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Regional Disparities in the Levels of Education in Uttar Pradesh

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Regional Disparities in the Levels of Education in Uttar Pradesh REGIONAL DISPARITIES IN THE LEVELS OF EDUCATION IN UTTAR PRADESH . THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF MottQv of |3I)iIos;opIjp // •;.. IN • GEOGRAPHY \ BY HAMEED AHMAD //^ Under the Supervision of PROF. ABDUL MUNIR DEPARTMENT OF GEOGRAPHY ALIGARH MUSLIM UNIVERSITY ALIGARH (INDIA) 2008 >^ '^ *'r fff.:j. T7056 (Dr. AS(CuC!Munir Department of Geography M.A.,Ph.D. Aligarh Muslim University Professor and Chairman Aligarh-202002, U.P., India Mobile: 09412563159 Email: abdulmunir amu(Srediffmail.com €ttiifit;aiU This is to certify that Mr. Hameed Ahmad has completed his Ph.D. thesis entitled ''Regional Disparities in the Levels of Education in Uttar Pradesh" under my supervision. In my opinion the work is original and fit for submission. oo9 Mri V (Prof. Abdul Munir) Supervisor In the name of'JiCCafi' the most Seneficient andmerdfuCIivish to express my deeip sense of gratitude and indeStedness to (Prof. ABduC Munir, Chairman, (Department of geography, JiCigarh MusCim Vniversity, ^Rgarh for his schoCarCy guidance, patient discourse and discussions on research proBCems, inspiring criticism and BountifuC suggestions. Jdisfertik imagination, ^en interest, zeaC and devotion has Seen the perenniaC source of inspiration for me. 'Without his endless pairtsta^ng and untiring efforts it wouCdnot SepossiSCe to achieve this tas^ I am deepCy ac^oivkdged to Late <Prof. !Uo/iammad Sfiafi for his immemoraBCe encouragement and moraC support. His legacy continued to inspire me during the completion of this manuscript. I am extremely indeStedto my respected teachers for their valuable suggestions and magnificent affection. I ac^owledge with cordial than^ to the memSers of Seminar LiBrary, (Department of geography and MaulanaJizadLiSratyfor their cooperation. 7han^ are due to Mr. Jishfaque Ahmad for his help in programming and computation of the numerical aspects of the xvor^ I am also than^lto (Dr. SftaftquOafi Siddiqui, Mr. MazharAH Xfian and Miss ^(ji^anafor their help in the preparation of maps. ^Ihan^ also due to Mr. H.% Sharma who accomplished the painsta^ng jo6 of typing ej(cellently. I e:)(tend my special than^ to Mr. Musharraf A^ SaheB, Mr. c^ Mrs. ^StizwanuOiah 'Kfian, Mr. ^i Singh Mcjawat, Mr. ^fndjlziz Taridiand<Dr.Jijaz Husainjlnsarifor their unSeRevaSk support and cooperation. I put on record my modest and sincere regards to my parents andmemSers of the family for their constant intrinsic support and encouragement which were the hallmar^or my research wor^ / fiave no words to express my feefings aSout my vnfe Tatima for her generosity, devotion, sacrifice and everlasting moraC support. I am indeSted to University grants Commission for providing mefinanciaC assistance as junior and senior research feCCows flip during this wor^ Last But not the (east than^ to adnears and dears who have encouraged me to achieve the goals. ameedAfimdd) LIST OF FIGURES Figure No. Title Page No. 2.1 Uttar Pradesh: Location and Administrative Divisions 28 4.1 Uttar Pradesh: Total Litearcy 52 4.2 Uttar Pradesh: Male Literacy 55 4.3 Uttar Pradesh: Female Literacy 57 4.4 Uttar Pradesh: Urban Literacy 60 4.5 Uttar Pradesh: Rural Literacy 62 4.6 Uttar Pradesh: Teacher-Pupil Ratio in Junior Basic 64 Schools 4.7 Uttar Pradesh: Teacher-Pupil Ratio in Senior Basic 67 Schools 4.8 Uttar Pradesh: Teacher-Pupil Ratio in Higher Secondary 69 Schools 4.9 Uttar Pradesh: Teacher-Pupil Ratio in Degree Colleges 72 4.10 Uttar Pradesh: Number of Junior Basic Schools Per Lakh 75 Population 4.11 Uttar Pradesh: Number of Senior Basic Schools Per Lakh 77 Population 4.12 Uttar Pradesh: Number of Higher Secondary Schools Per 80 Lakh Population 4.13 Uttar Pradesh: Number of Degree Colleges Per Lakh 82 Population 4.14 Uttar Pradesh: Number of Junior Basic Schools Per 85 Thousand Square Kilometres 4.15 Uttar Pradesh: Number of Senior Basic Schools Per 87 Thousand Square Kilometres 4.16 Uttar Pradesh: Number of Higher Secondary Schools Per 90 Thousand Square Kilometres 4.17 Uttar Pradesh: Number of Degree Colleges Per Thousand 93 Square Kilometres 5.1 Uttar Pradesh: Literacy Status and Institutions 100 5.2 Uttar Pradesh: Teacher-Pupil Ratio and Higher 105 Educational Institutions 5.3 Uttar Pradesh: Teacher-Pupil Ratio and Basic Schools 110 5.4 Uttar Pradesh: Level of Education 113 ui LIST OF TABLES Table No. Title Page No. 5.1 Educational Status of Uttar Pradesh 96 5.2 Literacy Status and Institutions 97 5.3 Teacher-Pupil Ratio and Higher Educational Institutions 103 5.4 Teacher-Pupil Ratio and Basic Schools 107 6.1 Village - Munghari: Educational Status of Sampled 120 Households 6.2 Village - Rampur : Educational Status of Sampled 122 Households 6.3 Village - Chuha Nagla: Educational Status of Sampled 124 Households IV CONTENTS Page No. Acknowledgements i-ii List of Figures iii List of Tables iv Introduction 1-3 Chapter 1. Conceptual and Methodological Framework 4-26 Chapter 2. Uttar Pradesh : A Geographical Outline 27-38 Chapter 3. Review of Literature 39-49 Chapter 4. Determinants of Education 50-94 Chapter 5. Educational Status of Uttar Pradesh 95-117 Chapter 6. Educational Status of Sampled Villages 118-125 Conclusion 126 Bibliography 127-150 Appendices 151-157 Questionnaire 158-160 Introduction Education has such a wide canvas that every walk of life is influenced by it one way or the other. It plays an instrumental role in the socio-economic development of a country or society and overall development of human resources. Education is one of the important indicators which decides the developmental status of a nation. It broadens the mental fe»j^^of a person and make him able to think m^er any issue (social, economic and political) as an enlightened person. It facilitate public discussion of social needs and encourages informed collective demands. Education is known to have vital and important links with the achievement of income and job opportunities. The resulting expansion in income and economic means, in turn, add to a person's freedom to achieve ftinctioning that he or she values. Improvement in educational performance of women is closely related to health and fertility behaviour. Female literacy and workforce participation are important determinants of variation in child mortality. The spread of education among the poorer groups and women has a significant influence on participation in ^ democratic processes. It is influenck^ the priorities of development in accordance with the principles of sustainable development and local needs. Low educational levels of "fe^ population encourage non-transparent functioning and information flows and reduce the accountability of government. Education also increases self esteem and social dignity, reduces vulnerability and powerlessness. Thus it is hard to evaluate the contribution of education exceptlbroad 'social choice' approach. Though there^a steady improvement in the status of education over the last several decades .^1^ the level of social development and persistent socio-economic inequalities continue to be a cause of great concern. Educational inequalities are equally apparent in rural-urban dimensions. Despite the government's policy of 'universal education', our educational system remain^restricted to the minority in towns and have conveniently ignored the needs of.^ rural people ^<J leaving-fe^ vast areas educationally backward. Due to the nature of fee society and uneven economic development, unevenly distributed educational facilities have made "SUk problemfof educational backwardness more acute. Uttar Pradesh, imost populous and relatively one of the less developed states of India, is the subject which has=b«eH- dealtihere in order to determine the regional disparities in the levels of education. The state as a whole Aiot only educationally backward but there is prima facie; a marked spatial disparity in the levels of education within the state itself. The level of education is measured on the basis of certain indicators that are/responsible for the educational development of the region. Aim and Objectives : The present study incorporates the following objectives : 1. To find out the existing levels of education in terms of emerging spatial patternin Uttar Pradesh (India). 2. To proye into the process of educational development with the help of given set of indicators. 3. To evaluate 4^ regional disparities in the levels of education in Uttar Pradesh and assign plausible causes for the marked regional imbalances in the degree of educational level. 1- 4. To demarcate the areas suffering from low leveLof education. 5. To suggest, if anyjplan or strategies to Cfope^ «^ with the distortions introduced in the patterns of educational development in the state. Chapter Scheme :- The entire work is organized into six chapters.mrst chapter constitutes the theoretical base ^ the conceptual framework of education, region and regional disparity as well as the methodology used for measuring educational development. The second chapter is devoted to the geographical outline of the study are^It includes the physical and socio-economic charactei^ of the area. Jhird chapter deals with the review of«literature. In the fourth chapter an analysis of the determinants of education has^ "^eSn made. It deals with the regional evaluation of selected indicators of education. iDimensions of level of education are analysed in the fifth chapter. The sixth chapter deals with educational status of the sampled villages. Chapter -1 Conceptuaf amf MetHodblbgicaC Tramewor^ Concept of Education The term education has its origin "S^s, the Latin 'educere'
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