DOCSLIB.ORG

Baseline Survey of the School Scenario in Some States In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Baseline Survey of the School Scenario in Some States In View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ePrints@APU Baseline Survey of the School Scenario in Some States in the context of RTE: Study of Educational Quality, School Management, and Teachers Andhra Pradesh, Delhi and West Bengal Report Submitted to Sarva Siksha Abhiyan Ministry of Human Resource Development New Delhi 20 th February 2013 by Padma M. Sarangapani Professor, Tata Institute of Social Sciences Principle investigator with coinvestigators Manish Jain Assistant Professor, Dr. B.R. Ambedkar University, Delhi Rahul Mukhopadhyay Assistant Professor, Azim Premji University, Bangalore Christopher Winch Professor, Kings College, London School of Education Tata Institute of Social Sciences VN Purav Marg, Deonar Mumbai 400088 [email protected] TISS (2013) Survey of Education Quality in Schools Page | 1 RESEARCH TEAM Padma M. Sarangapani Manish Jain Rahul Mukhopadhyay Christopher Winch Hyderabad Rekha Pappu Anuradha P. Ramgopal Koneripalli Sakshi Kapoor Bhagyalakshmi V. Amar Praveen Reddy Saroj Bangaru G. Sreeramulu Delhi Poonam Veena Sharma Parul Kalra Niharika Sharma Yuveka Singh Ridhi Pathak Manoj Kumar Chahil Kriti Srivastava Kolkata Saurabhi Shibani KanuPriya Babita Namrata Proma Sarmishtha Sutapa Shinjini Jhuma Atanu Shubhomita Nazneen Soma Jayanta Arun Sariful Mustafiz Partho Nibedita Pritha Palash Ahona Srabanti Sujata Sahana Sen Manjula Samima Ajanta Rejaul Rozina Atri TISS (2013) Survey of Education Quality in Schools Page | 2 ACKNOWLEDGEMENTS We are grateful to the Ministry of Human Resource Development, Ms. Anshu Vaish and Ms. Anita Kaul who responded to our request for government support for this study to examine questions of School Quality through renewed conceptual work and methodology. The EdCil has been patient inspite of our inordinate delay in compiling and submitting this final report. We are grateful for this. We are also grateful to TISS and the MA Education (Ele) small research grant through grants received from the the Sir Ratan Tata Trust and the ICICI-SIG which supported the initial development of this project. We acknowledge the involvement of Professor Geetha Nambissan, Professor, Zakir Husain Centre for Education Studies, Jawaharlal Nehru University, New Delhi, in the conceptual and early period of empirical phases of this work. This research would not have been possible without the cooperation of heads and teachers of different schools who allowed us entry in their schools and classes and spent considerable time with us for interviews. We are grateful to the Education Department of the Municipal Corporation of Delhi and Shahdara South Zone for giving us permission to carry out this research in MCD schools. Prof. Nargis Panchapakesan guided us to Prof. Najma Siddiqui and Dr. Siddiqui who were quite helpful in getting us access to MCD officials. We also thank Shruti Jain for providing research support to tabulate the data. We are grateful to the Deputy Education Officer Hyderabad for giving us permission to conducted the study and Mr. for facilitating our work in the chosen Mandal. We are grateful for the advice and facilitation provided by Dr. Updender Reddy Professor, SCERT which enabled us to gain access. We are grateful to the Department of School Education, Government of West Bengal and the Sarva Shiksha Abhiyan Office, West Bengal for facilitating permissions for this study. We are grateful to the Vikaramshila Education Resource Society for extending support for the fieldwork pertaining to the study and other processes. Both Ms. Shubhra Chatterji and Ms. Kanupriya Jhunjhunwala deserve separate mention; whatever has been possible has been through their unstinting efforts and perseverance. We are grateful to all the members of the research team in for their noteworthy commitment, research rigour and enthusiasm with which they participated in the research, collected data amidst all adversities that included repeated refusal, weather and considerable travel. TISS (2013) Survey of Education Quality in Schools Page | 3 TISS (2013) Survey of Education Quality in Schools Page | 4 CONTENTS Research Team ................................................................................................................................................................................... 2 Acknowledgements ......................................................................................................................................................................... 3 Contents ................................................................................................................................................................................................. 5 I. Introduction ............................................................................................................................................................................. 7 1.1 Research Design and Research Objectives ........................................................................................ 8 1.2 Dimensions of the study ............................................................................................................................. 8 1.3 Research Sites ................................................................................................................................................. 9 1.4 Process ............................................................................................................................................................... 9 1.5 Structure of the Report ........................................................................................................................... 11 2. Research Design and analysis ....................................................................................................................................... 12 2.1 The Basic Questions ................................................................................................................................ 12 2.2 Delimitation................................................................................................................................................. 12 2.3 Unit of analysis ................................................................................................................................... 13 2.4 Approach to Quality ................................................................................................................................ 13 2.4 Quality Instrument for Empirical Investigation: ............................................................... 14 2.4.1 framework and dimensions to be studied ................................................................................................. 14 2.4.2 Elaboration of some of the features/dimensions : ................................................................................. 15 2.4.3 Choosing indicators. ............................................................................................................................................... 17 2.4.4 The Tool ................................................................................................................................................................ 18 2.5 The Process ........................................................................................................................................... 20 2.6 Analysis ......................................................................................................................................................... 21 3. the Field Sites ......................................................................................................................................................................... 24 3.1 Hyderbad, Andhra Pradesh. .................................................................................................................. 24 3.2 Delhi ................................................................................................................................................................. 25 3.3 Kolkata, West Bengal ............................................................................................................................... 27 4. Findings .......................................................................................................................................................................................... 30 4.1 Hyderabad ........................................................................................................................................................................... 30 4.1.1 Identifying and Enumerating Schools ............................................................................... 30 4.1.2 Geographic Delimitation and Spread ................................................................................. 32 4.1.3 Access to schools and extent of data gathered. ............................................................. 33 4.1.4 Year of Establishment of the Schools ................................................................................. 35 4.1.5 CoEd Status ...................................................................................................................................... 36 4.1.6 Medium of Instruction ............................................................................................................... 36 4.1.7 Levels in the School and multigradedness ...................................................................... 37 4.1.8 Board of
Load more

Recommended publications
  • N RT ~Nnua Rt 1979-80
    . N RT ~nnua rt 1979-80 T.2,gN6:1 L0- 192236 ANNUAL REPORT 1979-80 ANNUAL REPORT 1979-80 (! ;{ fft ~ 3Hi c;!t NC:i:£RT ~~~~ ~f~ afl~T<t afT~ srf~&1'Uf qf~~~ NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING December 1980 Pausa 1~Q~. PD 1.5 T SD @ National Council of Educational Research and Training, 1980 Published by Shri V.K. Pandit, Secretary, National Council ol Educa· tiona! Research and Training, Sri Aurobindo Marg, New Delhl-110016, and printed at Ajanta Book Binders and Printers, Laxmi Nagar, Delhi-110092 CONTENTS Pages Acknowledgemeats vii 1. NCERT: Role and Functions 1 2. Main Directions and Future Outlook 13 3. Early Childhood Education 18 4. Universalization of Elementary Education 24 5. Education of the Disadvantaged 32 6. Curriculum and Textbook Development 36 - 7. Population Education 49 8. Education of Teachers and other Personnel 53 9. Educational Technology 67 10. Measurement and Evaluation 76 11. Survey, Data Processing and Documentation 80 12. Research and Innovations 84 13. Extension and Working with .States 127 14. Search for Talent 143 15. Publications 150 16. ·International Assistance and International Relations 164 17. Receipts and Payments 184 Appendices 187 A. Grants given by the Council to Professional Educational Organisations during 1979-80. 189 B. Field Advisers of the Council 190 c. Composition of Committees 192 D. Major Decisions 1aken by the Committees during 1979-80 226 ACKNOWLEDGEMENTS THE National Council of Educational Research and Training (NCERT) is indebted to the Union Minister of Education and Culture for his keen interest in its affairs.
    [Show full text]
  • Education Booklet 2018.Cdr
    Quality Education for All INITIATIVES & INNOVATIONS Transforming Delhi Education Deputy Chief Minister Govenment of NCT of Delhi Delhi's school education reforms have been recognised across the country and the world as a benchmark for policymakers. The dramatic turnaround in the condition of Delhi's government schools has brought us closer to our goal of providing quality and accessible education to every child in Delhi. Education is a leveller in an unequal society like ours. The only way to build a more just society is by ensuring equal opportunity for all. The remarkable improvement in government schools has led to a narrowing of the acute class divide between children studying in private and government schools. We have operated on the principle of “No Child Left Behind” with a focus on ensuring every single child’s interests are looked after. Whether it is through large scale upgrade of building infrastructure and capacity expansion, or through advanced teacher training focused on improving learning outcomes, the government's interventions have been thoughtfully designed to create maximum impact. Delhi government schemes like Chunauti 2018, strengthening of SMCs and the Mentor Teacher Program have attracted academic researchers from across the world. In fact, Harvard University is conducting a study assessing the impact of our work on SMCs. The last three years have been spectacular for Delhi's government schools. As Education Minister, I can only be proud of the progress we have made. Warm regards,. Manish Sisodia Chief Secretary Government of NCT of Delhi Education of students, whether at school level or for higher and technical education, must be both comprehensive and holistic.
    [Show full text]
  • Ii. Delhi College of Engineering
    -661- XVI. Technical Education 1. Directorate of Technical Education A well-planned system of technical education is a pre-requisite to sustain the rapid pace of development required in our country. Such a system will be called upon to translate the imperatives of modern manufacturing process, state-of-art technology, diversified technological changes and complex training requirements resulting from these changes, into the educational planning process. The future goals and objectives of the technical education system are to produce manpower needed to meet these diversified requirements of the user system. Directorate of Training and Technical Education coordinates its training programme to match with the policy of Government of Delhi to encourage the development and establishment of non- polluting, higher value-added and service-oriented industries. Following are the major thrust areas requiring attention: • Removal of obsolescence and modernisation of laboratories and workshops. • Frequent updation of curricula to include latest development in technologies. • Introduction of programmes in emerging areas like Computer Engineering, Microprocessors, Manufacturing Technology, Printing and Packing, Plastic, Chemical, Environmental Engineering and Technology, Fashion Technology and Public Health. • Initiation of Continuing Education programmes to train and retrain working technicians to acquire new trends and developments. • Concentration on development of managerial and entrepreneurial skills and innovative abilities. • Consolidation of existing facilities and optimize utilisation of available resources. • Improvement of quality and standard of Technician Education. • Interaction with Industry and the Community. -662- For imparting technical education at undergraduate and postgraduate level, there are 5 institutions namely Delhi College of Engineering, Netaji Subhas Institute of Technology, College of Art, College of Pharmacy and Mahila Institute of Technology.
    [Show full text]
  • Diversity and Inclusion in Higher Education: a Study of Selected Institutions in Delhi
    CPRHE Research Report Series 1.2 Diversity and Inclusion in Higher Education: A Study of Selected Institutions in Delhi C. V. Babu Satyendra Thakur Nitin Kumar July, 2019 Disclaimer: The views in the publication are those of the authors and do not necessarily reflect those of the Centre for Policy Research in Higher Education (CPRHE), National Institute of Educational Planning and Administration (NIEPA) , New Delhi National Institute of Educational Planning and Administration, 17-B, Sri Aurobindo Marg, New Delhi-110016 Research Study Co-ordinated by Nidhi S. Sabharwal and Malish C. M. Diversity and Inclusion in Higher Education: A Study of Selected Institutions in Delhi C. V. Babu Satyendra Thakur Nitin Kumar Centre for Policy Research in Higher Education National University of Educational Planning and Administration 17B Sri Aurobindo Marg New Delhi: 110016 July, 2019 Preface The Centre for Policy Research in Higher Education (CPRHE) is a specialised Centre established in the National Institute of Educational Planning and Administration (NIEPA). It is an autonomous centre funded by the UGC and its activities are guided by an Executive Committee which approves its programmes and annual budgets. The Centre promotes and carries out research in the area of higher education policy and planning. Ever since the Centre became fully operational in July 2014, it has been carrying out research studies in the thrust areas identified in the perspective plan and the programme framework of the Centre. The thrust areas for research include access and equity, quality, teaching and learning, governance and management, financing, graduate employability and internationalization of higher education. At present the Centre is implementing research studies in selected institutions in all major states of India.
    [Show full text]
  • CV of Prof. Mohammad Akhtar Siddiqui
    C. V. of Prof. Mohammad Akhtar Siddiqui 1. Name Dr. Mohammad Akhtar Siddiqui 2. Position Professor of Education (Retd.), IASE, Faculty of Education, Jamia Millia IslamiaUniversity, Jamia Nagar, New Delhi-110025 Former Chairperson, National Council for Teacher Education, a Statutory Body under the Ministry of Human Resource Development, Govt of India, New Delhi, 2008-11. Former Chairman, NCTE Review Committee - A High Powered committee appointed by MHRD, 2015-16. 3. Address for Correspondence 174/15, Ghaffar Manzil, Jamia Nagar, New Delhi – 110025, India Phones: (R): +91-11-26833700 E-mail: [email protected] 4. Academic & Professional - DES (University of Leeds, U.K.) Qualifications - Ph.D. (Education) Jamia Millia Islamia, New Delhi - M.Com.(University of Delhi) -M.Ed. (Himachal University) 5. Areas of Specialization Educational Management and Administration, Teacher Education, Comparative Education, Education of Disadvantaged groups and Minorities 6. Professional Experience 40 years of Teaching & Research in the field of Education 1 7. Administrative Experience 20 years 8. Publications & Related Research Work More than 60 publications including books, research papers, articles, chapters and research reports in the areas of specialization. 9. Academic & Administrative Positions held : S.N Positions held Period Served 1. Professor of Education, IASE, July 11, 2011 to February 28,2018. Faculty of Education, (Professor of Education since Jamia Millia Islamia, New Delhi. August ,1993) 2. Chairperson, National Council for Teacher June 12, 2008 to July 10,2011 Education under Ministry of Human Resource Development, Govt. of India, New Delhi. 3. Professor and Dean, Faculty of Education, December 15, 2006 to Jamia Millia Islamia, New Delhi. June 11, 2008 4.
    [Show full text]
  • State of Public (School) Education in Delhi
    WHITE PAPER State of Public (School) Education in Delhi March 2019 State of Public (School) Education in Delhi 1 Contents I. Foreword ............................................................................................................................................ 5 II. Acknowledgement .............................................................................................................................. 7 III. Status of Public School Education in Delhi .......................................................................................... 8 A. Outcome Indicators ................................................................................................................................ 8 Figure 1: Total number of schools and students in Delhi for 2013-14 to 2017-18 ...................................... 8 Figure 2: Fall in Enrolments from 2013-14 to 2017-18 in MCD, State Government and Central Government (K.V) Schools. ......................................................................................................................... 9 Table 1: Total Student Enrolments in Delhi Schools from 2013-14 to 2017-18 and estimated enrolment from 2018-19 to 2020-21. ......................................................................................................................... 10 Table 2: Total Dropouts in MCD & State Government Schools from 2014-15 to 2017-18. ....................... 11 Table 3: Change in Class I Enrolments from 2010-11 to 2017-18.............................................................
    [Show full text]
  • United Institute of Management Amongst Top 5 in Uttar Pradesh
    Volume 2, Issue 1, March 2014 Newsletter United College of Engineering & Research - Greater Noida 50, Knowledge Park III, Greater Noida Phone #- 0120-3230169, 2322208/9 Fax- 0120-2322209 The Unitian United Institute of Management - Greater Noida Quarterly Newsletter of United Group of Institutions www.united.ac.in 50, Knowledge Park III, Greater Noida Phone #- 0120-3230169, 2322208/9 Fax- 0120-2322209 United College of Engineering & Research - Allahabad UPSIDC Industrial Area, Naini, Allahabad Phone #- 0532-2686070 Fax- 0532-2687142 United Institute of Management - Allahabad UPSIDC Industrial Area, Naini, Allahabad Phone #- 0532-2686070 Fax- 0532-2687142 United Institute of Technology - Allahabad D-3, UPSIDC Industrial Area, Naini, Allahabad Phone #- 0532-3249931 United Institute of Pharmacy - Allahabad UPSIDC Industrial Area, Naini, Allahabad Phone #- 0532-2686070 Fax- 0532-2687142 United College of Engineering & Management - Allahabad D-2, UPSIDC Industrial Area, Naini, Allahabad Workshop on Cloud Phone #- 0532-2687669 Computing United School of Business - Greater Noida Faculty Development Program 50, Knowledge Park III, Greater Noida Mob. #- 9350618899 ROBOTRYSTROBOTRYST Super Achievers of UGI Jaro Education Mega Pool 20132013 Campus Drive UNITED HR CONCLAVE – 2013 Group of Institutions INFOSYS Drive Allahabad • Greater Noida Corporate Office: United Tower 53, Leader Road, Allahabad, U.P. + Phone: 0532-2402951-55, Fax: 0532-2401865 FOLLOWS US ON: UNITED E-mail: [email protected] 500 Group of Institutions www.united.ac.in Allahabad • Greater Noida Un t an Un t an Editorial Board 1. Editor’s Pen 01 • Mr. S. B. Sinha 2. Highlights 2013-14 02-03 3. Institute-Industry Interface 06-07 • Ms. Isa Pareek • Industrial Visit- RECKRON • Ms.
    [Show full text]
  • General Education
    -478- XV - GENERAL EDUCATION Education holds the key to economic growth, social transformation, modernization and national integration. Plan proposals of Delhi have been formulated keeping in view the broad objectives laid down in the National Policy on General Education. Earnest efforts are being made by the Govt. of N.C.T. of Delhi to provide educational facilities to every child. While improving the educational facilities quantitatively, adequate attention has also paid to improve the quality of Education. The main emphasis in the 9th Plan 1997-1002 was to make education a vehicle to enhance the capabilities of the young generation of Delhi with special emphasis on mass- literacy, non-formal education,, improvement of quality of education and vocational education. Financial outlays Financial outlays for Ninth Five Year Plan 1997-02 & expenditure along with outlays for Tenth Five Year Plan 2002-07 and Annual Plan 2003-04 are given in following table:- S.No Agency/Department 9th Five 9th Five 10th Five Annual Annual Annual . Year Plan Year Plan Year Plan Plan 2002- Plan Plan App. Expenditur App. 03 2002-03 2003-04 Outlays e 1997-02 Outlay Approved R.E. App. 1997-02 2002-07 Outlay Outlay 1. Dte. of Education 50400.00 42796.92 88600.00 16000.00 12500.00 17000.00 2. Dte. of Higher 5075.00 12070.09 24000.00 3750.00 3300.00 6000.00 Education 3. MCD 30,000.00 36451.00 70000.00 13000.00 11200.00 13000.00 4. NDMC 600.00 775.50 1400.00 250.00 175.00 250.00 Total 86075.00 49494.94 184000.00 33000.00 27175.00 36250.00 The educational facilities are developed in stages i.e.
    [Show full text]
  • Introduction to Teacher Education
    School of Education Studies Ambedkar University Delhi Course Outline Course Code: SES201205 Title: Introduction to Teacher Education Type of Course: Elective (Education) Cohort for which it is compulsory: None Cohort for which it is elective: MA Education and all other MA programs No of Credits: 4 Semester and Year Offered: 3rd Semester (Monsoon Semester 2017) Course Coordinator and Team: Dr Prabhat Rai and Dr Manish Jain (The course outline was initially developed by Akha Kaihrii Mao) Email of course coordinator: [email protected] Pre-requisites: None Aim: This course will introduce students to the concept, evolution and the architecture of teacher education. The course will also try to understand and analyse some of the policies related to teacher education. The course will also introduce students to the various models and levels of teacher education programmes in the country. Along with the pre-service and in-service programmes it will also explore the various continuous professional development programmes available for teacher development. It will also expose students to various teacher training/education programmes in different countries.. The course will also focus on engaging students to understand and reflect critically various issues, concerns and challenges in teacher education. The course will enable students to visit and explore teacher education institutes and schools in order to understand their institutional working, situate both in mutual terms and raise questions for further queries. The understanding developed in this course would enhance the second teacher education course to be offered in Semester 4. Brief description of modules/ Main modules: The course is organised in short 6 compulsory units.
    [Show full text]
  • 12 Years of Quality Education for All Girls: a Commonwealth Perspective
    12 Years of Quality Education for All Girls: Report A Commonwealth Perspective January 2019 Authors This report has been written by Rebecca Gordon, Lauren Marston, Pauline Rose and Asma Zubairi in the Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge. Acknowledgements We are extremely grateful to the UK Foreign and Commonwealth Office (FCO) for commissioning this work, and to the FCO and the UK Department for International Development (DFID) for providing guidance throughout the process of preparing the Report. We would also like to thank the Platform for Girls’ Education Co-Chairs and Members for their commitment and support, as well as the technical advisory group for their feedback. We are thankful to the UN Girls’ Education Initiative (UNGEI) and members of its Global Advisory Committee for hosting a consultation. The authors are solely responsible for the content and recommendations in the Report. For more information on the Platform for Girls’ Education and its members, please visit: https://www.gov.uk/government/news/foreign-secretary-hosts-first-platform-for-girls-education- meeting © REAL Centre, University of Cambridge Suggested citation: Gordon, R. Marston, L., Rose, P. and Zubairi, A. 2019. 12 Years of Quality Education for All Girls: A Commonwealth Perspective. REAL Centre. University of Cambridge. https://doi.org/10.5281/zenodo.2542579 Foreword by Co-Chairs of the Platform for Girls’ Education More children are in school globally than ever before, but 262 million are not and 617 million – over half the school-age population worldwide – are not reaching minimum proficiency in reading and mathematics.
    [Show full text]
  • LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: a Comparative Study Ajit Kumar [email protected]
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln May 2019 LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: A Comparative Study Ajit Kumar [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Library and Information Science Commons Kumar, Ajit, "LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: A Comparative Study" (2019). Library Philosophy and Practice (e-journal). 2401. https://digitalcommons.unl.edu/libphilprac/2401 LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: A Comparative Study Dr. Ajit Kumar Library and Information Officer, Nehru Memorial Museum and Library (Govt. of India), Teen Murti House, New Delhi-110011 E-Mail: [email protected], [email protected] ABSTRACT: This paper present the LIS educations system of Deptt. of Library and Information Science, Delhi University and Deptt. Library and Information Science, Indira Gandhi National Open University. A comparative study of both of the universities has been elaborate in this paper. The curriculums of LIS courses have been evaluated based on the some latest terms and techniques. Based on the study observations have been laid down in this paper. Keywords: Delhi University; Deptt of Library and Information Science, IGNOU; Delhi Library Association, LIS Curriculum, LIS Education, BLISc., MLISc., M.Phil., Ph.D 1. INTRODUCTION Indian LIS education is about 106 years old, which was started in form of training programme for the staff of Imperial Library (now, National Library, Kolkata).It has been noticed that first formal training course was started in 1911, Baroda (Neelameghan, 1974) and first LIS course at the University level had started by Asa Don Dickinson, the University librarian of Punjab University (earlier past of undivided India) in 1915 (Agarwal, Mythili and Soni, 1996).
    [Show full text]
  • Quinquennial Report Education Delhi Province
    QUINQUENNIAL REPORT OH EDUCATION IN THE DELHI PROVINCE (1927-32) COMPILED BY J. C. CHATTERJEE, M.A., Supmntendent of Education, Delhi, Ajmer-Merwara & Central India, ASSISTED BY RAI SAHIB P. B. JOSHI, M.A., B.Sc, Headmaster, Government High School, Ajm^r. SIMLA GOVERNMENT OF INDIA PRESS 1933 TPU- (9 ) ’>mm Of PREFACE. is the fourth Quinquennial report on Education in the Delhi Province. During the first four years of the quinquennium Mr. R, Littlehailes, M. A. > C.I.E, (and during his absence on leave Mr. A. H. Mackenzie, M.A., O.I.E.) Educational Commissioner with the Government of India held collateral charge of the post of the Superintendent of Education, Delhi and Ajmer-Merwara. The progress reviewed in these pages therefore mainly represents the work of these two officers, and mostly that of the former. The report has been written on the lines of the Government of India Re­ view, and in the light of instructions issued on the subject by the Educational Commissioner with the Government of India. Referring to the volume of the last Quinquennial Review of the province Mr. Littlehailes wrote that “ although small in area, Delhi Province has all kinds of educational institutions from first-grade colleges to small indigeneous schools, and its educational problems are no less important than those o{ a major province” . To this plea it may be added that the appointment during the quinquennium of the Auxiliary Committee of the Indian Statutory Commission, the Delhi University Enquiry Committee, and the Primary Education Committee and the publication of the reports of these bodies have brought to the fore educational problems of outstanding importance which need discussion with reference to the educational conditions and progress in the Province of Delhi.
    [Show full text]