DOCSLIB.ORG

Language and Early Schooling in Goa

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language and Early Schooling in Goa LANGUAGE AND EARLY SCHOOLING IN GOA AfoiAso Ntawuel, Thesis Submitted for the Award of the Degree of Doctor of Philosophy in Sociology o6.-41-z2 r..ove.fte, oT Lan .Sadrts cw A 5-ww.n.01A kiW/ , Ti\T- 3 G 3 bi E---_54(mit,Qitzuconk:‘ viu; 131Col2er -b7 G rJ .A 14.-ro 194, .6 l; FLT (-7 1°107)07- Department of Sociology &Oludia 5:4414,4 Goa University VtuAJA GOA 2007 363 ll DECLARATION Afonso Manuel Botelho, hereby declare that this thesis entitled 'Language and Early Schooling in Goa' is the outcome of my own study undertaken under the guidance of Dr. Ganesha Somayaji, Reader and Head, Department of Sociology, Goa University, Goa. It has not previously formed the basis for the award of any degree, diploma or certificate of this or any other university. I have duly acknowledged all the sources used by me in the preparation of this thesis. N f / \ ,f' io \ 4 ' • 1 , i t. I i, „,„ `I ie_ff--. i!‘,4 i 20el7 N \ ., ., . i 1 1-'3 / s.\\, --__-'_.- Place: Goa University 9 o Afonso Manuel Botelho ---,,---. -.„;.---- Date: /3/b0 /2 crp? ifi CERTIFICATE This is to certify that the thesis entitled 'Language and Early Schooling in Goa' is the record of the original work done by Afonso Manuel Botelho under my guidance. The results of the research presented in this thesis have not previously formed the basis for the award of any degree, diploma or certificate of this or any other university. Place: Goa University Dr. Ganesha Somayaji Reader and Head Date: i 31t191 Department of Sociology Goa University, Goa iv CONTENTS List of Tables vii List of Photos and Maps Preface and Acknowledgement xii 1. Introduction 1 Elementary Education: Constitutional Directive and Right 1 Enrolment, Retention and Learner Achievement in Primary Education 3 Decentralisation and Privatisation 6 Early Schooling in Goa 11 The Problem 14 Objectives 21 Methodology 22 Significance and Limitations of Study 32 Organisation of the Thesis 33 2. Language and Early Schooling in Goa: An Historical Perspective 40 Beyond Colonial and Contemporary Historiography 41 Imposition of Portuguese in Education for Domination 45 Konkani and Education in Konkani 53 Marathi for Devotion and Marathi in Education 63 Mobility Aspirations and English Education 68 Concluding Remarks 77 3. Language and Early Schooling: Perspectives in Sociology of Language 82 Language, Education Policy and Civil Society 84 Education in Mother Tongue 98 4. Language and Early Schooling: Perspectives in Sociology of Education 115 Necessity of Schooling and. Economic Nationalism 117 Marketisation of Education 123 Language and Education in India 131 Grand Theorising to Context-Specific Form of Theorising 139 Structuration Theory and Sociology of Education 140 5. Demography of Goa and Some Characteristics of the Sample 144 Location and Demographic Profile 144 Educational Statistics at a Glance 151 Some Characteristics of the Sample 155 6. Social Status and Language Choice at Early Schooling 174 Socio-Economic Status Index 174 Social Status and Educational Realities 179 Social Status and Parental Aspirations 185 Social Status and Choice 192 7. Resistance and Negotiation: Teachers and Language Use in the Classroom 215 Characteristics of Teachers 215 Medium of Instruction and Use of Other Languages 228 vi 8. Policy versus Practice: Whither Educational Practice in Goa? 242 Introduction of the New Medium of Instruction Policy 242 Mother Tongue and Regional Language: Are They Equally Efficacious? 249 Mother Tongue: Devanagari or Romi Script? 254 Language Hotchpotch during Early Schooling 262 Medium of Instruction during Early Schooling and Academic Achievement 265 Pronounced Preference for English during Early Schooling 268 Denial of Grants to English Medium and Reproduction of Inequality 274 Language-in-Education Policy: A Failure? 276 Perspectives on Medium of Instruction Policy 281 By Way of Conclusion 288 9. Summary and Conclusion 291 Language and Education in Goa 293 Social Analyses of Language and Education 299 Parental Choice and Teachers' Response 307 Evaluation of Education Policy 316 Appendices 324 1. Interview Schedule for Parents 324 2. Interview Schedule for Teachers 330 3. Interview with Language Protagonists/Educationists/Activists 333 4. Primary Level Schools in Salcete and Bicholim 335 5. Selected Schools from Salcete and Bicholim 344 6. Grading of Occupations into Status Groups 346 References and Bibliography 349 vii LIST OF TABLES Table 5.1: Population of Goa and Decadal Growth Rate 145 Table 5.2: Area of Districts and Talukas and Taluka-wise Population (2001) 146 Table 5.3: Religion-wise Population of Goa (1960-2001) 147 Table 5.4: Religion-wise Population of the Districts 148 Table 5.5: Percentage Distribution of Population by Religion in Talukas 149 Table 5.6: Population by Languages Spoken as Mother Tongue 150 Table 5.7: Literacy Rates in Urban/Rural Areas of Talukas 151 Table 5.8: Enrolment in Different Media for the Years 1982-83 to 2005-2006 154 Table 5.9: No. of Primary Schools in Different Media in 2002-2003 155 Table 5.10: Parents by MOI 155 Table 5.11: The Urban-Rural Composition of Govt. Aided and Unaided Schools 157 Table 5.12: Locality of Schools, Existing Schools and No. of Schools Selected 159 Table 5.13: Locality and No. of Parents Interviewed 159 Table 5.14: Parents by Type of Schools 159 Table 5.15: Native State, the Type of School and the MOI 162 Table 5.16: Parents' Mother Tongue and MOI in the Two Talukas 168 Table 5.17: Parents' Religion 169 Table 5.18: MOI of the Father and the Child at Primary Level 171 Table 5.19: MOI of the Fathers' Secondary Education and MOI of the Child 172 Table 6.1: Father's Qualifications in Salcete and Bicholim 176 Table 6.2: Mother's Qualifications in Salcete and Bicholim 177 viii Table 6.3: Parental Income in Salcete and Bicholim 178 Table 6.4: Socio-Economic Status Index 179 Table 6.5: Parents by Social Status, Type of School and MOI 183 Table 6.6: Religion, Social Status and the MOI 184 Table 6.7a: Social Status and Parental Aspirations for Children's Education 186 Table 6.7b: Social Status and Parental Aspirations for Children's Education 187 Table 6.8a: Social Status and Parental Aspirations for Children's Employment 188 Table 6.8b: Social Status and Parental Aspirations for Children's Employment 189 Table 6.8c: Social Status and Parental Aspirations for Children's Employment 190 Table 6.8d: Social Status and Parental Aspirations for Children's Employment 191 Table 6.9: Reasons Determining Choice of School by Social Status in Salcete 192 Table 6.10: Reasons Determining Choice of School by Social Status in Bicholim 193 Table 6.11a: Social Status, Language Characteristics and Choice of School 196 Table 6.11 b: Social Status/School Characteristics Determining Choice of School 197 Table 6.11 c: Social Status and Other Reasons Determining the Choice of School 198 Table 6.12: Social Status, MOI and Preference for English in Salcete and Bicholim 205 Table 6.13: Parents' Reasons for Preference of a Particular Medium 206 Table 6.14a: Social Status and Other Reasons for Preference for English Medium 206 Table 6.14b: Social Status and Other Reasons for Preference for English Medium 207 Table 6.15: Social Status and Other Reasons for Preference for Konkani Medium 208 Table 6.16: Social Status and Other Reasons for Preference for Marathi Medium 209 Table 6.17: MOI and the Village/Town of Schooling 210 ix Table 6.18: MOI and Reasons for not Studying in the Same Village/Town 211 Table 6.19: Aspirations/Characteristics of Medium and Low Status Parents with Children in English Medium Schools 212 Table 7.1: No. of Schools and Teachers Interviewed 216 Table 7.2: Type of Institutions and No. of Teachers Interviewed 217 Table 7.3: MOI in Schools and No. of Teachers Interviewed 223 Table 7.4: Classes Taught by the Teachers 225 Table 7.5: Qualification of the Teachers 225 Table 7.6: Teachers' Training Course 226 Table 7.7: Religious Composition of the Teachers 227 Table 7.8: Mother Tongue of the Teachers 227 Table 7.9: MOI Preferred by the Teachers 228 Table 7.10: Early Schooling, MOI and Children's Understanding of the MOI 229 Table 7.11: Early Schooling, the MOI and the Need for Use of Other Language 232 Table 7.12: Early Schooling, the MOI and Additional Languages Used 234 LIST OF PHOTOS AND MAPS Photos 195 Photo 6.1: Govt. Primary School with Single Teacher Konkani Medium Primary Classroom 195 Photo 7.1: Govt. Primary School in Marathi in Municipal Area of Bicholim 218 Photo 7.2: Govt. Primary School with Two Classrooms, Two Media (Konkani and Urdu) and Primary Classes from Ito IV of both Media Conducted in Single Classroom each 218 Photo 7.3: Pvt. Aided Primary Classes (Standard I and IV) in one Classroom 219 Photo 7.4: Pvt. Aided Primary Classroom (Konkani) in a Pvt. Unaided Pre-primary and Aided Primary School 219 Photo 7.5: Govt. Middle and Primary School 220 Photo 7.6: Pvt. Aided H. School and Pvt. Aided Primary School in Marathi in Panchayat Area of Bicholim 220 Photo 7.7: Pvt. Aided H. School with Pvt. Aided Primary (Konkani) and Unaided Pre-primary School (English) in Panchayat Area of Salcete 221 Photo 7.8: Pvt. Aided H. School with Pvt. Aided Primary School (Konkani) and Unaided Pre-primary School (English) in Municipal Area of Salcete 221 Photo 7.9: Pvt. Aided H. School with Pvt. Unaided Primary School and Pre-primary School (English) in Bicholim 222 Photo 7.10: Pvt. Unaided Primary and Pre-primary School (English) in Municipal Area of Salcete 222 xi Photo 7.11: A Classroom in a Pvt.
Load more

Recommended publications
  • Status Report on Education in Goa
    STATUS REPORT ON EDUCATION IN GOA 1995 - 96 DIRECTORATE OF EDUCATION GOVERNMENT OF GOA PANAJI - GOA STATUS REPORT ON EDUCATION IN GOA 1995 - 96 DIRECTORATE OF EDUCATION GOVERNMENT OF GOA PANAJI - GOA STATUS REPORT ON EDUCATION IN GOA Goa was constituted as the twenty-fifth state of the Indian Union on May, 30, 1987, prior to which it was a part of the Union Territory of Goa, Daman and Diu since December 1961, when these areas were liberated from the Portuguese Rule. Goa is a small state with the total area of 3,702 sq. Kms with the population of 12.07 lakhs. Goa has recorded an outstanding performance in population control, better quality of life, higher life ex­ pectancy at birth, high level of literacy and one of the lowest net reproduction rate, infant mortality rate, rate of women’s mortality duly achieving etc. Prior to 1961, Goa had a low Socio Economic development. Post liberation period witnessed the sudden spurt in the field of activities like education, production, transport, communication and other services. Administrative Structure: Being a small state, Goa comprises 2 districts namely the North Goa District and South Goa district. The North Goa district is sub divided into 6 talukas while the South Goa district is sub divided into 5 talukas. Education System: The educational structure of the State consists of Primary stages of education which comprises std. I to IV, and the Secondary Stage which begins at the std. VIII and ends at Std. X. Post matric education begins at Std. XI and ends at std.
    [Show full text]
  • Goa 19 93-94
    S' I i. ilS T OF f EDUCATIONAL INSTITUTIONS IN GOA 19 93-94 s DIRECTORATE OF EDUCATION if~. Statistics Section GOVERNMENT OF GOA “57/ Typesetted A Printed at Mfs Furson Prialers Miramar Panaji Goa ® 46463 / 45368 LIST OF EDUCATIONAL INSTITUTIONS IN GOA 1 9 9 3 - 9 4 DIRECTORATE OF EDUCATION STATISTICS SECTION GOVERNMENT OF GOA PANAJI - GOA CONTENTS Page No. 1. Institutions for General Education ( Degree Level ) 2.. Institutions for Professional / Techinical Education 5 ( Degree Level ) 3. Institutions for Professional Technical ( Post Matric Level ) 4. Institutions for Professional / Teclinlcai / 9 Other Education ( School Level ) 5. Higher Secondary Schools 10 ( Government & Non - Government ) 6. Non - Government High Schools 14 7. Non - Government lUliddle Schools 25 8. Non - Government Primary Schools 26 9. Government High Schools 29 10. Government Middle Schools 31 11. Government Primary Schools 36 INSTITUTIONS FOR GENERAL EDUCATION ( DEGREE LEVEL ) SL Names of the Institution Rural/ Medium No. Urban 1 4 1. Goa University, Bambolim, P.O. St. Cruz, Rural English Courses : Ph.D., M.A., M.Sc., M. Com., M.C.A., M.M.S., & M. Phil. 2. Carmel College of Arts & Science (for women) Nuvem, Salcete. " Courses; B.A., B.Com. & B. Sc. 3. D.M.V.N.S. Bandekar College of Commerce, Assagao, Bardez - Goa. " Courses; B.Com. & Diploma in Computer Application. 4. M. E. S. College of Arts & Commerce, Zuarinagar - Mormugao, Goa " Courses: B. A. & B. Com. 5. R E. S. College of Arts & Science, R B. NO. 3, Farmagudi, Ponda. " Courses; B.A. & B.Sc. 6. Govt. College of Arts, Science & Commerce, Urban Pernem - Goa Courses; B.A.
    [Show full text]
  • List of Representation /Objection Received Till 31St Aug 2020 W.R.T. Thomas & Araujo Committee Sr.No Taluka Village Name of Applicant Address Contact No
    List of Representation /Objection Received till 31st Aug 2020 w.r.t. Thomas & Araujo committee Sr.No Taluka Village Name of Applicant Address Contact No. Sy.No. Penha de Leflor, H.no 223/7. BB Borkar Road Alto 1 Bardez Leo Remedios Mendes 9822121352 181/5 Franca Porvorim, Bardez Goa Penha de next to utkarsh housing society, Penha 2 Bardez Marianella Saldanha 9823422848 118/4 Franca de Franca, Bardez Goa Penha de 3 Bardez Damodar Mono Naik H.No. 222 Penha de France, Bardez Goa 7821965565 151/1 Franca Penha de 4 Bardez Damodar Mono Naik H.No. 222 Penha de France, Bardez Goa nill 151/93 Franca Penha de H.No. 583/10, Baman Wada, Penha De 5 Bardez Ujwala Bhimsen Khumbhar 7020063549 151/5 Franca France Brittona Mapusa Goa Penha de 6 Bardez Mumtaz Bi Maniyar Haliwada penha de franca 8007453503 114/7 Franca Penha de 7 Bardez Shobha M. Madiwalar Penha de France Bardez 9823632916 135/4-B Franca Penha de H.No. 377, Virlosa Wada Brittona Penha 8 Bardez Mohan Ramchandra Halarnkar 9822025376 40/3 Franca de Franca Bardez Goa Penha de Mr. Raju Lalsingh Rathod & Mrs. Rukma r/o T. H. No. 3, Halli Wado, penha de 9 Bardez 9765830867 135/4 Franca Raju Rathod franca, Bardez Goa Penha de H.No. 236/20, Ward III, Haliwada, penha 8806789466/ 10 Bardez Mahboobsab Saudagar 134/1 Franca de franca Britona, Bardez Goa 9158034313 Penha de Mr. Raju Lalsingh Rathod & Mrs. Rukma r/o T. H. No. 3, Halli Wado, penha de 11 Bardez 9765830867 135/3, & 135/4 Franca Raju Rathod franca, Bardez Goa Penha de H.No.
    [Show full text]
  • If Goa Is Your Land, Which Are Your Stories? Narrating the Village, Narrating Home*
    If Goa is your land, which are your stories? Narrating the Village, Narrating Home* Cielo Griselda Festinoa Abstract Goa, India, is a multicultural community with a broad archive of literary narratives in Konkani, Marathi, English and Portuguese. While Konkani in its Devanagari version, and not in the Roman script, has been Goa’s official language since 1987, there are many other narratives in Marathi, the neighbor state of Maharashtra, in Portuguese, legacy of the Portuguese presence in Goa since 1510 to 1961, and English, result of the British colonization of India until 1947. This situation already reveals that there is a relationship among these languages and cultures that at times is highly conflictive at a political, cultural and historical level. In turn, they are not separate units but are profoundly interrelated in the sense that histories told in one language are complemented or contested when narrated in the other languages of Goa. One way to relate them in a meaningful dialogue is through a common metaphor that, at one level, will help us expand our knowledge of the points in common and cultural and * This paper was carried out as part of literary differences among them all. In this article, the common the FAPESP thematic metaphor to better visualize the complex literary tradition from project "Pensando Goa" (proc. 2014/15657-8). The Goa will be that of the village since it is central to the social opinions, hypotheses structure not only of Goa but of India. Therefore, it is always and conclusions or recommendations present in the many Goan literary narratives in the different expressed herein are languages though from perspectives that both complement my sole responsibility and do not necessarily and contradict each other.
    [Show full text]
  • Global Nomads: Techno and New Age As Transnational Countercultures
    1111 2 Global Nomads 3 4 5 6 7 8 9 1011 1 2 A uniquely ‘nomadic ethnography,’ Global Nomads is the first in-depth treat- 3111 ment of a counterculture flourishing in the global gulf stream of new electronic 4 and spiritual developments. D’Andrea’s is an insightful study of expressive indi- vidualism manifested in and through key cosmopolitan sites. This book is an 5 invaluable contribution to the anthropology/sociology of contemporary culture, 6 and presents required reading for students and scholars of new spiritualities, 7 techno-dance culture and globalization. 8 Graham St John, Research Fellow, 9 School of American Research, New Mexico 20111 1 D'Andrea breaks new ground in the scholarship on both globalization and the shaping of subjectivities. And he does so spectacularly, both through his focus 2 on neomadic cultures and a novel theorization. This is a deeply erudite book 3 and it is a lot of fun. 4 Saskia Sassen, Ralph Lewis Professor of Sociology 5 at the University of Chicago, and Centennial Visiting Professor 6 at the London School of Economics. 7 8 Global Nomads is a unique introduction to the globalization of countercultures, 9 a topic largely unknown in and outside academia. Anthony D’Andrea examines 30111 the social life of mobile expatriates who live within a global circuit of counter- 1 cultural practice in paradoxical paradises. 2 Based on nomadic fieldwork across Spain and India, the study analyzes how and why these post-metropolitan subjects reject the homeland to shape an alternative 3 lifestyle. They become artists, therapists, exotic traders and bohemian workers seek- 4 ing to integrate labor, mobility and spirituality within a cosmopolitan culture of 35 expressive individualism.
    [Show full text]
  • Sr. II N O. 8 Ext. 2.Pmd
    Reg. No. G-2/RNP/GOA/32/2015-2017 RNI No. GOAENG/2002/6410 Panaji, 31st May, 2017 (Jyaistha 10, 1939) SERIES II No. 8 PUBLISHED BY AUTHORITY EXTRAORDINARY No. 2 GOVERNMENT OF GOA hereinbelow and so on as mentioned in the Notification No. 19/6/DP/Reservation/2011/1698 Department of Panchayati Raj and dated 8-05-2012. Community Development This order shall have effect for the purpose of Directorate of Panchayats ensuing General Elections 2017 to the Village __ Panchayats of State of Goa. Notification SCHEDULE–A No. 19/DP/Reservation/2017/2558 Name of the District–North Goa In exercise of the powers conferred by Clause Name of the Name of the Village Panchayats (c) of Section 45 of the Goa Panchayat Raj Act, 1994 Taluka/Block where the post of Sarpanch (Goa Act 14 of 1994), the Government of Goa hereby is reserved for women reserves the offices of Sarpanchas of the Village 12 Panchayats as specified in the Schedule–A hereto and the offices of Deputy Sarpanchas of the Village (I) Satari (1) Guleli. Panchayats as specified in Schedule–B hereto for (2) Mauxi. women. (3) Morlem and The reservation of offices of Sarpanchas and Dy. (4) Pissurlem. Sarpanchas for women shall allotted by rotation (II) Bicholim (1) Mencurem-Dhumacem. during every subsequent general election to the (2) Navelim. Village Panchayats, as specified in Schedule–A, (3) Naroa. Schedule–B and Schedule–C, hereto respectively. (4) Ona-Maulingem- -Curchirem and Explanation: For the purpose of this Order, (5) Pale-Cothombi. “rotation” means the reservation of offices of Sarpanchas of the Village Panchayats specified in (III) Bardez (1) Guirim.
    [Show full text]
  • The Goa School Education Act, 1984
    GOVERNMENT OF GOA The Goa School Education Act, 1984 (as amended up to September, 2002) GOVERNMENT OF GOA, DAMAN AND DIU Education Department Notification LD/4/7/84-(D) The following Act which was passed by the Legislative Assembly of Goa, Daman and Diu on the 19th day of January, 1984 and assented to by the President of India on 1st June, 1985, is hereby republished for the general information of the public. B. S. Subbanna, Under Secretary (Drafting) to the Government of Goa, Daman and Diu. Panaji, 24th July, 1985. The Goa, Daman and Diu School Education Act, 1984 (Act No. 15 of 1985) AN ACT to provide for better organisation and development of School Education in the Union Territory of Goa, Daman and Diu and for matters connected therewith of incidental thereto. Be it enacted by the Legislative Assembly of Goa, Daman and Diu in the Thirty fourth Year of the Republic of India as follows: CHAPTER I Preliminary 1. Short title, extent and commencement.- (1) This Act may be called the Goa, Daman and Diu School Education Act, 1984. (2) It extends to the whole of the Union territory of Goa, Daman and Diu. (3) It shall came into the force on such date as the Administrator may, by notification, appoint and different dates may be appointed for different provisions of this Act, and any reference to the commencement of this Act, in relation to any provision thereof shall be construed as a reference to the date on which that provision comes into force. 2. Definitions.- In this Act, unless the context otherwise requires, (a) 'Administrator" means
    [Show full text]
  • An Issue of Mopa International Airport
    ISSN No. 2394-5982 mySOCIETY X (1-2), 2015-16 ©University of Mysore Research Article http://mysociety.uni-mysore.ac.in LAND, DEVELOPMENT AND RESISTANCE: AN ISSUE OF MOPA INTERNATIONAL AIRPORT - ■r'fyajbuM Ldr /P c ABSTRACT The changing development paradigm in the post-reform period brought along with growth new challenges and concerns. The pressure on land, the question of rehabilitation and resettlement, environmental degradation, growing inequalities are some such concerns. The mega projects initiated by both Central as well as Sfafe government are putting pressure on land and threatening the livelihood of people and environment. Goa is not immune to such developments. The article is concerned with the process of land acquisition to build international airport in Goa and in the course o f action affecting environment and livelihood of people. The article argues while such acquisition is necessary for development, its success depends upon consultation with stakeholders prior to such decisions and well thought out compensation and rehabilitation packages which are lacking in the process of land acquisition. Development discourse in the post reform period brought along with growth host of challenges. One of the major issue in the development discourse revolves around land acquisition and displacement. The increasing number of mega projects are putting pressure on the existing land and environment resultingin protest against such projects throughout the country. Goa being very small the stakes are high. In recent years Goa also witnessed number of protests against the planning and development of projects which risked the land, livelihood and environment. One such protest is the protest against construction of Mopa International Airport in PernemTaluka of Goa.
    [Show full text]
  • List of Recognised Educational Institutions in Goa 2010
    GOVERNMENT OF GOA LIST OF RECOGNISED EDUCATIONAL INSTITUTIONS IN GOA 2010 - 2011 AS ON 30-09-2010 DIRECTORATE OF EDUCATION STATISTICS SECTION GOVERNMENT OF GOA PANAJI – GOA Tel: 0832 2221516/2221508 E-mail: [email protected] Website: www.education.goa.gov.in GOVERNMENT OF GOA LIST OF RECOGNISED EDUCATIONAL INSTITUTIONS IN GOA 2010 - 2011 AS ON 30-09-2010 DIRECTORATE OF EDUCATION STATISTICS SECTION GOVERNMENT OF GOA PANAJI – GOA Tel: 0832 2221516/2221508 E-mail: [email protected] Website: www.education.goa.gov.in C O N T E N T Sr. No. Page No. 1. Affiliated Colleges and Recognized Institutions in Goa [Non- Professional] … … … 1 2. Affiliated Colleges and Recognized Institutions in Goa [Professional] … … … … 5 3. Institutions for Professional/Technical Education in Goa [Post Matric Level] … … … 8 4. Institutions for Professional/Technical/Other Education in Goa [School Level]… … … 13 5. Higher Secondary Schools: Government and Government Aided & Unaided … … … 14 6. Government Aided & Unaided High Schools [North Goa District] … … … … … 22 7. Government Aided & Unaided High Schools [South Goa District] … … … … … 31 8. Government Aided & Unaided Middle Schools [North Goa District] … … … … 37 9. Government Aided & Unaided Middle Schools [South Goa District] … … … … 38 10. Government Aided & Unaided Primary Schools [North Goa District] … … … … 39 11. Government Aided & Unaided Primary Schools [South Goa District] … … … … 48 12. Government High Schools (Central and State) … … … … … … … … 56 13. Government Middle Schools [North & South Goa Districts] … … … … … … 60 14. Government Primary Schools [North Goa District] … … … … … … … 63 15. Government Primary Schools [South Goa District] … … … … … … … 87 16. Special Schools … … … … … … … … … … … … … 103 17. National Open Schools … … … … … … … … … … … … 104 AFFILIATED COLLEGES AND RECOGNISED INSTITUTIONS IN GOA [NON – PROFESSIONAL] Sr.
    [Show full text]
  • The Goa Land Development and Building Construction Regulations, 2010
    – 1 – GOVERNMENT OF GOA The Goa Land Development and Building Construction Regulations, 2010 – 2 – Edition: January 2017 Government of Goa Price Rs. 200.00 Published by the Finance Department, Finance (Debt) Management Division Secretariat, Porvorim. Printed by the Govt. Ptg. Press, Government of Goa, Mahatma Gandhi Road, Panaji-Goa – 403 001. Email : [email protected] Tel. No. : 91832 2426491 Fax : 91832 2436837 – 1 – Department of Town & Country Planning _____ Notification 21/1/TCP/10/Pt File/3256 Whereas the draft Regulations proposed to be made under sub-section (1) and (2) of section 4 of the Goa (Regulation of Land Development and Building Construction) Act, 2008 (Goa Act 6 of 2008) hereinafter referred to as “the said Act”, were pre-published as required by section 5 of the said Act, in the Official Gazette Series I, No. 20 dated 14-8- 2008 vide Notification No. 21/1/TCP/08/Pt. File/3015 dated 8-8-2008, inviting objections and suggestions from the public on the said draft Regulations, before the expiry of a period of 30 days from the date of publication of the said Notification in the said Act, so that the same could be taken into consideration at the time of finalization of the draft Regulations; And Whereas the Government appointed a Steering Committee as required by sub-section (1) of section 6 of the said Act; vide Notification No. 21/08/TCP/SC/3841 dated 15-10-2008, published in the Official Gazette, Series II No. 30 dated 23-10-2008; And Whereas the Steering Committee appointed a Sub-Committee as required by sub-section (2) of section 6 of the said Act on 14-10-2009; And Whereas vide Notification No.
    [Show full text]
  • District Disaster Management Plan (North)
    District Disaster Management Plan (North Goa) Final Report ,October 2012 Rev.1, November 2012 Goa Institute of Management Ribandar, Goa District Disaster management Plan, 2012-13,North Goa FOREWORD Goa though blessed by not being affected by any major disaster till date is still vulnerable to the natural calamities like Flood, Cyclonic Storms, Earthquake, Landslide, Mining hazards and Sea Erosion. Apart from these natural hazards there are chances of man-made disasters like major fire, industrial accidents, terrorist attacks etc. Goa being a small state has 2 Districts namely North Goa and South Goa and it comprises of 11 Talukas. The total area of the state is 3700 Sq. km having a population 13, 43,998 with 50.23% living in rural areas and 49.7% of the population residing in urban areas. The aim of this project is to formulate the District Disaster Management Plan, North Goa, in the context of Preparedness/ Mitigation, Incident Response System & Rehabilitation from natural disasters. This Plan should be useful to tackle the multi-hazard vulnerabilities to population buildings livestock crop area, industries, civil facilities and infrastructure and should be based on the factors like ever-growing population, the vast disparities of income, rapid urbanization, increasing industrialization, development within high risk zones, environmental degradation, climate change, state and national security, economy and sustainable development. The objective of the District Disaster Management Plan, Goa is to facilitate execution of activities for prevention and preparedness, response operations, coordination, rehabilitation and community awareness and involvement. In preparing the Plan, the existing manual has been studied; the prevailing documents and various stakeholders were consulted.
    [Show full text]
  • Identitarian Spaces of the Goan Diasporic Communities
    Identitarian Spaces of the Goan Diasporic Communities Thesis Submitted to Goa University For the award of the degree of Doctor of Philosophy In English by Ms. Leanora Madeira née Pereira Under the Guidance of Prof. Nina Caldeira Department of English Goa University, Taleigao Plateau, Goa. India-403206 August, 2020 CERTIFICATE I hereby certify that the thesis entitled “Identitarian Spaces of Goan Diasporic Communities” submitted by Ms. Leanora Pereira for the award of the Degree of Doctor of Philosophy in English, has been completed under my supervision. The thesis is a record of the research work conducted by the candidate during the period of her study and has not previously formed the basis for the award of any degree, diploma or certificate of this or any other University. Prof. Nina Caldeira, Department of English, Goa University. ii Declaration As required under the Ordinance OB 9A.9(v), I hereby declare that this thesis titled Identitarian Spaces of the Goan Diasporic Communities is the outcome of my own research undertaken under the guidance of Professor Dr. Nina Caldeira, Department of English, Goa University. All the sources used in the course of this work have been duly acknowledged in this thesis. This work has not previously formed the basis of any award of Degree, Diploma, Associateship, Fellowship or any other titles awarded to me by this or any other university. Ms. Leanora Pereira Madeira Research Student Department of English Goa University, Taleigao Plateau, Goa. India-403206 Date: August 2020 iii Acknowledgement The path God creates for each one of us is unique. I bow my head to the Almighty acknowledging him as the Alpha and the Omega and Lord of the Universe.
    [Show full text]