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A Study of the Status of Elementary Education in Nagaland

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A Study of the Status of Elementary Education in Nagaland A STUDY OF THE STATUS OF ELEMENTARY EDUCATION IN NAGALAND THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY (EDUCATION) SUPERVISOR INVESTIGATOR Prof. Imtisungba, Yapangchang Supervisor and Dean Research Scholar Department of Education Registration No: 319/2007. Nagaland University, Kohima DEPARTMENT OF EDUCATION NAGALAND UNIVERSITY CAMPUS: KOHIMA 2014 NAGALAND UNIVERSITY (A Central University Estd. by the Act of Parliament No. 35of1989) HEADQUARTERS - LUMAMI: CAMP-KOHIMA-797001 Vate . 6R4. ~ .. · C E R T I F I C A T E Th is is to certify that Ms./Mr. Yapangchang , NU. Regd. No. 319/2007 has completed her/his Ph.D Thesis on the topic, "A STUDY OF THE STATUS OF ELEMENTARY EDUCATION IN NAGALAND ." To the bes t of our knowledge the data collected and facts reported in this research had been original. This Thesis is ready and fit for submission for award of Degree in Education. Dated Prof. Imtisungba, Supervisor and Dean Department of Education Nagaland University, Kohima. Vice-Ctiaocello r: 0370-2290438 (0), 2242'701 (R), 2290349 (Fax) llegistru : 0370-2290331 (R), 2290444 cR), 2290246 (Fax e-mail : Vicechancellorm1@vaho9cem. e-mail : [email protected]<Jm Controlle r ef Examination : 0370-2290487 (OY(Fax) Finuce Officer: 0370-2290476 (0) e-mail~ nuexa.m@y ahoo.com e-mail : [email protected] i ACKNOWLEDGEMENT. I immensely pleased in being able to submit this Thesis for the Doctor of Philosophy in Education. I take this priviledge to express my sincere and profound gratitude to Prof. Imtisungba Supervisor and Dean Department of Education, Nagaland University, Kohima for his constant guidance, tireless supervision and encouragement, for without which work would have never been completed. My warms thanks and gratitude to Shri, R. Sunep. Jamir and Smt. N.Ayangla, whose expertise work, rendered valuable help in getting the computation work done in computer, and to those schools Head Teacher/ Headmaster, teachers, students and parents whose co-operation have helped me for my research work. Finally, I would also like to express my deep sense of obligation to my wife T. Merenla. Longkumer and all my children for their unceasing support and encouragement which have enabled me to complete this work. Shri, Yapangchang Place: Kohima Dated: ii C o n t e n t s ______________________________________________________________ CONTENTS PAGE NO. Certificate. i Acknowledgement. ii Table of the Contents. iii List of Contents. ix Abbreviations xxxi List of Map xxxii CHAPTER - I A HISTORICAL BACKGROUND OF NAGALAND 1. INTRODUCTION 1 1. 1. Physical Features 1 1. 2. Climatic condition 2 1. 3. Livelihood pattern 3 1. 4. The people. 3 1. 5. Origin of the Word ‘Naga’ 4 1. 6. Migration of the Nagas 5 1. 7. The Naga Tribes 8 1. 8. The Naga Culture 9 1. 9. Educational System in Nagaland 12 iii 1.9.1. The beginning of Educational Institution in Nagaland. 12 1.9.2. Present Educational Pattern in Nagaland 19 1.9.3. Number of Educational Institutions in Nagaland 2002-2008 21 1.9.4. Number of Students in Educational Institutions Both Govt. and Private 2002-2008 22 1.9.5. Number of Trained and Untrained Teachers in Govt. Schools . 23 1.9.6. Number Of Trained and Untrained Teachers in Private Schools 24 1.9.7. Population Trend in Nagaland 1901-2011 25 1.9.8. District-Wise Population and Literate Population 26 1.9.9. Literacy Rate In Nagaland. (Percentage in General) 27 1.10. Administrial Authority Set-Up and the Education Policy of Government. 28 1.10.0. Introduction: 28 1.10.1. Educational Administration Set-Up in the State Level 30 1.10.2. Administrative Set-Up in Directorate Level 32 1.10.3. Administrative Set-Up In District Level 32 1.10.4. Educational Administration in Local Level 33 1.10.5. Communitisation of Elememtary Education in Nagaland. 34 Concept of Communutisation: 35 1.11. Statement of the Research Title/Topic. 37 iv 1.12. Defination of the Problem. 38 1.13. Needs and Importance of the Study. 38 1.14. Objectives of the Study. 40 1.15. Hypothesis of the Study. 41 1.16. Delimitation of the Study 41 1.17. Significance of the Study 42 REFERENCE 53 CHAPTER - 2 REVIEW OF RELATED LITERATURE 2.1. Introduction 47 2.2. Studies Done In India 49 2.3 Studies Done In Abroad 160 2.4. CONCLUSION 209 REFERENCES 210 CHAPTER - 3 RESEARCH METHODOLOGY AND PROCEDURE 3.1. Introduction 213 3.2. Population of the study 214 3.3. Sample of the Study 214 3.4. Tools of the study 217 v 3.5. Procedure for data collection 217 REFERENCE 218 CHAPTER 4 ANALYSIS AND INTERPRETATION 4.1. INTRODUCTION 219 4.2. SECTION A: Response from the Head Teacher/ Teacher Incharge /Headmaster /Principal. 220 4.2.1. Background of Head Teacher or Principal 220 4.2.2. Academic Qualification and Professional Trainings of Head Teachers or Principal and their Working Experience 222 4.2.3. Position of Teaching Staff and Their Educational Qualifications. 224 4.2.4. Students Enrolment 226 4.2.5. School Infrastructural Development 227 4.2.6. Facilities available in the School 229 4.2.7. School Management 231 4.2.8: Student’s Attendance 232 4.2.9: Relationship between Head Teacher and Teachers 233 4.2.10: Relationship between Head Teacher and Community 234 4.2.11: Relationship between Teachers and Students 236 4.2.12: School Supervision/ Inspection 237 4.2.13: Curriculum/ Syllabus 239 vi 4.2.14: Medium of Instruction and Lesson Planning 241 4.2.15: Assessment of Student’s Academic Achievement 242 4.2.16: Methodology of Teaching 246 4.2.17: Vocational Education 248 4.2.18: Games and Sports 249 4.2.19: Moral Education 250 4.3. SECTION B: Response from the Teachers 252 4.3.1: Background of Teachers 252 4.3.2: Academic Qualification and Professional Training (Respondent) 252 4.3.3: Teaching Professions and Nature of Appointment 255 4.3.4. Education Related to Socio-Economic 257 4.3.5: Education Related to Socio-Cultural Life 258 4.3.6: Relationship between Head Teachers and Teachers 259 4.3.7: Relationship between Teachers & Student’s 260 4.3.8: Work Load of Teachers 261 4.3.9: Curriculum/ Syllabus 262 4.3.10: Medium of Instructions and Lesson Planning. 265 4.3.11: Assessment of Student’s Academic Achievement. 267 4.3.12: Methodology Of Teaching 272 vii CHAPTER -5 SUMMARY OF FINDINGS, SUGGESTIONS FOR IMPROVEMENT AND FOR FURTHER RESEARCH, CONCLUSION 5.1. SUMMARY OF FINDINGS: 275 5.1.1. Findings from the Head Teacher /Headmaster/ Principal of both the Government and Private Schools. 275 5.1.2. Findings from Teachers. 285 5.1.3. Findings through interview and Personal observation. 291 5.1.4. Findings through Comparative study of Government and Private Schools. 292 5.2. Suggestions for improvement of Elementary Education in Nagaland. 295 5.3 Conclusion 298 5.4. Suggestions for further Research 300 BIBLIOGRAPHY 301 ANNEXURE I 307 Questionnaires for head teacher/headmaster/principle ANNEXURE II 318 Questionnaires for teachers viii List of Table – Part -I Table Heading Page No. Total number of Surveyed Schools in District – Table – i xix Wise Number of Surveyed Schools and number of samples used for the study Table – ii Government Schools xx Table – iii Private Schools xxiv Table showing the surveyed schools for the Table – iv xxvii present study List of Table – Part -II Page Table Heading No. CHAPTER 1 Number of Educational Institutions in Table : 1-1 21 Nagaland 2002-2008 Number of Students in Educational Table : 1-2 Institutions both govt. and Private 2002- 22 2008 ix Number of Trained and Untrained teachers Table : 1-3 23 in Govt. Schools. Number of Trained and Untrained Table : 1-4 24 Teachers in Private Schools. Table : 1-5 Population Trend in Nagaland 1901-2011 25 District-Wise Population and Literate Table : 1-6 26 Population (In 2011 Census) Literacy rate in Nagaland. (percentage in Table : 1-7 27 general) CHAPTER 3 Table Indicating The Number of Surveyed School of both Government And Private Total Number of Survey Schools in District Table : 3-1 215 –Wise Total Number of Teachers Respondents in Table : 3-2 216 District – Wise CHAPTER - 4 Table no : 4-1 Background of Head Teacher or Principal 220 x Academic Qualification and Professional Table : 4-2 Trainings of Head Teachers or Principal 222 and their Working Experience Table no: 4-3, Position of Teaching Staff and Their 224, Table No: 4-4 Educational Qualification. 225 Table No: 4-5 Students Enrolment 226 Table no: 4-6 The status of school building 227 The location of school building and Table no: 4-7 228 material equipment. Table no: 4-8 Facilities available in the School 229 Table no: 4-9 School Management 231 Table no: 4-10 Student’s Attendance 232 Relationship between Head Teacher and Table no: 4-11 233 Teachers Relationship between Head Teacher and Table no: 4-12 234 Community Relationship between Teachers and Table no: 4-13 236 Students Table no: 4-14 School Supervision/ Inspection 237 xi Table no: 4-15 Curriculum/ Syllabus 239 Medium of Instruction and Lesson Table no: 4-16 241 Planning Table no: 4-17, Assessment of Student’s Academic 242, 244 Table no: 4-18 Achievement Table no: 4-19, Methodology of Teaching 246, 247 Table no: 4-20 Table no: 4-21 Vocational Education 248 Table no: 4-22 Games and Sports 249 Table no: 4-23 Moral Education 250 Table no: 4-24 Background of Teachers 252 Academic Qualification and Professional Table no: 4-25 253 Training (Respondent) Teaching Professions and Nature of Table no: 4-26 255 Appointment Table no – 27 Education Related to Socio-Economic 257 Table: 4-28 Education Related to Socio-Cultural Life 258 Relationship between Head Teachers and Table : 4-29 259 Teachers xii Relationship between Teachers & Table: 4-30 260 Student’s Table: 4-31, Work Load of Teachers 261,262 Table: 4-32 Table No: 4-33, Curriculum/ Syllabus 263,264 Table No.: 4-34 Medium of Instructions and Lesson Table: 4-35 265 Planning.
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