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Geographical Analysis of School Education Status Using the Gis Techniques at Tiruchirappalli District

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Geographical Analysis of School Education Status Using the Gis Techniques at Tiruchirappalli District The International journal of analytical and experimental modal analysis ISSN NO:0886-9367 GEOGRAPHICAL ANALYSIS OF SCHOOL EDUCATION STATUS USING THE GIS TECHNIQUES AT TIRUCHIRAPPALLI DISTRICT Corresponding Author T.Pavendar1 Assistant Professor Department of Geography, Periyar E.V.R College (Auto.), Triuchirappalli-620023, Tamil Nadu, India. Dayalan,N.2 GuestLecturer, DepartmentofGeography, PeriyarE.V.RCollege(Auto.), Triuchirappalli-620023,TamilNadu,India. [email protected] ABSTRACT: The present research work theme is geographical analysis of school education. Education enables people to develop analytical skills and cognitive abilities. Education teaches children to analyse information and to utilize this acquired knowledge.The present study area is an inland district located in the central segment of the state of Tamil Nadu. The study area lies between 10° 15’ and 11° 12’ North latitudes and 78° 10’ and 79° 5’ East longitudes.These study area are further divided into fourteen blocks. The district is one of the privileged few to have the river Cauvery, biggest rivers in south India. The study area experienced an average temperature of 29O C.The average literacy rate of 2011 was 83.23%.This study is mainly based on secondary data. Information about the institute and the number of students was collected from the statistical office in Tiruchirappalli. Use simple statistical calculations to study school education. Analysis is based on the maps created using ArcGIS software. Key words: School, Private School, Tiruchirappalli, Primary School, Higher Secondary School, GIS Volume XII, Issue III, March/2020 Page No:2179 The International journal of analytical and experimental modal analysis ISSN NO:0886-9367 1. Introduction: Education in every way is one of the fundamental factors of development. No country can achieve sustainable economic development without substantial investment in human capital. Education offers the best opportunities to win in modern society. Based on knowledge, qualities, skills, attitudes, and skills, education is the process of creating a new world order that makes the conscious individuals of their growth and active responsible participants. Education is an understanding of themselves and people of the world. It improves the quality of their lives and leads to broad social benefits for individuals and communities. Education raises the productivity and creativity of the people and encourages entrepreneurs and technological advancements. In addition, it plays an important role in the defense of economic and social progress and improves the income distribution. According to Rob Lynes Director of British Council India,“ The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity, while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.At many academic institutions today, particularly those focused on research, there is ongoing debate about the concepts of, and possible differences between, “the scholarship of teaching and learning,” “scholarly teaching,” and “teaching as research” (Bernstein, 2008; 2008; Shulman & Hutchings, 1999; Trigwell, 2008). Instructors engaged in this debate hopefully would agree that they share a commitment to provide teaching that is (a) based on sound theory, (b) infused with current research findings, (c) experiential and contextualized, and (d) strengthened by collaborative input to facilitate and measure student learning. An integral component of this collaborative input is peer review. Peers are an under-used resource for instructors (Healey, 2008; Keig, 2000; Kynaston, 2007; Macfarlane, 2004). 2. Spatial Unit: The present study area is an inland district located in the central segment of the state of Tamil Nadu. The study area lies between 10° 15’ and 11° 12’ North latitudes and 78° 10’ and 79° 5’ East longitudes. These study area are further divided into fourteen blocks namely Lalgudi, Pullambadi, Manachanallur, Manapparai, Marungapuri, Vaiyampatti, Musiri, Volume XII, Issue III, March/2020 Page No:2180 The International journal of analytical and experimental modal analysis ISSN NO:0886-9367 Thathiyangarpetti, Manikandam, Andhanallur, Thiruverambur, Thottiam, Thuraiyur and Uppiliyapuram. The district is one of the privileged few to have the river Cauvery. One of the biggest rivers in south India and its main branch Coleroon too traverse through its land. The study area has a hot tropical climate compared to the adjoining coastal districts; the climate is hotter and drier in non-rainy season. The study area experienced an average temperature of 29O C . The maximum temperature of 32O C was recorded during the month of May, while the minimum temperature was recorded in the month of December (25.5O C). The annual rainfall in the study area accounted to about 645.3mm. The maximum rainfall fell during the month of September and October. In 2011, Tiruchirappalli had population of 2,722,290 of which male and female were 1,352,284 and 1,370,006 respectively. The Tiruchirappalli District Population Growth Rate is 12.57 percent in the population. In the density of Tiruchirappalli district for 2011 is 604 people per sq. km. Average literacy rate of Tiruchirappalli in 2011 were 83.23. Volume XII, Issue III, March/2020 Page No:2181 The International journal of analytical and experimental modal analysis ISSN NO:0886-9367 3. Aim and objective To analysis the distribution of school education Institute and students gender at the Tiruchirappalli District. i. To analysis the distribution of the school education institute in the Tiruchirapalli district. Like that government, Aided, Private or Unaided ii. To analysis the number of students studying in class wise (primary, Middle, secondary and higher secondary) iii. To compare the gender wise students distribution. 4. Data base and methodology: This study is mainly based on secondary data. Information about the education institution and the number of students studied was collected from the statistical office in Tiruchirappalli. In the current study, quantity and descriptive methods and cartographical techniques are used. Simple statistical calculations such as percentage work to study the school educational. Analysis is based on the graphical maps produced using the ArcGIS software. 5. Discussion and Result: With over 1.4 million schools and more than 230 million records, India is one of the largest and most complex school education systems in the world. There are four levels of school education in Tamil Nadu: Primary, Secondary, Secondary and Secondary School. The Indian Government, Primary Education Study, is referred to as Early Education in India before the age of fourteen. Children are given free of charge under the Free and Compulsory Education Act of 2009 to children between the ages of 6 to 14 (I to VIII standard) Provided by education, public sector and private sector in India. Control and Finance comes from three levels: Central, State, and Local (Private). Volume XII, Issue III, March/2020 Page No:2182 The International journal of analytical and experimental modal analysis ISSN NO:0886-9367 6. Distribution of schools: School education is important for socioeconomic development, which is an important indicator of human development. India's literacy rate grew by 74.04 percent in 2011. India currently has the largest illiterate population in the world and the country stand well below the world average literacy rate of 84%. The 2011 census shows that 2001 – 2011 decadal literacy growth of 9.2 percent, which is slower than the previous decade. Tamil Nadu is one of the most literate states in India. The state performed reasonably in terms of literacy growth during the decade 2001 – 2011. Tiruchirapalli literacy rate is FIGURE NO.: 2 DISTRIBUTION OF SCHOOLS Figure no.: 3.1, represents distribution of school at study area. The schools highly distributed in Andhanallur and Thiruverumbur. The moderate distributions are Thottiam, Marungapuri, Manapparai, Manikandam, Mannachanallur, Musiri, Pullambadi, Volume XII, Issue III, March/2020 Page No:2183 The International journal of analytical and experimental modal analysis ISSN NO:0886-9367 Thuraiyur.The low distribution is marginal blocks at study area itsUppiliyapuram, Thathiengarpet, Lalgudi And Vaiyampatty. 7. Segmentation by Means of Ownership of Educational Institutions Schools in India are owned either by the government (central/ state/ local government bodies) or by the private sector (individuals, trusts or societies). Schools can thus be segmented as: i. Government Educational Institutions: These are run by the Central Government or state governments, public sector undertaking or autonomic organisations and are wholly financed by the government. Examples of these types of schools include state government schools, Kendriya Vidyalayas, Ashram schools, Navodaya Vidyalayas, Sainik Schools, Military schools, Air Force schools, and Naval schools, municipal committees, corporations, and etc. FIGURE .: 3 DISTRIBUTION OF GOVERNMENT SCHOOL AND CLASS Volume XII, Issue III, March/2020 Page No:2184 The International journal of analytical and experimental modal analysis ISSN NO:0886-9367 The figure no. 3represents distribution of government
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