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Educational Developments in South Kashmir Since Indian Independence

©2016 Textbook 160 Pages

Summary

Since the emergence of civilization, man has been marching in search of knowledge and wisdom. Various research studies have been proposed through education so that humanity, brotherhood and harmony are wedded together. Education is central for making life meaningful and purposeful.
Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central, state, and local. Takshasila was the earliest recorded centre of higher learning in India from at least 5th century B.C. and it is debatable whether it could be regarded a university or not. The Nalanda University was the oldest university system of education in the world. Western education became ingrained into Indian society with the establishment of the British Raj. Since gaining independence, India has made considerable progress in education with reference to overall literacy, infrastructure and universal access and enrolment in schools. This book covers a wide range of important topics on the development of education and ist progress at National level.
The author is extremely grateful to the number of authors and scholars whose material has been consulted and referred to in this book. The author would heartily welcome and acknowledge quires, suggestions and comments, both from the teachers and the students for further improvement in the next edition.

Excerpt

Table Of Contents


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individual and group entitlements. Education in its broadest sense of development of youth
is the most crucial input for empowering people with skills and knowledge and giving
them access to productive employment in future.
Education is the most powerful means of social, political and economic change. It works
like an instrument in bringing desirable changes for overall development of the nation. In a
democratic country like India with vast cultural, social, religious and linguistic diversities,
providing equal educational opportunities is a real big task. In the present globalization the
world is shrunk to a global village and every society is the member of the village. So every
member has to keep pace with the educational developments in this village. In the absence
of it the societies will lag behind in the process of development.
Education can be achieved through informal, non-informal and formal ways. The informal
education is achieved from nature without any conscious efforts and is a lifelong process.
Non-formal education is not acquired through formal institutions but through some media
like radio, television, internet, computers, audio-video cassettes and printed media etc. The
formal education is imparted through conscious, deliberate process in order to achieve
predetermined set of educational objectives. This process takes place in the formal
institutions like schools and colleges and an attempt is made to develop the cognitive and
affective domains as well as some psychomotor skills. For formal education, school plays a
very important role in developing and shaping the individuals. It is now generally felt that
school education should aim all round development of the child's personality by rebuilding
the four pillars of learning i.e. learning to know, learning to do, learning to live together
and learning to be.
Education in India is provided by the public sector as well as the private sector, with
control and funding coming from three levels: central, state, and local. Takshasila was the
earliest recorded centre of higher learning in India from at least 5th century B.C and it is
debatable whether it could be regarded a university or not. The Nalanda University was the
oldest university system of education in the world in the modern sense of university.
Western education became ingrained into Indian society with the establishment of the
British Raj.

5
Education in India falls under the control of both the union government and the state
governments, with some responsibilities lying with the union and the states having
autonomy for others. The various articles of the Indian constitution provide for education
as a fundamental right. Most of the universities in India are controlled by the union or the
state governments.
India has made progress in terms of increasing the primary education attendance rate and
expanding literacy to approximately three quarters of the population in the 7-10 age
groups, by 2011. India's improved education system is often cited as one of the main
contributors to the economic rise of India. Much of the progress, especially in higher
education and scientific research, has been credited to various public institutions. At
primary, upper primary, high school and higher level technical schools, India has a
combination of public and private school system. About 60% of the students go to public
schools and 40% to private; the private education market in India is generating revenue of
US$ 450 million as per the data of the year 2008. As per the Annual Status of Education
Report (ASER) 2012, 96.5% of all rural children between the ages of 6-14 were enrolled in
schools. This is the fourth annual survey to report enrolment above 96%. Another report
from 2013 stated that there were 229 million students enrolled in different accredited urban
and rural schools of India, from class I to XII, representing an increase of 2.3 million
students over 2002 total enrolment, and a 19% increase in girl's enrolment. While
quantitatively India is moving closer to universal education, the quality of its education has
been questioned particularly in its government run school system. One of the reasons for
the poor quality includes absence of around 25% of the teachers every day. States of India
have introduced tests and education assessment system to identify and improve such
schools.
Overview
India's education system is divided into different levels such as pre-primary level, primary
level, elementary education, secondary education, undergraduate level and postgraduate
level. The National Council of Educational Research and Training (NCERT) and The
Central Board of Secondary Education (CBSE) are the two important apex bodies

6
responsible for curriculum related matters of school education in India. The NCERT
provides support and technical assistance to a number of schools in India and oversees
many aspects of enforcement of educational policies.
In addition, NUEPA (National University of Educational Planning and Administration)
and NCTE (National Council for Teacher Education) are responsible for the management
of the education system and teacher accreditation.
Historical background of education in the state of Jammu and Kashmir
Jammu and Kashmir State as a single political entity was founded by Maharaja Gulab
Singh under the Treaty of Amritsar signed by him with the British Government in March
1846, with slight modifications thereafter agreed to by both. Before that all the four
regions of the state, viz, Jammu, Kashmir, Ladakh and Gilgit had passed through centuries
of vicissitudes mapping their individual historical courses and different parts and
principalities had third distinct socio-political character. So, it was the state of education in
these areas. In a discussion of the history of educational issues and problems of JK state,
it would therefore be reasonable to start from the year 1846. Even a brief description of the
educational development in the state prior to this year would involve tracing the history of
many an independent and fast changing kingdoms, which is outside the scope of this work.
There is no doubt that the Kashmir has been the seat of learning since ancient times. The
learned people of Kashmir have proved the credentials of their learning within and outside
the country. Kalhana, in his Rajtarangni, which is the first ever written history, states about
the significance that the people of Kashmir attached to learning. Sanskrit learning centers
(universities) such as Vijeshwara and Sharda were famous for centuries. To achieve the
knowledge in Sanskrit literature, story writing, politics, mathematics, poetry, drama,
astrology and medicine people from the sub-continent thronged these learning centers.
Kashmir was centres of Buddhism during Kanishka's rule and had the privilege of
conducting fourth Buddhist council in the first century. During Muslim rule Makatabs,
Madarasas and Patshalas were founded, where both Sanskrit and Persian were taught.
During Zain-ul-Abideen's (popularly known as Budshah) rule a university was-founded at
Srinagar. This was followed by a lull in the educational developments till Akbar conquered

7
Kashmir and the system geared up. After l752, under Afghan rule the system showed signs
of decline for seventy years. This was followed by further decline under the Sikh rule of
Maharaja Ranjit Singh.
Thus, under the tyrant rulers of Kashmir, once an abode of learning was showing a
declining trend in the educational field till the state of Jammu and Kashmir came into
existence in1846. With Maharaja Gulab Singh as a ruler of Jammu and Kashmir the
educational system started its revival with particular stress on art and literature. Maharaja
Ranbir Singh, pious son of Maharaja Gulab Singh, being a lover of learning and art, paid
special attention towards Sanskrit literature. He started first printing press-the Vidya Vilas
Press, in the state for printing of books. He got many books translated into various
languages through translation bureau founded by him. However, the education was still
provided through the Makatabs and Patshalas. It was only due to the efforts of Christian
Missionaries that the modern schooling started in the state. Thus the efforts made by the
missionaries in establishing modern education system compelled the Maharaja of the state
to open the schools on modern lines. Numbers of missionary private schools are still
running in the state outclassing other private and government schools in the education
standards. Last Dogra ruler of Kashmir Maharaja Hari Singh took personal interest in the
expansion of education in the state. In l938, education committee under the chairmanship
of Mr. K. G. Saiyidan recommended the introduction of the basic education or Wardha
Scheme. Mr. Saiyidan was appointed Director of Education and directed to implement
these recommendations. After independence numbers of education committees were
formed to make the recommendations for re-organising and modernizing the educational
system. The recommendations made from time to time were accepted by the government
and implemented, resulting in the improvement of education in the state. Still, the
government system was the major partner in educating the masses so the numbers of the
private schools were less. But for last three decades the number of private schools has
grown up to a considerable number of baffling imagination. With the political turmoil in
late eighties the entire government system got disturbed with the education system being
the worse hit. This disturbed government education system resulted in the mushroom
growth of private primary schools in every nook and corner of the states besides already

8
existing government system. This resulted in the decline of roll in the government schools
to such an extent that dozens of government schools were closed due to lack of clientele.
The opening of primary schools in the private sector is continuing at an alarming rate
without any check.
With the partition of the country in 1947, the state leaders realized the significance of
education and its importance for democracy. As such, it was imperative to begin with the
process of development of education and formulating an education system suitable for the
needs of society. At the time of independence, there were very few educational institutions
in the state which were largely concentrated in the major towns. The state of affairs, as far
as literacy is concerned, was such that the literacy rate of the state was very low at that
time. This low level of literacy forced the state government to take serious note about the
existing state of affairs and promote education in the state.
In 1947-1948 Sheikh Mohammad Abdullah of the Jammu and Kashmir National
Conference was asked to form interim government in the state. Soon after taking over as
first Prime Minister of the state, Sheikh Mohammad Abdullah retained the portfolio of
Ministry of Education under his control. The taking over of education portfolio personally,
by the Prime Minister was a recognition of the importance attached to education in the
state. Sheikh Mohammad Abdullah started bringing reforms and revolutions in the `old
fashioned' system of education. Along with bringing the education system under its
purview, however, the state found itself responsible for the education of its subjects; most
of these were Muslims. Impetus was given to raise the general level of literacy as well as
to provide adequate opportunities for primary, higher and technical education. In the
opinion of Sheikh Mohammad Abdullah education for everyone was the basic need of the
people if they were to emerge into enlightenment. Thus, efforts were made to bring a
cardinal change in the old fashioned educational system and work on this was taken up
with great enthusiasm. This resulted in the gradual expansion of institutions at all levels
and their number started increasing but these efforts could not match up with the
requirements.

9
On 17th November, 1956, the constitution of the state was adopted and enacted. Part IV
Directive Principles of State Policy, clauses 20 to 23 contain following provisions
pertaining to education:
Clause 20: Rights of free and compulsory education in certain cases.
The state shall endeavour:
a) To secure to every permanent resident the right to free education up to the university
standard;
b) To provide, within a period of ten years from the commencement of this constitution,
compulsory education for all children until they complete age of fourteen years; and
c) To ensure to all workers and employees adequate facilities for adult education and
part-time technical, professional and vocational courses.
Clauses 21: Right of children:
The state shall strive to secure to all children and youth equal opportunities in education
and employment.
Clause 22: Right of women:
The state shall endeavour to secure to all women;
The right to full equality in all social, educational, political and legal matters;
Clause 23: Protection of educational material and cultural interests of socially and
economically backward sections.
Education system in Jammu and Kashmir
The political situation in Jammu and Kashmir is not very conducive to development of
education or any other form of industry besides tourism. But nevertheless, the central and
the state government authorities have tried their best to promote academics here. Free
education is provided to students who come from poor families and cannot pay the fee for
even primary education. The education system in Jammu and Kashmir is divided into the
respective tiers namely primary, secondary and higher education besides the professional
and technical education.

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Need and importance of the study
Studies related with assessment and analysis of development of educational levels is very
important from the socio-economic point of view. Such studies give us deeper insight of
the actual and practical situation of the area of interest and become a base for future
development in the system. Moreover, since rural areas are lagging behind in high
educational level, such studies are much appreciated. Again the importance of such studies
can be highlighted, as education is one of the measuring parameter of human development
index. The investigator while scanning the literature found that no study have been
conducted on the topic in Kashmir. The investigator found that the entire field is
unexplored and after making in-depth study of different surveys, journals and other
research inputs, it was found that no systematic study has been conducted which could
objectively study the education and educational institutions in South Kashmir. The present
investigation is an attempt to assess the education system and educational institutions
which were prevalent in South Kashmir since 1948. The study shall be very useful for the
planners and policy makers to frame educational polices for the people of Kashmir in
general and South Kashmir in particular.
Rationale of the study
Education is a civilizational tool which discriminate human being from other animals.
Right from the dawn of civilization, the man erected institutions to regulate their lives with
peace, security and highest fulfilment of their potential and happiness. Educational
institutions are the most potent one to achieve this goal.
The valley of Kashmir is located strategically in geographical terms. It abounds with
beautiful natural endowments. The peculiar character of the state in terms of special status
in the constitutional provision of India has given it more autonomy than other states. The
people of Kashmir are very hard working and especially the population of South Kashmir
is mostly engaged in horticulture and farming. It's beautiful natural resources and scenic
beauty has been a greatest attraction for tourists from all over the World. The exposure of
people of Kashmir with the outside World created a demand for establishing better
institutions and especially educational institution at par with other states. The impact of

11
globalization and liberalization has also influencing every aspect of life throughout the
World. The valley of Kashmir cannot remain untouched with all these changes taking
place all-round.
To deal with fast socio-economic changes, the educational institutions will have to develop
and innovate itself to compete and cope up with the change. This scenario of change in
society and the greater demand for competent, trained and qualified man power to manage
the economic development driven by modern and sophisticated technology inspired the
research to study this issue. The selection of the study area was based on the occupational
nature of the people in this area which is characterised by agriculture and farming as the
main source of income. The researcher tried to examine the chronological growth and
development of educational institutions, the qualitative change in educational system and
its impact on the people in terms of education at every level, health and employment in
general terms.
This study was provided an overview of the development of educational institutions after
independence under various regimes. It was also try to find out the grey areas in the
system. This study
will be of great help to planners and policy makers to understand this
issue in proper perspective and motivate other researchers to carry this study forward.
Objectives of the study
The following objectives were formulated for the present study:
1. To study the various private and public institutions engaged in disseminating
knowledge.
2. To study the changing policies of the state and various private institutions of
education.
3. To study the causes behind the growth of private institutions.
4. To study the commonality and difference in the syllabus prescribed by the public and
private institutions.
5. To study the sex-wise and rural-urban literacy growth.
6. To study the impact of education on the different structures of the society.

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Review of the Related Literature
The review of related literature gives the researcher an understanding of the research
methodology which refers to the way of the study to be conducted. It helps the researcher
to know about the tools and instruments which prove to be useful and promising in the
previous studies. The advantage of the related literature is also to provide insight into
statistical methods through which validity of results is to be established. By reviewing the
related literature the researcher can avoid unfruitful and ineffective problem areas. He can
select those areas in which positive findings are very likely to result and his/her
endeavours would be likely to add to the knowledge in a meaningful way. The review of
related literature enables the researcher to define the limits of her/his field. It helps the
researcher to delimit and define her/his problem.
The knowledge of related literature brings the researcher up-to-date on the work which
others have done and thus to state the objectives clearly and concisely. Through the review
of related literature, the researcher can avoid unintentional duplication of well-established
findings. It is no use to replicate a study when the stability and validity of its results have
been clearly established. The final and important specific reason for reviewing the related
literature is to know about the recommendations of the previous researchers for further
research which they have listed in the studies. Helping in evaluating ones research efforts
by providing a comparison, increasing ones confidence in choice of selected topic by
viewing interest of others.
The accumulated research in all the disciplines for the last two decades has been
accomplished a host of sub-areas with the result that the present day researchers seems to
be altogether different from the studies, which were conducted in the past. Therefore,
review of the previous literature for the development of objectively based hypotheses and
enunciation of the new research design has become essential. The review of the

13
educational literature gives educator an excellent overview of the work that has been done
in the fields and helps him in keeping up with recent development. Review of the related
literature also allows the researcher to acquaint himself with current knowledge in the field
or area in which he is going to conduct his research. For a worthwhile research, the
researcher needs to acquire up-to-date information relating to the problem, which is done
through the review of the related literature. The survey of the related literature enables the
investigator to locate the gaps and find the trends in the research tools employed by the
other investigators helps the future investigators to state the problem; to weigh its
significance, to work out data gathering devices suggest research design, to identify
sources of data, to make effective statistical analysis, to arrive at potent conclusions and
avoid duplication.
Knowledge of related literature enables the investigator to define the frontier of his field. It
gives the researcher an understanding of the research methodology which refers to the way
the study is to be conducted. It helps the researcher to know the tools and instruments
which proved to be useful and promising in the previous studies. Therefore, the survey of
such studies to a greater extent forewarns the prospective researcher about the most
avowed research problem. It helps the researcher to delimit and define his problem and
brings the researcher up-to-date on the work which others have done and thus to state the
objectives clearly and concisely. By reviewing the related literature the researcher can
avoid unfruitful useless problem areas. He can select those areas in which positive findings
are very likely to result and his endeavours would be likely to add to the knowledge in a
meaningful way.
A critical review of the literature enables the researcher to go into greater details and wider
applicability of the problem in hand, so as to provide new ideas, explanations and
hypotheses. The review forms an important chapter in a thesis where its purpose is to
provide the background and justification for the research undertaken (Bruce, 1994) Bruce,
who has identified six elements of a literature review. These elements comprise a list, a
search; a report. A crucial element of all research degrees is the review of the relevant
literature and its omission represents a void or absence of a major element in research.

14
Finally we can say that literature reviewed is to expand upon the context and to provide an
empirical basis for the subsequent hypothesis. Study of related literature places the
researcher in a better position to interpret the significance of his own results. The final and
specific reason for reviewing related literature is to know the recommendations of the
previous researchers for further research which they have listed in their studies. The length
of the review will depend upon the number of relevant articles and the purpose for which
the research report is being written. Literature review is not supposed to be just s summary
of other people's work. Keeping their criteria in mind in the present investigations, the
investigator surveyed a number of studies which are directly related to the present
investigations and the same are reported here.
Review of the related literature helps the researchers to acquaint himself with current
knowledge in the field or area in which researcher is going to conduct his research. The
review of the related literature enables the researcher to define the limits of his fields and
accordingly delimits or defines his problem.
The comparative study between private schools and government school conducted by
Sharma K.J. (2008) in Bishnah zone of Jammu district, he found that private school
teachers are specialists in subject teaching in only one or two subjects whereas government
teachers are teaching all the subjects. From interviewing the parents, he came to know that
parents of both private schools and government schools children think that private schools
are better and therefore their first preference is the private schools. It also came to light that
many factors are responsible for the decline in enrolment in government schools: Uneven
distribution of teachers, transfer and delay in appointment, lack of dedication and
commitment by the teachers, lack of accountability and supervision and poor performance
of students in government school. He also found that mushrooming growth of private
school is a contributing factor in the decline enrolment in government schools. He came up
with a suggestion that government schools should open nursery and pre-primary sections
to capture children below 6 years of age.
Zothanmawii (2007) took up a study on the functioning of Government and private Higher
Secondary Schools in Aizawal, Mizoram, found that the numbers of students are more in
government higher secondary schools since screening of students is not conducted. Private

15
schools admitted a student on the basis of merit; hence, students are having good academic
background. Government schools provided more facilities to students. Space provided for
per child in private school is larger than in government school. Teachers in government
schools are more experienced than their counterparts of private schools. Most of the
private schools provided field trip to their students; a few government schools also
provided field trip to students. Due to overcrowded class room, government school faced
problems. Government school are more democratic in functioning. Private school
principals performed more regular supervision of academic activities.
Kingdon G.G, (2007) examines that primary school participation rate improved in the early
1990'S (ASER 2006). But there was no change in secondary enrolment ratio. According to
author, school participation depends on both the extent of demand for and the availability
of supply of schooling, but there are only 1/5
th
as many secondary schools as the number
of the primary schools. There was a great inter-state variation in gender disparity in case of
secondary school enrolment rates. Using the gender disparity index for secondary school
enrolment, the author found that higher gender inequality were in the States such as Bihar,
Rajasthan than the other states while states like Kerala, Tamil Nadu, had attained gender
parity. The major reason for this gender inequality in secondary enrolment was intra-
household bias against women and household educational expenditure.
Mehar R, Dhillon and Sarkaria (2007) examines the performance differentials between
male and female students in single sex and co-education schools of districts Amritsar and
Gurdaspur of Punjab during academic sessions 1995-96 to 2001-02. To carry out this study
a sample of nineteen schools was taken from rural, urban and semi-urban areas. The
analysis based on observations revealed that female students outperformed their male
counterpart in 11
th
and 12
th
classes of the three streams of study. They attributed
differentials between male and female students in academic achievement to the socio-
cultural variations of different type of habitations. In urban and semi-urban areas most of
the parents are educated and daughters are less prone to gender disparity. Comparatively
girls in rural areas have to devote more time to various domestic chores like cleaning,
cooking and looking after their younger siblings. Further education of girls is not given as
much importance as is given in urban and semi urban areas.

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Chandra Kumar Singh (2006) conducted a comparative study of the government and
private schools at Elementary Education in Imphal Municipal Block. He found that private
schools come up in prosperous locations whereas government schools come up where
there is demand from the public. Most of the government schools are functioning without
the regular Head of the institution, this affect functioning of the schools. Head of the
private institution enjoy more freedom in making plan for the development of their
institution meanwhile the head of the government school have to go by the directives of the
education officials. He also found out that private schools have comparatively better
infrastructural facilities than the government. Teachers in private school are more
motivated. The teachers in government schools are lacking in accountability due to
political and bureaucratic intervention, teachers association and the socio-economic
background of the students.
Shrivastva Ravi, (2005) examines the teacher availability at elementary level of education.
She found that there were more than three teachers in urban areas in all school but there
was single teacher school in rural areas. The proportion of single teacher school was low
with the help of operation blackboard scheme. But still there was problem of the low
availability of teachers. She estimated the percentage of filled and vacant teacher posts and
reported that proportion of sanctioned teacher positions have remained unfilled. There was
gender biasness for teacher appointments in rural area. She found the share of males
female teachers in school and more than two-third of teachers in rural primary schools
were males and same situation seen in upper primary stage.
Govinda R. (2002) observes that wide inter- state disparities in enrolment in India. He
found that in Madhya Pradesh (M.P), net enrolment ratio was high, which was 79.2%. But
it was low in Bihar, Jammu and Kashmir (JK), Nagaland, Rajasthan, Utter Pradesh (U.P)
and West Bengal (W.B). However female enrolment ratio had shown a significant increase
during the last few years. But there were gender disparities in some of the states like U.P.,
Rajasthan, J K, and Bihar. The positive feature was reduction in dropout rate which was
relatively sharper than that for the boys. This was the case due to the special attention paid
to the girl's education over the recent years.

17
Sen Gupta and Guha, (2002) estimated the enrolment, dropout and grade completion of girl
children in West Bengal. The study takes into consideration the girl children of age group
7 to 18 years. The author chose to focus on girls education as women in India tend to lag
behind significantly both in comparison to their male counterparts as well as their sisters
elsewhere in the world. The impact of parents educational level on child's education,
income and occupation of parents etc. the study also observed, that working women,
members of Muslim community, scheduled caste and scheduled tribe and rural residence
has negative impact on education of children.
Singh Shailendra and Sridhar's study (2002) of two districts namely, Deoria Firozabad
in U.P. This study covered 54 government and 48 private schools. They found the decline
in government school's enrolment and a commensurate increase of enrolment in private
recognized school. The author focused on two time period i.e. 1997-98 to 1998-99 and
1998-99 to 1999-2000. In the case of gender, the higher number of girls were enrolled in
government schools than the private schools, whereas is case of drop out; it was high in
govt. schools than private school. In case of school infrastructure, the 94 government
schools have their own buildings, own hand pumps, good classrooms, but this position was
totally different in private schools. The Private schools have better health facility and
electricity facility in schools. The teacher pupil ratio had increased over the period of time
in private schools and their teachers were having better qualification. But in private
schools, teachers are not trained because there are no training facilities for private school
teachers. The study analyzed that comparative study between two districts through
estimation of out of school children in private schools, enrolment rates using primary data.
One way of eliminating this selection bias is to randomly assign children to public and
private schools and compare their learning outcomes. However, even well designed
experiments do not always yield clear cut estimates of school effects. Voucher experiments
in Colombia and Chile provide interesting examples. Colombia began experimenting with
school vouchers in 1991 and provided vouchers to students entering grade 6 by randomly
assigned lottery. This allows for a comparison of lottery winners and losers and the
comparison indicates that the winners have lower dropout rate and somewhat higher tests
scores than losers (Angrist et al. 2002).

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Nautiyal (2001) studied the socio-economic problems in enrolment and retention of
Muslim girls in the Haridwar district of Uttaranchal. He concluded that socio-economic
background of the Muslim girls' parents was the primary cause of low enrolment
retention of Muslim girls.
A comparative study of the functioning of government and private schools of the Faridkot
district, Punjab by Brar, S.K. (1998) finds out that majority of parents send their children
to private schools because they feel that teachers are more dedicated, giving more care and
attention to children. Private schools are more disciplined, efficient in administration,
better in providing facilities to children, better in teaching and methods of evaluation.
Highest percentage of teachers feel that quality of government schools is low compared to
private schools due to transfer of teachers and delay in appointment, poor family
background of students, excessive influence of political parties, engagement of teachers in
census, election and other duties including clerical work in school and lack of school
community relationship etc. Majority of government school headmasters reported that the
quality of government school is low and the reason being lack of infrastructure, students
poor family background, influence of strike, wastage of teachers time in census, election
and other duties, lack of dedication and responsibility. On the other hand, majority of
private schools headmasters reported that they attracted students to private schools because
of the public feeling that better education is imparted, better infrastructure facilities more
discipline and better coaching, more compulsory in teaching and learning, more incentives
etc.
Singh, Suman K and KumarSunil, (1999) conducted a comparison of government and
private schools in the rural areas of Muzzafarpur and Darbhanga district in Bihar. They
found that most of the private schools had poor quality physical infrastructure, but better
pre-primary teaching facilities that were nearly absent in the government schools.
Government schools were found to have fewer, but well-trained teachers, although
learning achievement was found to be higher in private than in government schools.
Private school teachers worked harder and refrained from going on leave, which was not
the case with government school teachers. A comparison of the profile of parents showed
that preference for private schools was linked to their educational status and inspiration.

19
Probe Team, (1999) the report gives a recent picture of education system in India. It is the
people's report which means that it puts forward the viewpoints of the common people
regarding various issues related with education. The issue includes how important
education is for boys and girls, the condition of schools, availability of teachers and school
environment. The study area chosen here is Bihar, Madhya Pradesh, Rajasthan, and Uttar
Pradesh. How much importance parents give to education in life, what they felt about
sending their children to school, what is the cause behind withdrawing their children are
some such questions the report has successfully tried to capture. All these issues have been
taken up by the report. Broadly, the report includes issues like, accessibility of schools
both physical and social along with economic accessibility, quality of infrastructure
present in various government and private schools, school environment, cause of dropout,
facts about teacher's involvement and community participation. It was found that
maximum percentage of people felt that even the factors like, poor condition of schools,
inadequate infrastructural facilities, unhealthy school environment and lack of teacher's
commitment are responsible for the poor attendance and high dropout rates.
Duraismay (1999) studied cost, quality and outcomes of primary schooling in rural Tamil
Nadu and came to the conclusion that the institutional cost of schooling was highest in the
aided schools. The teachers in government schools were more educated and experienced.
Students of private schools performed far better than students of government and
government aided schools. Teachers' qualification, literacy of the pupils', father, student-
teacher ratio in the class and type of school management exerted significant influence on
the achievement of students.
Malhotra Sudha,(1998) based on a study of schools in Allahabad District in Uttar Pradesh
found that while enrolment in schools giving incentives to students was higher than those
that were not providing incentives. Attendance in schools without incentives was higher
than those with incentives. The retention rate was higher in schools without incentives than
their counterparts.
Singh Y.P, (1998) estimates the comparative analysis of government private schools in
Gorakhpur and Saharanpur districts in U.P. The author analyzed that the enrolment ratio
was higher in government schools than private schools. The regular homework were given

20
to the students in private schools that was found to be absent in government schools. The
teachers give more attention to the students in private schools.
Aggarwal, Yash, (1998) study based on Delhi finds that teachers in private unaided schools
(PUA) were younger and more qualified. It was easy for private unaided schools to appoint
a teacher. But teacher appointment was a long procedure in govt. school. Because private
unaided schools were not obliged to follow guidelines such as SC/ST reservation or
seniority. He also estimated that govt. schools did not have good infrastructure but even 14
of the 40 private unaided schools did not have the toilets for girls.
Kiran Bhatty (1998) also focuses on the social prejudices and infrastructural bottlenecks
that have impact on parental motivation with regard to education, she further points out
that parents tried to favour education of male children while ignoring the educational needs
of girls. This unequal favour from the parents' side leads to gender biasness. The author
has included economic and social considerations in explaining gender biasness seen in the
educational system in India. Factors such as, low economic and low social returns,
tradition to early marriage and presence of higher levels of schools at a distance from the
household etc force the parents to take out their girl children from schools. The author,
while enumerating the role of the above mentioned factors, attempts to establish that low
parental motivation is not a cause of poor enrolment and high drop out of children in
elementary classes.
Babukuttan P. (1997) in his study on existing inspection and supervision of primary
schools in Kollam district, Kerala, also finds lack of physical facilities, lack of awareness
regarding new concepts of supervision as the common problems faced by inspecting
officers. He showed that office works consume most of their time.
Hailu (1997) in Eritrea have revealed that number of female teachers has a strong bearing
on the participation of girls. The authors report that low percentage of girls (28%) in
secondary school is because percentage of female teachers is very low (9%).
Kingdom, Geeta, Gandhi, (1996) points out towards a crucial distinction namely the
difference between recognized and unrecognized private unaided schools. State
government recognition is an official stamp of approval but it requires certain conditions to
be fulfilled. While all private unaided secondary schools must be recognized, elementary

21
schools do not have to be recognized in many states. The main reason for wanting
recognition is to become eligible to apply for government grant-in-aid and to be able to
issue valid Transfer certificates to students leaving the school.
Duraisamy (1996) finds that education level of private unaided schools teachers were not
very different from those private aided schools. But the number of experience years was
less in private unaided schools as compared to government and aided schools. On the other
side; the government and private aided schools spend less on school infrastructure as
compared to private unaided schools because teacher's salaries were less in private
unaided schools as compared to government and private unaided schools.
Tamjenkaba, (1993) reported that: (i) Christian Missionaries played an important role to
establish schools in the then Naga Hills. Dr. and Mrs. Clark started the first School at
Moleng Ymsim in 1878 with the enrolments of 6 students. After the 2nd World War, more
people got interested to receive education. (ii) Development of Education in Nagaland
started after the attainment of statehood of Nagaland while participating in the National
Five Years Plans, starting from the Fourth Five Year Plan.
Solanki K.N., (1992) conducted a study on the relationship between the educational
management and the organisational climate. The finding revealed that (1) education
management of a school depended upon the resources of the school system. It was
independent of sex of student's population, of organisational management and place of
school but mostly depended upon the human educational and physical dimensions of
resources, (2) the Secondary Schools differed among themselves in their organisational
climate. The organisational level of Secondary School appeared to be independent of
organisational management, place of work and sex of student's population, (3) there was a
relationship between a resource management system and the organisational climate of the
school. Highly resourceful were inclined towards the open range climate, whereas the low
resourceful schools were inclined towards the closed ranged climate.
On the contribution of Seng Khasi schools to the development of education in Meghalaya,
Talang D.H., (1992) found that Seng Khasi School is the only sectarian secular private
educational institution in the state of Meghalaya. The aim of the school is to propagate
education and traditional institution to all section of the people in the society. The school

22
was founded in the year 1921 and was recognised by the government in 1964.
Administration of the school was carried out by the headmaster with the help of teachers
along with the managing committee. Annual grant to the school was borne by the state
government. The school provides a library for the students where magazines, journals and
reference books on different subjects are kept.
Pati S., (1992) revealed that in Cuttack-I circle, Cuttack, a majority of the Secondary
School Headmaster did not have adequate provision for audio-visual aids in their school.
In majority of schools, various activities like sports etc. existed but they did not have funds
for organising co-curricular activities in their schools. All the headmasters stated that their
colleagues assisted them in their office work. In some schools only there were a required
number of peons and majority of them did not have a typing machine.
A study by Morgan V., (1992) focuses on the question of how to interact schools in
Northern Ireland. It suggests that the role of the head teacher makes increased demands on
the person in such schools. It also suggests that the group of head teachers is to some
extent be self selective to take up the position requires a deep commitment to the ideals of
integrated education. The three key areas where their experiences are emphasized are
curricular development and implementation, management skills and relationship with
parents.
Birdi B. (1992) in his study highlights the fact that the work of inspecting officer has
increased without any corresponding increase in the strength of staff. The study has
another interesting observation to make regarding the methods and procedures of
supervision and inspection: it has not undergone much change since independence.
In the Darrang District of Assam, Deka B.N., (1991) found that the increases in population,
poverty of the people, illiteracy of the parents, indifferent attitude towards female
education, inadequate financial resources have contributed to the backwardness of the
Secondary Education in the District. The socio-economic condition of teachers is far from
satisfactory. The private school teachers particularly get lower scale of pay with
insecurities of service. Under such conditions no such teachers can be expected to
discharge his duties with credibility and sincerity. He also points out the problems such as:
inadequate school infrastructures, less number of trained teachers, lack of co-curricular

23
activities and neglected physical education and lack of understanding between parents and
teachers. Proper supervision and inspection of the school is absent especially in remote and
backward areas. Teacher's condition and status were neglected by the government,
political leaders and the public. No introduction of subjects which suited to the local needs,
e.g., crafts and SUPW was made and financial hardship is the root of all evils in the field
of Secondary Education in Darrang District.

24
Introduction
The common idea of methodology is the collection, the comparative study and critique of
the individual method that is used in a given discipline or field of inquiry. It can be defined
as (i) a body of method, rules and postulates employed by a discipline. (ii) A particular
procedure or set of procedures. (iii) The analysis of the principles of procedures of inquiry
in a particular field. Research, being a methodological approach, is a vast and multi-
dimensional concept. It is an endless quest for knowledge or an unending search for truth.
It brings to light new knowledge, corrects previous errors and miss-conceptions and adds
an orderly way to the existing body of knowledge .The knowledge obtained by search is
scientific and objective. Therefore it is implied that for obtaining scientific and objective
results, there should be a proper methodology and procedure.
Every piece of research must be planned and designed carefully so that the researcher
proceeds ahead without getting confused at the subsequent steps of research. The
researcher must have a clean and clear understanding of what is to be done, what data is
needed, what data collecting tools are to be employed and how the data is to be statistically
analyzed and interpreted?
A design is a blueprint of the procedure for the completion of various research steps and
thus reaching valid conclusions regarding the relationship between the variables under
study. Therefore, it is important that the design is specifically conceived and objectively
executed to bring empirical evidence. By doing so, the observations and inferences become
valid to rely on. The preparation of a research proposal or design is an important step in the
research process. It provides a systematic plan and procedure for the research to follow.
"Research design sets up the framework for adequate tests of the relations among
variables. Design tells us, in the sense, what observation to make, how to make them and
how to analyses the quantitative representation of the observations. Strictly speaking,

25
design doesn't tell us precisely what to do, but rather suggests the direction of the
observation making and analysis" (Kerlinger1983, p.27)
Research design stands for advance planning of the method to be adopted for collecting the
relevant data and the techniques to be used in their analysis. Selection of a particular
design is based on the purpose of the piece of research to be conducted. The design deals
with selection of the subjects, selection of the data gathering devices, the procedure of
making observations and the type of statistical analysis to be employed in interpreting data
relationship.
A research study is to be carried out as per a design formulated in anticipation. The present
study is based on survey method. The present investigator also formulated a compact
design to carry out the research. The details about the sample, tools employed, scoring,
data collection, procedure and analysis are given as under:
Research Design
The study should be viewed as exploratory in nature. The methods adopted for the present
study is a combination of exploration and description. The exploratory design was selected
because of the fulfillment of research needs as per the objectives. Although in India there
are a few researches conducted on development of education. Various new approaches
have adopted to find out the research queries. Further the nature of research is descriptive
as well because it contains some assumed findings.
Data Base
Information was gathered by using a variety of methods to gain a better understanding of
the situation, issues, perspectives and priorities. Data collections methods were included
documents/literature review, structured interviews and questionnaires. The data regarding
different parameters of the study was collected from different institutes of education and
training in four districts of South Kashmir viz; Anantnag, Pulwama, Shopian and Kulgam.
The investigator also collected the data from State Board of School Education, Srinagar,
different District Institutes of education and Training, different Census Hand Books of

26
Government of Jammu and Kashmir and different surveys and studies about the growth
and development of education in South Kashmir.
In the present study the primary as well as secondary sources of data was utilized to obtain
the information.
Primary Data
Primary data was collected in almost all the educational zones, colleges etc with the use of
designed information blank, questionnaire and structured interview schedule. The
information blank was collected from different educational offices and educational zones
of South Kashmir. The questionnaire was conducted individually asking by headmasters of
different public and private institutions of South Kashmir, Jammu and Kashmir, besides
that questionnaire was also administered to the parents whose children are enrolled in
public and private institutions. An interview was conducted on different teachers who are
engaged in teaching in different public and private institutions of South Kashmir. An
interview was also conducted to different educationists (Director School education, Joint
Director School Education, Chief Education Officers and Zonal Education Officers of
South Kashmir).
Secondary Data
Secondary data was collected from various books, journals, newspapers, magazines and
other relevant sources. Websites which contain lot of material on educational development
of India as well as Kashmir. Besides that secondary data was also collected from the Chief
Education Offices and Zonal Education Offices, Digest of Statistics, Directorate of
Economics and Statistics, Government of Jammu and Kashmir and Census Hand Books of
JK.

27
Sample for the Present Study
The investigator collected the data from different educational and learning institutions of
South Kashmir. The list of data collected for the present study was as under:
1. Jammu and Kashmir State Board of School Education, Bemina, Srinagar.
2. Directorate of Economics and Statistics, Government of Jammu and Kashmir,
Bemina, Srinagar.
3. Old Secretariat, Government of Jammu and Kashmir, Jahangir Chock, Srinagar.
4. District Institutes of Education and Training, Anantnag, Kashmir.
5. District Institutes of Education and Training, Pulwama, Kashmir.
6. District Institutes of Education and Training, Kulgam, Kashmir.
7. District Institutes of Education and Training, Shopian, Kashmir.
8. Chief Education Office, Anantnag, Kashmir.
9. Chief Education Office, Pulwama, Kashmir.
10. Chief Education Office, Kulgam, Kashmir.
11. Chief Education Office, Shopian, Kashmir.
Tools and Techniques
The data for the present study was collected through information blank, questionnaire for
headmasters and parents and interview schedule for educationists. Following tools and
techniques were employed for the present investigation:
1. Information blank ­ I
2. Information blank ­ II
3. Information blank ­ III
4. Questionnaire ­ I (For headmasters)
5. Questionnaire ­ II (For parents)
6. Questionnaire ­ III (For teachers)
7. Interview schedule (For educationists)

28
Profile of Kashmir
JK State Profile: Kashmir has remained a land of Sufis, Rishis and Saints and above all,
cultured people. The culture of the state is a product of a great and continuous interaction
between Hindus, Muslims and Sikhs. The state of Jammu and Kashmir enjoys a special
status in the country. It has its own constitution which regulates its ways for socio-
economic development of its people. The state has a unique feature of having two capitals,
Jammu as the winter capital for 6 months (November-April) and Srinagar as the summer
capital for 6 months (May-October).
Situated between 32.15 degree and 37.05 degree north latitude and 72.35 degree and
83.20degree east longitude, the total area of the state is 2, 22,236 sq. kms. including 78,114
sq. kms under the illegal occupation of Pakistan and 37,555 sq.kms under that of China, of
which Pakistan illegally handed over 5,180 sq kms. to China. The length of the state is 640
kms. From north­south and 480 kms from east­west.
The state of Jammu and Kashmir is situated in the extreme north of India. It is bounded by
China in the north and east, by Afghanistan in the north-west and by Pakistan in the west.
In the south it has its boundaries with the states of Punjab and Himachal Pradesh. The state
commands a strategic importance in Asia due to its central location.
Geographically and culturally, the state has three main regions: Jammu, Kashmir and
Ladakh. The annual rainfall also varies from region to region with 115.9mm, 650.5mm and
92.6mm respectively. The state of Jammu and Kashmir which is an abode of love, beauty
and location, makes it undoubtedly the crown of India. The largest fresh water lake in the
Asia namely "Wular Lake" is also located in Kashmir.
The state ranks 6
th
in area and 19
th
in population among the state and union territories of
India. Now the state has 22 revenue districts as 8 new districts have been created on 1
st

29
April, 2007out of which Leh and Kargil fall in the cold arid zone. The districts of Srinagar,
Baramulla, Kupwara, Bandipura, Ganderbal, Pulwama, Budgam, Shopian, Kulgam and
Anantnag are located in the temperate zone of Kashmir valley which remains snow-bound
during winter. The districts of Jammu, Punch, Rajouri, Kathua, Kishtwar, Ramban, Reasi,
Samba, Udhampur and Doda fall in the sub-tropical zone. The state has 142 blocks,
74tehsils, 3 municipalities and 6758 villages. The state is connected with rest of the
country by air, rail and road. Air India and other private airlines operate regular flights to
Srinagar, Jammu and Leh.
The national highway 1-A connects the capital cities of Srinagar and Jammu with rest of
the country. There are daily passenger trains connecting Jammu with most of the major
cities of the country. The state consists of mostly mountains with a large area of forests.
Agriculture is the main occupation of the people. Paddy, wheat and maize are the major
crops. The area also offers good climatic conditions for the cultivation of fresh and dry
fruits. Paper mashie, wood carving, carpets, shawl-making, embroidery etc., are among
Kashmir's exquisite handicrafts which earn substantial foreign exchange. Official language
is Urdu but English is mostly used in the offices. Kashmiri, Boshi, Dogri and Pahari are the
mother tongues in different regions.
The population of the state is 1, 25, 48,956 of which 66, 65,561are males and 58,83,365
are females according to the census of 2011.The state has literacy rate of 68.74% as per the
census of 2011 with 78.26% male literates and 58.01% female literates. The density of the
state is 124 persons per sq.kms.
Educational Statistics: At present there are 28824 schools in the state of Jammu and
Kashmir of which15245 are primary schools, 10008 are middle schools and 3519 are
secondary/higher secondary schools. Besides these there are 2 sainik schools, 36 kendriya
vidyalayas and 14 jawahar navodaya vidyalaya's, army good will schools, kasburba
gandhi balika vidyalaya's, darul-ulooms which also impart education to the children.
Higher Education: Besides primary, upper primary and secondary educational institutions
in the state of Jammu and Kashmir, there are also various colleges of higher learning
which are disseminating knowledge in the state. Among them there are 95 colleges for
general education, 142 B. ed colleges, 3 medical colleges, 4 engineering colleges, 53

30
industrial training institutes, 30 polytechnic colleges, 7 nursing colleges, paramedical
institutes and other professional and non-professional colleges. There are 8 universities in
the state of Jammu and Kashmir of which 2 are central universities, 1 is a technical
university, 1 is an agricultural university and 4 are state universities. Among the state
universities, the University of Jammu and the University of Kashmir have their campuses
in various districts of Jammu and Kashmir.
Profile of South Kashmir: South Kashmir region is situated 15 km south-east of Srinagar.
The population is 23, 28,950 of which 12, 03,366 are males and 11, 25,584 are females as
per the census of 2011. South Kashmir is called the gateway of Kashmir valley. The area is
bounded by Srinagar in the north, Rajori in the north-west and Kargil district in the north-
east and also bounded by Doda and Udhampur in the east and south. The area is bounded
by pir-panjal mountain range through which passes the world famous Jawahar Tunnel.
Also due to the trees lining up all along the roads in this area it is called the `green tunnel'
of the valley. This area is connected to the rest of India by road and rail links. The only
national highway which passes through the state of Jammu and Kashmir passes through
this region.
So far as the agriculture is concerned, the area is very fertile. This area is also called the
green belt of Kashmir valley. About 51% of the total area is covered with forest and 82%
population lives in the villages. Most of the population is engaged in agriculture. Because
of the good fertility of soil and high production of rice, the area is also called the "rice
bowl of Kashmir". The area is also famous all over the world for the saffron cultivation,
production of walnut and apple. Most of the higher reaches of South Kashmir experience
early snowfall in winters. This area is also known for its high and quality production of
milk in the valley.
South Kashmir has been divided into two districts in 1979 namely Anantnag and Pulwama.
In 2007, these districts were further divided and the district of Anantnag gave birth to
Kulgam and the district of Pulwama gave birth to Shopian. Kashmiri and Urdu are the
main languages of people while rice is their staple food.
The area of the South Kashmir also gained significance during the Muslim period when
Aurangzeb's governor Islam Khan (1664-65) laid out a garden for the Mughal Emperor

31
who named the place after him as "Islamabad". The dogra ruler Gulab Singh however
rechristened the town as `Anantnag'.
Tourist Attractions: South Kashmir attracts people not only from within India but from
the whole world because the area is full of attractions which are globally famous like
Pahalgam, Achabal, Kokernag, Verinag, Simthantop, Aharbal waterfall, Awanti Varman
Monuments in Awantipora etc., The famous river Jhelum also originates from South
Kashmir region.
As far as the education sector of the South Kashmir region is concerned, there are a large
number of private and public schools which cater to the education of children up to the
higher secondary level. There is a campus of the University of Kashmir in the district of
Anantnag and also a technical university namely the Islamic University of Science and
Technology in Awantipora in district of Pulwama. Besides these, there are a large number
of professional and non professional colleges/institutes which cater to the higher education
in this region. The statistics related to these institutions and schools have been discussed in
detail in the following pages which will help us get an accurate picture of the educational
sector in the South Kashmir region.
Notwithstanding the precision of data computation, an investigator needs to be equally
critical and selective in choosing an appropriate statistical method for the analysis of data.
Because an inadequate statistical analysis will make the whole process a meaningless
collection of tables and figures. It is pertinent to understand the objectives under
investigation and then employ a suitable statistical device so as to differentiate between the
known variables and factors which interfere with their performance.

32
SECTION ­ A
PRIVATE AND PUBLIC INSTITUTIONS ENGAGED IN DISSEMINATING
KNOWLEDGE IN SOUTH KASHMIR
India as a country came into existence in the year 1947, so our study primarily focuses on
the changes which have taken place in the education system in the area of South Kashmir
after India has attained independence. In doing so we have collected the data from 1948-
2013. A general overview of the system in existence at the time of our independence can
be obtained from the data which we have included from the year 1948. The data which was
obtained for the period 1951-2011 was on the basis of changes which took place decade
wise which gives us an accurate picture of the changes which have taken place during
these 10 years. After 2011, the data from the years 2012 and 2013 has also been included
to provide additional reference for obtaining a clear and latest picture of how the system
works today. In some tables it may be noticed that the data is not from the starting period
of our study but starts from an intermediate period like 1981 or 2011. The reason for
omitting the periods which are not mentioned in the table is given as a small explanation
which is annexed to each table.

33
Table No. 4.1: Showing the total number of primary schools in South Kashmir from
1948 to 2013
Year
Public/
Private
Primary schools
Total
number
of
schools
Total
enrolment
Male
Female
Total
number
of
teachers
Male
Female
Pupil
teacher
ratio
1948
Public
160
4812
4600
212
412
412
0
12:1
Private
13
902
881
21
27
27
0
13:1
1951
Public
323
11430
10914
516
696
696
0
16:1
Private
26
2200
2161
39
48
48
0
46:1
1961
Public
516
17690
16967
723
1471
1440
31
12:1
Private
37
4110
3283
827
93
93
0
44:1
1971
Public
695
23220
22007
1213
1530
1410
120
15:1
Private
41
4888
3328
1560
158
129
29
31:1
1981
Public
908
42633
32977
9656
2628
2297
331
16:1
Private
62
8422
5022
3400
296
249
47
28:1
1991
Public
1048
57044
40323
16721
3085
2685
400
18:1
Private
82
12302
5781
6521
534
441
93
23:1
2001
Public
1100
55047
33957
21090
4188
3069
1119
13:1
Private
108
16852
9197
6755
728
455
273
23:1
2011
Public
1816
82229
46613
35616
7013
4738
2275
12:1
Private
222
41025
21698
19327
1570
936
634
26:1
2012
Public
1800
83353
45685
37668
7151
4847
2304
12:1
Private
229
43545
22716
20829
1629
887
742
27:1
2013
Public
1793
82836
45444
37392
7188
4865
2323
12:1
Private
231
43917
23138
20779
1700
950
750
26:1
Source: Field Survey
The table 4.1 shows the statistics about the primary schools both private and public in the
South Kashmir region. We can see a large increase in the enrolment in the schools and also
the number of schools has increased dramatically. The main point which needs to be seen
is the male female ratio among the students in the schools which has improved
considerably. This shows a growing interest among the public to educate the girl child and
also improved emphasis on the education of children.

34
Table No. 4.2: Showing the total number of upper primary schools in South
Kashmir from 1948 to 2013
Year
Public/
Private
Upper primary schools
Total
number of
schools
Total
enrolment
Male Female
Total
number
of
teachers
Male Female
Pupil
teacher
ratio
1948
Public
66
5430
5213
217
330
330
0
16:1
Private
4
452
440
12
38
38
0
12:1
1951
Public
93
7660
7141
519
412
412
0
19:1
Private
7
1108
1069
39
63
63
0
18:1
1961
Public
161
18612
16863
1749
570
498
72
33:1
Private
7
1203
1142
61
66
66
0
18:1
1971
Public
192
26825
24464
2361
911
790
121
29:1
Private
9
1801
1685
116
91
84
7
20:1
1981
Public
288
34991
26864
8127
1684
1471
213
21:1
Private
52
8312
6497
1815
459
395
64
18:1
1991
Public
330
45056
33845 11211
2362
1953
409
19:1
Private
80
13280
8938
4342
638
530
108
21:1
2001
Public
640
50764
30029 20735
3726
2820
906
14:1
Private
140
28971
16287 12684
998
862
136
29:1
2011
Public
1133
66626
35217 31409
6543
4848
1695
10:1
Private
276
47766
24408 23358
2094
1548
546
23:1
2012
Public
1138
62314
32591 29723
6578
4869
1709
12:1
Private
290
50522
27244 23778
2164
1597
567
27:1
2013
Public
1140
60297
31277 29020
6611
4873
1738
12:1
Private
295
51537
26330 25207
2216
1622
594
26:1
Source: Field Survey
The above table shows the statistics about the upper primary schools both private and
public in the South Kashmir region. We can see a large increase in the enrolment in the
schools and also the no of schools has increased dramatically. The main point which needs
to be seen is the male female ratio among the students in the schools which has improved
considerably. This shows a growing interest among the public to educate the girl child and
also improved emphasis on the education of children.

35
Table No. 4.3: Showing the total number of secondary schools in South Kashmir
from 1948 to 2013
Year
Public/
Private
Secondary Schools
Total
number
of
schools
Total
enrolment
Male
Female
Total
number
of
teachers
Male Female
Pupil
teacher
ratio
1948
Public
20
3030
2964
66
145
145
0
21:1
Private
2
228
203
25
19
25
0
12:1
1951
Public
27
5500
5311
189
243
243
0
23:1
Private
2
220
201
19
20
81
0
11:1
1961
Public
36
7300
6980
320
420
403
17
17:1
Private
02
238
211
27
21
101
0
11:1
1971
Public
40
10700
9645
1055
525
484
41
20:1
Private
04
815
670
45
41
137
0
20:1
1981
Public
45
12380
9748
2632
615
533
82
20:1
Private
13
3311
2492
819
188
161
27
18:1
1991
Public
88
22922
18036
4886
936
759
177
24:1
Private
33
7913
4856
3057
398
304
94
20:1
2001
Public
124
23983
15586
8397
1581
1212
369
15:1
Private
51
15089
8863
6226
623
488
135
24:1
2011
Public
217
48260
26870
21390
2825
1925
900
17:1
Private
101
30487
15736
14751
1206
907
299
25:1
2012
Public
233
49889
27252
22637
2929
2002
927
17:1
Private
107
32884
16489
16395
1255
946
309
26:1
2013
Public
233
49278
27028
22250
3008
2053
955
16:1
Private
108
33528
17353
16175
1281
948
333
26:1
Source: Field Survey
The table 4.19 shows the statistics about the secondary schools both private and public in
the South Kashmir Region. We can see a large increase in the enrolment in the schools and
also the no of schools has increased dramatically. The main point which needs to be seen is
the male female ratio among the students in the schools which has improved considerably.
This shows a growing interest among the public to educate the girl child and also improved
emphasis on the education of children. Also we can notice that the enrolment in the private
secondary schools is increasing on a much faster pace compared to the public Schools.

36
Table No. 4.4: Showing the total number of higher secondary schools in South
Kashmir from 1948 to 2013
Year
Public/
Private
Higher secondary schools
Total
number
of
schools
Total
enrolment
Male Female
Total
number
of
teachers
Male Female
Pupil
teacher
ratio
1948
Public
3
684
667
17
27
27
0
25:1
Private
0
0
0
0
0
0
0
0:1
1951
Public
3
704
613
91
31
31
0
23:1
Private
0
0
0
0
0
0
0
0:1
1961
Public
5
856
760
96
75
75
0
11:1
Private
0
0
0
0
0
0
0
0:1
1971
Public
12
2201
2079
122
137
123
14
16:1
Private
1
260
221
39
12
12
0
22:1
1981
Public
13
4247
3713
534
288
256
32
15:1
Private
1
280
217
63
13
13
0
22:1
1991
Public
27
8344
7189
1155
504
441
63
17:1
Private
5
1080
789
291
58
51
7
19:1
2001
Public
50
21582
12734
8848
783
622
161
28:1
Private
11
2551
1757
794
151
125
26
17:1
2011
Public
85
44897
26962 17935
1748
1280
468
26:1
Private
23
4739
2859
1883
265
210
55
18:1
2012
Public
85
46525
27389 19136
1817
1308
509
26:1
Private
23
5097
2965
2132
278
209
69
18:1
2013
Public
88
47909
27739 20170
1861
1340
521
26:1
Private
23
5561
3216
2345
291
214
77
19:1
Source: Field Survey
The above table shows the statistics about the higher secondary schools both private and
public in the South Kashmir region. We can see a large increase in the enrolment in the
schools and also the no of schools has increased dramatically. The main point which needs
to be seen is the male female ratio among the students in the schools which has improved
considerably. This shows a growing interest among the public to educate the girl child and
also improved emphasis on the education of children. The peculiar feature here is that the
public schools are still more popular than the private schools for the higher secondary

Details

Pages
Type of Edition
Erstausgabe
Year
2016
ISBN (PDF)
9783960675952
ISBN (Softcover)
9783960670957
File size
1 MB
Language
English
Publication date
2016 (December)
Keywords
Development Education South Kashmir Institution Educational Profile India Adult Education Educational System
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