Educational Developments in South Kashmir Since Indian Independence

Maqbool, Maroof

Educational Developments in South Kashmir Since Indian Independence

Pedagogy - School System, Educational and School Politics

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

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.

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

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

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

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.

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.

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

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.

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

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.

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

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

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

and 12

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.

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.

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).

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.

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

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

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

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

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.

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,

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

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.

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)

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

in area and 19

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

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

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

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.

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.

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

schools

Total

enrolment

Male

Female

Total

number

teachers

Male

Female

Pupil

teacher

ratio

1948

Public

160

4812

4600

212

412

12:1

Private

902

881

13:1

1951

Public

323

11430

10914

516

696

16:1

Private

2200

2161

46:1

1961

Public

516

17690

16967

723

1471

1440

12:1

Private

4110

3283

827

44:1

1971

Public

695

23220

22007

1213

1530

1410

120

15:1

Private

4888

3328

1560

158

129

31:1

1981

Public

908

42633

32977

9656

2628

2297

331

16:1

Private

8422

5022

3400

296

249

28:1

1991

Public

1048

57044

40323

16721

3085

2685

400

18:1

Private

12302

5781

6521

534

441

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.

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

teachers

Male Female

Pupil

teacher

ratio

1948

Public

5430

5213

217

330

16:1

Private

452

440

12:1

1951

Public

7660

7141

519

412

19:1

Private

1108

1069

18:1

1961

Public

161

18612

16863

1749

570

498

33:1

Private

1203

1142

18:1

1971

Public

192

26825

24464

2361

911

790

121

29:1

Private

1801

1685

116

20:1

1981

Public

288

34991

26864

8127

1684

1471

213

21:1

Private

8312

6497

1815

459

395

18:1

1991

Public

330

45056

33845 11211

2362

1953

409

19:1

Private

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.

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

schools

Total

enrolment

Male

Female

Total

number

teachers

Male Female

Pupil

teacher

ratio

1948

Public

3030

2964

145

21:1

Private

228

203

12:1

1951

Public

5500

5311

189

243

23:1

Private

220

201

11:1

1961

Public

7300

6980

320

420

403

17:1

Private

238

211

101

11:1

1971

Public

10700

9645

1055

525

484

20:1

Private

815

670

137

20:1

1981

Public

12380

9748

2632

615

533

20:1

Private

3311

2492

819

188

161

18:1

1991

Public

22922

18036

4886

936

759

177

24:1

Private

7913

4856

3057

398

304

20:1

2001

Public

124

23983

15586

8397

1581

1212

369

15:1

Private

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.

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

schools

Total

enrolment

Male Female

Total

number

teachers

Male Female

Pupil

teacher

ratio

1948

Public

684

667

25:1

Private

0:1

1951

Public

704

613

23:1

Private

0:1

1961

Public

856

760

11:1

Private

0:1

1971

Public

2201

2079

122

137

123

16:1

Private

260

221

22:1

1981

Public

4247

3713

534

288

256

15:1

Private

280

217

22:1

1991

Public

8344

7189

1155

504

441

17:1

Private

1080

789

291

19:1

2001

Public

21582

12734

8848

783

622

161

28:1

Private

2551

1757

794

151

125

17:1

2011

Public

44897

26962 17935

1748

1280

468

26:1

Private

4739

2859

1883

265

210

18:1

2012

Public

46525

27389 19136

1817

1308

509

26:1

Private

5097

2965

2132

278

209

18:1

2013

Public

47909

27739 20170

1861

1340

521

26:1

Private

5561

3216

2345

291

214

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
Publication Year: 2016
ISBN (Softcover): 9783960670957
ISBN (PDF): 9783960675952
File size: 1 MB
Language: English
Publication date: 2016 (December)
Keywords: Development Education South Kashmir Institution Educational Profile India Adult Education Educational System
Product Safety: Anchor Academic Publishing

Author

Dr. Maroof Maqbool (Author)

Educational Developments in South Kashmir Since Indian Independence

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Excerpt

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Author

Dr. Maroof Maqbool (Author)