EDUCATION
Provision of free and compulsory education for all children up to the age of 14 years is a constitutional directive. The recent efforts to make education a fundamental right reflect an increased national commitment to achieve the goal of Universalisation of Elementary Education (UEE). There has been a demand from parents for attention to the education of their children. Simultaneous efforts were taken to focus on the universalisation of primary education. The district has made steady progress in achieving universalisation of elementary education, though the progress has been uneven in different blocks. Increasing enrolment, retention and achievement at the primary stage has in turn generated growing demand for upper primary education. Consequently, achievement of UEE depends now, along with continuing efforts at the primary stage, on a focus on the upper primary stage. The task that remains is to consolidate the gains and carry forward critical interventions in the context of achieving UEE.
Raichur district, being one of the DPEP Phase-1 districts, requires planning for UEE according to a realisable and realistic time frame. The plan has been developed keeping the following three major components. The first are the supply side interventions which comprise conventional mechanisms already existing in the state, and include the opening of schools, provision of teachers, construction and maintenance of buildings, as well as the entire gamut of incentives provided to children in the form of food grains, textbooks, uniforms, etc., to enhance enrolment and attendance. On this side of the spectrum greater attention will have to be paid to providing alternate schooling. The second major component would be those that can broadly come under interventions promoting ‘demand’ for schooling. These would principally comprise community based interventions. This would include efforts at strengthening people’s groups (VECs & SDMCs), and using other media to enhance community awareness, such as kala jathas and chinnara melas. These two components require to be backed by adequate provisions in the budgets. The third major component for successful planning for UEE could broadly be categorised under institutional support. This would principally necessitate a major initiative to reform the existing management structures. In specific terms this would mean a re-orientation of the education system to make it move away from a regulatory framework to one that focuses on programme support within a child centered approach. An efficient management structure will also require the successful implementation of an educational MIS, which takes advantage of technology and is at the same time cost effective and sustainable. Quality in education is the major concern in the field of education these days. However quality is an abstract concept and also a relative one. Transforming this abstract concept into a reality is a challenge before us. The above discussed three components of education center round Quality in education. Sarva Shiksha Abhiyan (SSA) is perhaps the last effort by the Government of India to achieve its constitutional obligation of providing compulsory Elementary Education to all children of age group 6-14 years. It is a response to the demand for quality education. Its main objective is to see that all children are in the schools, or in education guarantee centres or in alternative schools by 2003, enable these children to complete primary schooling by 2007 and elementary schooling by 2010. It also aims at bridging all gender and socials gaps in elementary schooling by 2010 and achieve 100% universal retention by 2010. During 2004-05, 1807 out of school children were identified of which 282 children were brought to the educational mainstream through summer bridge course camps. 1495 children were mainstreamed through Baa Marali Shaalege, a campaign to bring back dropout and never enrolled children and Baa Baale Shaalege campaigns. 10 EGS centres were started and 491 children were provided access to schooling within a distance of 1 km. All this and more helped the district to make the GER stable at 104 and the RR to 81. 180 additional classrooms are being constructed by the SDMCs. Children in 125 schools were enabled to have access to toilet facility and clean drinking water facility. Teachers were given training of various kinds to improve their professional competencies.
A core team was constituted in the district to prepare the Annual Work plan for the year 2005-06 consisting of following members. 1) Principal of the DIET 2) Senior lecturer of P&M unit of DIET 3) Project Coordinator 4) Deputy Project Coordinator 5) Personalities interested in the cause of education 6) NGOs working in the cause of education 7) President of the Teachers Association in the district. 8) The BEOs and BRCs of all the blocks. The core team at the block level discussed the institution level education plans and consolidated and developed the block level education plans which were then discussed in a few habitations, and the perceptions of the leaders, parents etc were taken in to consideration. The district team in-turn consolidated and prepared the Annual Work plan for the district for the year 2005-06 in consultation with voluntary organisations, educationists and officers of the various departments.
Educationally the district has better facilities. There are colleges of engineering, medicine, nursing, dental sciences, post graduate courses, agricultural sciences, business management etc catering to the needs of higher education. (Educational Institutions at Raichur).
The literacy in the district is given under.
Category |
1991 |
2001 |
%
of Decadal Increase |
Male | 46.75 |
62.02 |
15.27 |
Female | 21.70 |
36.84 |
15.14 |
Total | 34.34
|
49.54
|
15.20
|
The above table shows that the literacy has increased by 15.20% over the decade. But still it is much below the state average of 56.04. Literacy of the district, block wise for the year 2001 is given below
Block |
Area |
2001 |
||
Male |
Female |
Total |
||
Deodurga |
Rural |
41.69 |
20.89 |
31.37 |
Urban |
50.12 |
36.30 |
43.40 |
|
Total |
45.10
|
28.59
|
37.38
|
|
Lingsugur |
Rural |
50.58 |
24.92 |
37.88 |
Urban |
68.39 |
48.00 |
58.45 |
|
Total |
59.49
|
36.46
|
48.16
|
|
Manvi |
Rural |
44.42 |
24.00 |
34.24 |
Urban |
54.51 |
38.60 |
46.68 |
|
Total |
49.46
|
31.30
|
40.46
|
|
Raichur |
Rural |
43.35 |
20.78 |
32.13 |
Urban |
68.79 |
56.11 |
62.63 |
|
Total |
56.07
|
38.45
|
47.38
|
|
Sindhanur |
Rural |
52.75 |
29.20 |
40.94 |
Urban |
62.69 |
44.20 |
53.67 |
|
Total |
57.72
|
36.70
|
47.31
|
|
Total |
Rural |
46.55 |
23.95 |
35.31 |
Urban |
60.90 |
44.64 |
52.96 |
|
Total |
62.02
|
36.84
|
49.54
|
Access: The district has 1465 primary schools having classes I to V of which 524 are higher primary schools having classes I to VII. This is inclusive of Government Schools / Aided Schools / Unaided schools. There are 1308 Anganwadi centres run by the Department of Women & Child Development. Below is given the no of schools category-wise.
SNo |
Block |
No.
of Schools |
|||||||
LPS |
HPS |
||||||||
Govt. |
Aided |
UnAided |
Total |
Govt. |
Aided |
UnAided |
Total |
||
1 |
Deodurga |
155 |
0 |
11 |
166 |
69 |
1 |
6 |
76 |
2 |
Lingsugur |
180 |
0 |
14 |
194 |
91 |
1 |
19 |
111 |
3 |
Manvi |
168 |
0 |
33 |
201 |
71 |
2 |
18 |
91 |
4 |
Raichur |
154 |
3 |
10 |
167 |
87 |
11 |
27 |
125 |
5 |
Sindhanur |
155 |
0 |
36 |
191 |
88 |
5 |
28 |
121 |
Total |
812 |
3 |
104 |
919 |
406 |
20 |
98 |
524 |
SNo
|
Block |
No
of habitations having more than 200 population |
Number
habitations having primary schools within 1 km. |
%
of Access |
1 |
Deodurga | 166 |
166 |
100 |
2 |
Lingsugur | 194 |
194 |
100 |
3 |
Manvi | 201 |
201 |
100 |
4 |
Raichur | 167 |
167 |
100 |
5 |
Sindhanur | 191 |
191 |
100 |
Total |
919 |
919 |
100 |
Following table shows habitation
wise access to upper primary schooling with in 3 kms.
Source: EMIS 2004-05
GER
in the district is 104 with 104 for boys and 105 for girls. GER for SC boys
is 99 and for SC girls is 104, while it is 104, with 104 for ST boys and 105
for ST girls. The enrollment of the children has reached stability over the
years. The mainstreaming of out of school children over the years has helped
the district in achieving stability in enrollment.
NER : NER of the
district is given in the table below.
86.29 Source: EMIS 2004-05
NER in the district
is with 88.82 for boys and 89.47 for girls. The net enrollment of the children
has reached stability over the years. The mainstreaming of out of school children
over the years has helped the district in achieving stability in net enrollment.
RETENTION :
Retention rates of the children
in the district are given in the table below.
Source : EMIS 2004-05
Retention rate is
a matter of concern. On the basis of the EMIS data for the year 2004-05, the
overall retention rate for the children in primary classes, for the district
in classes I – V is 81, with 80 for boys and 81 for girls. With respect
to children belonging to the Scheduled Castes, retention rate stands at 79 with
79 for boys and 79 for girls. In respect of children belonging to Scheduled
Tribes, retention rate is 82 with 82 for boys and 81 for girls.
TEACHERS IN POSITION:
In the district
4,772 teachers are working in the Government Primary Schools (both LPS &
HPS) as against 5,278 sanctioned posts. 506 posts of teachers are vacant. The
table below gives the block-wise position of teachers in the district as on
30.9.04.
During 2003-04,
400 posts of additional teachers were sanctioned for the primary schools of
the district. 25 posts were sanctioned for the 25 LPS upgraded to UPS and 56
posts for the UPS added with 8th standard. During 2004-05, the upgraded schools
were provided with one more additional teacher totaling 25 teachers.
Of this 38.09% of
the teachers are female teachers. However inter block variations do exist in
the percentage of the female teachers working in various blocks. Infrastructure facilities:
The infrastructure facilities available
in government schools are given below.
No-Of High Schools:
High School Teachers:
Block wise and Class wise
enrolment of the children in High School:
District Administrative Structure
& Functioning:
The Educational
Administrative machinery is headed by the Deputy Director of Public Instruction
(DDPI) and is assisted by a team of 2 Educational Officers, 5 Subject Inspectors
and one Superintendent of Physical Education, who provide academic guidance
at the district level. The D.D.P.I. takes up the academic and administrative
inspections of the institutions in the district and also provides educational
leadership to the entire district.
Administrative structure
& Functioning at the Block Level:
At the block level,
the Block Educational Officer (BEO) leads the educational machinery supported
by a team of 5 Educational Coordinators and Educational Assistants. The Educational
Coordinators and the Educational Assistants pay visits to the schools in their
jurisdiction and provide guidance for quality improvement in the schools.
The BEOs are assisted
by the Block Resource Coordinators in the planning, implementation and supervision
of the activities under Sarva Shiksha Abhiyan. The BRCs have 5 resource persons
– 2 from the high school cadre and 3 from the primary cadre. These resource
persons provide training, academic guidance and on job support to the teachers
in their respective blocks.
Administrative structure
& Functioning at the Cluster Level:
At the cluster level
there is a Cluster Resource Person (CRP) who provides academic guidance and
on job support to the teachers in their clusters.
District Institute of Education
& Training (DIET):
A District Institute
of Education & Training is established at Yermarus in Raichur district to
give academic support for the teachers of primary schools, and also caters to
the training needs of teachers working in both the districts of Raichur and
Koppal. It is headed by the Principal of the DDPI cadre, and re-designated as
ex-Officio DDPI (Development). DIET has 7 units.
1. Pre Service Teachers Education
(PSTE)
Each primary school is serving on an average 1125 population in the district and an upper primary school is serving on an average 3086 populations in the district.
During 2002-03 Class V was added to Primary schooling and classes VI &VII were put under Upper Primary Schooling. As a result there is a revision of number of primary and upper primary schools in the district.
Enrollment:
As per EMIS data 2004-05 the total enrollment of the district in classes I-VII is 2,91,203 of which 1,54,207 are boys & 1,36,996 are girls. In respect of Scheduled Caste the enrollment is 61,506 of them 33,176 are boys and 28,330 are girls. In respect of Scheduled Tribes it is 53,512 of which 29,099 are boys and 24,413 are girls.
The children of SC account for 21.12 % of the total enrollment of which boys account for 53.93% and girls account for 46.07 %. Similarly the children of ST account for 18.37 % of the total enrollment of which boys account for 54.37 % and girls 45.62 %.
Block wise enrollment of the children in Lower primary and Upper primary classes block wise is given below.
Deodurga
Lingsugur
Manvi
Raichur
Sindhanur
Source : EMIS 2004-05
GER : GER of the district is given in the table below.
Boys
4201
7053
6256
8030
7546
33086
Total
Deodurga
Lingsugur
Manvi
Raichur
Sindhanur
Total
Total
Deodurga
Lingsugur
Manvi
Raichur
Sindhanur
Total
Deodurga
Lingsugur
Manvi
Raichur
Sindhanur
Total
Deodurga
Lingsugur
Manvi
Raichur
Sindhanur
Total
Deodurga
Lingsugur
Manvi
Raichur
Sindhanur
Total
9423
9598
8297
6701
8138
5732
25858
22031
2. District Resource Unit (DRU)
3. Inservice Training, Field Interaction and Co-ordination (IFIC)
4. Curriculum, Material Development and Evaluation (CMDE)
5. Educational Technology (ET)
6. Work Experience (WE)
7. Planning & Management (P & M)
Each unit is headed
by a Senior Lecturer and assisted by one or two Lecturers. DIET functions as
the academic nucleus of the district in identifying the training needs of teachers,
the teaching learning and evaluation processes and accordingly design the need
based interventions in the development of training packages, training design
and provide academic support to the teacher fraternity. As the district has
Block Resource Centres and Cluster Resource Centres, the DIET also functions
to coordinate the activities of these sub-district structures in providing training
and academic guidance to the teachers.
The DIETs also take
up the action research studies in the district with a view to bring out innovative
ideas and practices in the field of education and shares the same among the
teacher fraternity.
The DIETs were also
involved in conducting the Baseline achievement survey for the programme during
2001.