Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in
Status of Elementary Education in Senapati and Chandel Districts of Manipur, India
Kimthianbiak Neihsial Department of Education, R.K. Mahavidyalaya, Kailashahar, Unakoti, Tripura – 799 277
Abstract: This paper is an attempt to find out the Manipur is a tiny state situated in the north- status of elementary education in Senapati and eastern part of India. According to Census of India Chandel districts of Manipur. Information regarding 2011, the state has a total population of 25, 70,390 physical facilities, enrolment pattern and profile of persons [1]. The literacy rate of Manipur stands teachers were collected from 90 elementary schools 79.21 percent, out of which 86.06 percent belong to comprising of 90 headmasters and 500 teachers. It males and 72.37 percent belong to females [1]. The revealed the poor functioning of elementary schools state of Manipur can be geographically divided into with respect to the physical facility available, two areas: the hills and the valley. The hills enrolment pattern and profile of elementary school comprises of 5 districts while the valley comprises of teachers. Inadequate classroom infrastructures, 4 districts. Senapati and Chandel belong to the hill pathetic school building conditions, lack of safe districts of Manipur with the former situated in the drinking water, and toilet facilities were observed in north and the later in the south. As per 2011 census many elementary schools situated in the interior [1], Senapati district has a literacy rate of 74.13 parts of the two districts. Student’s enrolment was percent, out of which 79.98% are males and 68.07 not so impressive especially in government percent are females. Chandel district recorded a management schools due to the poor functioning of literacy rate of 71.11 percent, out of which 77.78% elementary institutions. The study also revealed the are males and 63.96 percent are females. Senapati existence of a huge backlog of untrained teachers in and Chandel districts stand the lowest in literacy rate both the districts under study. This article also among all the nine districts of Manipur battering only highlighted some suggestions for the improvement of Tamenglong district. elementary education in the two districts under study A separate Department of Education was created in particular and the entire hill districts of Manipur for the first time in Manipur on 20th January, 1950. in general. This department is in-charge of the state’s education which includes inspection and supervision, Keywords: Chandel. Elementary Education. preparation of syllabus, framing of the educational Senapati. Status. curriculum and selection of textbooks. In 1980, the 1. Introduction department of education in Manipur was bifurcated into two Directorates, viz, Directorate of Education Status means standing or situation at a particular (School) and Directorate of Higher Education time [3] and therefore, it is flexible in nature. The (University). This bifurcation of the department of status of education depends on how the state runs the education into two Directorates has made a great educational institutions in the country. The quality of impetus in the development of education in the hill providing education in the past and present stages districts [2]. depicts the status of development at present and In recent years, various steps and measures have future generations. The better in quality of imparting been undertaken in the form of meaningful education, the higher in attainment of educational partnership of the Central and the State Government. status and the faster in development take place. Among them, it is worth mentioning that Sarva Elementary education plays a very important role in Shiksha Abhiyan (SSA) was launched in the state of developing the physical, mental and social growth of Manipur in 2005. SSA is an initiative to universalize a child. Good educational system depends upon the and improve the quality of education through quality of elementary school. The foundation of good decentralizes and specific planning and a process citizenship training laid during the formative stage in based, time bound implementation strategy [6]. the elementary school helps the child in the later Though the state as well as the central stage. Therefore, an effective elementary education is government pumped in a large amount of money highly needed for the development of society and towards education, most of the government schools nation. in the hill districts are still without proper
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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in classrooms, laboratory and lavatory facilities, 5.56% schools conducted classes in a large room benches and desks, blackboards and dusters [4]. without partition. However, the conditions of the Besides, majority of the school teachers at the classroom partitions were quite unsatisfactory. elementary level are untrained [5]. There is Classroom partitions were made of bricks in 33.33% discrepancy between the hill and valley districts in schools, plywood in 11.11% schools, mud in 10.00% respect of physical infrastructure facilities, schools, bamboo in 6.67% schools and temporary availability of qualified or trained teachers, partition such as removable tin and plywood in enrolment pattern, etc. This has an adverse effect on 33.33% schools. Majority of the schools did not have the quality of elementary education in the hill sound proof partition between the classrooms posing districts where the basic infrastructure facilities and disturbances for the teachers as well as students. adequate teaching staff were found lacking. Table 1: Showing the types of furniture provided 2. Objectives of the study in the classroom Yes No 1. To find out the status of elementary education Types of N % N % in Senapati and Chandel hill districts of furniture Manipur with respect to; a) Physical Bench 90 100.00 0 0.00 infrastructure available b) Enrolment status of Desk 90 100.00 0 0.00 student c) Profile of elementary school teachers. Black/White 74 82.22 16 17.78 2. To make suggestions for the improvement of board elementary education in the two districts Chair 48 53.33 42 46.67 under study. Table 41 45.56 49 54.44 Cupboard 10 11.11 80 88.89 3. Methodology
A descriptive research method was adopted for Table 1 shows the types of furniture provided in the present study. A sample of 90 elementary the elementary school classroom. All the sampled schools/headmasters and 500 elementary school elementary schools under study provided benches teachers have been selected by following simple and desks in their classrooms. 82.22% elementary random sampling technique for the purpose of study. schools provided black or white board, 53.33% and A separate set of questionnaires for headmasters and 45.56% elementary schools provided chairs and teachers along with a set of interview scheduled for tables respectively. And, only 11.11% elementary education officials was developed and employed by schools provided cup-boards. The study showed that the investigator to collect the necessary data. there was shortages of furniture in the two districts under study as some of the elementary schools were 4. Results running without blackboard, chairs, tables and cup- 4.1. Physical facilities boards. 4.1.1. School Building 4.1.3. Teaching Staff room, Headmaster’s room, Non-Teaching Staff-room, Office and Computer The study revealed that 93.33% schools owned a room building although the physical conditions of the elementary schools in the two districts under study Table 2: Showing the types of rooms provided in were far from satisfactory. The remaining 6.67% the school schools conducted their classes in a rented building. Yes No Types of room Dilapidated school building conditions without N % N % proper fencing was observed in most of the elementary schools in the two districts. It was also Teaching staff 68 75.56 22 24.44 observed that only 32.14% of the elementary school room buildings were pucca type while 39.30% were semi Headmaster’s 33 36.67 57 63.33 pucca and 28.56% were kaccha types. Further, room 26 28.89 64 71.11 73.33% of the school headmasters were not satisfied Office with the condition of their school buildings. 44.45% Non-teaching 4 4.44 86 95.56 headmasters also stated that they faced problem in staff room organising co-curricular activities owing to paucity Computer room 16 17.78 74 82.22 of space. 4.1.2. Classrooms and its furniture Table 2 revealed that majority (75.56%) of the The present study revealed that there were elementary schools were provided with teaching staff 94.44% elementary schools having separate room. However, only 36.67% elementary schools classrooms for all standards, while the remaining provided headmaster’s room and 28.89% schools
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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in provided office room. 4.44% elementary schools elementary schools conducted students’ admission in provided non-teaching staff-room, and 17.78% the middle of the academic session although specific schools provided computer room. It was also timing for school admission was given. revealed that there was shortage of rooms for The investigator also observed that there was no different staffs in most of the elementary schools. uniformity in the standard of minimum age of And in this age of technology where computers are children for admission to elementary schools in both the basic requirements for students there was no the districts. computer facility in majority of the elementary 4.2.2. Enrolment Position schools in both the districts under study. Status of student’s enrolment is one of the most 4.1.4. Accommodation important factors indicating the quality of any Accommodation in the present study consists of institutions. The study revealed that the position of teacher’s quarter and student’s hostel. The student’s enrolment increased every year in 63.33% availability of these facilities was very scarce in both of the elementary schools. It remained constant in the districts under study. Teacher’s quarter was 23.33% schools and decreased every year in 5.56% available in 6.67% elementary schools while hostel schools. However, student’s enrolment was not facility was available in 12.22% elementary schools. consistent in 7.78% elementary schools. Enrolment of students was highest in private 4.1.5. Toilet, Drinking Water and Electricity management schools followed by government facilities schools, and government aided management types. Table 3: Showing the provision of drinking water, Regarding reservation, 64.44% elementary schools toilet and electricity facilities provided reservation for physically challenged Yes No children. Facilities N % N % 4.3. Profile of teachers Toilet 25 27.78 65 72.22 4.3.1. Educational Qualifications Drinking 46 51.11 44 48.89 water Table 4: Showing the educational qualification of teachers Electricity 24 26.67 66 73.33 Educational Qualifications N % Table 3 shows the meagre condition of the Matriculate 16 3.20 availability of the different facilities at the Cl-XII 136 27.20 elementary schools in the two districts under study. Graduate 306 61.20 Unfortunately, only 27.78% elementary schools were Post-Graduate 42 8.40 provided with toilet facility, 51.11% elementary schools had safe drinking water facility, and 26.67% elementary schools had electricity connection in their Table 4 shows that majority (61.20%) of the classrooms. Under such circumstances teachers as elementary school teachers in the two districts under well as students faced enormous difficulty as they study were Graduate followed by Class-XII usually depend on the nearby houses especially for (27.20%). There were 8.40% elementary school toilet facility. teachers who had completed their Post-Graduation and 3.20% of them were matriculate. 4.1.6. Library Facility 4.3.2. Teaching Experience Library facility was almost nil in the elementary schools of Senapati and Chandel hill districts. There The percentage frequency of elementary school were only 12.22% elementary schools with library teachers in the present study decreased as the facility, out of these 4.44% schools belonged to duration of teaching experience increases. The government management and 7.78% schools highest percentages, i.e. 49.20% were found to have belonged to private management schools 0-5 years of teaching experience. This percentage declined to 21.20% teachers having 6-10 year’s 4.2. Enrolment pattern experience, 12.60% teachers having 11-15 year’s 4.2.1. School Admission experience, 8.60% teachers having 16-20 years of experience and 8.40% teachers having 21 or more Majority, i.e. 80.00% of the elementary schools in years of teaching experience. Senapati and Chandel districts admitted students on first come first serve basis. 16.67% elementary 4.3.3. Trained and Untrained Teachers schools conducted written test or interview for admission, while only 3.33% elementary schools admitted students on merit. Further, 56.67% of the
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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in
Table 5: Showing the distribution of trained and 6. Suggestions for the improvement of untrained teachers elementary education in two districts N % under study Trained* 102 20.40 In view of the present findings based on the status Untrained 398 79.60 of elementary education in Senapati and Chandel * Includes BEd. and D.El.Ed. districts, the investigator would like to suggest the following measures for further improvement of Table 5 reveals that the percentage of untrained elementary education in the two districts under study. teachers at elementary schools in the two districts under study was quite high registering 79.60%. On 6.1. Physical facilities the other hand, the percentage of trained teachers − The concerned authority should provide was only 20.40%, of which 11.2% were Bachelor of proper school building with adequate furniture Education (B.Ed.) and 9.2% were Diploma in in order to attract more children. Elementary Education (D.El.Ed.). The presence of − such a huge number of untrained teachers hampered Adequate classroom with proper partition as the quality of elementary education in the two well as teaching and non-teaching staff-room districts under study. should be provided to each school. Besides, a large hall should be provided for conducting 4.3.4. In-Service Training Facilities co-curricular activities. − In-service training facility is a must for school Quarters should be constructed for teachers teachers to develop better teaching skills and who are posted to different places to avoid techniques as well as to orient them with the irregular attendance. changing concept and curriculum. Unfortunately, the − Library, reading room, computer sets, study revealed that only 42.23% of the elementary laboratory for practical classes, etc. should be schools in the two districts provided in-service made available. training facilities to the teachers. − Facilities like safe drinking water, separate toilet for boys and girls, electricity and 4.3.5. Recruitment of Teachers ventilation should be provided. Regarding recruitment of teachers, the 6.2. Enrolment patterns government department played an important role in recruitment of teachers as 75.55% of the elementary − Under age children should not be enrolled to school teachers were recruited by the government avoid giving unnecessary trouble to the department, while 15.55% teachers were recruited by teachers. Managing committee, and only 8.90% teachers were − Favouritism of private management schools recruited by the school authority. over government schools should be checked It was also observed that 37.00% of the by adopting quality education at government respondents were not satisfied with the process of management schools. teacher’s recruitment stating that it was influenced − All schools should provide reservation of seats by politicians and bureaucrats. for physically challenged children. − Student’s admission should not be based on 5. Monitoring system social pressure, religious sentiments, status of The feedback gathered from the School Inspectors parents, etc. revealed that the system of monitoring and 6.3. Profile of teachers evaluation in the two districts under study was not satisfactory. Majority (58.00%) of the school − The concerned authority should provide in- inspectors reported that there was no specific timing service training facility to all the elementary for conducting school inspection. This suggests that school teachers in order to remove the huge there was no proper or regular inspection of backlog of untrained teachers at the elementary schools by the concerned authority. It elementary school level of education. was observed that the school inspectors faced several − Recruitment of teachers should be conducted problems and difficulties while carrying out school based on the performance in the exam or inspections due to non-availability of vehicle and interview without the interference of TA/DA from the state government. The school bureaucrats and politicians. inspectors also expressed their dissatisfaction with − Parents/community should give full co- the present status of elementary education due to operation to the teachers for the development poor physical infrastructure and irregularity of of elementary education. teachers. 6.4. Monitoring and evaluating system
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Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in
1) Uniform and systematic pattern of lack of co-operation from the community/parents monitoring and evaluation should be hurdles the progress of elementary education. followed. Besides, lack of systematic monitoring and 2) TA/DA as well as vehicle should be evaluating system also contribute to the drawback of provided by the state government for carrying elementary education in these areas. Under such out the work of school inspections. circumstances the quality of elementary education is 3) Training programme for the inspecting badly affected in the hill districts of Manipur. Now, staff should be made compulsory by the it is in the hands of the state government, concerned authority. administrators, community, student and civil 4) Education officers should have self- societies to work out on how to tackle the issues and dedication, sincerity and co-operation to solve these problems immediately without any delay. accelerate the progress of elementary education. 8. References [1] Census of India 2011, Provisional Population Totals: 7. Conclusion Manipur, Office of the Registrar General India, Ministry of The present study observed that some schools Home Affairs, Government of India, New Delhi, 2011. were running even without the basic requirements [2] Guite, K.P., “Development of education in the hill such as blackboards, chairs and tables. Dilapidated areas of Manipur”, Unpublished PhD Thesis, Department school building without proper fencing was reported of Education, Manipur University, Imphal, 1991. in most of the elementary schools. However, all the [3] Pocket Oxford English Dictionary, South Asia Edition, sampled elementary schools were found provided Oxford University Press, Oxford, 2013. with benches and decks, although there was shortage [4] Pulamte, J.H., “Tribal education in Manipur: Problems and options”, Paper Present at CAUCUS, 2009. of chairs, tables, cupboards etc. Facilities such as drinking water, toilet, library, and computer were [5] Ringmiso, S.N., “Status and problems of primary education in Ukhrul and Tamenglong districts of found very unsatisfactory in majority of the Manipur”, Unpublished PhD Thesis, Department of elementary schools. Lack of competent and trained Education, North-Eastern Hill University, Shillong, 2013. teachers hinders the quality of elementary education [6] Sharma, H.I., “Universalization of elementary which in turn, indicated the unfair recruitment education under Sarva Shiksha Abhiyan in Manipur”, procedure. Favouritism of private management Voice of Research, 1(4), 2013, pp. 4-17. schools over government schools by parents, and
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