Conflict status on facilities and conditions of primary education structure in C.G

 

Dr. Ashish Dubey¹*, Ms. Swati Tikam²

¹Assistant Prof. [Commerce], Vivekanand Mahavidyalay, Raipur

²Librarian, Vivekanand Mahavidyalaya, Raipur

*Corresponding Author E-mail:

ABSTRACT:

The purpose of the paper is to find out the changes and development in the Education structure  in Chhattisgarh state. Secondly, to throw light on present rural education status. The paper is based on secondary sources. Findings of the study shows, the facts of the rural school facilities of various districts of Chhattisgarh state which are very poor.

 

 

 

INTRODUCTION:

The education in India has a rich and interesting history. It is believed that in the ancient days, the education was imparted orally by the sages and the scholars and the information was passed on from one generation to the other.

 

After the development of letters, it took form of writing using the palm leaves and the barks of trees. This also helped in spreading the written literature. The temples and the community centers formed the role of schools. Later, the Gurukul system of education came into existence.

 

The present system of education was introduced and founded by the British in the 20^th century, by the recommendations of Macaulay. It has western style and content. The British government did not recognize the traditional structures and so they have declined. It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.¹

 

THE OBJECTIVES OF THE STUDY:

To know the various plans/policies formulated by CG Govt.

To evaluate the present educational infrastructure

To know about the fulfillment of essential requirement of school in state

 

NATIONAL EDUCATION POLICY:

The central government through the Ministry of Human Resource Development's of Education and the governments at the states formulated the education policy and planning (NPE) in 1986.

 

NPE (1986): Having announced that a new policy was in development in January, 1985, the government of Prime Minister Rajiv Gandhi introduced a new National Policy on Education in May, 1986. The new policy called for "special emphasis on the removal of disparities and to equalize educational opportunity," especially for Indian women, Scheduled Tribes (ST) and the Scheduled Caste (SC) communities. To achieve these, the policy called for expanding scholarships, adult education, recruiting more teachers from the SCs, incentives for poor families to send their children to school regularly, development of new institutions and providing housing and services. The NPE called for a "child-centered approach" in primary education, and launched "Operation Blackboard" to improve primary schools nationwide. The policy expanded the open-university system with the Indira Gandhi National Open University, which had been created in 1985. The policy also called for the creation of the "rural university" model, based on the philosophy of Indian leader Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India.

 

(1992) The 1986 National Policy on Education was modified in 1992 by the P.V. Narasimha Rao government. In 2005, Prime Minister Manmohan Singh adopted a new policy based on the "Common Minimum Programme" of his United Progressive Alliance (UPA) government. Programme of Action (PoA), 1992 under the National Policy on Education (NPE), 1986 envisaged conduct of a common entrance examination on all India basis for admission to professional and technical programmes in the country. For admission to Engineering and Architecture/Planning programmes, Government of India vide Resolution dated 18 October 2001 has laid down a Three – Exam Scheme (JEE and AIEEE at the National Level and the State Level Engineering Entrance Examinations (SLEEE) for State Level Institutions – with an option to join AIEEE). This takes care of varying admission standards in these programmes and helps in maintenance of professional standards. This also solves problems of overlaps and reduces physical, mental and financial burden on students and their parents due to multiplicity of entrance examinations

 

Recent Developments

Last one decade there are so many education programs has been implemented by the state and central government for the up-liftment of school education in rural and urban area of the country. In 2001 Sarva Shiksha Abhiyan (SSA) 2001 /Right to Education (RTE) 2009 and Rashtriya Madhyamik Shiksha Abhiyan (RMSA) in 2009, have been implemented. These are the mile stone programs in the area of education, because all the components of school education has been included in this program i.e, mid day meal , free education, basic facility in schools , minimum working hours in schools in a week, teachers parent meetings etc.

 

METHODOLOGY:

The study is based on content analysis; secondary data which is provided by local agencies and news papers for the study was collected, to evaluate the primary education structure of the state. We tried to get the facts of educational structure, find out some suggestion to bring improvement in education structure in our state.

 

After state formation too-many dreams are there for the betterment in living status for our peoples, now after the completion of approximately 15 years, it is required to evaluate the related things. For the purpose of that we have selected the primary rural education status in state and discover the facts. We have collected some data which are as below.

 

STATUS OF SCHOOL BUILDINGS:

RTE Act explains the rules and guidelines towards the schemes of education which also provides the guidelines and schemes for infrastructure. School building is one of the essential requirement to run a school, either puccka or kacha building is required. Similarly the present study was complete to ensure that the said policies/schemes: like school building facility and number of teachers in rural schools, have been implemented or not, or up to which level and the fact can be seen in the table given below

 

Table 1: Status of School Buildings

Sources- daily news paper Patrika dated-6/8/2015 pg-4

 

 

At present our state is divided into 29 Districts and on an average approximately more than 500 schools in every Dist. The above date show the details of the rural schools suffering for the suitable infrastructure for education, it shows the actual unfavorable conditions of rural schooling in state. A part of that some data is available which shows less (inadequate) of basic requirements of rural schooling one of them is teachers in the backward dist schools. The detail is given below.

 

Teachers in schools:

For giving education in schools it is very important to have teachers. RTI act 2009 has given the guide lines of minimum requirement of teachers in primary schools. One regular teacher for the basic subject is needed. Are the schools following the guidelines given in the policies/Act. We have tried to evaluate the present status of school education facilities. Govt. have formulated so many schemes for the development in education area, but we are unable to take the advantages due to in-proper implementation.

 

 

Table  2.1: Schools with single teachers

 

 

 

Table  2.2: Schools with-out teachers

Sources- daily news paper Patrika dated-7/8/2015 pg-7

 

 

 

According  to available data the findings shown that in our state around 6000 schools do not have  its own building and approximately 2000 schools are operated in rental buildings, here approximately 5,00,000 students are involved in the education activity. A part of that near about 4000 schools are operated by single teacher and 540 schools are operated  with-out a teacher or responsible person which is affecting around 2,00,000 children’s education.

 

FINDINGS:

After the completion of 67 years of Independence Chhattisgarh state has failed to provide essential infrastructural basic educational facilities. The present study shows that in state there are 6155 schools do not have their own building and 20 schools out of them are situated in the capital city.

 

In the present education secession it is found that approximately 1,28,000 children education is affected by the causes of in-availability of teachers. The percent data shows that 1420 schools are capable to get more than 300 admissions in their schools. In the tribal areas the state totally failed to provide education rights to tribal children’s, here education facilities are highly affected by the weaker education policies and its implementation.

 

 

CONCLUSION:

If we look at the present situation of our state education system, we find that our education system is highly affected by the Government Policies. Somewhere bureaucracy is also responsible for that. After the formation of state, many dreams have been planned for the development of state and its citizens. For that a strong educational infrastructure is essential and our administration failed to do so.

 

In a recent policy here proposal raised to full- fill the requirement of teachers by out-source sing it is highly objectionable for the development of strong education system in state.

 

SUGGESTION:

It is required to create a new education policy as per basic requirement of our state, full-fill the requirement of teachers from local level and provide them trainings to make them professional, they are more effective to attract and develop educational infrastructure in whole state, make a strong policy to full-fill basic requirement of a school. Strengthen the School Management Committees to have collective action from time to time.

 

REFERENCE:

1.       http://education.newkerala.com/india-education/Brief-History-of-Education-in-India.html-8/7/15

2.       National Education Policy 1986.Web. 12 August 2015

<http://www.worldlibrary.in/articles/National_Policy_on_Education>

3.       National Policy on Education, 1986 (As modified in 1992)

<mhrd.gov.in/sites/upload_files/mhrd/files/.../NPE86-mod92>

4.       Upagade,Vijay., Arvind Shende. Resaarch Methodology. New Delhi: S. Chand and Company, 2013. Print.

5.       Sahu,S., Ray,B.K.S. “More than four thousand schools with single teachers” Patrika 7 August.2015:7.Print

 

 

Received on 07.09.2015       Modified on 22.10.2015

Accepted on 10.11.2015      © A&V Publication all right reserved