NPC Report.Pdf

Acknowledgement The study on “Examining the Reasons for High Drop-Out Rates among All Minority Communities in Comparison to Other Communities at All Levels of Education” was entrusted to the National Productivity Council by the Ministry of Minority Affairs, Govt. of India. The NPC expresses its sincere thanks to Shri Ameising Luikham, IAS, Secretary and Shri K.C.Samria, IAS, Joint Secretary, Ministry of Minority Affairs, Government of India for sharing their pearls of wisdom with us during the course of this study. This study would not have been possible without whole hearted support of many officers working with the Ministry of Minority Affairs, Govt. of India. The study team expresses its gratitude to those officials who had extended support in completion of the study. Further, we would also like to thank Ms. Vandana Kumar, Director General, National Productivity Council, New Delhi for her continuous support and guidance extended to the study team. (Study Team) Study Team 1. Dr. R.P Singh Team Leader Director 2. Rachana Shalini Member Dy. Director 3. Dr. R.S.Saini Member Principal Consultant 4. Dr. Ashok Kumar Member Principal Consultant 5. Saurabh Singh Member Project Associate CONTENTS Chapter Particulars Page no. Executive Summary i-XI Introduction 1-10 1.0 Background 1 1.1 Expenditure on Education 3 1 1.2 Drop-out Scenario 3 1.3 Terms of Reference 7 1.4 Area Coverage and Methodology 8 1.5 Limitations of the Study 10 State-wise Availability of Infrastructure and 11-49 Other Facilities in Schools at Various Levels 2.1 State-wise Number of Government Schools 11 2.2 Type of Buildings of the Schools 13 2.3 Ownership of School Buildings with High Drop-out 15 States 2.4 Schools with Boundary Walls 17 2.5 Availability of Drinking Water Facilities 20 2.6 Status of Toilet Facilities Available in Schools at 22 Various Levels 2.7 Schools with Electricity Connection 26 2.8 Status of Play Ground Facilities in Schools 28 2 2.9 Schools with Library Facilities 29 2.10 Availability of Laboratory Facilities in Schools 30 2.11 State wise Availability of Laboratories in Urban 33 Areas 2.12 Availability of Teachers Against Sanctioned 36 Strength 2.13 State wise Availability of Trained Teachers 42 2.14 Mid- Day Meal Scheme 43 2.15 Status of Kitchen Shed for Mid-day Meal 44 2.16 State wise Status of Class Rooms 45 2.17 Status of Health Check -Ups 46 2.18 Status of Infrastructural Facilities for Children With 48 Special Needs (CWSN) An Overview of Infrastructure and Other Facilities 50-67 Available at Various Level Schools in Selected Districts 3.1 Schools with Boundary Wall 50 3.2 Availability of Drinking Water 52 3.3 Availability of Toilet Facilities 53 3.4 Availability of Electricity at Schools 56 3 3.5 Pupil Teacher Ratio (PTR) 58 3.6 Availability of Play-ground at Schools 60 3.7 Availability of Library Facility at Schools 62 3.8 Mid-Day Meal Scheme 64 3.9 Enrolment of Children with Special Needs (CWSN) 65 Observations Made at Various Schools in Selected 68-121 Districts 4.1Government Schools Surveyed in Different States 68 4.2 Infrastructure and Other Facilities Available in 70 Surveyed Schools 4.2.1 Type of Building 70 4.2.2 Availability of Drinking Water in Surveyed Schools 73 4.2.3 Toilet Facilities 77 4.2.4 Availability of Electricity in Surveyed Schools 79 4 4.3 Pupil Teacher Ratio (PTR) in Surveyed Schools 84 4.4 Qualifications of Head Master/Head Mistress/ 86 Principal in Surveyed Schools 4.5 Availability of Play-Ground and Sports Facilities in 93 Surveyed Schools 4.6 Library Facility Available in Surveyed Schools 99 4.7 Incentives for Children in Surveyed Schools 102 4.8 Enrolment of Children with Special Needs (CWSN) 106 4.9 Lab Facilities in Surveyed Schools 109 4.10 Teaching Aids in Surveyed Schools 112 4.11 Seating Arrangements in Surveyed Schools 115 4.12 Availability of Teachers per School in Surveyed 117 Schools Status of the Drop-Out Children of Minorities in 122-165 Schools at Different Levels in Selected Districts 5.1 Enrolment of Students 122 5 5.2 Enrolment of Minority Students 134 5.3 Percentage of Drop-outs to Enrolments in Minority 145 Communities 5.4 Main Occupation of Parents of Drop-out Children 154 5.5 Factors Contributing to High Drop-out Rates of 161 Minority Children In the Selected States 6 Major Observations Based on Feedback Received 166-180 From the Field Staff 7 State-wise Case Studies 181-221 List of Tables Table No. Particulars Page No. Table 1.0 Initiatives Taken by the Government to Improve the 2 Education System in the Country Table 1.2 State-wise Annual Average Drop-out Rate (%) at 4 Primary and Upper Primary Level during 2012-13 to 2014--2015 Table 1.2a State-wise Annual Average Drop-out Rate (%) in 5 Muslims Community at Primary and Upper Primary Level during 2013-14 to 2014--2015 Table 1.2b Drop-Out Rates Among all Categories of Children from 6 Primary to Secondary Level during the Period from 2000-2001 to 2013-14 Table 1.4 Details of Number of Districts, Blocks, Schools and 9 Students Covered in Selected States with High and Low Drop-out Rate Table 2.1 State-wise Number of Schools across Rural and Urban 11 Areas Table 2 .2 State-Wise Types of Buildings of Schools 13 Table 2.3 State-wise Ownership of Building in Rural and Urban 15 Areas Table 2.4 State-wise Schools with Boundary Walls across Rural 18 and Urban areas Table 2.5 State-wise Number of Schools having Drinking Water 20 Facilities in Rural and Urban Areas Table 2.6 State-wise Schools having Toilet Facilities in Urban 23 and Rural Areas Table 2.7 Number of Schools having Electricity Connection 26 Table 2.8 State-wise Percentage of Schools with Playground 28 Facility Table 2.9 State-wise Percentage of Schools with Library 29 Facilities (%) Table 2.10 State-wise Govt .Schools having Laboratory Facilities 31 in Rural Areas Table 2.11 State-wise Schools having Laboratory Facilities in 34 Urban Areas Table 2.12 Number of Schools with Sanctioned & Available Full- 37 Time Teachers Table 2.13 State-wise Percentage of schools with Trained 42 Teachers Table 2.14 State-wise Percentage of Schools Providing Mid-day 43 Meal Table 2.15 State-wise Percentage of Schools Providing Kitchen- 44 Shed Table 2.16 State-wise Percentage of Status of Class rooms 46 Table 2.17 State-wise Percentage of Schools Conducted Health- 47 check-up Table 2.18 Schools Providing Infrastructural Facilities for Children 48 With Special Needs (CWSN) Table 3.1 District wise Schools with Boundary Wall 51 Table 3.2 District-Wise Availability of Drinking Water Facility 52 Table 3.3 District wise Schools with Toilet Facilities 54 Table 3.4 District wise Schools Having Electricity Facility 57 Table 3.5 District-wise Schools with Qualified Teachers and Pupil 59 Teacher Ratio Table 3.6 Schools with Play-Ground Facility 61 Table 3.7 Library Facilities Available at Secondary & Senior 62 Secondary School Table 3.8 Schools with Mid-Day Meal 64 Table 3.9 Enrolment of Children with Special Needs (CWSN) 66 Table 4.1 District and State-wise Number of Schools Surveyed 68 Table 4.2.1 District and State-wise Type of Buildings of the 71 Surveyed Schools at Different Levels Table 4.2.2 District and State-wise Availability of Drinking Water in 74 Surveyed Schools Table 4.2.3 District and State-wise Toilet Facilities in Surveyed 78 Schools Table 4.2.4 District and State-wise Electricity and Fans in 81 Surveyed Schools Table 4.3 District and State-wise Pupil Teacher Ratio in 85 Surveyed Schools Table 4.4 District and State-wise Qualifications of Head 90 Master/Head Mistress/Principal in Surveyed Schools Table 4.5 District and State-wise Availability of Play-Ground and 96 Sports Facilities in Surveyed Schools Table:4.6 District and State-wise Library Facility Available in 100 Surveyed Schools Table 4.7 District and State-wise Incentives Available to Children 103 in Surveyed Schools Table 4.8 District and State-wise Schools having Facilities for 107 Children with Special Needs (CWSN) Table 4.9 District and State-wise Lab Facilities Available in 111 Surveyed Schools(%) Table 4.10 District and State-wise Teaching-Aids Available in 113 Surveyed Schools Table 4.11 District and State-wise Seating Arrangements in 115 Surveyed Schools Table 4.12 District and State-wise Availability of Teachers per 118 School in Surveyed Schools Table 4.12a District and State-wise Availability of Trained Teachers 120 (%) at Various Levels Table 5.1 Enrolment of Students in Surveyed Schools During 128 2014-15 Table 5.1 (a) Enrolment of Students in Surveyed Schools During 130 2015-16 Table 5.1 (b) Enrolment of Students in Surveyed Schools during 132 2016-17 Table 5.2 Enrolment of Minority Childen in Surveyed Schools in 140 Selected States during the Years 2014-15, 2015-16 and 2016-17 Table 5.3 District, State and Minority-wise percentage of Drop- 150 out Boys and Girls during the Years 2014-15, 2015-16 and 2016-17 Table No. 5.4 Occupation of Parents of Drop-out Children (%) 155 Table No. 5.5 Factors Contributing to the High Drop out Rate Among 164 Children of Minority Communities Executive Summary Majority of people living in villages have understood the necessity of education and now they are well-aware of the fact that it is the only way to get rid of poverty.

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