Village Schools Survey Report

 

The education survey was conducted with a view to finding out the adequacy or otherwise of the schools in the sending villages. Many children of migrant workers migrate with their parents while many do not. We have seen that the overall ratio of their respective numbers is 60:40 i.e. 60% of the children in the 1-14 year age group migrate and 40% do not. We have also noted that this ratio falls from 90:10 in the 1-4 year age group to 70:30 in the 5-6 year or balwadi age group and to 48:52 in the 7-14 or primary school age group. In fact, in the 11-14 age group 60% of the children do not migrate. This points to the effort on the part of the parents to continue their children’s schooling as far as possible. As we have also seen, the foremost reason given for some members of families not migrating with the rest of the family was ‘education’. Regarding problems faced with respect to education of the children the main problem has been that of access to a school whether in the village or at the factory sites. This was the problem mentioned by all groups of respondents - parents, teachers and mukadams. Although, as we have noted, few of the respondents have expressed any dissatisfaction about the quality of schools and schooling offered, this is likely to be because their focus is first on the availability of the facility and secondly because many of the respondents may have no standards with which to compare the facilities available to them. 

We must also note that various factors will influence the decision of parents to leave children behind in the village to go to school. This implies that it cannot be assumed that all children of school going age will stay behind if schools with hostels are made available. Hence, while considering ways of improving educational standards of children of migrant workers, attention must be given to both setting up of quality sakharshalas as well as to  improving accessibility and quality of the mainstream schools if necessary and possible. The survey was expected to reveal the shortcomings of the schools and, thus, help to decide what intervention is necessary to overcome them.

The survey included 180 schools of 173 villages. These were all Government schools run by the Zilla Parishads.

The majority of these schools, 157, 87%, are 25 to 100 years old and 8 of them are even more than 100 years old. Only one has been opened in the last 5 years. Thus, most of the schools can be said to be well established.

 

Table E 1: Age of schools

Opened in	No. of schools	Age of schools
Before 1904	8	More than 100 years
1904 to 1954	68	50 to 100
1955to 1979	89	25 to 50
1980 to 1999	14	5 to 25
After 1999	1	Less than 5

 

However, 110, or 61% of these schools have classes up to Std IV only. Another 65, 36% have classes up to Std VII and only 5, 3% are High Schools, that is, they have classes up to Std X.

Table E 2: Number of standards in a school

Highest Std in the school	No. of schools with that Std
Up to 4th	110
Up to 7th	65
Up to 10th	5

 

Distance of Schools

Almost all schools 164, 91% are located in the village itself. Only one school is 3 kilometers away from the village. The same is true for children of migrating families as the distance of the schools from their settlements averages only 0.28km. In most villages 123, 68% the migrating families live in the village itself.

 

Accessibility of schools

The fact that there are only 65 upper primary schools for the 110 lower primary schools implies that children from 115 villages have to travel outside their own village even to complete their primary education; and, that children from 175 out of 180 schools must go outside their village to attend high school. Even if we assume that the distances between these villages may not in themselves be prohibitive, they effectively prevent many girls from going to school because parents are likely to give priority to their daughters’ security over their education. Sending younger boys out of the village may also be a problem for many parents unless there are older brothers or other reliable means of sending children to school. This may be even more of a difficulty when parents migrate.

Classrooms and Class teachers

Let us now consider the provisions made within the schools themselves. We find that the strength of the schools ranges from less than 60 (the minimum in any one school is 30) to more than 400 children. (Table E 19c) In general, we should expect to find at least one teacher and one classroom for every standard in the school. In fact, there are 74, 67% lower primary schools with less than 4 teachers and 24, 37% upper primary schools with less than 7 teachers. There are also 52, 47% lower primary schools with less than 4 classrooms and 29, 45% upper primary schools with less 7 classrooms.

However, according to Government norms the teacher-pupil ratio must be 1:40 and generally in the lower primary schools there will be only one teacher appointed for 40 children irrespective of the fact that the school has 4 standards. Apart from these teachers, a school may or may not have a headmaster/mistress with a lighter teaching load than that of the other teachers, in view of the administrative responsibilities and duties that go with the appointment. However, in the experience of the supervisors there are few lower primary schools with independent Heads.    

Thus, in schools with less than 80 children we should expect to find a maximum of 2 teachers and a school head even if there are 4 standards. This provision is not as inadequate as it appears to be. The curriculum of Stds I to IV is competency based and is not rigidly divided into portions for Stds I, II, III or IV so long as all the competencies are acquired by all the children by the time they complete Std IV. At the age levels of which we are speaking there is likely to be great variation in the competencies achieved by the children within any group, and dividing into different classrooms is an imposed and administrative measure rather than an academically meaningful one. Moreover, and perhaps keeping just such contingencies in mind, primary school teachers are trained to handle multiple class teaching as part of the D. Ed. Training programme. The two teachers in the lower primary school can therefore be expected to manage the teaching of four classes if the numbers of children in the school are not big. They may do this by conducting classes for the different standards at different times or if the numbers are really small even combining different classes and teaching them simultaneously in the same classroom. If there is a head of school appointed with the provision of an additional room the three-room school and the additional help with the teaching makes the school capable of handling at least 100 pupils comfortably.

If classes are thus to be combined a shortage of rooms also may not be a serious educational handicap and obviates the need for having as many classes as there are standards provided that the numbers of children that a teacher is expected to handle remains within limits.

Keeping these factors in mind we can say that whether or not the number of teachers and rooms in a lower primary school is adequate or not is dependent upon the particular combination of numbers of children and classrooms in the school.

The relevant factors here are thus the prescribed norm of a teacher-pupil ratio of 1:40 and to a lesser extent the number of classrooms in a school.

Number of teachers and the teacher-pupil ratio

Now, of the 110 lower primary schools in this survey, there are 23 schools with an enrollment of 90 or less children. But there are 54 schools with 2 or less staff members. (Table E 3) Thus, if we assume that the smallest schools are the ones with the least number of teachers we find that there must be about 31 understaffed schools. There are also 6 single-teacher schools that are definitely understaffed. (Table E 3,  Table E19c)

 

Teacher-Pupil ratio in schools up to Std IV

We find that the overall teacher-pupil ratio at 1:33 is definitely better than the prescribed norm but there are 22 schools where the ratio is less than 1:40. Ten schools have an unacceptably low ratio of 1:50. (Table E 4) Some would say that even this is no worse than many urban and so-called good schools where teacher pupil ratios are often lower than 1:60. However, the situation is different in urban areas. Parents there are themselves educated, and can and give much time and attention to their children’s studies. If this is not possible help with schoolwork, even if not of the highest quality is easily available in the form of tuitions or coaching-classes. As against this, in villages, the schoolteachers are perhaps the only people capable of providing any educational inputs at all, considering the low levels of education or even literacy of all adults including the parents of the children in the schools. Thus, low teacher-pupil ratios are absolutely unacceptable in rural areas. In fact, it could be argued that teacher pupil ratios should be higher so that more children can get more individual attention which could help to compensate for the disadvantage of their educationally impoverished environment. The 22 schools mentioned above are at a definite disadvantage in providing good schooling. Another 33 schools with 31-40 children / teacher can also be said to be lacking in teachers.

Table E 4: Teacher- pupil ratio in schools up to Std IV

Children/ Teacher	No. of schools
11-20	11
21-30	44
31-40	33
41-50	12
51-60	6
61-70	1
71-80	1
81-90	2
Total	110
Children / Teacher
Minimum	14
Maximum	87
Average	33

 

 

Number of rooms and classroom space per child in schools up to Std IV

There are again 23 schools with enrollment up to 90 children and 37 schools with 2 or less rooms. Thus 14 schools can be said to be definitely lacking in number of rooms. Table E 5: Table E 19 c

However, we find that the floor space available to each child is 12.2 square feet, in schools in which there are as many rooms as there are standards. This is well above the prescribed norm of 8 sq. ft. per child showing that on the whole classrooms are large enough. Only 10 schools do not meet this norm.

Table E 6: Classroom area per child

	No. of school
Area/Child (Sq. Ft)	School up to IV	School up to VII	School up to X
0-5	2	0	0
6-10	26	10	1
11-15	15	8	3
16-20	9	10	0
21-25	2	4	0
> 25	4	3	0
Total	58	35	4
	Classroom area in sq. ft
Minimum	4	6.32	6.5
Maximum	41.9	33.73	13.07
Average	12.2	14.4	11.22

 

School timings

We also find that most of the Std IV schools, 103/110, 94% work for more than 6 hours every day. Thus conducting classes for different standards at different times should not at all be difficult at least for Std I to IV.

Table E 7: School time in hours

	No. of schools
School time (Hrs)	In School up to IV	VII	X
0-2	0	0	0
2-4	2	1	1
4-6	5	8	0
6-8	103	56	3
More than 8	0	0	1
Total	110	65	5
	No. of Hrs
Minimum	3.00	3.00	6
Maximum	7.30	7.30	9
Average	6.73	6.53	6.72

 

Teacher qualifications

So far as quality of teaching can be ensured by appointing teachers with the proper educational qualifications, we find nothing wanting. (Table E 8) Of the 337 teachers employed in these schools, only 12 appear to be inadequately qualified. However, these teachers are probably the more senior ones employed according to the norms prevalent at the time they were appointed.

Table E 8: Qualifications of teachers in schools up to Std IV

Teacher education	No. of schools	No. of teachers
M.A., B.Ed.	8	9
M.A., D.Ed.	11	13
B.A., B.Ed.	1	1
B.A., D.Ed.	38	65
B.Com., D.Ed.	1	1
B.A.	1	3
H.S.C., D.Ed.	42	66
S.S.C., D.Ed.	60	132
D.Ed.	13	38
H.S.C.	4	4
S.S.C.	1	1
P.S.C.	1	1
P.T.C.	3	3
Total		337

 

Examinations and promotions

The Std IV exam is held in all schools with Std IV and almost all, 93.5%, are promoted to the next higher class. (Table E 9) These are likely to be only those children who have not even appeared for the exam

Table E 9: Pass percent in classes 1 to 4

	No. of schools
Pass %	Std I	Std II	Std III	Std IV
25-50	4	0	0	2
51-75	16	14	5	2
75-90	44	36	36	19
90-100	116	130	139	157
Total	180	180	180	180
	Pass percent
Minimum	25	60	60	0
Maximum	100	100	100	100
Average	91	92	94	97

 

 

Upper primary and high schools

Speaking of upper primary and high schools, we must expect that there will be at least one teacher and one classroom for every standard. We find, in fact, that 29/65, 45% of the upper primary and 1 of the 5 high schools do not meet even these minimum standards. However, average floor space per child is more than adequate in schools, which have an adequate number of classrooms.

There are also 24 upper primary schools with 6 or less teachers. This must be considered inadequate, too. The 5 high schools in the survey have an adequate number of teachers.

Thus, if we accept government norms as adequate then, on the whole, we could say that schools have adequate space, number of classrooms, number and qualifications of teachers, and are working for a reasonable length of time every day. The end of school exam for Std IV children is also being conducted and the pass percentages are entirely satisfactory. The teacher pupil ratio however is unsatisfactory in many lower primary schools even by government norms. Thus, intervention must be decided only on a school-to-school basis. No general statement can be made about necessary intervention.

It is perhaps natural that considerations of what is feasible and possible for the government to provide, influences the determination of norms for the provisions of teachers and other facilities in schools. What schools actually need to perform their functions fully may be lost sight of, especially when funds are not available in plenty. However, if we accept the argument that in the educationally deprived environments in our villages, the norms for numbers of teachers, classrooms and indeed all facilities that would help to bring these schools up to acceptable standards of educational achievement should be more generous, then these schools may be found to be quite inadequate.

The following is a summary of the physical condition of and physical and educational facilities available in the schools surveyed. On the whole physical conditions seems satisfactory. Most are lodged in pucca buildings with proper doors, windows, floors, roofs and ventilation. (Table E 10)

Almost all schools 177, 98% have educational material, mainly charts, for use in the classrooms, as well as textbooks. 138, 77% schools use mats for seating the children on the floor. Although this has its advantages in giving flexibility in classroom organisation if the teacher wishes it, it can be a handicap when it comes to writing. It is not comfortable to keep books on the floor while writing. This trying posture will tire the child affecting both concentration and handwriting. It may also affect the posture and consequentially  the physical wellbeing and development of the growing child.

Many schools do not get notebooks 124, 69% schools and this may be a disadvantage in learning writing and arithmetic.

Uniforms are not a significant factor from the learning achievement point of view but having and wearing one can certainly affect the morale and discipline of the school. 124, 69% schools do not receive uniforms from the Government department.  

Only about half the schools 88, 49% have playgrounds. 122, 68% of the schools do not have a compound of any kind. We shall see that absence of fencing was the most frequently mentioned problem by teachers.

Water and toilet facilities are conspicuous by their absence. However, in view if the fact that the children are living very close to their schools these are not likely to affect enrolment or attendance.

On the whole it may be said that though the schools in the village are by no means well appointed, there is nothing, in so far as physical facilities and education material are concerned, that can really prevent at least minimum levels of learning. But, let us consider if this is an adequate school.

Arguing from the same data it could well said that what the schools have is the bare minimum. In areas where getting an education is not the norm, can these condition be considered attractive and effective enough to induce children and parents to positively take an interest in schooling and to take pride in their schools?

As was mentioned before, the norm for the number of teachers in a school catering to children from an educationally deprived environment must be different. Each teacher should have to deal with a fewer number of children so that he or she can have enough time to observe the performance of every child and offer individual help in the classroom whenever necessary. Time should also be available for counseling with individual personal difficulties that come in the way of studies, to meet parents to establish a deeper relationship with them and to devise ways in which they too, could become involved with school activities. The teachers work, if considered in this way, is one of changing a way of thinking and living and they need time to plan and take concrete steps in this direction. More teachers in a school would also mean that there would be a team to undertake these responsibilities rather than one or two teachers acting by themselves. Leaving aside exceptions of natural born leaders, a team can always a much greater impact in a village.

A special mention needs to be made of the fact that the majority of schools do not have a fence and more than half lack a playground. A fence sets the school premises apart from its surroundings and gives it a definite presence. Protection of the school is only one function of a fence. It is not necessary to put into words how important a playground is to all activities of the school such as gatherings and prayers, informal games and socialization and not only to sports. These are the spaces marked out by a definite boundary, which give the school an image. Children identify with and take pride in them more than with their classroom. Unless the schools are well-defined and attractive entities in the eyes of not only the children and parents but the teachers too, they cannot be places which lend themselves to learning and development of the child. (Table E10)