Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in Status of Elementary Education in Senapati and Chandel Districts of Manipur, India Kimthianbiak Neihsial Department of Education, R.K. Mahavidyalaya, Kailashahar, Unakoti, Tripura – 799 277 Abstract: This paper is an attempt to find out the Manipur is a tiny state situated in the north- status of elementary education in Senapati and eastern part of India. According to Census of India Chandel districts of Manipur. Information regarding 2011, the state has a total population of 25, 70,390 physical facilities, enrolment pattern and profile of persons [1]. The literacy rate of Manipur stands teachers were collected from 90 elementary schools 79.21 percent, out of which 86.06 percent belong to comprising of 90 headmasters and 500 teachers. It males and 72.37 percent belong to females [1]. The revealed the poor functioning of elementary schools state of Manipur can be geographically divided into with respect to the physical facility available, two areas: the hills and the valley. The hills enrolment pattern and profile of elementary school comprises of 5 districts while the valley comprises of teachers. Inadequate classroom infrastructures, 4 districts. Senapati and Chandel belong to the hill pathetic school building conditions, lack of safe districts of Manipur with the former situated in the drinking water, and toilet facilities were observed in north and the later in the south. As per 2011 census many elementary schools situated in the interior [1], Senapati district has a literacy rate of 74.13 parts of the two districts. Student’s enrolment was percent, out of which 79.98% are males and 68.07 not so impressive especially in government percent are females. Chandel district recorded a management schools due to the poor functioning of literacy rate of 71.11 percent, out of which 77.78% elementary institutions. The study also revealed the are males and 63.96 percent are females. Senapati existence of a huge backlog of untrained teachers in and Chandel districts stand the lowest in literacy rate both the districts under study. This article also among all the nine districts of Manipur battering only highlighted some suggestions for the improvement of Tamenglong district. elementary education in the two districts under study A separate Department of Education was created in particular and the entire hill districts of Manipur for the first time in Manipur on 20th January, 1950. in general. This department is in-charge of the state’s education which includes inspection and supervision, Keywords: Chandel. Elementary Education. preparation of syllabus, framing of the educational Senapati. Status. curriculum and selection of textbooks. In 1980, the 1. Introduction department of education in Manipur was bifurcated into two Directorates, viz, Directorate of Education Status means standing or situation at a particular (School) and Directorate of Higher Education time [3] and therefore, it is flexible in nature. The (University). This bifurcation of the department of status of education depends on how the state runs the education into two Directorates has made a great educational institutions in the country. The quality of impetus in the development of education in the hill providing education in the past and present stages districts [2]. depicts the status of development at present and In recent years, various steps and measures have future generations. The better in quality of imparting been undertaken in the form of meaningful education, the higher in attainment of educational partnership of the Central and the State Government. status and the faster in development take place. Among them, it is worth mentioning that Sarva Elementary education plays a very important role in Shiksha Abhiyan (SSA) was launched in the state of developing the physical, mental and social growth of Manipur in 2005. SSA is an initiative to universalize a child. Good educational system depends upon the and improve the quality of education through quality of elementary school. The foundation of good decentralizes and specific planning and a process citizenship training laid during the formative stage in based, time bound implementation strategy [6]. the elementary school helps the child in the later Though the state as well as the central stage. Therefore, an effective elementary education is government pumped in a large amount of money highly needed for the development of society and towards education, most of the government schools nation. in the hill districts are still without proper Imperial Journal of Interdisciplinary Research (IJIR) Page 314 Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in classrooms, laboratory and lavatory facilities, 5.56% schools conducted classes in a large room benches and desks, blackboards and dusters [4]. without partition. However, the conditions of the Besides, majority of the school teachers at the classroom partitions were quite unsatisfactory. elementary level are untrained [5]. There is Classroom partitions were made of bricks in 33.33% discrepancy between the hill and valley districts in schools, plywood in 11.11% schools, mud in 10.00% respect of physical infrastructure facilities, schools, bamboo in 6.67% schools and temporary availability of qualified or trained teachers, partition such as removable tin and plywood in enrolment pattern, etc. This has an adverse effect on 33.33% schools. Majority of the schools did not have the quality of elementary education in the hill sound proof partition between the classrooms posing districts where the basic infrastructure facilities and disturbances for the teachers as well as students. adequate teaching staff were found lacking. Table 1: Showing the types of furniture provided 2. Objectives of the study in the classroom Yes No 1. To find out the status of elementary education Types of N % N % in Senapati and Chandel hill districts of furniture Manipur with respect to; a) Physical Bench 90 100.00 0 0.00 infrastructure available b) Enrolment status of Desk 90 100.00 0 0.00 student c) Profile of elementary school teachers. Black/White 74 82.22 16 17.78 2. To make suggestions for the improvement of board elementary education in the two districts Chair 48 53.33 42 46.67 under study. Table 41 45.56 49 54.44 Cupboard 10 11.11 80 88.89 3. Methodology A descriptive research method was adopted for Table 1 shows the types of furniture provided in the present study. A sample of 90 elementary the elementary school classroom. All the sampled schools/headmasters and 500 elementary school elementary schools under study provided benches teachers have been selected by following simple and desks in their classrooms. 82.22% elementary random sampling technique for the purpose of study. schools provided black or white board, 53.33% and A separate set of questionnaires for headmasters and 45.56% elementary schools provided chairs and teachers along with a set of interview scheduled for tables respectively. And, only 11.11% elementary education officials was developed and employed by schools provided cup-boards. The study showed that the investigator to collect the necessary data. there was shortages of furniture in the two districts under study as some of the elementary schools were 4. Results running without blackboard, chairs, tables and cup- 4.1. Physical facilities boards. 4.1.1. School Building 4.1.3. Teaching Staff room, Headmaster’s room, Non-Teaching Staff-room, Office and Computer The study revealed that 93.33% schools owned a room building although the physical conditions of the elementary schools in the two districts under study Table 2: Showing the types of rooms provided in were far from satisfactory. The remaining 6.67% the school schools conducted their classes in a rented building. Yes No Types of room Dilapidated school building conditions without N % N % proper fencing was observed in most of the elementary schools in the two districts. It was also Teaching staff 68 75.56 22 24.44 observed that only 32.14% of the elementary school room buildings were pucca type while 39.30% were semi Headmaster’s 33 36.67 57 63.33 pucca and 28.56% were kaccha types. Further, room 26 28.89 64 71.11 73.33% of the school headmasters were not satisfied Office with the condition of their school buildings. 44.45% Non-teaching 4 4.44 86 95.56 headmasters also stated that they faced problem in staff room organising co-curricular activities owing to paucity Computer room 16 17.78 74 82.22 of space. 4.1.2. Classrooms and its furniture Table 2 revealed that majority (75.56%) of the The present study revealed that there were elementary schools were provided with teaching staff 94.44% elementary schools having separate room. However, only 36.67% elementary schools classrooms for all standards, while the remaining provided headmaster’s room and 28.89% schools Imperial Journal of Interdisciplinary Research (IJIR) Page 315 Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-5, 2016 ISSN: 2454-1362, http://www.onlinejournal.in provided office room. 4.44% elementary schools elementary schools conducted students’ admission in provided non-teaching staff-room, and 17.78% the middle of the academic session although specific schools provided computer room. It was also timing for school admission was given. revealed that there was shortage of rooms for The investigator also observed that there was no different staffs in most of the elementary schools. uniformity in the standard of minimum age of And in this age of technology where computers are children for admission to elementary schools in both the basic requirements for students there was no the districts. computer facility in majority of the elementary 4.2.2. Enrolment Position schools in both the districts under study.