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Chapter's. General Information of Schools # ® CHAPTER’S. t GENERAL INFORMATION OF SCHOOLS. CHAPTER III GBNBRAL INPOHMATION 0^ SCHOOLS N the last two chapters the nature and importance of the problem in hand and the methods used for collecting the data were discussed in detail. The later chapter was concluded with the description of the methods of tabulation and classification. This leads us to study -|jhe various suspects of science teaching. Before going direct to the variovis aspects of science teaching in detail, it is proposed to discuss the nature of the schools under study in general in this chapter. Growth of Secondary Bducation ^ 3.2. The growth and development of the secondary education « is, in one way, an important factor in the status study of science teaching because the older the school the greater are the facilities it can provide. A newly established school is many times financially handicapped and is not able Iro provide ^ the various facilities required for effective science teaching. But, the ssuae school can build a good collection of laboratory equipment, teaching aids and many other things when its financial Page 6 0 .i position is sound after a few years of its inception. 3.3 The history of the development and growth of secondary education in Maharashtra State begins at the advent of th# last century. Many indigenous schools were existing then, hut no particular efforts were made by the*Government to promote educa­ tion. The European inhabitants of the City of Bombay established the Bombay Education Society in January 1815,^ which opened the first school in Bombay. This set in motion the opening of new schools in the then Bombay Province. The number of the schools went on increasing during subsequent years. 3.4. Prior to independence the growth of secondary education was very slow. Out of the 314 schools under study 75 schools did not give their year of establishment. The remaining 239 schools had men'dioned it. Out of these, 30 schools were estab­ lished before 1947. The largest number (l5) of these schools » * was in Nanded, Ahmednagar had 11‘schools and Bhandara had only four schools by this time. The information may seem misleading but, it was due to the fact that many of the schools (221 out of 460) had not sent any information as to when the school was established. In some of these schools it weis told that the schools were old and the records regarding the etact I 1. 'A Review of Education in Bombay State 1855—1953. (Poona : Govt .Bombay, 1958), p. 153. page 61 . year of establishment were not available, 3.5. After independence the growth of schools gained speed, which was evident from the increasing number of schools opened during this period. During 1959, 1960 and 1961,. the growth was marked, and a iarge number of schools were established during these years. Particularly in Ahmednagar and Bhandara the growth was markedly high. This may be due to the new concession awarded by 1;he Government to the wards of economically backward classes, A similar notable growth of secondary schools was seen again in the years 1966 and 1967 in Ahmednagar, Information on the growth of schools in the three districts is given in Table III below. The statistics are based on the information supplied by the above schools about their standing. TABLE I I I CLASSIPICATION OP SCHOOLS ACCORDING TO THEIR TEARS OP STANDING Tears of stgunding D is tr ic t » Total Above 11 to 6 to 1 to Not 1 5 yxs 15 yrs 1 0 yrs 5 yrs a v a i l , Ahmednagar 23 14 40 47 24 148 Bhandara 13 11 27 6 13 70 Nanded 28 10 11 9 38 96 Total 64 35 78 62 75 314 2, Concession to the wards of economically backward classes was announced*in 1959 vide circular of Labour and Social Welfare Department no, OBC/1759-E dated 26 May 1959, The limit of income was set to Rs, 900,00 per annum. This limit was increased upto Rs, 1200,00 per annum in 1960 vide circular no. 0BC/1760-M dated 7 June 1960, The limit of income was further increased upto Rs, 2400.00 per annum from 1-6-70 vide G,R.No. E.B.C. 1770/S dated 26-10-70. Page 62. 3.6. The growth of schools In the three districts is also compared with each other in Pignre no. 1 ,(Page 63). It was obvious that 'Ahmednagar had quite a large number of schoojLs. Considering all thejschools which were supplied with the questionnaires (460), It was seen that Ahmednagar district today had a very large number of schools i . e . 197. Bhandaa*a d is tr ic t had 135 schools and Nanded district had 128 schools. The, popula­ tion of these three districts as given in the G-overnment biary 3 i for the year 1969 vas as follows : i 1. Ahmednagar District 17#75»969 2. Bhandara District 12,68,286 3. Nanded District 10,79,674 3.7. Prom this it was easily calculated that each school covered an average population of 9,016 in Ahmednagar, 9,395 in Bhandara amd 8,435 in Nanded. In the year 1968-69 there were 4,260 secondary schools in the state of Maharashtra and they 4 covered the total population of 3,95,54,000. The average population covered by each dtS school came to 9 ,2 8 5 . This clearly showed that the population covered by the schools in the sample was nearly equal to the State average. The position was better in Handed so to say, because each school covered less population as compared to the other two districts. The deviation from State average was markedly significant in case of Nanded and is -850, 3. Desk Diary. (O-ovt. Of Maharashtra, 1969), p.4. 4 . Ib i d . Page 64. Deviation in Ahmednagar and Bhandara came to -269 and +110 i/ respectively, I Hanagement Pattern of Secondary Schools 3.8, It was remarkable to note that though a large n^unber of W- schools was established during the post' independence period, i the' initiative was with private managements in a'majority of ■ cases. Local bodies came n ex t, 3.9, Some kinds of managements provide the required financial stability to schools. Schools managed by G-oveinament and by the Zilla Parishads are financially more sound than those managed by private managements. Municipal committes are not encouraged by Govennment to open secondary schools but wherever *hey take pso*t in running secondary schools, they see that sufficient fionds Eq?e made available to them. On the other hand, private raan- agemertts are handicapped in many ways and have no sound financial pos'ition with a few excisptions. In this light the work done by private managements to promote secondary education is highly appreciable. Numbe-*" of schools belonging to different man­ agements is shown in Table IV, (Page 65), 3.10, There ware no schools managed by the State Government in this sample. This was because of the fact that after the formation of the Zilla Parishads on 1st May. 1962 all the 0o- 5 vemment schools were transferred to Zilla Parishads, 5, Educational Development in Maharashtra St^te 1950-51 to 1965-66). (Bombay s Education and Social Welfare Department, G-ovemment of Maharashtra, 1968), p, 33, I- Page 65. TABLE IV CLASSIPICATION OF SCHOOLS ACCORDING TO MANAGEMBNTS Govt. Z.P. M unici­ P r i­ Not Total D is tric t pal vate a v a il. Ahmednagar -- 2 * 144 2 148 Bhandara -- 23 7 40 — 70 Nanded — 58 — 38 — 96 Total — 83 7 222 2 314 3.14. The percentage of schools managed by the Zilla Parishad Nanded comes to 60,42, the largest in three districts. This is because Nanded was a part of the Old Hjrdrabad State for a long time, private managements were not encouraged to open schools. Government was aJ.so slow in opening secondary schools for quite some time. Only primary and middle schools upto class VII were opened by the Government. After the reorganization of the States, the State Government, sund after 1962 the Zilla Parishad had to undertake the challenge of promoting secondary education in Marathwada. This increased the percentage of Zilla Pai*lshad schools in this region. In Ahmednagar district, on the other hand, many private managaments were working and both the State Government sjid the Zilla Parishad were not required to open schools. Hence Ahmednagar district had only two i,e. 1.36 per cent schools managed by the Zilla Parishad, 3,12, Schools managed by Municipal School Boards were a unique feature of Bhandara district where 7 i.e. 10 per cent of the Page 66. secondary schools were managed by different Municipal School Boards. Municipal School Boards in the other two distrifctis did not run any secondary school. 3.13. As was said eralier, a large number of schools were man* aged by private managements. Managements such as the Rayat Shikshan Sanstha* Ahmednaarar Education Society, etc., had a large .share in promoting secondary education in Western Maha­ rashtra region. Quite a large nTmber* of schools were established and run by these managements. The Rayat Shikshan Seunstha alone had 60 schools in Ahmednagar, Nearly all the ot*her private >iian- agements in the State run only a small number of schools* 3.14. The position of the managements of the school in the State as a whole is clearly seen from the information collected. In Western Maharashtra most of the schools were managed by priv­ ate managements and only a small number of schools was mamaged by others.
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