Per sq.km 420 36 50 557 856 87 25 708 31 103

Demographic feature: The state of Manipur is inhabited by various ethnic communities having their own language, culture, costume and economic activities living together since time immemorial. These ethnic groups can be broadly divided into Meiteis, schedule caste and schedule Tribes. There is also a sizable Muslim population. The Meiteis are the dominant ethnic group of Manipur, who mostly live in valley. 34.20% are schedule tribes, 2.80% are schedule caste and 8.81% are Muslims. There are more than 33 different communities in schedule tribes category and they cover the 5 hill districts. The 7 communities of schedule caste are settled in the foot-hill surrounding the valley. The

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valley is the home of different communities like Métiers, Nepalese, Muslims, Bengalis, Sikhs, Jain and others including schedule caste and schedule tribes. Among them the Meiteis is the larges community and covers all the 4 valley districts. There are Muslim villages in all the valley districts. District wise population and graphic presentation on population proportion are shown. Figure 1.

population proportion

Schedule Caste 3% Meiteis & others 54%

SChedule Tribes 34%

Muslims 9%

Schedule Caste SChedule Tribes Muslims Meiteis & others

Table. no.2. Population and Sex ratio

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Sl District no.

Population

Sex

Male

Female

Total

ratio

1

Bishnupur

104550

103818

208368

993

2.

Chandel

59741

58586

118327

981

3.

Churachanpur

117232

110673

227905

944

4.

Imphal –East

198371

196505

394876

991

5.

Imphal –West

221781

222601

444382

1004

6.

Senapati

80230

76283

156513

935

7.

Tamenglong

58014

53485

111499

922

8.

Thoubal

182250

181890

364140

998

9.

Ukhrul

73465

67313

140778

858

Total

1095634

1071154

2166788

974

Source: census 2001. excluding 3 sub-division of Senapati district. Literacy: Literacy is the basic indicator of educational development. As per census records shown in Figure 2, literacy in Manipur increases since 1951. It has shown improvement from 11.4 in 1951 to 70.50 in 2001. Progress in literacy during the previous decade looks impressive, mainly female literacy moves faster comparing to male literacy( from 2.36 in 1951 to 60.5 in 2001). However, there are still gender gaps. The state has to improve the gap to achieve the goal of universal literacy.

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Figure .2. Literacy Trends (1951-2001)

100 80 60 40 20 0

5,77,6357,80,03710,72,753 14,20,953 18,37,149 21,66,788 1951

1961

1971

1981

1991

2001

Total

11.4

30.4

32.9

41.3

59.9

70.5

Male

20.77

45.12

46.4

53.29

71.63

80.3

Female

2.36

15.93

19.53

29.06

47.6

60.5

Total

Male

Female

Source: Census of India. At the state level, Manipur has 70.50(male-80.30 and female-60.50) literacy rate. Whereas the according to 2001 census. But there are disparities among the districts The State and district wise literacy rate and index of gender discrepancies are shown in Table no. 3: Table no. 3. Literacy and index of Gender Sl no.

District

1

% of literate

Index of Gender

Male

Female

Total

Bishnupur

79.6

55.7

67.6

24.93

2

Chandel

64.3

48.0

56.2

20.45

3

Churachanpur

77.7

63.1

70.6

14.58

4

Imphal –East

85.5

65.3

75.4

18.89

5

Imphal –West

89.2

71.3

80.2

15.74

disparity

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6

Senapati

67.9

51.2

59.8

19.69

7

Tamenglong

68.7

49

59.2

23.46

8

Thoubal

80.4

52.5

66.4

29.62

9

Ukhrul

80.1

65.4

73.1

14.18

Total

80.3

60.5

70.5

18.36

Source: census 2001. excluding 3 sub-division of Senapati district. Out of 9 districts, 4 districts (Chuchachanpur, Imphal-East, Imphal West and Ukhrul) are above the state level and 5 districts ( Bishnupur, Chandel, Senapati, Tamenglong and Thoubal are below the state level. Chandel, Senapati and Tamenglong are again below the national level. The disparity of gender in literacy is also varied among the districts. Thoubal has the highest (29.62) and Ukhrul has the least(14.18). Economic profile: The state is very rich in natural resources, but these have not been properly explored for the development of the state as yet. State Domestic Product and per capita income is an indicator for ascertaining the economic welfare of the state. It enable to know the average size of the income and the standard of living of the people. The economy of the state can be broadly classified into three following major sectors: (i)

Primary sector: it consists of agriculture including livestock, forestry and logging, fishing and Mining/ quarrying.

(ii)

Secondary sector: it includes manufacturing, construction, electricity, gas and water supply.

(iii)

Tertiary sector: it consist of transport, storage, communication, trade, hotel & restaurants, banking and insurance, real estate, ownership of dwelling business services, legal services, public administration etc.

Agriculture sector has a vital place in the economy of the state. About 50% of the state income is derived from agriculture. 70% of the working population is engaged in agriculture and weaving. There is no big industry. However some small scale industries are coming up in the state. The per capita Income of the people at current prices is projected at Rs. 22495 in whereas Rs. 29069 at the all India level 2006-07

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(1) Department of Economics and statistics: Government of Manipur: Economic Survey Manipur 2007-08; p 28

Transportation and communication: The state has a very poor transportation and communication facilities. Manipur is served by two means of transport viz. roads and airways. The National Highway No.39, (325 km long) connecting Imphal, Manipur and neighboring states. From Imphal it runs in the south-east to connect the international boarder town Moreh(Indo-Myanmar border). Another National Highway No.53 connecting Imphal with Silchar, Assam via Jiribam on the western fringe of the Manipur valley. There are state highways, major district roads, other district roads and Inter village road etc. However, there are isolated areas and remote villages in the valley/hill which require road connectivity and other infrastructures like post and telecommunication services. Power: Power or electricity play a key role in the economy of the state as well as the main source of domestic energy at present. The supply of power is met mainly from Grid Power, diesel and Hydro generation in the state. The requirement of power for all categories of consumers viz. Domestic, Commercial, Industrial, Water works, Public lighting, Education, Healthcare, Telecommunication, Electronic Media and Computerization etc have been increased year by year. Out of 2376 inhabited villages 1942 were electrified during 2006-07(2). School Education: The seed of Elementary Education in Manipur was sown between 1872- 1886. Pioneers like Maj. General W.F. Nuthal, Sir James Johstone, Rev. William Pettigrew and His Highness Maharaj Chandrakirti singh contributed much towards the growth

and development of

Primary Education in Manipur. The origin of the Education Department of Manipur dates back to 1903 when Rev. Pattigrew an educationist and a philanthropist became the first honorary inspector of schools under the Education Department of Assam. Prior to 1950 there was no separate Department of Education in Manipur. A separate Department of Education was created for the first time in Manipur on the 20th January 1950 with Shri T.Kipgen as Asstt. Secretary to the Government

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of Manipur. He was responsible for all education policies and programmes with regard to all types of schools in the hills and plains. In the year 1951-52 a new set up in the general administration of the then Union Territory of Manipur came into existence with the setting up of the Territorial Council. Till 1960 the Manipur Administration and the Territorial Council had full control over the educational activities. The nomenclature and responsibilities of the Department have undergone changes from time to time. Since 1st March,1974 for the purpose of control and management, all primary schools in the hill districts of Manipur were transferred to concerned autonomous district councils. At present, the Education Department of Manipur has been divided into 4 (four) different entities viz. (1) Department of Education (University and Higher Education) (2)Department of Education (S) (3) State Council of Educational Research and Training, and (4) Department of Adult Education. But in spite of the efforts the progress was very slow. Appreciable progress was made from the 5th Five years Plan onwards. Administration of School Education is done by the Directorate of Education (Schools) Govt. of Manipur from Primary to Higher Secondary Stage (class I - XII). In the Hill Districts, Autonomous Hill District Councils run primary education (classes I-V). The elementary education i.e primary and Upper primary education for the hill district have been transferred to Autonomous district Councils. There are schools under CBSE and Tribal Welfare Department also.

Table no.4. Number of Schools under different Categories/ Management Sl

Class

No. Category 1. Lower Primary

Structure. I-II

2. 3. 4. 5.

I/III-V I/III/VI-VIII I/III/VI/IX-X I/III/VI/XI-XII

Primary Upper Pry Secondary(H/S) Higher Secondary Total

Government. Edn.Dpt. Dist.Cl.

Un- Aided

776

0

Aided 270

577 305 196 28 1882

663 0 0 0 663

138 94 102 0 604

38

Total. 1084

100 369 356 59 922

1478 768 654 87 4071

Source: list of school 2005-06 D.E. (S)

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Programmes for Universalisation of Elementary Education: As per National policy on Education 1986, a target had been set for the Universalisation of Elementary Education for children in the age group of 6-14 years. Under this policy, three aspects of Elementary Education (i) Universal access and enrolment (ii) Universal retention of children upto 14 years of age and (iii) Substantial improvement in the quality of education are to be achieved. Several programmes like National Programme of Nutrition Support to Primary Education(Mid-Day-Meal) and promotion of girls’ education were also undertaken in the State. Under Mid-Day-Meal Scheme the state is providing cooked food to the children reading in class I-V in the government and Aided schools. Under the scheme ‘Operation Black Board(OBB)’ minimum teaching learning materials like teachers’ equipments, games materials, play materials, books for library, furniture etc were procured for upper primary schools. The new approach on ‘ Education For All’ under SARVA SHIKSHA ABHIYAN programme gives a new look in the Elementary Education in Manipur. According to the Framework for Implementation of SSA, THE SARVA SHIKSHA ABHIYAN STATE MISSION AUTHORITY MANIPUR has been registered under the Manipur Societies Registration Act. 1987(Manipur S.R. Act.I of 1990) for implementation of SSA for UEE(Universalisation of Elementary Education).Unfortunately, SSA programme implementation started from the year 2004-05 due to legal problem. The State Project Director, SSA, State Mission Authority Manipur has been designated as the nodal agency to implement the SSA programme. The Director of Education(Schools) as the ex-officio of State Project Director at the state level. Some employees of Directorate of Education(S) are engaged as SSA functionaries at the state level as well as the district level. District Education Officer(D.E.O.) of hill districts

and Zonal Education Officer(Z.E.O.) of

valley districts are the ex- officio of District Project Officer(D.P.O.). 420 senior trained graduate teachers are engaged from the Govt. schools as Block Resource Person(B.R.P.)

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for Block Resource Centres(B.R.C.)and Cluster resource Person(C.R.P.) for Cluster Resource Centres.(C.R.C.). Committees at different level have been formed with relevant Departments of Manipur, local bodies, public representatives, independent agencies, eminent personals, Educationist, Community leaders etc. SSA envisages the bottom-up approach of planning to the top-down approach, as it reflects the reality at the grass root level. The planning process has to be participatory in nature, as planning not only creates a sense of ownership among the stakeholders but also creates awareness and helps in the capacity building of personal at various levels. It identified the back locks and the strategies in Elementary Education through Community participation. It bridged the gaps between the Community and the implementing agencies in Education. Schooling facilities : The provision of easy access to an educational facility for all children in the eligible age group(6-14 years). The norms for the opening of formal primary/ Upper primary are based on population and distance between the school and the habitation. The National Norms provided (i) primary schools within the radius of 1km from habitation with 300 persons in plain and 200 persons in hilly area and (ii) Upper primary schools within the radius of 3kms. from habitation with a population of 500 persons. As per 7 th All India Educational Survey (as on September, 2002) conducted by NCERT, New Delhi, provision of schooling facility in Manipur are shown in Table. no. 5. Table. no. 5. Number of Habitations having Schooling Facility No. of No. of

Primary Stage

Upper Primary Stage

Village Habitati Within Within Beyon Within Within Beyond Sl.no. District 1 Bishnupur

s 49

ons them 1 km d 1 km them 3 kms 3 km 186 126 46 14 48 124 14

2

Chandel

361

481

237

94

150

63

139

279

3

Churachandpur

546

662

340

63

259

124

167

371

4

Imphal East

204

490

300

143

47

121

318

51

5

Imphal West

134

267

196

52

19

78

168

21

6

Senapati

625

748

433

121

194

113

330

305

7 8 9

Tamenglong Thoubal Ukhrul Total

180 103 198 2400

360 297 328 3819

249 220 242 2343

41 67 64 691

70 10 22 785

72 88 90 797

86 178 109 1619

202 31 129 1403

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Source: 7th All India Educational Survey.

But the norms are flexible and vary from state to state and also within the state depending upon the terrain and settlement structure. Manipur Education Code 1982 the condition of opening/recognition of Primary school and upper primary school are based on distance and Enrolment as shown in Table. no.6. There are 1476 and 3022 habitations having no primary and Upper primary schooling facility within them. 42% of the primary schools are L.P. schools having only classes I –II structure.

Enrolment Urban Hill & Rural

School having Sl.no. 1

classes I-II

Distance 1/2 Km.

area

area 60

30

2

III-V

3 kms

60

45

3

VI-VIII

5 kms

60

45

Table.no.6. Condition of opening of school.

Source: Manipur Education Code 1982.

The ratio of primary and Upper primary is 1:3 in the state. It is 1:2 ratio as per National norms. There is uneven distribution of schools in different villages/habitations. Under such circumstances suffers elementary education in Manipur School Infrastructure: Infrastructure can be defined as the basic physical and organizational structures needed for the operation of a society. School infrastructure includes all resources inputs to provide education. The infrastructure development in elementary education is to increase school attendance motivation to improve academic performance of students. The availability of

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adequate infrastructure facilities and teaching learning materials constitute the core around which educational activities are organized.

Sarva Shiksha Abhiyan(SSA) programme, more emphasis (33% of the total approved plan outlay) is given to the civil works for the improvement of the school Infrastructure in primary and upper primary. The following items as shown in Table no.7. are the achievements of civil works in the state. (5) Yash Aggarwal: progress towards universal access and retention: analytical Report:p.p23 Table no.7. Cumulative achievement of civil works (2004-05 to 2008-09) Sl.no. 1 2 3 4 5 7 8 9 10 11 12

Items BRC CRC Building Less (P) Building Less (UP) Dilapidated Building (P) Additional Class Room Toilet/Urinals Water Facility Boundary Wall Separation Wall Electrification

Achievement in quantity 35 93 350 61 46 371 1043 566 122 64 355

Other inputs are Teaching Learning Materials (TLM), Teaching Learning Equipments(TLE), Computer Aided Learning(CAL), Teachers grant, School Grant, Text Books for Girls/Schedule Caste/ Schedule Tribes, aids & appliances for disabled children. These are the infrastructure in terms of materials. There are also provisions of innovative activities, capacity building, teachers’ training, community mobilization and awareness etc. However, all these inputs are not fully utilized. However, there are many instances, these facilities are unusable condition and under utilized due to various factors. DISE data shows Educational Development Index in primary and upper primary in Table no. 8.

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Table no.8. EDUCATIONAL DEVELOPMENT INDEX Primary S

Particulars

l.no . 1 ACCESS 2 INFRASTRUCTURE 3. TEACHERS 4. OUTCOMES 5 COMPOSIT Upper Primary 1 ACCESS 2 INFRASTRUCTURE 3. TEACHERS 4. OUTCOMES 5 COMPOSIT

2005-06 Index Rank

2006-07 2007-08 Index Rank Index Rank

0.561 0.564 0.528 0.496 0.520

11 22 22 20 23

0.530 0.553 0.603 0.475 0.547

0.436 0.691 0.740 0.431 0.520

25 21 17 20 23

0.500 0.702 0.716 0.653 0.547

15 24 22 27 22 27 22 20 6 22

0.432 0.562 0.565 0.573 0.537 0.582 0.665 0.752 0.734 0.686

31 27 23 24 29 28 24 20 6 21

Source: DISE 2005-06/2006-07/2007-08.

Enrolment: Enrolment is the number of students registered on the roll of an educational institution on a specific point of time. In the Indian context the enrolment refers to the number of children enrolled as on 30th September of the academic session. The Elementary Education deals with the children studying in class I-VIII. Enrolment of students at elementary stage during the period from 2004-05 to 2008-09 are shown in figure 3 and 4 for primary and upper Primary respectively. (6) Y.P. Aggrarwal, R.S. Thakur: Concept and Term in Educational Planning: A guidebook.

Figure 3.year wise Enrolment in Primary(I-V).

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180000 160000 140000 120000

200405

200506

200607

200708

200809

Enrolment I-V 164154 155185 175551 166090 170612 Male Enrolment I-V 152119 149142 168423 155854 166879 Female Enrolment I-V Male

Enrolment I-V Female

Source: AWP&B Manipur 2004-05/2005-06/2006-07/2007-08/2008-09 Figure.4. year wise Enrolment in Upper Primary(VI-VIII)

100000

50000

0

2004-05 2005-06 2006-07 2007-08 2008-09

Enrolment VI- VIII Male

65851

71356

65090

67980

79310

Enrolment VI- VIII Female

63545

68766

71010

62603

76511

Enrolment VI- VIII Male

Enrolment VI- VIII Female

Source: AWP&B Manipur 2004-05/2005-06/2006-07/2007-08/2008-09.

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Table no. 9 : Student Enrollment in 2008-09

Sl. no

District Name

1

Bishnupur

2

ChandelL

3

Churachandpur

4

Imphal East

5

Imphal West

6

Senapati

7

Tamelong

8

Thoubal

9

Ukhrul State Total

Sex B G All B G All B G All B G All B G All B G All B G All B G All B G All

Class I 3962 4341 8303 2952 3038 5990 3538 3408 6946 9833 10371 20204 6973 7247 14220 7981 7607 15588 3492 3191 6683 6136 6174 12310 4214 4011 8225 98469

Class II 2960 3241 6201 2707 2733 5440 4133 3983 8116 5766 5761 11527 4987 4938 9925 6211 5879 12090 3104 2812 5916 4433 4743 9176 2925 2891 5816 74207

Class III 2680 2653 5333 1915 1886 3801 3539 3469 7008 4966 5089 10055 4543 4514 9057 4484 4235 8719 2198 1961 4159 3781 4039 7820 2197 2138 4335 60287

Class IV 2520 2610 5130 1742 1700 3442 3103 2955 6058 4823 4792 9615 4433 4606 9039 4019 3763 7782 1912 1707 3619 3652 3728 7380 1940 1861 3801 55866

Class V 2465 2437 4902 1531 1465 2996 3010 2824 5834 4656 4666 9322 4281 4347 8628 3404 3259 6663 1638 1471 3109 3484 3778 7262 1859 1752 3611 52327

Class VI 2121 2066 4187 898 863 1761 2387 2318 4705 4264 4239 8503 4133 4301 8434 2166 2119 4285 785 689 1474 3176 3252 6428 1595 1603 3198 42975

Class VII 2028 2068 4096 918 863 1781 1913 1738 3651 3869 3938 7807 4060 4229 8289 2126 1966 4092 758 648 1406 3062 3196 6258 1560 1522 3082 40462

Class VIII 1947 1917 3864 919 869 1788 1813 1662 3475 3866 3939 7805 4170 4233 8403 2046 1900 3946 761 622 1383 2937 3067 6004 1482 1439 2921 39589

The goal of universal enrolment and retention (primary and upper primary) cannot be achieved unless all the children in the age group 6-11and 11-14 years are enrolled either in the school or other alternatives centers and are to be retained in the system at least to complete the elementary level of education. A variety of indicators are used to assess the enrolment, retention and completion of this level. Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER) are commonly used as indicator to measure progress in enrolment in schools. This is the percentage of relevant age group of children who are studying in schools. It again divided into two stages (i) Primary stage Classes I-V and the age group is 6-11 years, and (ii) Upper Primary stage Classes VI-VIII and the age group 11-14 years.

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The Table 9 presents the GER and NER of Primary(I-V/6-11) and Upper Primary (VI-VIII/1114) in the state. However, in many systems age-grade matrix is not available and hence net entry rate cannot be calculated(7). Table. no. 10 : GER & NER in Primary and Upper Primary Sl.no. 1 2. 3. 4

Year 2004-05 2005-06 2006-07 2007-08

Primary GER

NER

132.10 141.30 151.75

-

Upper Primary GER NER 64.57 75.70 79.78

50.70 62.55 68.48

Source: DISE 2007-08.

Since the child population is involved, it is necessary to understand demography of the place. ‘Demographic analysis is confined to a study of the components of the population variation and changes’. ‘Educational Planning cannot be divorced from considerations about dynamics of population (i.e. its growth and change), as it deals with a target population which is constantly changing in number, age and sex distribution, and geographic distribution’. Other indicators are entry rate, attendance rate, dropout rate, retention rate, transition rate, promotion rate, repetition rate and completion rate can be mentioned. Arun C. Mehta: Can there be Alternative Indicators of Enrolment: A critical Review of Frequently used Indicators. and N.K. Mohanty: Demographic Indicators and Their Uses in Educational Planning. Teachers: Elementary level education lays the foundation of learning in a child. It is, thus, very important that teachers acquire proper training in order to handle children at the elementary level. The quality of classroom transactions solely depends upon the teachers, their qualifications, experience, training, and subject specialization. It also depends upon the pupil teacher ratio. The growth of teachers in the elementary schools during the period from 200405 to 2008-09 is shown in Table no. 10

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Table no. 11 : Teachers in Elementary Schools

S

Year

No. of Teachers

% of Trained Teachers

Teachers- pupil ratio

2004-05 2005-06 2006-07 2007-08 2008-09

13841 21920 22650 24799

35.84 39.43 37.86

1:20 1:20 1:20

l.No 1. 2. 3. 4. 5.

Source: DISE 2007-08/ Annual Report 2004-05 The large number of untrained teachers is due to (i) lack of teachers’ training centers and (ii) appointment of untrained personals as teachers. It need efforts to clear the backlog of the untrained teachers in Manipur. Arun C. Mehta: Can there be Alternative Indicators of Enrolment: A critical Review of Frequently Used Indicators SCERT is conducting pre-service and in – service teachers training

through DIETS.

Teachers hav been imparted 6-month (CPE) under Distance Education through IGNOU to minimize the gap under SSA programme. SSA in Manipur is a multifaceted programme, which seeks to ensure the enrolment of all children in the age group of 6-14 in schools or alternative schools, retaining them and ensuring comparable elementary quality education. SSA is conceived as an essential national programme to achieve UEE by 2010 by creating a sustainable and decentralized educational planning and management system and invoking community participation in the whole process of the porgramme. At present the programme is improving in all functional areas like infrastructures, teaching learning process, retention etc.

CHAPTER III

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Review of Related Literature An essential and crucial aspect of a research project is the review of related literature. It is a serious step of research which is a review of relevant literature. It is a serious step of research which includes a review of relevant literature more extensively. It is most essential for a research worker to be well informed about both the specific problem under investigation and related studies. The review of the related literature gives an insight into the problem and help the investigator to acquaint himself with the techniques and methodology followed by earlier investigators to find an answer to the problem under investigation. Study of related literature means to locate, to read and evaluate the post as well as current literature of the research concerned with the plan investigation. Importance of Review of Related Literature: Review of the related studies avoid the risk of duplication, provides theories, ideas, explanations or hypothesis valuable in formulating the problem and contribute to the investigator. A familiarity with the literature in any problem is help to the students to discover what is already known, what others have attempted to fine out and what problems remain to be solved. ‘Review of literature has three major functions from the perspective of research. First, it is essential because it allows the researcher to find out the unexplored areas and dimensions of this/her field besides helping in bringing the gap between the present past researches. Secondly, review of relevant documents provides a critical insight into the theoretical and conceptual dimensions of the present study. Finally, review of literature is important source of secondary data. Studies conducted at different level are of immense help for the researcher at every step of the study, beginning from the conceptualization to the conclusion’. Review of the related literature allows the researcher to acquaint the current knowledge in the field in which the research is conducted. Besides this, it enables the researcher to define and limit his problem. It helps the research in selecting those areas in which positive findings are very likely to result and endeavours would be likely to add to the knowledge in a meaningful way. It is also gives the researcher an understanding of the research methodology way of study, knowledge about tools and instruments etc.

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In the present study it has not possible on the part of the investigator, due to lack of resources and the time, to get access into the entire fold of published and unpublished research in the field. Attempt has been made to view a few such information of the problem at hand. In order to seek some guidelines from the earlier studies in this specific area of research, the findings of some relevant and representative studies are discussed as follows: NIEPA(National Institute of Educational Planning and Administration- New Delhi: 2000 studied ‘Year 2000 Assessment Education For All: India’ : the study provide useful inputs for policy makers, Planners and administrators who are working towards achieving the goal of EFA. Efforts are necessary to make partnership between public and private to implement educational programme.

Sunita Chugh: “ Why Children Drop Out ?”, Case Study of a Metropolitan Slum: BOOKWELL 24/4800, Ansari Road, Darya Gani, New Delhi-110002; published in 2004;p.61 It is noted that private sector can contribute not only in monetary terms but also in the forms of expertise for the quality improvement through effective management of the system and development of locality relevant teaching learning materials. SARVA SHIKSHA ABHIYAN programme to all the states, union Territories of India for the achievement of elementary education with both quantity and quality. The programme provide adequate opportunities for NGOs and private sectors to contribute towards the achievement Universalisation of elementary education. Yash Aggrawal; NIEPA New Delhi: DPEP 2001: studied ‘Progress towards Universal access and retention; analytical report’ analyze the progress and challenges towards the achieving of EFA goals in India. availability of data. It

The study pay attention to the consistent and timely

help not only in focusing the

most needed activity but also

performance in time. Adequate staff and competent for Collection, compilation analysis, communication, sharing and dissemination is essential for successful implementation of any educational policy and planning. The slow progress or the failure of a programme is often associated with poor monitoring and feedback mechanisms. The complexity and diversity of a monitoring system increases directly in proportion to the outreach and physical deployment of movable and immovable resources in geographical space.

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Emphasis is given to the establishment of information systems at various level, from the lower to the higher level (i.e. village/wars level to the national level). It can measure the progress with a set of indicators like PMIS(Project Management Information System), DISE(District Information System for Education), Household survey and other research studies, reports etc. Arun C. Mehta: NUEPA-New Delhi: studied extensively on quantitative analysis about the progress and problem towards Elementary Education in India in Analytical Report 2006-07: progress towards UEE’, Progress of Literacy in India, State Report Card, School Report Cards can be mentioned. These studies shows the necessity of an efficient Information System for successful implementation and management of any educational programme. Initiative are to be taken up to develop a reliable data base and indicators in case of elementary Education. District Information System for Education(DISE) is a comprehensive database on elementary education in India. It is created by National University of Educational Planning and Administration, New Delhi. Through DISE efforts, information on all aspects of Universalisation of Education is now available which can be used in many ways. The project covers both primary and upper primary school/sections of all the districts of the country. The MIS (Management Information System)unit are in operation both in the district and the state levels and are equipped with necessary hardware and software. Thus, DISE software is the outcome of tireless efforts of NUEPA. DISE decreases the time lag. However it need improvement of infrastructure and competency in the field.

Report of Working Group on Elementary Education & Literacy for 11 th Five years Plan, Planning Commission, Government of India: Literacy efforts have translated themselves into positive social impacts like better health awareness, greater empowerment and greater success in Panchayat elections etc. However, gender disparities and regional disparities still continue which need to be addressed in the XI Plan. The target for literacy needs to be raised to 85% keeping in view its indirect impact and EFA goal to which India is a signatory. Special focus needs to be given to low literacy areas, tribal areas, north-eastern states, Muslim minorities, adolescents and disabled. It will necessitate revamping of the existing schemes, augmentation of infrastructure, convergence with other development programmes, involvement of Panchayati Raj Institutions, NGOs and academic institutions so that mass mobilization efforts can be made.

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Marmar Mukhopadhyay, R S Tyagi : ‘Governance of School Education in India’ efforts have been made to review about the interrelationship and inter dependence of four pillars of governance of school education in India i.e. educational policy, planning, administration and management. Governance of education implies interrelated and independent management of people in the system, infrastructure, technology, material and financial resources and above all , a set of educational goals and objectives. Educational goals, programmes and projects are the central elements of any educational system. The management of educational goals and consequent activities constitute the most critical issues in educational management. Because it determines the quality of education. However, unfortunately the goals and objective are not base on the local specific situation and contexts. Most of the goal statements are projected from the national level. On the other hand fast expansion of school education affects in the quality management R. Govinda 2007: As per the seminar paper ‘Re-orienting elementary education’ presented by R. Govinda, importance of administrative reforms in order to improve the internal efficiency. It is to be initiated in the system- affecting policies of irrational teacher deployment, poor supervision of school functioning, teacher absenteeism, delay in providing financial incentives to students from marginalized groups, and poor implementation of teacher grievance redressal mechanisms. It is obvious that development programmes unaccompanied by improvement in efficiency of delivery is not likely to yield results. It appears that governments are heavily preoccupied with reporting progress in terms of expansion of schooling facilities and coverage of children in the relevant age group. This supply-oriented approach to development of elementary education has, to a large extent, resulted in inadequate attention towards critical processes that could make a significant difference in improving the internal and external efficiency of the school system. Efforts are to be made to improve the institutional planning and management, utilization of resources and other activities for the improvement of internal efficiency of elementary education. ASER, the Annual Status of Education Report, (2008): is a survey on the quality of education in India which is conducted each year, since 2005, by an organization known as Pratham. It provides a comprehensive and reliable set of data at national level. The survey made by ASER is based on getting reliable estimate of the status of children's schooling and basic learning at the district level. After that it measures the change in these basic learning and compares it with that of the previous year's data. ASER 2008 also reveals that the number of children going to private schools have increased from 16.4 percent in 2005 to 22.5 percent in 2008.

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Look East Policy(2008): Development of human resources is critical for the development of the region. While the literacy rate in the region is high. Even as the average literacy rate in the region is higher than the national average, there are concerns about the quality of education. More importantly, the literacy rate has not translated into higher employability or productivity. A focus on children, women and youth is also vital in this region. It is also important to emphasis the need to improve the human development indicators of the tribal population. In its broadest sense, education will be the most critical input to empower these young people with the ability to expand their life’s choices. Similarly, providing access and incentives for the education of women and tribal populations in the region is extremely important for its social and economic transformation and to provide sustainable livelihood systems. it is necessary to remove barriers in accessing education for tribal people and women through appropriate policies including creation of hostels in towns and special coaching for admissions and to improve their overall performance. Remedial measures need to be taken as early as primary and secondary school, where the goal will be to increase access to schooling for all, improve the quality of education, especially mathematics and science, through appropriate teacher training and curricula oriented to the local environments, and fully equipped schools and classrooms. Khangjrakpam Ibohanbi Singh: ‘A critical study of the Development of primary Education in the North-Eastern Region of India with special Reference to Manipur’ 1994, a Ph.D thesis. It studied the growth and development of primary education before independence in NorthEastern Region and find out the contribution of christen Missionaries in the field of western education as well to determine chronologically the growth of educational institutions, students and teachers at the primary stages of education. It also investigate the expenditure on education to the total budget. The main

findings were: the overall impression and

conclusion of the present study is there has been tremendous growth and development of education in the North- Eastern States of India during the last 47 years of independence. H. jayantakumar Singh: A holistic approach to the problems of education in India, particularly in the state of Manipur’ a seminar on the improvement Education System in Manipur- held at Kumbi College, Manipur under Sponsorship of the University Grants Commission, October, 1999. As per the paper, effective education needs two components: •

A set of wholesome infrastructure consisting of a good compound, decent and elegant buildings, good and dependable libraries, well equipped laboratories, modern electronic audio-visual teaching aids etc.

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•

Qualified and dedicated teachers.

However, more attention is given to the component of the teachers. Possession of all the conditions of the R.R’s does not guarantee that an appointee will be a good teacher. What is more desirable is the framing of a set of sufficient conditions on satisfaction of which a teacher can be considered. It suggested that a mechanism for teachers’ evaluation in respect of his academic accountability is to be established. R.R’s are necessary conditions to recruit a good teacher while these Evaluation Results (E.R’s) are to show his/her worth as a teacher. For the effective implementation of an Education System, teachers are the most important agents. Hence, revamping the moral and intellectual strength of teaching community is a program not to be delayed further. M Shanti Devi: ‘Development of Education in Manipur’ 1st published in India: 2001 by M.L. Gupta, Rajesh Publications, 1, Ansari Road, Darya Ganj, New Delhi-110002. It studied the development of modern education in Manipur before and after independence of India and its impact on social changes. As per the study, English education came to Manipur very late in 1885 with the establishment of the first English school at Imphal by the political Agent Sir James Johstone. However, there were no progress as it was regarded as something impure that would defile their sacred being. In 1907, Initiative was taken up by the Maharaja Churachand Singh to promote English education. As a result, the number of primary schools increased . people gradually began to see the benefits of education. Moreover, English education assured a job in Government offices. Government schools were no longer enough to satisfy the growing demand for admission and private schools had to be established. Many schools were established through private and voluntary efforts. Regarding girls education, it increases tremendously in the post Independence period. The percentage of female literacy increases from 2,36% in 1951 to 47.60% in 1991, while the total literacy percentage increases from 11.4% to 59.9% during the same period. Western education helped in the emergence of the new class of people in the society, i.e. the middle class intellectuals, who were well educated, imbibed with modern ideas and thought. They enriched the literature of Manipur by introducing new style of writings. Their writings, fraught with new ideas, spirit, liberalism and modernism showed to the general public the evils of the early traditional society. The Christian missionaries played vital roles in changing the outlook and lifestyle of the tribal people.

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R Yangsorang: ‘Quality education in Manipur ? Whether realistic to achieve it ?’, this article was web casted on March 17th, 2006. It states the struggle for universalisation of elementary education is the most important factor to achieve the aim for quality education. The stage is the grass-root of meaningful education. All children should have accessibility of education within easy reach. However, there are inter-district disparities, accessibility of schools to children, infrastructural deficiencies, non-availability of qualified teachers in the schools. It is more acute to the rural and hilly areas. Effective measures are necessary on priority basis for proper planning of schooling facilities, elimination of regional disparities and equalization of educational opportunities among all sections of the population. Reshaping and rebuilding of Government schools where children can get proper education without troubling their poor parents are required. Orientation course of short duration for all inservice teachers are be essential to enable the teachers to perform their duties effectively. In addition to the requisite qualifications and disposition, the teacher should have the necessary motivation, outlook to cater to the needs of the students. Teaching-learning process is supposed to contribute to high performances in academic and other activities.

Dr. Jamini: ‘Education in Manipur’, first published: March 1989: second edition : 2006 by Rai Pravina Brothers, sagolband Road, Tera Bazar, Imphal- 795001. It described

the

traditional and modern education in Manipur. Manipur is an isolated independent kingdom ruled by the native kings. Ancient Manipuri scholars had a clear insight into the knowledge of arts, science and social studies. They left behind many valuable treasures of knowledge inscribed on copper plates, coins, stones, books on different disciplines written in the Manipuri script.(Meitei Mayek). In the traditional society of Manipur education was imparted to the youths. Different types of education such as military education, vocational education, medical education, physical education etc. education was in the hands of private agencies. Teacher were the contrivers of education. Learning by doing was the chief method of imparting education. But after the annexation of Manipur to British India, the traditional education system died a natural death and the western system of modern education had emerged. Gradually, schools based on British system were established in Manipur and students from different corners of Manipur were drawn. Thus the progress of modern education in Manipur as a whole goes fast. But there are many constrains in schooling facilities, infrastructure, language, teachers etc.

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Horam.M: ‘The Rising Manipur: Including Other North-Eastern States’ Manas Publication, New Delhi, 2000. It discussed about the growth of education in Manipur both in the Hill and Valley districts in chapter 14- Education Profile of Manipur. After Independence formal education was extended to every section of the society. Although there are still wide disparities in educational infrastructure and literacy levels across regions. The American Baptist missionaries were the first to spread modern education

in the hills. Conversion into

Christianity by most of the hill inhabitants was the efforts of the Christian missionaries. After Manipur attained statehood in 1972, the management and control of government-aided and unaided primary schools in the four valley districts of Manipur was placed under the direct control of the state’s Department of Education, while in the hill areas, the responsibility for the management and supervision of the primary schools was given to the hill district councils, under the Manipur Hill Area District Council Act, 1971. The progress in the growth of primary education, has been far from satisfactory. The intra-regional inequality in the physical infrastructure, quality and number of teachers, and poverty of parents has resulted in wide variations in the level of literacy, drop out rates and quality of education between the hill areas and the valley. A large section of the tribal population as well as the minorities in the valley (for example, the Muslims) continue to suffer from economic, social and educational deprivation. One- fifth of the primary schools had no building and over two-fifth of the schools were housed in kutcha buildings. Sixty percent of middle schools too were either without buildings or in kutcha buildings. With the increase in the number of primary schools, the enrolment of students in Manipur also increased.

An increase in the literacy rate in Manipur is a consequence of the rapid

expansion of primary education in the state over the years. However, the number declines progressively as it move to higher levels. The dropout rate in Manipur, high as compared to India. 65 per cent of the children who enrolled in class 1 never reach class 5 and 71 per cent do not make it to class 8. Phanjaobam Tarapot: ‘ Bleeding Manipur’ published by Dalim Kumar Gold Market, Sector II, DIZ area, New Delhi 110001. It emphasized that education which spread far and wide over the years has not helped much in common people in the society. Educational institution have been churning out graduates and post graduates every year. This has increased the number of un-employed educated youths in the state where there is no big industry or factory which can give mass employment. At the same time, the number of dropouts has also increased to a large extent. Frustration and alienation among the youths are increasing every day.

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Low paid jobs of masonry, cobblers, barbers, carpentry works etc are being grabbed by more skilled outsiders who have been entering the state, thereby

forcing many unskilled

local labourers out of the works. Besides, there is no basic amenities in the rural and interior hill areas, scarcity of food and improper road communication.

Institute of Social Work and Research (ISWAR): ‘5% Sample Checking of DISE 200607’.The

organization have been selected

for taking up the Survey in two districts i.e.

Imphal-East and Chandel under SSA programme in Manipur. As per the findings of the survey, there are best and worst in Government schools. The schools maintained excellent records. The student strength in these schools are comparatively high. Parents provide financial support for the development of school furniture and its maintenance. On the other hand, there are schools not willing to share the information and no documents. The private schools maintained the records, but they don’t want to provide the information because of unwanted consequences. Thus it happened discrepancy in the DISE information. There is gap in school infrastructure information as the existing infrastructure are in un- usable condition. It is suggested a systematic monitoring and maintenance mechanism for effective monitoring of schools. On the basis of above review of related literature in the field of Elementary Education both in India and Manipur it can be concluded that the secondary sources have provided tremendous help in building the theoretical base of the study and helping the investigator in conceptualizing the problem. In realization of the significance of these issues. The present study attempts to closer the gap in understanding the problems and issues towards the achievement of the Universalisation of Elementary Education in Manipur.

Review of the related literature: The investigator review a few related literature in the topic which help to understand the prevailing situation of elementary education in India as well as in the state of Manipur. There are remarkable achievement in elementary education. However, there are discrepancies and disparities across the country, India. There are disparities among the states, districts, blocks etc. There are also many barriers like communication, socio- economy, political, cultural, language, infrastructure which affect in the education of children. REPORT OF THE Parliamentary Standing Committee on Human Resource Development Presented to both Houses of the Parliament on 24-11-97

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After 1986 Policy many programmes and schemes were taken up for the Universalisation of Elementary Education in India. After 1990s, because of government’s liberalization policy many externally funded projects were also started. However, these projects were covered in some States, and union Territories. In 2001 Sarva Shiksha Abhiyan programme was started in all states of India to cover all the activities towards the improvement of both quality and quantity aspects of Elementary Education. It is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with States. Before SSA came into existence, Elementary Education was predominantly financed by state Government. For enhancing the learning outcomes, SSA programme gives more emphasis to (i) the improvement of school infrastructures, capacity building of teachers and teaching learning inputs and (ii) alternative and innovative activities/ arrangement for putting all children in the age group 6-14 in schools. The rational of the SSA programme is equity in elementary education provision across the states/ districts of India. It is a programme for the people by the people as it is need-based planning of the locality and bottom-up approach. There is no doubt that the average drop-out rate in primary and Upper primary classes are declining but still high to attain the status of universal retention at the primary and upper primary level of education. Universalisation of Elementary Education comprises four components- universal access, universal enrolment, universal retention and universal quality of education. There has been a remarkable improvement in the school infrastructure with the sanctioning of 2,22,297 new primary and upper primary schools and 10,05,355 new teachers for new schools and for improvement of PTR. 1,88,247 new school buildings have been constructed or under construction. 6,70,189 additional classrooms have been sanctioned for construction till 2006-07. These physical targets that have been approved under SSA are making a big dent in the infrastructure gap in the country. The decision to provide enhanced amount for civil works during 2006-07 and 2007-08 has accelerated the process of closing the infrastructure gap. Apart from the inputs for improving school infrastructure and providing additional teachers, SSA has been successful in a sustained effort for reduction in the number of out of school children from about 3.40 cr. in 2002-03 to about 1 cr. In 2005, through the implementation of strategies for mobilization and opening of Education Guarantee Scheme centers as well as a variety of Alternative Education interventions.

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The country-wide information system of DISE now provides information on key educational indicators and trends in the educational status of States and districts since 2002-03. A strong monitoring system for the programme is in place. There are still large infrastructure gaps in several States and districts. There is a challenge of bringing the last 6-7% children who are “hard to reach” into the fold of education. The issue of quality of primary and elementary education and enhancement of learning levels of students has to be addressed squarely. Bridging gender and social gaps in educational attainments and reducing inter-State, inter-district and inter-block disparities will also pose a challenge. The very nature of a Mission is to complete a task in a time-bound manner. SSA has succeeded in helping the states in largely achieving the task of basic provision of infrastructure and in creating systems and processes for improved educational attainments. As SSA adopts quality and equity as two main thrust areas, the process improvements brought about as a part of SSA need to be mainstreamed into the Education Departments of the states so that the lessons gained in SSA are sustained. However, unless there is a strong effort to address the systemic issues of regular functioning of schools, teacher attendance, school supervision, accountability of educational administrators, delegation of powers to VEC/PRIs, teacher transfer & promotion policies and effective decentralization of school management, the gains of SSA will be difficult to sustain. As mentioned in the report of Working Group on Elementary Education and Literacy for the formulation of Eleventh Five Year Plan (2007-12). The ‘Inter-district disparities’ are the main obstacles to achieve the target of Universalisation of Elementary Education. In case of Manipur, Elementary Education was sown in the year 1872. However, it could not grow and expand rapidly. Appreciable progress was made only from the 5 th five years plan onwards( 1974- 79). The government of Manipur paid much attention to the improvement of Elementary Education. Many schemes, programmes were held for the improvement of education in Manipur. As a result, the literacy rate increases with the increase in the number of school going children in Manipur. The report of Working Group on Elementary Education and Literacy for the formulation of Eleventh Five Year Plan (2007-12).

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Because of tremendous increases in population, general poverty and illiteracy, lack of communication and resources, large number of children do not get the opportunity of schooling and education. On the other hand, there is shortage of research, study and investigation to make adequate progress in elementary education in Manipur. Therefore, the goal of Universalisation of Elementary Education in Manipur remained unfulfilled.

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CHAPTER - IV Title of the Research:

Situational Analysis of Children in Government School

Objective : 1. To assess the impact on children’s rights by the present educational system and mode of implementation of the Education Department, Government of Manipur. 2. To check the students attitude and their parents’ view

towards the Government

school. Hypothesis : The present study aims at testing the following hypothesis : 1. Magnitude of the teaching staffs in quality education. 2. Deteriorating of child right in education. 3. There is a significant variation in the extent and magnitude of quality education in comparison with State Education Policy. 4. Signification of parents’ role in their children education. 5. Students’ attitude towards their education. Time Schedule : S l.N o. 1

2 3

Particulars

1st Week

2nd Week

3rd Week

4th Week

5th Week

6th Week

7th Week

Developing methodology, Interview schedule, field testing, Unstructured Focus Group & Interview and preparation of survey Data Collection Data compilation and tabulation

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4

Data Analysis and Preparation of the Report

Methodology:

Scope of the Survey: This study is attempting to explore the impact of the educational system/policy on children who are in the government schools under the Education Department, Government of Manipur in the Imphal East District. And based on the findings to provide suggestion in order to improve the needy areas for the welfare of next generation of our the society. The findings and the suggestion of the study will be useful in strengthening of education policy through advocating the Govt.

Type of Research: Action Research Research Design: Exploratory Research Design Sample Design: In this study non-probability sampling has been adopted by deliberately choosing Imphal East district then randomly selected 50 schools out of 354 schools from three Blocks (Irilbung, Sawombung and Jiribam). The study is emphasising laid on the schools under the Department of Education, the categories of the schools are ranging from Lower Primary to High school. The data has been collected from Head Masters/Assistant Head Masters/Principals or their in-charge, students and parents of the students as well as from the Education Department and State Mission Authority, Sarva Siksha Abhiyan. Sample Size: In this study, the sample size is fixed at 50 schools of the total population of schools from Imphal East district. Data Collection: The sources of data collection are both primary and secondary. Two methodologies have been adopted for the primary data collection namely i) 50 nos. of Interview questionnaire for the head/in-charge of the schools ii) 20 nos. of unstructured focus group interview for the students iii) 40 nos. of unstructured interview for the parents of the students. And the data/information collected through observation. Under the secondary data collection are educational policy, DISE data and report on 5% Sample Checking Survey, 2006-07, list of the schools from Department of Education and Sarva Shiksha

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Abhiyan, Government of Manipur. The collected data and information have been scrutinised by the principal Investigator. Techniques of Data Collection: To collect the data the following standard techniques of the survey have been employed: a. Use of structure interview through Questionnaire to collect data from the schools b. Unstructured Focus Group Interview for students c. Unstructured Interview for the parents of students. d. Direct and indirect observation during Study e. Discussion with the schools’ employees (Head Master, Assistance Head Master, Principal, Teachers and Non-teaching staffs) on the present challenges and urgent needs of the school. Data Analysis: After systematic collection of the data from the schools and associated information from the unstructured interview, unstructured focus group interview and observation, the data are coding, shorting,

processing and further condense into tables and design graphics for

qualitative analysis with statistical inference by applying well-defined statistical formulae after computation of various percentage, coefficients etc. In the process of analysis, relationship or differences, support or conflicting with the hypothesis will be tested to arrive at generalisation.

Field Testing : Interview schedule for the schools, design of Unstructured Focus Group Interview for the Students and Unstructured Interview for the parents have been tested in 3 schools. Those techniques are reliable to adopt for the data collection. Limitations of the Study: 1. Data collection in Jiri block was one of the hardship in terms of transport, lodging, law & order and communication with the local people. 2. Most of the Head Master/Mistress were not willing to provide the data of the School since apprehensive of the research by connecting with a student organisation. 3. Most of the schools had been visited 2 to 3 times and few of schools visited 5 to 6 times for the data collection since the schools authorities did not want disclosed their schools information. 4. Maximum of schools were not found head master/head mistress on the first day of visit.

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5. Most of the schools were not having proper records of documentation.

Ethical Issues: 1. Data and information have been collected with the consent of the respondent 2. Maintained objectivity and integrity during the whole process of the study 3. Preserved confidentiality 4. Acknowledged survey collaboration and assistance Abbreviation : SSA

-

Sarva Shika Abhiyan

DISE

-

District Information System for Education

DCF

-

Data Collection Format

ST

-

Schedule Tribe

SC

-

Schedule Caste

REMS

-

Research Evaluation Monitoring and Supervision

MIS

-

Management of Information

VEC

-

Village Education Committee

ZEO

-

Zonal Education Officer

EFA

-

Education for All

EGS

-

Education Guarantee Scheme

AIE

-

Alternative Information Education

UEE

-

Universalization Elementary Education

BRC

-

Block Resource Centre

CRC

-

Cluster Resource Centre

ISWAR

-

Institute of Social Work and Research

GER

-

Gross Enrollment Ratio

NER

-

Net Enrollment Ratio

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CHAPTER – V

Table 1 School category

Sl.no 1 2 3 4

School category

Boys

%

3 7 10

6 14 20

LP P UP H Grant Total

Type of school Girls % Co-education 7 9 4 8 6 4 8 10 8 16 32

% 14 18 12 20 64

Total % 14 18 26 42 100

Total NO. 7 9 13 21 50

The table reveals categorization of 50 schools which out of, 7 are Lower Primary Schools (Class Nursery – II), 9 are Primary Schools (Class – I/III – V), 13 are Upper Primary Schools (Class I/III/VI – VIII) and 21 are High School (Class I/III/VI/ - X) as per classification standard of the school categories. The study has found that all the Lower Primary Schools are being started from class Nursery to II, except 4 nos. of schools where class II were not found. The report of the community people and teachers shows that parents are not willing to admit their children to such government schools. This type of class gap had been found in all the school categories.

The

Table 2 : Room condition

that class

table

shows

number

of

room

in

Sl. No.

School Category

Good condition

Need Minor repair

Need major repair

Unfit room

Total

working condition is

1 2 3 4

LPS P UP HS

10 12 34 82 138

4 11 9 46 70

6 12 14 22 54

27 48 81 171 327

very

Total

7 13 24 21 65

less

comparison

in with

numbers of school. Here,

rooms

in

good condition and need minor repairing can be considered as working condition and need

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major repairing and unfit room can not be utilized. 7 nos. of Lower Primary school have 17 class room in working condition. In LP school having Class - Nursery, I A, I B and II, there should be total 35 rooms of 7 LP schools (5 nos. of rooms in each LP school) in minimum working condition including teachers’ room. Here is found 203 class rooms in working condition, if distributed at school wise the available working condition of rooms are 4 – 5 in a school. And if look up at the available working condition of

rooms in comparison with classes of all the schools categories, here the

average estimated classes in all the categories of schools are 342 classes( LP-28, Premary45, UP-91 and H/S-178 classes) and estimated minimum no of required room is 479 of the sample schools. There is a big deviation in rooms i.e. 276 since working condition of rooms are 203 in the available data and average estimated required rooms are 479. The total available rooms under the good, need minor repairing, need major repairing and unfit to use are 327, even though this 327 rooms, there is very lack of rooms for class rooms, staffs, library etc. The class rooms in need of major repairing and unfit rooms of condition were – no proper room wall, no door & window, poor roof condition and floor are also in bad condition. Most of the schools were never repaired from the Department of Education while some of schools were found repaired and constructed new blocks, the repairing and construction of blocks were found not maintaining quality. During the data collection found that two standards were sitting in a room due to lack of room.

The table shows that out

Table 3 : Existing Class room with the student strength Sl.n o. 1 2 3 4

School category LP P UP H Total

Adequate class room 5 7 9 17 38

No available adequate class room 2 2 4 4 12

of 50 schools, 38 schools have Total 7 9 13 21 50

adequate

class

room. As per the record of student strength the 38 schools

can

considered

as

having

class

room,

adequate

be

there were found class/standard gap and no enrollment of student in some classes in 12 schools. All the schools were not found section wise of all the classes. No Available Adequate Class Room were in 12 Schools. During the data collection found that 4 nos. of schools (LP-2 & P-2) were having only one class room each in working condition.

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The table reveals that out of the

Table 4 : Toilet Facility Sl. no

School category

1 2 3 4

LP P UP H Total

50 schools, 23 schools were not

Toilet available and condition Bad Medium Good 2 4 3 1 11 4 2 20 5 2

found toilet and the toilets found

Toilet not available

Total

5 5 9 4 23

7 9 13 21 50

in 20 schools were in bad condition but used conditionally. 7 numbers of schools’ toilet are in medium and good condition. In the co-education, girls were

not using the bad toilet since the condition of the toilet is not fit for girls. Here bad and no toilet of the schools were 86%. Here reminded that out of 50 schools 32 schools were found Co-Education and 8 schools were only for Girls. The condition of no toilet and bad toilet of the schools for girls and coeducation becomes big challenges. Substantiating a report from some girls student statement from co-education that “ We are having a lot of problem when we wants toilet. We went together near a bush or suitable place. Some times we faced some problems from school boys taking advantage to look out our condition during the toilet”. Head Masters/Head Mistresses of 7 schools expressed that they had submitted two to three times application and verbally

to the ZEO office for

renovation/repairing/construction for toilets of the schools. But could not find any action for the

same

till

yet..

The Table reveals that out of 50 Table 5 : Separate Toilet for Teachers and Student Sl.N o 1 2 3 4

School category LP P UP H Total

Separate toilet for teacher Nil NIl 1 2 3

Separate toilet for Student NIL Nil NIL 2 2

schools, 3 schools have separate toilet for teachers and 2 schools for girls have separate toilet for student. The remaining 45 schools were not found separate toilet for teachers or student. Female teachers from 9 schools expressed

their

dissatisfaction

regarding the present toilet condition in their schools. Sometimes they went to neighboring house of the schools for toiletry. Some girl students said that the most hatred thing in their school

was

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pathetic

toilet

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Table 6

Basic amenities (Fencing, Playground)

The table shows that out of the 50 schools,

Sl. No. 1 2 3 4

School category LP P UP H Total

Fencing Available 3 3 5 9 23

No Fencing 4 6 8 12 27

Playground Available 5 7 9 15 36

No Playground 2 2 4 6 14

27 schools were not found

any

fencing, have

form

23

of

schools

fencing

but

majority of them were 11-kacha,

8-barbwire

and 8- local wild plants planted around the school. Some of the school authorities said that they had approached at the Education Department many a time regarding the matter but did not

get

any

positive

response

from

concern

authority.

Regarding the availability of playground, 36 schools have playground and the remaining 14 schools were not found playground. In some schools, playgrounds were small and unfit for the outdoor game. Some students expressed their dissatisfaction of playground during the annual sport activities of the schools

SL.No 1 2 4

Table 7

Basic amenities (Electricity, Computer, Library)

School Category LP P UP H Total

Electricity Available 5 6 7 15 33

No Electricity 2 3 6 6 17

Computer Available 16 16

No Computer 7 9 13 5 34

Library Available 19 19

No Library 7 9 13 2 31

From the Table we found that majority of the schools i.e. 33 schools have electricity facility and remaining 17 schools were not found electricity facility. Many of the schools with electricity facility were found reconnected by illegal means after the disconnection due to non payment of bill in the interest and need of students.

It came to

know that such illegal practice was happened compulsion among the High Schools since power is one of the essential need for practical of computer courses and other unavoidable needs of the schools. Even though, the irregularity of power made inconvenient as not served purposed of the schools in time. Here, 21 schools belongs to High School category, out of the 21 schools, 76.19% of schools having computer and 23.81% of schools did not have computer.

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Computer is compulsory for all the High School level. Some of the school have computer but no power facility. The school categories of LP, Primary and UP were not entitled for computer facility. Substantiating a report from the class X students, there is no computer teacher in their school and they could not see the schools’ computer till yet. Some of the schools were insecure to keep computers due to unsatisfactory rooms in the schools. Availability of library facility were found among the High School level, not in the LP. Primary and UP schools. Out of the 21 High Schools, 19 schools have library facility and out of that 19 schools, 12 schools libraries were found functional whereas 2 schools were not found library facility. The functional libraries were not found adequate facility except few books. As per the report of Head Master/Head Mistress, books issued were not returned back by the outgoing students and could not buy new books due to financial shortage. As per the report of the schools authorities of non functional library that most of the books in the library are in need of repairing and need to buy new books to be functional. With reference to the students comment that available books in the library were very limited and found lost many pages inside many books. We need a quality library and need proper functioning.

Table no. 8 : Drinking Water Facility SL. No

1 2 3 4

School Category LP P UP H Total

No Drinking Water 4 5 9 14 32

Drinking Water Available Tap 2 2 3 6 13

Well

Pond 1 2

1 1

1 4

Out of the 50 schools, 32 schools (64%)

have

no

drinking

water

facility, the remaining 18 schools (36%) have drinking water facility from different sources available. Out of

this

18

schools,

13

schools(72.22%) have tap water,

5.56% schools have Well water and followed by 22.22% were Pond water. All the available water were not hygienic. Most of the Reserver water tanks looked in bad condition. As per the report of students from schools having no drinking water and having drinking water available brought water from their homes. In some schools, found that money were contributed from the students to buy water. Report from the schools’ authorities, there were constructed new water tanks in some schools but it was not useful due to lack of quality of the water tanks, i.e. leakage, crack, not completed of construction.

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The table shows that the total

Table 9 : Detail of teaching Staff

number SL.No 1 2 3 4

School Category LP P UP H TOTAL

No. of Teacher Train 40 59 40 310 449

and

untrained

teachers were found 694. Out of

Total Untrained 25 40 70 110 245

trained

the numbers, 64.70% of teachers 65 99 110 420 694

were found as trained teachers and 35.30% of teachers were untrained teachers. Number of teachers were comprised in the

school category wise, as such 9 to 10 teachers were found in each LP Schools, 11 teachers in each Primary Schools, 8 to 9 teachers in each UP Schools and 20 teachers in each High Schools. The strength of teachers were very high in the LP and Primary schools. Usually, in the LP schools, there were 2 to 4 classes and 3 to 5 classes in the Primary Schools. In comparison with teachers strength of the Upper Primary Schools Vs LP and Primary schools, UP schools’ teachers strength were less. Usually 4 to 6 classes were found in the UP Schools . In the context of High Schools, the available range of classes were 4 to 8. The teachers strength were found satisfactory but with reference to the table no. 7, there were no teachers for computer. It indicates that Education Department Authorities do not have proper monitoring and evaluation of the schools.

Table 10 : Students attendance percentage on the day of data collection SL. No

1 2 3 4

School Category

LP P UP H Total

Students attendance percentage in the class

Nursery 63

63

IA 57 66 51

IB 42 30 37

II 51 50 75

III

78 66 51 174 109 176 195

IV

V

72 88 85 77 87 41 244 206

VI

55 55

VII

95 95

VIII

74 74

Total

IX

91 91

X

102 102

213 384 391 586 1574

The table reveals the total nos. of students attendance were 1574 for 50 schools. If the nos. of student attendance can be comprised in each school category in average, 30 to 31 students were present in each LP schools on the day of data collection, 42 – 43 students attended in each Primary school, 30 – 31 students attended in each Upper Primary school and 27 – 30 students attended in each High Schools.

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The numbers of student attendance were found very less in comparison with the student enrollment register. If compared the students attendance with teachers strength in average, 1 teachers : 3 to 4 students in each LP schools, 1 teacher : 3 to 4 students in each Primary schools, 1 teacher : 3 to 4 students in each UP schools and 1 teacher : 1 to 2 students in each High Schools. Besides this, on the day of data collection some of the schools were not found students because of a function of the local club, meeting of the teachers and student Union of the school on strike in demanding of issuing computer and renovation class rooms.

Table 11 : SL. No

1 2 3 4

School Category

LP P UP H Total

Academic Calendar Schools’ own academic Calendar Maintain 5 6 9 15 35

Not maintain

Education Dept. Academic Calendar Not followed 0 0 0 0 0

Followed 7 9 13 21 50

The table reveals that all the selected schools followed the academic calendar of the school. 35 schools have their own school calendar since they put more examination schedule as first quarter, half yearly, second quarter and final exam respectively. Besides this, annual function and other extra curricular activities had been found added in annual own schools’ calendar. As per the report of the schools’ authorities, they are following the academic calendar of the education Department and added some more activities based on the needs of the students and suggestion from the parents. This made more attraction of the schools and help to maintain

the

quality

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of

education

in

the

schools.

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Table 12 : Extra curricular activity The table indicates that SL.No

1 2 3 4

School Category

LP P UP H Total

Extra Curricular Activities Not Available Available Activities Games Music Dance Arts 2 5 0 0 0 3 4 1 0 1 4 7 1 1 0 6 13 2 0 0 15 29 4 1 1

out of 50 schools, 15 schools were not found extra

curricular

activities

like

game,

music, dance and art respectively

and

remaining 35 schools were

found

having

extra curricular activities besides the academic calendar. Substantiating from the sharing of some students that they have extra curricular activities like outdoor and indoor games in their schools. The type of outdoor games - football, basket ball and in the indoor games – carom, table tennis, Chinese checker etc were found common games in the schools. Out of the 29 schools who have extra curricular activities, 12 schools have physical instructors and remaining 17 schools were not found the physical instructor. Since schools do not have physical instructor, the student do not feel the need for that.

Table 13 : Facility of Mid Day Meal and SSA SL. School Available facility No Category Not Available Available Books 1 LP 3 4 4 2 P 2 7 7 3 UP 5 8 8 4 H 7 14 14 Total 17 33 33

Available Items Mid Day Meal 2

Cooks 3

1

3

3

6

Infrastructure 1 2

Financial 3 4

4 7

5

It reveals that out of the 50 schools, 17 schools were not found any available facility but as per the criteria, 6 to 14 years should be supported mid day meal in general and books for girls and ST and SC under the schools of Education Department and District Councils. Here, 5 schools which are

LP-3 and Primary-2

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schools were not available mid day meal

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programme. Some schools were found supported in terms of development of infrastructure, Human Resources (Cook and Helper for Mid Day Meal and Teacher) and financial support to add in the mid day meal. The financial and cook/helper are compulsory in the schools whose were having mid day meal programme. It is indicated that there were found many gaps areas in terms mid day meal and distribution of books. As per the report of the schools’ authorities that mid day meal support could not released on time, the actual amount which is to be supported to the mid day meal were not getting and majority of schools which are getting mid day meal were not getting the financial support of the mid day meal. The actual quantity of rice of the mid day meal were not getting in all schools, the reasons are -1. Deducted the quantity of rice by the DI since the figures of the student were not found appropriate of the schools. 2. Unidentified youths were taking regularly rice at the time of releasing item. Besides this, deducted amount from the ZEO level and student bodies. There were found quality compromise in the construction of new blocks and few of the schools’ construction were not completed even after 5 years. As per the report of the students that they were not getting mid day meal in regular basis. They brought utensil and water for the meal and the quality of the food were medium. As per the report from community people that most of schools have very less number of student since there were established private school. Head Master/Head Mistress sold rice two to three times in a year. We can observe that the ZEO level’s concerned staffs and Head of the schools are in need to exercise their duties with sincerity to bringing out a quality school. Table 14 : School Management committee, Parent-Teacher association The

school

management SL.No

1 2 3 4

School Category

LP P UP H Total

School management committee Available Not available 5 2 7 2 10 3 20 1 42 8

Parent-teacher association Available Not available 7 9 3 10 11 10 14 36

committee

in

each

school

were

compulsory schools found

but

were

not

having

committee.

8

such Those

schools having school

management committee were not properly functioning There was no proper documents in regard. The Parent-Teachers Association were found in 14 schools. Out of the 14 schools, 7 schools were found very well functional e.g. Parents were also involved in the annual action

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plan of the schools. Parents had contributed limited amount for repairing schools building and furniture. There were found good documentation. Those schools were having good number of students in comparative with others schools. As report from the schools’ authority that after formation of the Parent and Teacher Association, the improvement of the students could be seen.

Table 15 : School Report Card SL.No School Exam Report card Category Available Not available 1 LP 2 5 2 P 3 6 3 UP 4 9 4 H 11 10 Total 20 30 information

and

present

physical

1 2 3 4

School Category

LP P UP H Total

Welfare programme Available 6 7 10 20 43

every year at the SSA through ZEO. Its included regarding

Not available 1 2 3 1 7

all

the

the

schools

students,

information, infrastructure,

teachers etc. Such school report card were not available in majority of schools. In comparison with

position,

Table 16 :Student Welfare Programme SL.N o

The school report card are submitting in

there

were

school report card’s found

discrepancy.

The table reveals that out of the 50 schools, 43 schools were welfare programme for the students. The welfare activities had been reflected as sports, quiz, Painting, dance. And among them some of the schools have Parents and Teachers Association. Report of the students from 18 schools that the above welfare programme were included in the annual sport meet and annual function of

the schools. As per the report of the schools’ authorities which were not available welfare programme in their schools was because of lack of support from the parents side and lack of fund of the schools. As per the interviewed report of the students that most of the students were expecting such welfare programme in their schools and some of the students were not found having such knowledge since they never had experienced and listened from any where.

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Table 17 SL.No

Annual Percentage of Students Attendance of the last Year

School Category

1 2 3 4

LP P UP H

Average attendance of students in %

Nursery IA 68 71

IB 47 59

II 56 62 77

III

IV

V

VI

VII

VIII

IX

X

71 83

72 85

88 78 84 69 76

67 59

71 81

76

62

The table shows the annual strength of students attendance in average of the last year. The average percentage of attendance of the students can be comprised in school category wise that in the LP schools was 60.5%, Primary schools was 70.4%, UP schools was 77.86% and High Schools was 70.5%.The strength of the classes in all the schools categories were not found uniformity. And found that some of the classes were not students enrollment. Majority of the schools were found not strict penalty for absence of students in their schools since students might not turn up at schools if the penalty was there. In spite of that some of the schools’ teachers contributed some amount to provide books, exercise books and pencils/pen. Most of the schools were found that the schools authorities any how managed to remain the students in their schools since the number of students were very less. The attendance of

students on the day of data collection table no. 10 and annual

percentage of students attendance table no. 17 were not found precision and there were not sure the students enrollment. It indicates that there might be possibility of manipulation in the students attendance and enrollment since the reports were very concerned for survival of the schools.

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Table 18 : Students enrollment in the last five years SL. No

Year

Class

Total

Nursery/IA

IB

II

III

IV

V

VI

VII

VIII

IX

X

1

2004

1025

846

454

440

462

506

918

1058

892

483

504

7588

2

2005

812

575

771

330

353

394

930

776

780

462

420

6603

3

2006

715

565

783

540

396

396

932

936

924

748

483

7418

4

2007

657

381

319

242

308

264

923

858

862

525

462

5801

5

2008

579 3788

458 2825

290 2617

264 1816

220 1739

286 1846

946 4649

745 4373

648 4106

483 2701

420 2289

5339 32749

Total

The table shows that 32,749 students enrolled in 5 years of the 50 schools. It comprised at all 50 schools in year basis, there would be 130-131 students enrollment in a school in average. Here can be divided in average of the students enrollment in a year on the basis of school category wise, under the LP schools – 263 to 264 students enrollment in a year, Primary schools – 120 to 121 student enrollment in a year and UP with High Schools – 106 to 107 students enrollment in a year. Its indicated that Number of students enrollment was decreasing lower to higher classes. It could be counted drop out of students and there were various deviation in the students enrollment at the upper classes.

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Table 19 : Number of students appeared in exam, passed, fail and drop-out for the last three years Year

2006

2007

2008

Class

Total

IA

IB

II

III

IV

V

VI

VII

VIII

IX

X

Appeared

618

512

754

506

330

352

878

865

758

612

374

6559

Passed

618

512

754

506

308

308

801

813

741

578

340

6279

Fail

0

0

0

0

22

44

77

52

17

34

34

280

Drop-out

97

53

29

34

66

44

54

71

166

136

109

859

Enrollment

715

565

783

540

396

396

932

936

924

748

483

7418

Appeared

543

297

261

213

264

242

782

714

782

483

336

4917

Passed

543

297

261

198

242

198

714

680

748

462

315

4658

Fail

0

0

0

15

22

44

68

34

34

21

21

259

Drop-out

114

84

58

29

44

22

141

144

80

42

126

884

enrollment

657

381

319

242

308

264

923

858

862

525

462

5801

Appeared

461

432

232

264

220

264

748

646

544

462

378

4651

Passed

461

432

203

251

198

242

714

612

510

420

336

4379

Fail

0

0

0

13

22

22

34

34

34

42

42

243

Drop-out

118

26

58

0

0

22

198

99

104

21

42

688

Enrollment

579

458

290

264

220

286

946

745

648

483

420

5339

The table shows that

academic year in 2006 the rate of students appeared examination

was 88.42%, passed students was 95.73%,

drop out students was 13.10% and failed

students’ rate was 4.27%. In 2007 the rate of appeared student in the examination was 84.76%, out the appeared examination the rate of passed students was 94.73% and drop out rate of students was 17.98%. In 2008 the rate of appeared students in the examination was 87.11%, the passed students rate was 94.15% and drop out rate was 12.89%. Here, the type of school drop out students can be considered in two categories 1/ After the admission, students attended classes for some times and stopped coming to schools, students never turn up to their schools after admission and 2/ Students were found not appearing examination after attending full course of the classes. There were not found any follow up action from the schools’ authorities of the drop out students. But the reasons of the drop out had been highlighted by the schools authorities such as (a) Changing of schools (b) Children engaging in earning for their families (c) Children were not interested in education and parents were not aware about their children’s drop out. (d)Parent were not interested in their children education (e) Students joined to arms groups (f) Students looking after their siblings (g) Students addicted to some substances (h) Guardians (relatives of the children) were not taking initiative for the parentless students’ education.

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CHAPTER – VI The state has no “Education Policy” instead, “School Code” is the only way of improving and uniformity of the Education system in Manipur. Nowadays “School code” is partly followed by the Education Department. Manipur Gazette EXTRA ORDINARY PUBLISHED BY AUTHORITY No. 225 Imphal

Thursday,

October 7, 1982

( Asvina 15,

1940 )

GOVERNMENT OF MANIPUR ' SECRETARIAT : EDUCATION DEPARTMENT NOTIFICATION Imphal, the I4th January, 1982 No.10/82/SE— The Governor of Manipur is pleased to order that the 1st of February, 1982 shall be the date on which the Manipur Education Code, 1982 shall come into force. . By order & in the name of the Governor R.K. ROBINDRO S1NGH, Secretary ( Edn.) of the Govt. of Manipur.

How the School Code is reliable and respect in the level of school authorities ? Here, The Schools Code’s chapter V can be focused Chapter V (General Administration of School) : Under this chapter, there are 9 sections, they are : Section – I (General), Section – II (Rules for Admission, withdrawal and transfer), Section – III (Fees and Fund etc), Section – IV (Attendance Rules of the Schools), Section – V (Rules regarding marking of attendance register), Section – VI (School Working Hours), Section – VII (Holidays), Section- VIII (School Libraries) and Section IX (Examination and Promotion) “The above given sections of the chapter were not found functioning in the sample schools”

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Report of the Students’ Focus Group No. of Focus Group : 7 nos. No. of students attended : 112 nos. The views and comments of the students on the following are: 1. Education systems in terms of teaching, Teachers’ interaction, regularity of teachers in schools & classes and Examination. a. Most of the students were interested in teaching of the teachers but some of the students were getting bored since their teaching style could not make them understand easily. And instead of teaching, some teachers were joking and passing time during the class sessions. Most of the science teachers could not cover syllabus. b. Some of teachers were very good not only for teaching but also encouraging and supporting their moral and interacting like friends in a limited areas. Students did not feel any hesitation to ask any questions relating their education. c. Schools have good number of teachers but most of the time there was lack of teachers in the classes due to less attendance of teachers in the schools. The maximum period of classes in a school were 4 to 5 periods. d. Most of the schools had 2 times examination i.e. Half yearly and Annual Examination. Most of the time syllabus were not covered. So that, most of the students were copying each other and some students used unfair-means. In this respect, there was not hard rules to confront such activities. 2. Infrastructure of the schools a. Majority of the students were not satisfactory in their schools building, Class rooms’ floor, roof, wall etc were deteriorated. Furniture condition were also no so good and some of the schools’ furniture were not sufficient. Regarding the drinking water, likely cent percent of the schools were not available good drinking water, present available drinking water were also not hygienic so that they brought from their home. Some of the schools have electricity facility but most of the time not getting due to load shedding, transformer problem etc. About the play ground, students felt satisfactory but some of the schools were not having play ground but the schools authorities managed nearby local grounds not far from their schools. Even annual school sport meet were also performed.

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3. Students were very interested in co-curricular activities like vocational, music, art, yoga etc in their schools, but most of the schools were not having such activities. 4. Regarding the mode of entertaining of the students during the schools break time, majority of the students were playing games with or without play materials. Some of the schools did not have play materials for indoor and outdoor games while some of the schools have few. So all the student could not be entertained. Some of the students went around near the schools to find some fruits or any edible things. 5. In respect of parent support in their children (students) education, likely cent percent of the students desired to study at private schools. They had inferiority complex while they met their friends who are studying in private schools. But, their parents could not afford the expenses of studying in the private schools. They also wanted tuition like other friends in private schools. This were not possible for them due to their families condition. Besides this, some of the parents could not provide their educational materials (books, bag, exercises book etc) and uniform/any dress for school going. Most of the parents were uneducated, they were not so interested in their children education. Some of the students went after the schools for earning as labourer in the paddy field for survival of their education. 6. Regarding the impact of bad law and order on their education, bandh, general strike, encounter near the schools, kidnapping of children by under ground groups, snatching of ornament from children by drug addicts and women etc were the main obstacles for going to schools.

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Unstructured Interview Target : Parents and Guardians of the students No. of interviewed parents and Guardians : 25 nos. (Father–18, Mother–15, Guardians–10) About the parents and guardians : Most of the fathers were self employed as farmers, labourers, crafts making etc. They are uneducated but some of parents were found educated. They are employed in lower section in government departments. All the mothers were found house wives looking after all the household work and their children. Some of the parents could not be met since they were very busy earning outside their home. The economic condition were found in deprive stages in majority. Most of the family were having 4 to 6 children. Interaction of parent with their children : Majority of the parents were found not keeping in touch with their children regarding study and day to day life since they were busy for earning and look after other children also. There were few of parents who interacted with their children for discussing about education. Most of the parents were not so aware about their children’s education since they are uneducated. But they knew that their children were not satisfied with their education. They want to send their children in private schools but its out of their capacity due to their financial conditions.

But, some of the parents knew that their children are very interested in

education and also studious. The demand in relation with education like tuition, book and stationary etc of the their children could not be afforded and they felt sorry for that. Report of the parents, most of the children were obedient and helpful in domestic work and some of them helping in earning work of the parents. Most of their friends are from locality and schools. Few of the children above the age of 13/14 years were using smoke, chewing tobacco and alcohol. Parents knew that their children’s schools were not teaching well. Many functions in the schools besides the schools functions like any locality’s function such as sport, meeting, ceremonies -Luncheon, marriage etc frequently took place. The schools infrastructures like class rooms, toilets, drinking water, furniture were not satisfactory condition. Above all this, some of the schools were used by local clubs and

state level branch of students’

organization as their office in the school buildings.

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Parents wanted their children to be perfect person in future. Majority of the parents could not afford the expenses in their children education. Some of the parent has planning to change schools of their children to better private schools. They hope their children to be doctor, engineer, officers of the government. Those who are not capable to support their children were very frustrated. The above information from the parents indicates that the present condition of the government schools were not satisfactory. They have more trust and hope in private schools even though they could not afford the expenses of the private schools. But some of the parents has planning to send their children in private schools. Most of the parents were not possible to provide the basic need of the children. And the provisions of the government for students could not reach among the children. It is very worthwhile to mention that the right of the education for children under many provisions can not be benefited.

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Summary 1. The Education Policy of the State were not found, instead “School Code of 1982” is existing. But the “School Code” is not performing well and not suitable at present. 2. ZEO level’s schools information (DISE data) were not appropriate with the available documents of the sample schools. 3. The present scheme/project like mid day meal under the Education Department and renovation/repairing, construction of new building, distribution of books, support of teacher etc under the SSA were not satisfactory. There were found that the benefit of the mid day meal and books of the students was not satisfactory. Further, renovation/repairing and construction of new rooms quality were in pathetic condition. Some of the construction were not completed even after 5 years from the date of construction. 4. Proper co-ordination and linkages among the Education Department, SSA, Social Welfare and Tribal Welfare Department were not found. Under these departments, there were implementing education programmes but found contradiction in the implementation process e.g. Social welfare department is initiating for pre primary school but it were consisted in the education department whereas the data of the pre primary was not reflected. 5. Under the projected population of children of the state, age 6 to 10 and 11 to 13 years and their enrollment in class : I-V and VI-VIII found a bid discrepancy. The number of children enrollment was quite higher than projected population of children in Class : I – V, the range of the percentage in between 30% to 120%. It indicates that the sincerity and ownership were not found in the department of Education. This discrepancy might be due to mid day meal and lacking of monitoring and evaluation of the Education Department. 6. Infrastructure of the Schools. Out of the 50 schools, Lower Primary School – 7 nos., Primary School – 9 nos., Upper Primary School – 13 nos. and High School – 21 respectively. There were found rooms in 4 categories that 42.20% in good condition, 19.88% in need of minor repairing, 21.41% in need of major repairing and 16.51% in unfit room. The major repairing and

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unfit rooms were not found in use. The average estimated classes in all the categories of schools are 342 classes( LP-28, Premary-45, UP-91 and H/S-178 classes) and estimated minimum no of required rooms are 479 of the sample schools. There is a big deviation in rooms are 276 since working condition of rooms are 203 in the available data and average estimated required rooms are 479. Most of the schools never repaired from the Department of Education and those repaired were also not constructed in quality. There were found class/standard gap in class and no enrollment of student in some classes in 12 schools. Regarding the toilet, out of the 50 schools, 23 schools were not found toilet and 20 schools’ toilet were in bad condition but used conditionally. 7 numbers of schools’ toilet are in medium and good condition. In the co-education, girls were not using the bad toilet since the condition of the toilet is not fit for girls. Here bad and no toilet of the schools were 86%. Here reminded that out of 50 schools 32 schools were found having Co-Education and 8 schools were only for Girls. The 45 schools were not found separate toilet for teachers or student. There were found separate toilet for teacher in 3 schools and 2 schools for student. Out of 50 schools, 27 schools were not found any form of fencing, 23 schools have fencing but majority of them were 11-kacha, 8-barbwire and 8- local wild plants planted around the school. Regarding the availability of playground

36 schools have

playground and the remaining 14 schools were not. 33 schools have electricity facility and remaining 17 schools were not. Many of the schools with electricity facility were found reconnected by illegal means after the disconnection due to non payment of bill in the interest and need of students. Even though, the irregularity of power made inconvenient as not served the purpose of the schools in time. Here, 21 schools belongs to High School category, out of the 21 schools, 76.19% of schools having computer and 23.81% of schools did not have computer. Availability of library facility were found among the High School level, not in the LP. Primary and UP schools. Out of the 21 High Schools, 19 schools have library facility and out of that 19 schools, 12 schools were found functional whereas 2 schools were

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not found library facility. The functional libraries were not adequate facility except few books. Out of the 50 schools, 32 schools (64%) have no drinking water facility, the remaining 18 schools(36%) have drinking water facility from different sources available. Out of this 18 schools, 13 schools(72.22%) have tap water, 5.56% schools have Well water and followed by 22.22% were Pond water. All the available water were not hygienic. Most of the Reserver water tanks looked in bad condition.

7. Regarding the academic of the schools :The total number trained and untrained teachers were found 694. Out of the numbers, 64.70% of teachers were found as trained teachers and 35.30% of teachers were untrained teachers. Number of teachers were comprised in the school category wise, as such 9 to 10 teachers were found in each LP Schools, 11 teachers in each Primary Schools, 8 to 9 teachers in each UP Schools and 20 teachers in each High Schools. The total nos. of students attendance were 1574 for 50 schools on the day of data collection. If the nos. of student attendance comprised in each school category in average, 30 to 31 students were present in each LP schools on the day of data collection, 42 – 43 students attended in each Primary school, 30 – 31 students attended in each Upper Primary school and 27 – 30 students attended in each High Schools. The numbers of student attendance were found very less in comparison with the student enrollment register. If compared the students attendance with teachers strength in average, 1 teachers : 3 to 4 students in each LP schools, 1 teacher : 3 to 4 students in each Primary schools, 1 teacher : 3 to 4 students in each UP schools and 1 teacher : 1 to 2 students in each High Schools. All the selected schools followed the academic calendar of the Education Department. 35 schools have their own school calendar since they put more examination schedule as first quarter, half yearly, second quarter and final exam respectively. Besides this, annual function and other extra curricular activities had been added in annual own schools’ calendar.

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Out of 50 schools, 15 schools were not found extra curricular activities like game, music, dance and art respectively and remaining 35 schools were found extra curricular activities besides the academic calendar. Regarding the mid day meal and SSA facility 17 out of 50 schools were not found any available facility but as per the criteria, 6 to 14 years should be supported mid day meal in general and books for girls and ST and SC under the schools of the Education Department and District Councils. Here, 5 schools which are LP-3 and Primary-2 schools were not available mid day meal programme. It is indicated that there were found many gaps areas in terms of mid day meal and distribution of books. As per the report of the schools’ authorities that mid day meal support could not release on time, the actual amount which is to be supported to the mid day meal were not getting and majority of schools which are getting mid day meal were not getting the financial support of the mid day meal. The school management committee in each school were compulsory but 8 schools were no found having such committee. Those schools having management committee were not properly functional since there was no proper documents in regard. The Parent-Teachers Association were found in 14 schools. Out of the 14 schools, 7 schools were found very well functional e.g. Parents were also involved in the annual action plan of the schools. Parents had contributed limited amount for repairing schools building and furniture. In this regard were found good documentation. Those schools were having good number of students in comparative with others schools. The school report card are submitting in every year at the SSA through ZEO. Its included all the schools information, regarding the students, infrastructure, teachers etc. Such schools’ report card were not available in majority of schools. In comparison with school report card’s information and present physical position, there were found discrepancy. Out of the 50 schools, 43 schools were welfare programme for the students. And among them some of the schools have Parents and Teachers Association

8. Student performance in the schools : The average percentage of attendance of the students can be comprised in school category wise that in the LP schools was 60.5%, Primary schools was 70.4%, UP schools was 77.86% and High Schools was 70.5%.The strength of the classes in all the schools categories were not found uniformity. And found that some of the classes were not students enrollment Manipur Alliance for Child Rights

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Majority of the schools were found not strict penalty for absence of students in their schools since students might not turn up at schools if the penalty was there. Inspite of that, some of the schools’ teachers contributed some amount to provide books, exercise books and pencils/pen. Most of the schools were found that the schools authorities any how

managed to remaine the students in their schools since the

number of students were very less. The attendance of students on the day of data collection table no 10 and annual percentage of students attendance table no. 17 were not found precision and there were not sure the students enrollment. 32,749 students enrolled in 5 years of the 50 schools. It comprised at all 50 schools in year basis, there would be 130-131 students enrollment in a school in average. Here can be divided in average of the students enrollment in a year on the basis of school category wise, under the LP schools – 263 to 264 students enrollment in a year, Primary schools – 120 to 121 student enrollment in a year and UP with High Schools – 106 to 107 students enrollment in a year. The academic year in 2006 the rate of students appeared examination was 88.42%, passed students was 95.73%, drop out students was 13.10% and failed students’ rate was 4.27%. In 2007 the rate of appeared student in the examination was 84.76%, out the appeared examination the rate of passed students was 94.73% and drop out rate of students was 17.98%. In 2008 the rate of appeared students in the examination was 87.11%, the passed students rate was 94.15% and drop out rate was 12.89%. Here, the type of school drop out students can be considered in two categories 1/ After the admission, students attended classes for some times and stopped coming to schools, students never turn up to their schools and 2/ Students were found not appearing examination after attending full course of the classes. There were not found any follow up action from the schools’ authorities of the drop out students. But the reasons of the drop out had been highlighted by the schools authorities such as (a) Changing of schools (b) Children engaging in earning for their families (c) Children were not interested in education and parents were not aware about their children drop out. Parent were not interested in their children education (e) Students joined to arms groups.(f) Students looking after their siblings (g) Student addicted to

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some substances (h) Guardians (relatives of the children) were not taking initiative for the parentless students’ education.

9. The views and comments of 112 students from 7 focus groups regarding Education systems in terms of teaching, Teachers’ interaction, regularity of teachers in schools & classes and Examination. Majority of students were interested in teaching of the teacher but some of students were getting bored since their teaching style could not make them understand easily. And in spite of teaching, some teachers were joking and passing time during the class sessions. Some of

teachers were very good not only in teaching but also

encouraging and supporting their moral and interacting like friends in a limited areas. Students did not feel any hesitation to ask any questions relating to their education. The maximum period of classes in a school were 4 to 5 periods. Majority of the students were not satisfactory in their schools building, furniture and drinking water. Some of the schools have electricity facility but most of the time not getting due to load shedding, transformer problem etc. Students were very interested in co-curricular activities like vocational, music, art, yoga etc in their schools, but most of the schools were not having such activities. All the students wanted to study at private schools and they had inferiority complex while they met their friends who are studying in private schools. Regarding the impact of bad law and order on their education, bandh, general strike, encounter near the schools, kidnapping of children by under ground groups, snatching of ornament from children by drug addicts and women etc were the main obstacles for going to schools. 10.

Comment from the parents and guardian about their children education :

The total number of respondents were father–18 nos., mother–15 no., and guardians– 10nos. Most of the fathers were self employed as farmers, labourers, crafts making etc. They are uneducated but some of parents were found educated, they are employed in lower

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section in government departments. All the mothers were found house wives looking after all the household work and their children. The economic condition was found in deprive stage in majority. Most of the families were having 4 to 6 children.. Majority of the parents were found not keeping in touch with their children regarding study and day to day life since they were busy for earning. There were few of parents who interacted with their children for discussing about education. Most of the parents were not so aware about their children’s education since they are uneducated. Majority of the children were obedient and helpful in domestic work and some of them helping in earning work of the parents. Most of their friends are from locality and schools. Few of the children above the age of 13/14 years were using smoke, chewing tobacco and alcohol. Parents knew that their children’s schools were not teaching well. Many function in the schools besides the schools functions like any locality’s function

such as sport,

meeting, ceremonies -Luncheon, marriage etc frequently took place. The schools infrastructures like class rooms, toilets, drinking water, furniture were not satisfactory condition. Above all this, some of the schools were used by local clubs and state level branch of students’ organization as their office in the school buildings. Some of the parent has planning to change schools of their children to better private schools. They hope their children to be doctor, engineer, officers of the government. Those who are not capable to support their children were very frustrated. The above information from the parents indicates that the present condition of the government schools were not satisfactory. They have more trust and hope in private schools

even though they could not afford the expenses of the private schools. But

some of the parents has planning to send their children in private schools. Most of the parents were not possible to provide the basic need of the children. And the provisions of the government for students could not reach among the children. It is very worthwhile to mention that the right of the education of children under many provisions can not be benefited.

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Conclusion The children in Government Schools and the Education system are quiet surprising. The present condition of the government schools in Imphal East looks deteriorating in various aspects. Such condition might have been occurred due to unwell plan of the Education Department. The sample schools’ infrastructure were not satisfactory. There is a big discrepancy of 276 as the number of 203 rooms in working condition in the data and the estimated required rooms of the schools 479. Majority of rooms were in need of major repairing. There are 54% of toiletry facility which out of, 74.7% in bad condition but conditionally used. The remaining items like fencing, drinking water etc are in pathetic condition. On the day of data collection, the students attendance and teachers strength of the schools’ ratio were 1 teacher : 3 students. The attendance of students in the schools were very less in compared with the number of students enrollment in the register. The facility of mid day meal and SSA in the schools were not proportionate and managed. 86.78 % of student were appeared examination and

14.66% of student were drop

out. There were not found any follow up action from the schools. Majority of the students did not feel satisfied about the infrastructures, academic quality and extra curricular activities of the schools. Parents and Gurdians were also not satisfied about the schools’ management system in relation with all the schools activities. Most of them wanted to shift their children to a better private schools but it was out of their capacity since those are just one day bread earners. The reasons of the deteriorating government schools might be no education policy of state, the present existing school code is not functioning well. The ZEO’s monitoring and evaluation system might not be transparent and sincere. Education related departments like Social Welfare, Tribal Welfare and Education Departments were not found proper coordination and linkages. There is not seen any political commitment and initiative for education policy of the state.

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