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A Comparative Study of Rural Urban Schools in Warangal (Urban) and Jangaon Districts of Telangana State

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A Comparative Study of Rural Urban Schools in Warangal (Urban) and Jangaon Districts of Telangana State INTERNATIONAL JOURNAL OF MANAGEMENT, MARKETING AND HRD VOLUME - 3 ISSUE - 10/1 (SPECIAL ISSUE) FEBRUARY ‘2018 UGC APPROVED - SERIAL NUMBER - 64537 (ISSN: 2321 - 8622) STATUS OF SCHOOL INFRASTRUCTURE AND OTHER FACILITIES: A COMPARATIVE STUDY OF RURAL URBAN SCHOOLS IN WARANGAL (URBAN) AND JANGAON DISTRICTS OF TELANGANA STATE * RAJANNAMURAVATH **PROF.A.SADANANDAM (RTD) Abstract: The Right to Education (RTE) Act, enacted by Parliament of India came into force on 1st April, 2010 makes education a fundamental right of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools. The study looks at the provision of school facilities in terms of infrastructure and other facilities available for children in selected government primary schools of Warangal (Urban) and Jangaon Districts of Telangana State. In view of the different rural/ urban environments, a comparative analysis is attempted in this study. The study is based on the primary data collected from 15 rural area and 15 urban area government primary schools. The main findings of this study point to the weak position of rural area schools in terms of infrastructure facilities such as buildings, easily accessible roads etc. The average strength of students per school in rural areas is relatively very low due to lack of facilities and attractive private schools in the nearby areas. Key words: Primary education, Infrastructure facilities, educational facilities, accessibility, Performance, strengthening. I.Introduction: Adequate infrastructure facilities in schools will have considerable impact on school environment and it is one of the important indicators for assessing whether the schools are providing a conducive learning environment for children. During last two decades, a major emphasis is placed on improving school environment by way of various educational programmes such as Operation Blackboard (OBB), District Primary Education Programme (DPEP), SarvaShikshaAbhiyan (SSA) etc. It is not an exaggeration to say that infrastructure is the single and foremost factor in determining the school performance in terms of students’ learning levels. In persuasion of the recommendations of theNational Policy on Education (NPE), 1986 [1]attempts are being made to provide adequate physical facilities as per the needs of schools. The policy has recognized that, “Unattractive school environment, unsatisfactory condition of buildings and insufficiency of instructional material function as de-motivating factors for children and their parents. The policy, therefore, calls for a drive for a substantial improvement of primary schools and provision of support services”. According to this policy, primary schools have to be provided with at least two classrooms for conducting teaching learning process. The 86th Amendment to the Constitution of India made Right to Education as a fundamental right. As part of this, education to children between 6 and 14 years of age is free and compulsory. To achieve this in a given time frame, the IJMMHRD (Multidisciplinary Journal) Page 1 INTERNATIONAL JOURNAL OF MANAGEMENT, MARKETING AND HRD VOLUME - 3 ISSUE - 10/1 (SPECIAL ISSUE) FEBRUARY ‘2018 UGC APPROVED - SERIAL NUMBER - 64537 (ISSN: 2321 - 8622) Government of India launched SarvaShikshaAbhiyan (SSA), 2000-2001 [2] for achievement of Universalization of Elementary Education (UEE). It is being implemented in partnership with State Governments to cover the entire country.TheSarvaShikshaAbhiyanaccorded special significance and weightage for the provision of infrastructure facilities to schools. School buildings, additional classrooms, maintenance and repairs of school buildings are included herein. Eight facilities are recognized as basic facilities for schools comprising of Common Toilets, Girls’ Toilets, Electricity, Playground, Ramps, Library, Compound Wall and Drinking Water. The Right to Education Act (RTE), 2009 [3] has recommended that each school should be equipped with “All-weather building consisting of at least one classroom for every teacher and an office-cum-store-cum-head master’s room, safe and adequate drinking water facility to all children, a kitchen where Mid-Day-Meal (MDM) is cooked in the school, playground, arrangement for securing the school building by boundary wall or fencing” which are the basic minimum facilities for a school. II. Review of Literature: An extensive inter-state study byJha&Jhingran, (2005, 66) [4] has found that the condition of physical infrastructure in rural areas was far from satisfactory. In their study villages as mentioned by authors, “only 6.7 per cent of the primary schools and 12.5 per cent of the upper primary schools have a fully pucca buildings. About 73 per cent have partially pucca buildings and rest of have either a kutcha structure, a dilapidated one or no building at all”. They reported that many schools did not have basic drinking water and toilet facilities. The study reveals that “only 4 % of schools, the infrastructure could be considered average to good, these schools were located mainly Madhya Pradesh, Karnataka, Gujarat and Maharashtra. School infrastructure was rated as inadequate in case of 38 per cent schools and the remaining 22 per cent was considered to be very inadequate (Jha&Jhingran, 2005, 67). Based on an extensive survey carried out in eight states like Bihar, Madhya Pradesh, Rajasthan, Uttar Pradesh, West Bengal, Andhra Pradesh, Assam and Tamil Nadu (Mehrotra, 2006) [5] has found that private-unaided schools had better facilities than government and private-aided schools in most of the states. As author has mentioned that “in the states where the private-unaided schools account for a significant share of enrolled children- Uttar Pradesh, Bihar and Rajasthan-the proportion of urban-unaided schools which are pucca( in brick buildings) is higher than the proportion of government schools that are pucca. The problem of one classroom schools is also largely confined to the government schools. Private-aided schools do not have this problem. Similarly, most of the private-unaided schools do not seem to have a space constraint in terms of classrooms (Mehrotra, 2006,265)”. In addition he has also mentioned that the larger share of government schools were found without drinking water facility and IJMMHRD (Multidisciplinary Journal) Page 2 INTERNATIONAL JOURNAL OF MANAGEMENT, MARKETING AND HRD VOLUME - 3 ISSUE - 10/1 (SPECIAL ISSUE) FEBRUARY ‘2018 UGC APPROVED - SERIAL NUMBER - 64537 (ISSN: 2321 - 8622) toilets where as many private-unaided schools (and private-aided ones) in urban areas had separate toilets for girls than do government schools. Another study conducted by Srivastava (2006, 63) [6] has pointed out that in Uttar Pradesh “ a greater proportion of government schools had pucca buildings compared to private schools, though the difference was lower in urban areas. Approach roads to rural schools were mostly kutcha or semi-pucca for both private and government schools, although the proportion of semi-pucca roads for private schools was higher at the primary level (Srivastava, 2006, 64). It is essential to mention that the socially disadvantaged children living in remote areas also remain deprived from various public services, including elementary education. For example, the schools located in tribal villages in Dindori district of Madhya Pradesh hardly had essentialphysical and academic facilities let alone other academic facilities. Only four out of twenty-four sample schools had access to drinking water while not a single school had a toilet in it (Govinda&Bandyopadhyay, 2011b) [7]. A study by Gaurang, Rami’s (2012) [8]makes an attempt to assess the status of primary education in the tribal district of Dangs in Gujarat. In this district, there are about 412 primary schools, out of which 378 primary schools are run by the district panchayat. It is found that most of the schools have buildings, but they fail to attract the girl students owing to lack of other essential amenities like drinking water as well as separate toilets for girls. III. Methodology: Objective: With the backdrop of the infrastructure requirements of Primary schools as envisaged in SSA, a modest attempt is made in this study to assess the availability of adequate infrastructure facilities in selected government elementary schools in Telangana State. Sample, methods of data collection and analysis: A sample of 30 (15 rural and 15 from urban areas) government schools is selected and information is collected by a structured questionnaire combined with personal interviews. Information is tabulated as per the chosen variables such as building type, compound wall, number of class rooms, number of teachers, playground, water, toilet etc. The tabulated data is interpreted and findings are summarized. Area Profile: The study has been undertaken in two districts - Warangal (Urban) and Jangaon - in Telangana state. A total of 30 government primary schools were surveyed. In Warangal (Urban) District 15 government primary schools were selected - taking five schools each from three Mandals, namely Hanamakonda, Kazipet and Warangal. The schools/ villages selected from HanamakondaMandal are Naimnagar, Sammaiah Nagar, Kishanpura, Jitender Nagar and Gollapally. The schools selected from KazipetMandal are Bodagutta, Kadipikonda, Kummarigudem, AyodyaPuram and Madikonda while M.J.Road Warangal, Chenna IJMMHRD (Multidisciplinary Journal) Page 3 INTERNATIONAL JOURNAL OF MANAGEMENT, MARKETING AND HRD VOLUME - 3 ISSUE - 10/1 (SPECIAL ISSUE) FEBRUARY ‘2018
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