doctor of philosophy - shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/6903/1/swati...under my...

Application of statistical techniques in evaluation of the performance in the

area of universalization of education”

A

THESIS

SUBMITTED TO THE

SHRI JAGDISH PRASAD JHABARMAL TIBREWALA UNIVERSITY,

VIDYANAGARI, JHUNJHUNU, RAJASTHAN,

FOR THE DEGREE

OF

DOCTOR OF PHILOSOPHY

IN

STATISTICS

By

MS. SWATI SUBHASH DESAI

PRN. 10110080 UNDER THE GUIDANCE OF

PRIN. Dr. N.N.PANDEY

DEPARTMENT OF STATISTICS

SHRI JAGDISH PRASAD JHABARMAL TIBREWALA UNIVERSITY,

VIDYANAGARI, JHUNJHUNU, RAJASTHAN – 333001

Year 2012

DECLARATION BY THE RESEARCH STUDENT

I hereby declare that Dissertation titled “Application of statistical techniques in evaluation of

the performance in the area of universalization of education” submitted by me is based on

actual work carried out by me under the guidance and supervision of PRIN. Dr. N.N.PANDEY

Any reference to work done by any other person or institution or any material obtained from

other sources have been duly cited and referenced. It is further to state that this work is not

submitted anywhere else for any examination.

Shri Jagdish Prasad Jhabarmal Tibrewala University, MS. SWATI SUBHASH DESAI

Vidyanagari, Jhunjhunu, Rajasthan, PRN. 10110080

Date:

CERTIFICATE

This is to certify that MS. SWATI SUBHASH DESAI has completed the synopsis on the topic

“Application of statistical techniques in evaluation of the performance in the area of

universalization of education” under the guidance and supervision and submitted the synopsis

as laid down by Shri Jagdish Prasad Jhabarmal Tiberwala University, Rajasthan. The material

that has been obtained from sources is duly acknowledged in the synopsis. It is further certified

that the work or its part has not been submitted to any other University for examination under my

supervision.

MS. SWATI SUBHASH DESAI PRIN. Dr. N.N.PANDEY

Research Scholar Guide / Supervisor

PRN. 10110080

DECLARATION BY THE CANDIDATE

I declare that thesis entitled

Application of statistical techniques in evaluation of the performance in the

area of universalization of education”

Is my own work conducted under the supervision of PRIN. Dr. N.N.PANDEY

(Supervisor/ Co-supervisor) at

(Centre) MUMBAI

Approved by research Degree Committee. I have put in more than 200 days of attendance with

the supervisor at the Centre.

I further declare that to the best of my knowledge the thesis does not contain any part of any

work which has been submitted for award of any degree either in this University or any other

university/ deemed university without proper citation.

Signature of Supervisor Signature of candidate

(with stamp)

Signature of the Head/Principal

(with stamp)

CERTIFICATE OF SUPERVISOR

CERTIFICATE

This is to certify that work entitled…“Application of statistical techniques in

evaluation of the performance in the area of universalization of education”

Is a piece of research work done by MS. SWATI SUBHASH DESAI

Under my supervision for the degree of Doctor of philosophy in STATISTICS

Of JJT University, Jhunjhunu, Rajasthan, India. That the candidate has put attendance of more

than 200 days with me.

To the best of my knowledge and belief the basis

I. Embodies the work of candidate himself

II. Has duly been completed

III. Fulfills the requirement of ordinance related to Ph.D. degree of the University and

IV. Is up to the standard both in respect of content and language for being referred to the

examiner.

Signature of the Supervisor

(with stamp)

ACKNOWLEDGEMENTS

This thesis is culmination of an eventful process that started during my teaching profession at

Prahladrai Dalmia Lions College of Commerce and Economics Malad, Mumbai, encouraging me

to work in the field of Statistics.. In this process many people encourage me to work especially

Prin. Dr. N.N.Pandey, my Guide, who was a source of guidance throughout my thesis course

work.,Dr Balwant Singh Dean JJTU, and CA Subhash Desai my husband.

I would like to express my deepest gratitude and thanks to Dr. Satyaveer Singh, Dean Science ,

JJT University, who helped me in solving all my queries regarding my thesis work.

My regards are to Ms. Neha Nandoskar, Ms. Ashwini Gaikwad and Ms. Manali Waingankar

who have taken pain staking efforts for assisting me in the process of collecting, compiling the

primary information leading to my statistical data for the purpose of my thesis work.

My regards are due to my members of the family and my colleagues in the college, who helped

me emotionally at each step of the work.

Ms. Swati Subhash Desai

Table of Contents

Sr.

No. CONTENTS Page No.

1 List of Tables I

2 List of Graphs II

3

Chapter 1

1-2 Introduction

4 Chapter 2 3-24

Review Of Literature

5

Chapter 3

25-28 Research Methodology

Hypothesis

Region of Research

Research Design

Population and Sampling

Collection of Data

Processing of Data

Statistical Methods

Methods of Reporting

6 Chapter 4 29-112

Statistical Data Analysis

7

Chapter 5 113-119

Finding, Conclusions &

Suggestions

8 References 120-127

9

Annexures

128-131

132-135

136-137

Appendix -I

Appendix -II

Appendix – III

List of Tables (I)

Sr.

No.

Table

No.

Titles Page

No.

1 C1 No. of schools According to Status of School Building. 35

2 C2 No. of schools According to Major repairs Reqd. 35

3 C3 No. of schools According to No. Of Classroom. 36

4 C4 Measures of Central Tendency, Dispersion according to area. 36

5 C5 Distribution of schools according to percentage of First class

and above.

37

6 C6 Distribution of schools with Non zero percentage of First class

and above according to area.

37

7 C7 Percentage of First class and above in the last standard

according to area.

38

8 C8 One Way ANOVA table-1 39


according to area.

39



according to area.

40


13 D1 No. of schools According to District by Common Toilet. 42

14 D2 No. of schools According to District by Girls Toilet. 42

15 D3 No. of schools According to District by Library. 43

16 D4 No. of schools According to District Book bank Facility. 43

17 D5 No. of schools According to District by Medical Check Up. 44

18 D6 No. of schools According to District by Electricity. 44

19 D7 No. of schools According to District by Boundary wall. 45

20 D8 No. of schools According to District by Drinking Water 45

21 D9 No. of schools According to District by Mid-Day Meal facility. 46

22 D10 No. of schools According to District by Play Ground. 46

23 D11 No. of schools According to Location by Common Toilet. 47

24 D12 No. of schools According to Location by Girls Toilet. 47

25 D13 No. of schools According to Location by Library. 48

26 D14 No. of schools According to Location by Book Bank Facility. 48

27 D15 No. of schools According to Location by Medical Checkup. 49

28 D16 No. of schools According to Location by Electricity. 49

29 D17 No. of schools According to Location by Boundary wall. 50

30 D18 No. of schools According to Location by Drinking Water. 50

31 D19 No. of schools According to Location by Play Ground. 51

32 D20 No. of schools According to Location by Mid-Day Meal facility. 51

33 D21 No. of schools According to Mgmt status by common Toilet. 52

34 D22 No. of schools According to Mgmt status by Girls Toilet. 52

35 D23 No. of schools According to Mgmt status by Library. 53

36 D24 No. of schools According to Mgmt status by Book bank

Facility.

53

37 D25 No. of schools According to Mgmt status by Medical Check Up. 54

38 D26 No. of schools According to Mgmt status by Electricity. 54

39 D27 No. of schools According to Mgmt status by Boundary Wall. 55

40 D28 No. of schools According to Mgmt status by Drinking Water. 55

41 D29 No. of schools According to Mgmt status by Play Ground. 56

42 D30 No. of schools According to Mgmt status by Midday Meal

Facility.

56

43 E1 Classification of Schools according to Area, Trend of Enrolment 57

44 E2 Percentage of Schools according to Area, Trend of Enrolment 58

45 EH1 Enrolment of children at Primary Level Year wise, Gender wise

and Category wise

61

46 EH2 Enrolment of children at Primary Level Year wise, Gender wise

and Category wise.

61

47 EH1 (I) Table of Observed Frequencies, Table of Expected Frequencies

for year 2005-06.

62

48 EH1(II) Table of Observed Frequencies, Table of Expected Frequencies

for year 2006-07.

62

49 EH1(III) Table of Observed Frequencies, Table of Expected Frequencies

for year 2007-08.

63

50 EH2(I) Table of Observed Frequencies, Table of Expected Frequencies

for year 2008-09.

63

51 EH2(II) Table of Observed Frequencies, Table of Expected Frequencies

for year 2009-10.

64

52 F1 Number of Dropouts in Mumbai Year wise Gender wise. 65

53 F2 Number of Dropouts in Navi Mumbai Year wise, Gender wise. 66

54 F3 Number of Dropouts in Thane Year wise, Gender wise. 67

55 F4 Number of Dropouts Year wise, Gender wise. 68

56 F5 Number of Dropouts in Mumbai Year wise, Gender wise. 69



59 F8 Number of Dropouts Year wise, Gender wise at Secondary

stage.

70

60 F9 Total Number of Dropouts Year wise, Gender wise. 71

61 F10 Total Number of Dropouts Year wise, Stage wise. 72

62 F11 Table of Observed Frequencies for year 2005-06.( Stage/

Gender )

73

63 F12 Table of Expected Frequencies for year 2005-06.( Stage/ Gender ) 73

64 F13 Table of Observed Frequencies for year 2006-07.( Stage/

Gender )

74

65 F14 Table of Expected Frequencies for year 2006-07. ( Stage/

Gender )

74

66 F15 Table of Observed Frequencies for year 2007-08. ( Stage/

Gender )

75


Gender )

75


Gender )

76


Gender )

76


Gender )

77


Gender )

77

72 F21 Table of Observed Frequencies for year 2005-06. ( Stage/Area) 78

73 F22 Table of Expected Frequencies for year 2005-06. ( Stage/Area) 78









82 F31 Table of Observed Frequencies for year 2005-06. (Gender/Area) 82

83 F32 Table of Expected Frequencies for year 2005-06. (Gender/Area) 82









92 F41 Dropouts Boys and Dropouts Girls at Primary Stage. 87

93 F42 Dropouts Boys and Dropouts Girls at Secondary Stage. 88

94 F43 Dropouts Boys and Dropouts Girls in all. 89

95 F44 Total Dropouts at Primary and Secondary stage. 90

96 T1 Distribution of teachers Gender wise 91

97 T2 Distribution of teachers Age wise 91

98 T3 Distribution of teachers Area wise 92

99 T4 Distribution of teachers according to School Medium. 92

100 T5 Distribution of teachers according to Educational Qualification. 93

101 T6 Distribution of teachers according to Teaching Section. 94

102 T7 Distribution of teachers according to School type. 94

103 T8 Distribution of teachers according to Status in the School. 95

104 T9 Distribution of teachers according to Service Type. 95

105 T10 Distribution of teachers according to Attendance in Training

Program.

96

106 T11 Distribution of teachers according to Duration of Training

attended.

96

107 T12 Distribution of teachers according to Theme of Training 97

108 T13 Distribution of teachers according to Opinion about Duration of

Training Program.

97

109 T14 Distribution of teachers according to Opinion about Ideal

Duration of Training Program.

98

110 T15 Distribution of teachers according to Opinion about Trainers of

Training Program

99

111 T16 Comparison of Trainers according to Opinion about Their job in

Training Program.

100

112 T17 Distribution of teachers according to gain in knowledge due to

Training.

100

113 T18 Distribution of teachers according to use of knowledge gained in

Training Program.

101

114 T19 Distribution of teachers according to opinion about agreement

with the statement “Training was effective. I am fully satisfied.

103

Such Training Programmes should be held in regular intervals”

115 S1 Distribution of families according to area. 104

116 S2 Distribution of Families according to size of the family. 105

117 S3 Distribution of Families according to facility of school in the

vicinity.

105

118 S4 Distribution of Families according to facility of Midday meal in

the school.

106

119 S5 Distribution of Families according to No. of Boys with age

below 16

106

120 S6 Distribution of Families according to No. of Girls with age

below 16

107

121 S7 Response given to the question regarding Mid-day meal facility. 107

122 S8 Response given to the question regarding Food supplied as Mid-

day meal.

108

123 S9 Distribution of families which were beneficiaries of facilities. 109

124 S10 Distribution of families which were beneficiaries of One or

More facilities.

110

125 S11 Distribution of Families according to Area of slum, facility of

Midday meal in the school.

111

126 S12 Table of Observed frequencies of Distribution of Families

according to Area of slum, facility of Midday meal in the

school.

111

127 S13 Table of Observed frequencies of Distribution of Families

according to Area of slum, facility of Midday meal in the

school.

112

List of Charts (II)

Sr.

No.

Chart

No.

Titles Page No.

1 C1 Distribution of Number of Nonteaching Staff Medium wise. 35

2 C2 No. of schools According to Major repairs Reqd. 35

3 C3 No. of schools According to No. Of Classroom. 36

4 D1 Percentage of School According to District by Common Toilet 42

5 D2 Percentage of School According to District by Girls Toilet. 42

6 D3 Percentage of School According to district by Library. 43

7 D4 Percentage of Schools According to district by Book Bank

facility.

43

8 D5 Percentage of Schools According to District By Medical

Checkup.

44

9 D6 Percentage of Schools According to District by Electricity. 44

10 D7 Percentage of Schools According to district by Boundary Wall. 45

11 D8 Percentage of Schools According to District by drinking Water. 45

12 D9 Percentage of Schools According to Midday Meal Facility. 46

13 D10 Percentage of school According to District by PlayGround . 46

14 D11 Percentage of School According to Location by Common Toilet. 47

15 D12 Percentage of schools According to Location by Girls Toilet. 47

16 D13 Percentage of Schools According to Location by Library. 48

17 D14 Percentage of Schools According to Location by Book Bank

Facility

48

18 D15 Percentage of Schools According to Location by Medical Check

Up.

49

19 D16 Percentage of Schools According to Location by Electricity. 49

20 D17 Percentage of Schools According to Location by Boundary Wall. 50

21 D18 Percentage of Schools According to Location by Drinking Water. 50

22 D19 Percentage of Schools According to Location by Play Ground. 51

23 D20 Percentage of Schools According to Location by Mid-Day Meal

Facility.

51

24 D21 Percentage of Schools According to Mgmt Status By Common

Toilet.

52

25 D22 Percentage of Schools According to Mgmt Status By Girls

Toilet.

52

26 D23 Percentage of Schools According to Mgmt Status By Library. 53

27 D24 Percentage of Schools According to Mgmt Status By Book Bank

Facility.

53

28 D25 Percentage of Schools According to Mgmt Status By Medical

Check-Up.

54

29 D26 Percentage of Schools According to Mgmt Status By Electricity. 54

30 D27 Percentage of Schools According to Mgmt Status By Boundry

Wall.

55

31 D28 Percentage of Schools According to Mgmt Status By Drinking

Water.

55

32 D29 Percentage of Schools According to Mgmt Status By Play

Ground.

56

33 D30 Percentage of Schools According to Mgmt Status By Mid-Day

Meal facility.

56

34 E 1 Trend in Enrolment of Schools 59

35 E 2 Trend in Enrolment of Mumbai Schools 59

36 E 3 Trend in Enrolment of Navi Mumbai Schools 60

37 E 4 Trend in Enrolment of Thane Schools 60

38 F1 Number of Dropouts in Mumbai Year wise Gender wise 65



41 F4 Total Number of Dropouts Year wise, Gender wise. 71

42 F5 Total Number of Dropouts Year wise, Stage wise 72

43 T1 Teachers according to Gender. 91

44 T2 Distribution of Teachers Area wise. 92

45 T3 Distribution of teachers according to Medium. 93

46 T4 Distribution of teachers according to School type. 94

47 T5 Distribution of teachers according to Attendance in Training

Program.

96

48 T6 Opinion about Duration of Training Program. 98

49 T7 Opinion about Trainers. 100

50 T8 Any New Things learned in the Training Program? 101

51 T9 Opinion about the statement about Training Program. 103

52 S1 Number of families according to area. 104

53 S2 Number of families regarding Food supplied as Mid-day meal. 108

54 S3 Distribution of families which were beneficiaries of facilities. 109

1

Chapter 1

Introduction

A very famous and old Chinese adage says “Give a man a fish, and you feed him for a day.

Teach a man to fish, and you feed him for a lifetime”.

Educating a person is far more important than giving alms. No country can ever think of

progress and prosperity without educating its people. Education not only provides livelihood,

but also opens up one‟s mind to new thoughts, possibilities and opportunities. The

contribution of our learned leaders during the freedom struggle is a classic example.

With a view to providing quality basic education to children all over the country within a

definite time frame and thereby provide an opportunity for improving human capabilities to

all children , the Government of India (GOI) launched the Sarva Shiksha Abhiyan in 2001

for universalization of elementary education. As a further step in this direction, on 1st April

2010, our government created history by giving right of free and compulsory education to

Indian children under the Right to Education Act. This is a very significant step in a country

where nearly eight million children do not go to school. It is now a legally enforceable right

granted to every child between six and fourteen years to demand free and compulsory

education.

Now that the Act is in place, it is up to us, citizens in general and educational institutions in

particular, to implement this law both in letter and in spirit for promoting the worthy cause of

educating the poor and less privileged children. In the light of the above referred programmes

launched by GOI, an attempt has been made to study the educational scenario in and around

Mumbai with specific focus on elementary education.

Objective:

The Research Paper published by International Institute for Educational Planning/UNESCO

on ‘Primary education for all in the City of Mumbai, India: the challenge set by local

actors‟ inspired me to think on similar lines, focusing on Mumbai and neighboring districts,

Thane and Navi Mumbai. Also it was observed that in Maharashtra very little study has been

done on objectives of SSA. The research on the some of the goals was not at all done and that

gap I wished to fill through my studies

Research aims at studying in-depth the following objectives.

1. Effect of Government Schemes on Attendance and Retention of students particularly

girl students.

2. Impact of teacher training programme.

2

3. Utilization of Teacher grant, School grant and maintenance grant under Sarva Shiksha

Abhiyan.

4. Attendance status of children in school.

5. Reasons behind “out of school” children in slums.

3

Chapter 2

Review of Literature

Abdian, Ciardella (2011) aimed to analyse the social representations of professional

education groups of two schools (a city school and a state one) about the policy of extending

primary education to nine years. Some relationships between the individual and social nature

of social representations were made clear, and the reasons why public schools have been

carry on traditional pedagogical practices were investigated. The research consisted of

interviews with the directors and coordinators of both schools. Abdian Maia, Camillo (2009)

analysed the perceptions of municipal school principals in a city of the state of São Paulo

concerning the implementation of the nine-year-long elementary education system. The data

collection instruments included semi-structured interviews with the city‟s chairman of the

Board of Education as well as with principals and vice principals. The researchers considered

city and state legislation, identified the main guidelines proposed by municipal professionals

and also the difficulties and victories experienced by city schools. The highlights of the

results found a positive perception by professionals of the established Educational Policy. The

major problems pointed out in the interviews refer to the operational and technical issues

rather than on political choice. Alicia (2010)In this paper the authors argue that a) the right to

education cannot be denied in times of crisis because education, as an investment, is a key to

break vicious circles and create opportunities for people, b) a State that respects itself cannot

question the rights of its citizens; c) before a crisis, there are two options: be frightened by it

or face it with courage to take full advantage of the opportunities that the crisis enclose d)

social and educational policies applied in Costa Rica, are promoted by the World Bank and its

agencies are nothing naive, on the contrary, e) the coloniality of being emerges from the

coloniality of power handled by the State and the coloniality of knowledge is being led by

science modern. From the arguments raised I concluded by stating that it is urgent to start an

educational revolution, from a participatory challenge to generate the conceptual basis to re-

orient the the principles and objectives of the research and teaching in Costa Rica. Alonso,

Cristina (2011) said that Multicultural Education and teacher‟s social well-being: The

configuration of new intergroup and interpersonal relations that take place in the receiving

social context as a result of migratory processes, owns direct influences over the school

scene. Having in account there are different paradigms and models in multicultural education

(Banks, 2009), the aim of the study is to analyse the impact that has on teacher‟s social well-

4

being, the main or minor percentage of immigrant students in the schools. The Social Well-

Being Scale of Keyes (1998), adapted by Blanco & Diaz (2005) was applied on a sample of

281 primary education teachers from Guipúzcoa, (Spain). They were distributed in three

groups for its comparison. The results indicate, that those teachers that carry out their work in

schools with greater concentration of immigrant students, presented the greater level of social

well-being with respect to their colleagues who belong to schools characterized by the socio

cultural homogeneity of the pupils. Amakom, Ogujiuba (2010) said that Investing in

education and healthcare is one of the suggested ways the poor can escape from poverty, if

properly targeted. The two sectors (education and healthcare) in Nigeria have experienced

various forms of subsidies but surprisingly, the poverty situation in Nigeria aside from

deepening has been severe, pervasive and multi-dimensional with the female folk mostly

affected by all counts. Based on the above argument, the study assessed how equitably public

expenditure in education and healthcare have been well targeted by gender. The study

employed the welfare dominance tests to determine the incidence of expenditure and how

subsidy has been beneficial to men and women alike. The study found that primary education

was absolutely progressive for both sexes while primary healthcare subsidies were just

progressive. Interestingly, secondary education was only progressive for female while tertiary

education and healthcare for both male and female were regressive and not pro poor. Angelo,

Menegassi (2008) discussed reading practices in primary education through the discursive

and interaction concept of reading. A diagnosis of reading competence of students in the final

grades of the primary level schooling, in the municipality of Irati, Paraná State, Brazil, is

provided so that a critical reflection on the students‟ reading quality may be undertaken.

Questionnaires on reading applied to students enrolled in the fourth and in the eighth grade of

primary education are described and analysed. Results show that most students, mainly those

from the lower social classes, do not achieve good performance in reading. This finding is the

object of deep concern since bad performance in reading interferes in all curricular activities,

impairs textual production and the establishment of relations between the contents of the

subject matters. Aydin (2010) defined and explained how eighth grade students‟ perceive

“earthquake” concept using phenomenongraphic research methods. The research group of the

study is comprised of 480 eighth grade students in four cities (Ankara, Antalya and Karabük)

in Turkey. After phenomenon graphic analysis “6 different global warming definition

categories” were determined. Aykac (2007) investigated the concept of activity on the basis

of learning-teaching duration in accordance with teachers‟ views, teachers guide and class

materials in the primary education programme put in to practice in 2005- 2006. The research

5

had two subjects. The first one is the quantitative subject aiming to determine the teachers‟

views, the second was theoretical subject aiming to analyse the guide books and class

materials. The quantitative research, aiming to determine the teachers‟ ideas is consisted of

184 teachers in total in the center and in the central villages of Sinop. Babalola, Yara (2011)

evaluated the extent to which the PES programme has achieved the objectives for which it

was introduced into the colleges of education in South West Nigeria. The study adopted a

descriptive survey using the ex-post-facto type. Purposive sampling technique was used to

select seven colleges of education where PES courses are offered in the South West. 1,563

participants comprising of 37 PES lecturers, 737 PES students, 690 primary school teachers

and 99 head teachers and assistant head teachers from 60 primary schools were randomly

selected from the Southwestern part of Nigeria. Six validated instruments (PESLQ, PESSQ,

PSTQ, HTQ, IRTPES, and TAS) were used for data collection. Data collected were analysed

using frequency counts, percentages, mean, mode, standard deviation, chi-square, Pearson

Product Moment Correlation (PPMC) and Multiple Regression analysis. In the research of

Bay (2010) evaluation of Primary Education Turkish Lesson Program (Grades 1-5.) and

teaching early reading and writing with the Phenomenon Based Sentence Method (PBSM)

that has been applied basically in Ankara since the 2005-2006 academic year is presented. In

the research; in the 2005-2006 academic year, 116 Primary Education Grade 1 students were

observed for eight months in terms of their reading and writing speeds and their

comprehension skills. In this research, a variety of technique such as scanning model and

observation techniques and models have been used. In the processes of interpretation of

data; form charts have been created, which were acquired by using variety of statistical

techniques such as t test have been interpreted. According to the results of the research the

reading and writing speeds and the comprehension skills of the students learning early

reading and writing with PBSM were determined to be higher than their grades in general

terms. Birisci, Karal (2011) examined effect of collaborative studies on prospective teachers‟

creative thinking skills while designing computer based materials. One group pre-test and

post-test design of the pre-experimental model was used to achieve the objectives of the

study. This experimental study have been applied to 34 prospective teachers who studied at

ArtvinCoruh University Facultof Education Primary Education Department in 2009-2010

spring term within the context of “Computer-II” course. “Creative Thinking Skill Scale” was

applied at two different stages as pre-test and posttest and opinions of students were gathered

about the method in research via interview forms. Branislav, Silvia, Zdenka, Eva, Gabriela

(2008) in their paper presented a perspective proposal of university study programmes which

6

will train teachers of foreign languages for primary education, helping to fully implement

intentions of The Conception of Teaching Foreign Languages at Primary and Secondary

Schools. It offers a general scheme of a study programme which may be helpful for the

creation of particular study programmes of the same type. Brun, Helper, Levine (2011) used

census data to examine the impact of industrialization on children‟s education in Mexico.

They found no evidence of reverse causality in this case. They also found small positive

effects of industrialization on primary education, effects which are larger for domestic

manufacturing than for export-intensive assembly (maquiladoras). In contrast, teen-aged girls

in Mexican counties (municipios) with more growth in maquiladora employment 1990-2000

have significantly less educational attainment than do girls in low-growth counties. Buzdar1,

Ali (2011) investigated the role of Primary School Teachers (PSTs) for mobilizing

community to achieve the target of Universal Primary Education (UPE). Objectives of the

study were to investigate existing role of PSTs as community mobilizers to achieve UPE and

to explore in-service trainings and arrangements to prepare PSTs for acting their role as

community mobilizers. Recommendations for refining PST‟s role for mobilizing community

to achieve UPE were also aimed in the study. The study was delimited to only two districts of

Southern Punjab; Dera Ghazi Khan and Rajanpur and survey method was used to gather data.

A questionnaire was developed and administered to 210 PSTs of all seven tehsils of the two

districts. Findings of the study disclosed that there was no in-service training for PSTs which

enabled them to mobilize community for achieving UPE targets. Roll of higher offices was,

also, found ineffective in this regard. Special trainings for PSTs which can enable them to

organize and mobilize community and parents to improve enrollment and reduce dropouts

were recommended at the end of the study. Empowerment of PSTs and enhanced

participation of higher offices of Education Department in UPE campaign were also

suggested.

Cakici, Yavuz (2010) explored the effect of constructivist science teaching on the students‟

understanding about matter, and to compare the effectiveness of a constructivist approach

over traditional teaching methods. The study was conducted with 33 fourth grade students at a

state primary school in the Babaeski-Kirklareli district located in the Northwestern part of

Turkey, during the autumn term of the 2007-2008 academic year. Students were randomly

divided into two groups as control group (CG, n=17) and experimental group (EG, n=16). An

achievement test consisting of 13 open-ended questions was developed through piloting.

Initially, pre-tests were applied to both the CG and EG. Following the first four weeks, the

EG was taught using the constructivist teaching practices, while the CG was taught using the

7

traditional teaching practices based on direct speech and question-answer. Then, the post-tests

were carried out in order to determine the effect of a constructivist teaching approach on

student learning. Students‟ responses to the questions have been categorized mainly as

scientific, partially scientific and non-scientific. Responses in the non-scientific category

were further classified as either a misconception or nonsensical. A comparison of the

responses between the CG and EG was made using a chi-square test. The results revealed that

there was a significant increase in achievement within the EG students compared to the CG.

In particular, the teaching based on the constructivist approach appears to be effective in

eliminating the misconceptions the EG students had prior to the instruction. Caner , Subasi ,

Kara (2010) examined whether teacher beliefs would play a role in their actual practices

while teaching target language in early phases of primary education, principally, in

kindergarten and first grades in a state school. As it is a very broad research area, the

researchers exclusively analysed teaching practices and teaching activities of two teachers

and their beliefs about teaching English to young children within the frame of early childhood

education principles. One of the data gathering instruments in this case study was a

questionnaire that inquires the participants beliefs related to the classroom practices and how

these beliefs influence their classroom practices in early childhood education. In addition to

the questionnaire, semi structured interviews with participants were held to examine their

beliefs in detail. Finally, in order to see whether participants‟ beliefs matched with their

actual practices in their classrooms or not, the sample courses of the participants were

observed and video-recorded for triangulation for the data. The results showed that both of

the teachers took into account how their students could learn best with regards to their age,

level and interest through using different activities and materials suitable for teaching English

to young learners. It was also observed that teachers placed room for repetition, role-play,

singing songs, picture drawings and colouring in their classes with young learners. Carles,

Pastells (2009) focused on the application of the basic competences in the curriculum of

Elementary School. The main aim was to provide some strategies to help teachers to integrate

the basic competences in their programming and evaluation tasks. In the first part of the

study, legal documents are analysed and interpreted in order to explain the current situation

and problems that are explained / told by teachers. In the second part of the study, some

strategies, proceeding of the language and mathematical areas, are presented to improve the

implementation of the basic competences in the diary tasks of the teacher. We carry out this

approach from the teaching of language and mathematics for his instrumental character in

acquiring other skills, education. Cavkaytar (2010) provided information to facilitate the use

8

of writing process skills in primary education, which was determined by scientific studies. To

achieve this aim, various domestic and foreign resources, which are related to the writing

process method, were reviewed. At the end of examining the accessible resources, teaching

the steps in writing process was attempted to explain associated with primary education. It is

hoped that this study will support the teachers who put 2004 Primary Turkish Education

Programme into practice. Cheung , Alex (2001) attempted to vitalize the learning and

teaching with creativity and training of high level thinking skills in the classroom, this author

tried to introduce scientific investigation in the primary science lessons. It was presented as a

dynamic teaching method against the traditional teaching mode in Hong Kong where the

textbook prevails and the teacher dominates. This study aimed at a critical reflection on

genuine practices of this creative teaching method in the classrooms. It mainly focused on

comparing the creative and traditional teaching method, analysing its merits and constraints,

and concluding its effectiveness in teaching and learning. Similar to the findings of many

research on the implementation of creative teaching method, the effectiveness of teaching and

learning was not apparent at the initial stage. However, the learning motivation of students

was significantly enhanced. It also made the teaching and learning more balanced and

comprehensive by stressing affective and psychomotor learning. There was training of high

level thinking skills during the implementation of scientific investigation. Above all, the

author found an unexpected bonus - it has helped to narrow down the range of diversities in

learning performance of the students though there was no significant enhancement of their

learning performance in short term. Though the support for teachers is inadequate, this

creative method of teaching should be encouraged. Two future trends of implementing

scientific investigation in primary education in Hong Kong can be predicted. It will become

an interdisciplinary teaching practice across subjects in the age of information explosion. It

will also facilitate a gradual paradigm shift of teaching and learning, where teachers become

mentors and facilitators of creativity while students become explorers in the creative process.

Christina, Finck, Capri (2011) presented a survey of social representations of dance in the

context of School Physical Education. The survey was conducted in two city schools and two

private schools in Ponta Grossa, Paraná, Brazil. The observation and the questionnaire were

the instruments used to collect data. Five teachers of Physical Education and 331 students of

Primary Education (5The year of Primary Education) took part in the research. The results

indicate that the social representations of dance teachers are related to holidays and

anniversaries of the school and students, to pleasure and to musical preference. The practice

of dance in the school has room for choreographic creations, June Festival rehearsals, and

9

school presentations. Ciftci (2011) investigated level of social utility from teacher and class

to the students in pre-primary education in Turkey. Using data from TUIK and applying

method is based on Atkinson regional inequality index. Levels of social utility from teachers

were 47.6% (for the 1997) to 83.2% (for the 2005). In addition, levels of social utility from

class were 5.3% (for the 1997) to 99.4 % (for the 2005). It is shown that there has been

improvement of the level of social utility for students at pre-primary education although there

has been still a social utility loss in pre-primary education in Turkey. Claudio (2011)

addressed the issue of learning assessment and its relevance to the educational process, from

the perspective of the principal actors specialized, such as teachers and teachers with

outstanding performance, according to the Teacher Evaluation System (TES). The three a

central theme around which spins this investigation are: conception of teachers, student

learning assessment and evaluation of teaching performance. Each of these issues was worked

in detail to address the problem question: what are the concepts related to the assessment of

learning that teachers possess basic education educational establishments belonging to local

government of the Commune of Curico outstanding performance evaluated according to the

TES in 2007. Cowan (2011) presented a theoretical exploration of the question, leading to a

normative reassessment. The article first assesses the expression of the right in the Universal

Declaration of Human Rights, identifying limitations in its focus on primary schooling. Other

candidates for a basis for the right - namely learning outcomes and engagement in educational

processes - are then assessed, and the latter is found to provide the most coherent foundation.

Nevertheless, the implications of formal schooling for social inequalities cannot be ignored.

Consequently, a two-pronged expression of the right is proposed, involving access both to

meaningful learning and to institutions that confer positional advantage. Ekizoglu, Tezer

(2007) investigated the attitudes of the primary school students, towards mathematics

according to various variables. The sample of the study is based on 29 girls and 35 boys

giving the total of 64children who have graduated from 9 Eylul Primary school and have

enrolled to Bayraktar TurkMarif College in the year2006-2007 and are now in seventh grade

together with 21 girls and 25 boys giving the total of 46 children from Near East Primary

school who are now in the Near East College. In order to reveal children‟s success in

mathematics the principals from school have given us the opportunity to gain access to

children marks based on their reports. Erika, Jana (2011) reported how Interactive

Whiteboard (IWB) was used to support teaching and learning English language in primary

education classrooms in Slovakia. In the first part, the paper discusses society change, school

reform and IWB use in Slovakia and worldwide. The paper draws upon the literature review

10

from international researches critical view on IWBs use in education. Secondly, it discusses

some perceived pedagogical benefits and potential problems related to adopting IWB into

primary classroom and English language teaching at primary level. Finally, the paper brings

results from own research done in period April-June 2010 at basic schools in Presov region in

Slovakia. This research provides interesting insights, which can help to better understand

language learning process in this digital age. The data discussed here are drawn from a study

carried out as a part of a PhD research programme at Faculty of Education, University of

Presov, Slovakia. According to Erişti, Belet (2010) within the context of multicultural

education process, bilingual students face the risk of failure due to the problems they

experience while using their mother language. One of the groups that have similar problems

is Turkish students in Norway; these students also have many problems in learning and using

their mother language, Turkish. Some of these problems can be listed as being incompetent in

comprehension and self-expression, having limited vocabulary size, inadequate source for

language learning and having few class hours for Turkish learning (Belet, 2009). The data of

the research, which was projected, based on the qualitative research method, were collected in

the form of survey with open ended questions on need assessment study and design

evaluation process, the findings obtained were analysed and interpreted based on the

descriptive analyses method. Ersoy (2010) examined the solidarity values of primary school

students through using cartoons as assessment materials. The data were gathered from three

different primary schools in Eskisehir in May 2008. The participants of the study were 207

primary school students, 120 of whom were 4th graders, whereas 87 of whom were 5th

graders. The data collection tools included a worksheet with a cartoon and three open ended

questions. The data were analysed through using NVivo 7.0 Qualitative Data Analysis

Software Program with constant comparison and descriptive analysis methods. The findings

revealed that the participants‟ perceptions based on the solidarity values show differences.

Their perceptions related to the solidarity values were as follows; there should be solidarity in

the case of problem solving, the outcomes of the solidarity behavior should not be negative,

solidarity could be provided for the immediate interests (i.e., winning an election etc.), and

solidarity could be provided in order to sustain discipline. Concerning the findings of the

study, it can be claimed that cartoons could be used as an instrument to examine the cases in

which social values, norms, and regulations are introduced in primary education. Ersoy,

Baser (2009) found out how the fluency, flexibility and originality dimensions of these

students differ. In the way of this purpose, there are forty-three sixth class of primary

education students, who study at two different primary schools , formed the research

11

sampling. Twenty-six of these students are female while seventeen students are male. The

Torrance Creative Thinking Test Linguistic –A Form is used as a data collecting tool in the

study. The application and form evaluation periods have done by the researchers. At the end

of the research, there are meaningful differences obtained between the two schools about the

fluency, flexibility and originality levels of students attended to the research. When it is

considered in terms of total creative levels, it is seen that the fluency points of those two

schools attended to this study are the highest while the flexibility points are the lowest. This

situation betrays that the students participated in this study cannot use their skill of producing

many ideas in terms of handling cases from all points of views. Escalante, Xavier (2011)

analysed how primary education students represent teachers in aspects such as genre, age,

appearance, attitude, and teaching methodology. It also examines the effect of these aspects

on the student-teacher interaction. The study was based on the Social Representation Theory

(MOSCOVICI, 1978, 1984, 2004), and it included 69 students from different school levels

who were asked to answer a questionnaire as well as interview questions in focus groups. In

addition to revealing some stereotypes in the representations of students about teachers, the

data showed that teachers‟ attitudes and their methodology may create tensions in the

classroom. Gunes and Gunes (2005) determined primary school students difficulties and

their reasons in learning biology concepts presented in science curriculum in Turkey. 23

topics were compiled from the published syllabuses of Ministry of National Education and

commonly used science text books. This topic headings were presented to 476 (256 7th grade

and 220 8th grade) students to determine their difficulties in learning of biology concepts. İt

has been observed that students have a difficulties in the topics of cell division, animal and

plant tissues, regulatory and control systems, living organisms and ATP energy and genetics.

The reasons of learning difficulties were established as absence of experiment, uninterested,

learning by heart. Haciomeroglu, Taskin (2010) investigated pre service teachers‟ attitudes

towards teaching profession. Participants were enrolled in science teaching in primary

education and science and mathematics teaching in secondary education programs. In

quantitative part, t-test was used to determine whether there are any significant differences of

pre service teachers‟ attitudes regarding to gender. One way ANOVA was also utilized to

identify whether there are any significant differences of the pre service teachers attitudes

regarding the programs they enrolled. In qualitative part of the study, open-ended questions

were employed to explain the relationship between the pre service teachers‟ attitudes towards

teaching and reasons for choosing teaching profession. Findings revealed that there was no

difference of pre service teachers‟ attitudes towards teaching regarding gender and the

12

programs they enrolled. However, the research also revealed that pre service teachers enrolled

in secondary education programs are more conscious of deciding their profession.

Ioan (2011) analysed of the recent trends and evolution of Romanian competitiveness

compared to the European Union competitiveness and it is structured in four main parts. The

first section of the paper regards an introduction of the competitiveness evolution process,

recalling the three actual evaluation models of the competitiveness level. In the second part of

the paper there can be found the competitiveness indexes practiced and published by the

World Economic Forum, indicators that are structured on three main levels as following: the

Global Competitiveness Index and its aggregate indicators that are developed on three

categories of factors that are essential for the competitiveness process (Basic requirements,

efficiency Enhancers, Innovation and sophistication factors) and the indexes associated to the

twelve pillars of competitiveness: Institutions, Infrastructure, Macroeconomic stability,

Health and primary education, Higher education and training, Goods market efficiency,

Labour market efficiency, Financial market sophistication Technological readiness, Market

size, Business sophistication, Innovation. Jackson, Allan (2010) said that Home education

provides valuable educational and developmental opportunities for children. An examination

of Australia‟s research indicates many best educational practices, including more informed

mediation, contextualized learning, and opportunities to exercise autonomy. Key features

include learning embedded in communities and program modification in response to students‟

needs. Current state and territory legal requirements are examined within the context of this

research and Australia‟s obligations to international human rights treaties. All jurisdictions

accept home education as one way to meet compulsory education requirements. The extent to

which respective laws then reflect understanding of home education research and practice

varies. Most jurisdictions allow for a variety of educational approaches. Some oversight

regulation could however be modified to reflect a better understanding of home education.

Consultation with home educators and reference to research would assist the development of

more uniform legislation and policy across Australia, and enable better regulatory practice.

According to Johnson (2011), in response to Kenya‟s goal of free and universal primary

education for every child by 2015, the paper described a few of the obstacles that one of the

most visible periphery populations in Kenya, orphaned children, face in at- tempting to reach

this objective. The most frequently cited barriers of children and their caretakers to consistent

school attendance included: inability to pay school fees, lack of a school uniform, difficulty in

providing assistance to orphaned children, presence of disease/illness in the family and

disruption of education due to political violence. Conducted in a Kikuyu community in the

13

Kinangop District of Central Kenya following the 2007/2008 presidential election riots, this

study utilized multiple regression, logistic regression and MANOVA statistical tests to

determine if families caring for orphaned children of primary school age differed significantly

from families with no orphans in the home. Discriminant function and Mahalanobis testing

further revealed differences in types of households, with the presence of orphans in the home

(particularly AIDS orphans) significantly increasing the amount of school fees owed per

family. Qualitative data obtained from semi-structured interviews with families and open-

ended interviews with their primary school aged children contextualized study results and

inform policy recommendations. Kanyi, Vandenbosch, Ngesa, Kibett, Muthaa (2011)

documented activities and determine the effects of FoF programme on primary school

learners‟ perceptions towards natural resources management by comparing learners involved

in the FoF programme and those not involved. Further, comparison of perceptions by gender

among learners involved in the FoF was done. The study employed an ex-post-facto design.

The location of the study was the western region of Kenya. The sample was composed of 120

learners and 6 teachers, making a total of 126respondents. This was in accordance with

recommendations by Kathuriand Pals (1993). The data were collected using questionnaires

and analysed using t-test at alpha = 0.05. The instruments were validated by two experts in

the Department of Agricultural Education and Extension at Egerton University and one expert

from ICRAF. Reliability was tested through pilot testing and indicated a reliability coefficient

of 0.72 The findings indicated that the FoF programme had a significant influence on

learners‟ positive perceptions towards natural resources management thus the programme

forms an integral part in sustainable agriculture. Karadag, Oney (2006) said that the most

important sections of education are planning, instruction and assessment. Assessment is the

element in which the aims and attitudes are evaluated according to their level of performance.

This section is carried out with various tools which are prepared in relation with educational

methods and techniques. In this study the alternative ways of evaluation and assessment of

student‟s capacity are mentioned in line with structuralism. In structuralism the multiple

evaluation methods and the relationship between learning and evaluation have been stressed.

The utility of portfolio files as assessment tools has been emphasized as one of alternative

assessment methods. Kartal (2008) focussed on the application of the basic competences in

the curriculum of Elementary School. The main aim is to provide some strategies to help

teachers to integrate the basic Competences in their programming and evaluation tasks. In the

first part of the study, legal documents are analysed and interpreted in order to explain the

current situation and problems that are explained / told by teachers. In the second part of the

14

study, some strategies, proceeding of the language and mathematical areas, are presented to

improve the implementation of the basic competences in the diary tasks of the teacher. We

carry out this approach from the teaching of language and mathematics for his instrumental

character in acquiring other skills. Kirimoglu , Yildirim, Temiz (2010) analysed whether

resiliency of physical education and sports teachers that work in primary and secondary

schools vary in terms of some variables. Population of the study comprises of a total of 253

physical education and sports teachers (63 female, 190 male teachers) out of 485 physical

education and sports teachers that work in primary and secondary schools (Province, District

and Village) of Hatay Provincial Directorate of National Education have participated in the

research. In order to determine resiliency of the participants, personal information form

developed by the researchers and “Scale of Resiliency” developed by Gurgan (2006a) have

been used. Resiliency levels of teachers have been compared in terms of their genders,

marital status, place of work (province, district, village), professional service period and types

of schools, in which they work (primary, secondary education). Kirimoglu , Yildirim ,

Temiz (2011) discovered whether the methods of coping with stress of physical education

teachers that work in Aydın change or not. 96 physical education teachers (28 women and 68

men) that work in primary and secondary education school in Aydın (country, town, and

village) took part in thıs investigation. For detection of methods of coping with stress;

personal information from improved by investigator and „scale of coping with stress‟

improved by original (Ozbay, 1993) were used. SPSS 16.0 statistic package programme was

used for evaluate of data and find the calculated data. For trial of normality, t test (whose

group number is 2) and One – Way ANOVA test (whose group number is more than 2) were

used within parametric tests. Majanga, Nasongo, Sylvia (2011) assessed the influence of

class size on classroom interaction during Mathematics discourse in the wake of FPE in

Public Primary Schools in Nakuru Municipality. The study adopted ex post facto research

design. It targeted all the 59 Public Primary Schools in Nakuru Municipality. Simple random

sampling was used to select 4 schools for the study. Mathematics lessons in Classes 1 and 6

were chosen from the selected schools to represent the lower and upper classes respectively.

The data were processed and analysed using descriptive and inferential statistics with the aid

of Statistical Package for Social Sciences (SPSS). The findings of the study revealed that FPE

policy has led to increased enrolments in schools which have created increased class sizes and

Pupil-Teacher Ratios. The increased class sizes have influenced teacher-pupil interaction and

pupil-pupil interaction. Malik, Bi bi (2011) determined contribution of Agha Khan Education

Services Pakistan (AKESP) for primary education at Chitral. Findings indicated that AKESP

15

primary schools provide free admission for all students. Teachers at AKESP primary schools

are highly qualified; they are provided refreshes courses, AKESP schools have proper

building, furniture, electricity, computer, library, sick room, drinking water and proper toilet

facilities. Scholarships are given to outstanding students and fee concession facility for poor

students. Mamak , Koc , Pepe (2010) carried out research in order to define the level to

reach the aims of physical education and sports courses taken in primary education. The area

of the research is at the schools around the centre of Konya, central country sides; sampling

group is composed of physical and sports teachers teaching at these schools. A survey

suitable for the aims of the research has been developed. Apprehensibility, coverage

sufficiency and reliability of the survey prepared were tested. Survey form has been applied

to all sampling group. The surveys of 153 men and 86 women who had filled with no errors

and totally 239 people out of the surveys carried out were taken into assessment. Statistical

procedures to the data gained were done with SPSS 13.0software. As statistical techniques,

frequency, percentage (%) and K2 techniques were applied. The level of apprehensibility was

determined as 0,01 – 0,05 was defined as confidence interval. At schools in the scope of the

survey, level of the purposes of physical education and sports lessons can be said to reach

mostly as there has been no disagreements on the opposite side on the variable of the gender

of the participants, the place of the school and type of education. Mohammad-Bagher (2011)

pointed out that Culture and linguistic diversity is one of fundamental features in human

societies. This diversity in one hand encompasses Preservation and Propagation Culture

existing and in the other hand accepting against other cultures. Today we are faced with

globalization and within its attention to issues with culture and language changes and

developments facing. In the globalization environment, Cultures with interaction and

communication with each other and the impact and positive mutual regret, they can grow

better. The right culture and native language, having the right to education and access to

media in their language and culture preservation of human heritage, such cases are striking.

Iran, a country of long and multi-ethnic diversity, language and religion is evident in it.

Today in the atmosphere of globalization all of issues are changing. Democratic countries

largely provide areas for cultural survival and development but in Iran Persian language is the

only official language and other ethnic groups are deprived of respect. Lack of attention to

cultures and non-Persian languages and the same race and languages of the Iranian border

provinces with most neighbouring countries, the increasing tendency of people to cross-

border and overseas media have made cultural and linguistic challenges in Iran. This article is

result of a research in relation to ethnic, cultural and linguistic diversity and are issues and

16

challenges arising from them. Morris (2010) gained a better understanding of the CPD needs

of teachers so that mechanisms could be put in to place to bring about a step-change in order

to further evolve the ICT skills and competencies of the UK teaching workforce. The findings

which emerge here would not only support the view that teachers‟ skills and competencies are

diverse, but would also indicate that the continuing professional development needs of

teachers could benefit by reconfiguring the learning community to facilitate an environment

in which pupils are teachers and teachers become learners. Mukherjee, Kumkum. (1999)

identified the effect of different teaching methods on children's level of motivation and

independence in pre-primary schools in Calcutta. The study involved. 114 children from

schools following the close supervision method and 113 children from environments

encouraging an indirect method of teaching were observed. Findings revealed that children

from schools employing the method of indirect supervision tend to be more self-reliant and

independent in their understanding and approach towards learning in general. Findings also

seem to establish the superiority of the indirect method of teaching over the close supervision

one. Nada (2011) pointed out that recent political changes in states founded on the territory

of the former Yugoslavia have resulted in profound changes in relation to minorities. The

factual status of Serbian minorities in the neighbouring countries has been influenced by

various circumstances – demographic, political, legal, historical, etc. Outside Serbia, in

former Yugoslav republics there are nearly half a million persons belonging to Serbian

nationality who have the status of national minority. Although their social and legal status is

defined according to European standards of minority protection, closer analysis points to a

rather unfavourable status of Serbian minorities. A reason for such a situation may also be

found in the poorly designed and insufficiently organized policy of the homeland country.

Bilateral treaties are a way to protect more efficiently compatriots in other countries, as well

as an efficient mechanism for better integration of minorities in all fields of social life in the

territorial country. Minorities rights stipulated in most bilateral treaties are the right to ethnic

identity, linguistic rights, right to education, media rights, etc. According to Navaneethan,

Kalaivani, Rajasekaran, Nautiyal (2011) in India, during the mid-nineties the Union

Government had initiated the Mid-Day Meal schemes in schools to promote primary education on one

hand, and to reduce malnutrition on the other. However, Tamil Nadu had launched this program

several decades before; during the regime of Mr. Kumarasami Kamraj (1954-1963). An empirical

study was undertaken in the rural areas of Tamil Nadu, in the south of India, to understand the

nutritional status of the children between 11 and 18 years old. This group is vulnerable, as during this

age, individuals undergo physical and mental changes. We calculated the Body Mass Index (BMI) of

17

school children to assess their nutritional status. A total of 806 school children took part in this study

and the majority of them were found to be underweight in the study region. Irrespective of their age

group and sex, as per the WHO‟s international standards, 83% of the students were underweight (BMI

< 18.5). Only 16% of the students were in the normal range (BMI 18.5 - 24.9), and of the rest, 0.39%

and 0.06% were in the BMI range of 25 - 29.9 (overweight) and 30 - 35.9 (obese), respectively. Based

on available data, a regression analysis was carried out. Nishimuko (2006) hypothesized that

religion had a strong connection to how education was perceived and accessed in Sierra

Leone. This short article presents the results of the pilot study and focuses on two issues:1)

parents‟ perception of the role and influence of mainstream religions in the country,

Christianity and Islam, and 2) whether British aid is viewed as having played a significant

role in alleviating the financial burdens and therefore widening access and participation in

education. Oliveira, Figueiroa de Sena , Pinheiro , Oliveira (2010) analysed the socio

demographic profile, risk factors and the quality of life of women submitted to myocardial

revascularization surgery. From the content analysis of the interviews, the following

categories aroused: religiosity, disruption with everyday life, family and quality of life.

Researchers found out that the knowledge about the psychosocial structure of each patient

helps in the treatment of the individual submitted to myocardial revascularization. By

identifying the lifestyle and risk factors, women promote self-knowledge, which can avoid

habits that lead to cardiovascular diseases. They suggested that the development of strategies

for prevention and health promotion involving the patients and their families so that there is

an extension of hospital care at home and a better adaptation to the new condition.

Orus (2009) showed the conclusions of an investigation plan which was showed in the

Human Sciences Faculty and Education of Huesca, in the election of assistances for the

realization of The Act of Improvement Program of Education, with the title of "School

Practices I, II and III from the view of the credits ECTS .One of the main aims of this project

was to know the attitude of the University teachers before the school practices course, that is

why researchers did a questionaries‟ to a big number of partners of Faculty Education of

Huesca, Zaragoza and Teruel, with the purpose that they could transmit us their thoughts and

to be able to offer a solution to elaborate and develop the new plans of teacher degree,

specially, referred to practicum. Ozkan (2010) analysed the protectionist values in lesson

books being used by social sciences courses within pre and post mandatory primary

education, in primary education level of Turkish education system. Aiming to indicate how

protectionist values have taken place in primary education course books, in order to compare

the frequencies of protectionist values existences in pre and post periods of mandatory

18

primary education, years btw 1994-1996 as the pre law period, and years btw 2001-2003 as

the post law period ,have been included in the analysis. Within this context, only 5th and 8th

grade books have been analysed so as to limit on grade selection. Turkish, Social Sciences,

Citizenship and Human Rights education, Ataturk principles and history of reforms, Religious

culture and Ethical Values courses and books formed the core of the interest here. During

these years, in total 14 different course book has been lectures, and here the frequency of the

existence of protectionist values have been analysed. As the conclusion of the analysis, it has

been defined that the protectionist values have a high rate of existence in the latter period on

compared to the former. Phillips, Fagoulis (2010) examined the impact of mentoring in

primary education. The research undertaken with primary education teachers working in

schools of the Achaia Region, (Greece), analyses their beliefs and attitudes towards the

implementation of mentoring and the relation of these attitudes with demographic data.

Theories regarding the meaning, process, techniques and benefits of mentoring are explored

in the first part in order to explain the impact of a mentor in a school environment. The

second part presents and interprets the data collected and detects the relation between

teachers´ attitudes and demographic data. Rajaram, (2000) examined the level of education,

school attendance and school continuation in India. Analysis of data showed that in about 1/3

of Indian households, no adult member ever completed grade one. In more than half Indian

households, no adult female had ever completed formal education. The highest grade

completed by a usual adult member among males was maximum in Delhi and among females

it was maximum in Kerala. The level of education attained by a usual adult male/female had

substantial impact on school attendance a continuation of children in school. The study

recommended that formal education should be provided to all sections of the population to

ensure educational continuity particularly of the vulnerable sections of society.

Ramachandran, Vimala. (2001) evaluated two innovative education programmes in

Rajasthan – Shiksha Karmi Project and Lok Jumbish. Community participation in primary

education: innovations in Rajasthan. The study also depicted the plight of scheduled caste

children who attend school. The Shikha Karmi Project (SKP), based on the Social Work and

Research Centre (SWRC) Tilonia concept, provides a dynamic, functional model of

education, involving training of local school dropouts as primary teachers, to provide

education to the most vulnerable sections of society, including girls. Important features of the

SKP are monitoring by Village Education Committees (VEC) to bring in mid-course

correction, problem solving, adopting a process oriented approach, and involvement of

NGOs. The study recommended community participation in the specific context of people

19

who have little or no access to basic education. An atmosphere has to be created for creating a

supportive environment for girls' participation. Reddy, (2001) studied Primary education in

Manipur: The study was carried out in two districts of Manipur as a part of the evaluation of

Operation Blackboard Scheme. Most of the primary schools surveyed (200 in the two

districts) were located at a distance of above 3 kms from the block headquarters. Motivation

of teachers, involvement of communities and monitoring by Education Officials was

recommended. Construction of additional rooms, posting of additional teachers and provision

of physical amenities was also recommended to improve the learning environment.

Rodrigues, Guimaraes, Piffer (2011) presented the preliminary results of an on-going

research that, based on Moscovici‟s Social Representation Theory, investigates the

interference of initial training processes in the representations that students from two different

courses of Education has and build about the pedagogical work in Nursery Education (NE).

The study is longitudinal in nature and accompanies the students in their initial training

process, from 2009 to 2012, using questionnaires and interviews as data collection tools.

Thus, in this article we will consider the analysis of representations about children and what it

is and how it is to be a nursery education teacher. The data indicate no elaboration on what it

is and how it is to be a teacher of young children, nor on the specificity of the educational

work in NE, allowing us to state that in both groups the use of the terms teacher and child is

related to the work developed in Primary Education. Rojas, Marielos (2008) contributed with

some discussion material on the aspects to consider when defining the quality of the teaching

of the maternal language in primary education. Therefore, it develops the following aspects,

educational formation in the language area, programming of the scholastic linguistic learning,

enrichment of the communicative competition, and supervision and support policies to the

educational professional practice and pertinent, accessible and graduated didactic resources.

Also, it defines some pending tasks in charge of the Ministry of Public Education and the

state universities. Ruiz (2011) analysed the process of inclusive education in the regular

classroom for a person with Asperger‟s Syndrome, defined as a type of social impairment.

The research was qualitative with an interpretative approach. The case study method was

used in this research, as it allows a deeper study. A girl was chosen from a public school in an

urban area of San José, Costa Rica. Three techniques were used to obtain information:

interviews, questionnaires and documentation (personal file, behavior record, and

psychological assessment) related to the girl with Asperger. The triangulation of sources was

used as a method of analysis. The conclusion of the project was that regular schools may have

children miss-diagnosed with Asperger‟s Syndrome, and that our schools are still far from

20

achieving inclusive education, but efforts are being made to achieve it. For a more opportune

intervention, some recommendations based on this study were provided to the family and the

school of the girl with Asperger. Sahin (2008) used descriptive method in his study. It is

benefitted from SPSS packet programmed in the statistical analysis of the data and percentage

(%), frequency (f) techniques are used. As a result of the analysis, it is found out that teachers

generally have positive opinions at the level of "yes" and "partly" on the course book,

workbook and teacher's book. Saroja (1999) analysed the structure of school education and

the factors influencing female school dropouts in schools in Ron Taluka of Gadag district,

Karnataka. The author conducted a case study about “School related factors affecting the

female school drop-out phenomenon in rural areas: ” It was suggested that there is a need to

open separate girls' schools in villages, appoint more female teachers, make the school

atmosphere attractive; and provide necessary educational and sports material. Policy makers

and concerned officials should take steps to universalize elementary education and reduce the

incidence of girl dropouts. In the study of Satir (2009) songs for primary school students

have been evaluated from the point of language and expression by considering the

conceptual-cognitive developmental levels of the students and the principles of contemporary

children literature. The sampling of the research has been built up by 21 songs from 1st, 2nd,

and3rd grade primary school music course books. In the light of the findings, it has been

identified that nearly half of the songs both are suitable for the conceptual-cognitive

developmental levels of the students from the point of language and expression and have a

semantic universe particular to child‟s world. It has been found out that 4 of the 21 examined

songs do not have the above mentioned qualities and 7 of the songs do not have a semantic

universe particular to child‟s world although they are suitable for the conceptual-cognitive

developmental levels of the students from the point of language and expression. Serin,

Derin (2008) examined the relationship between primary school students' perceptions of

interpersonal problem solving skills, the levels of locus of control and such variables as

gender, parents' education levels, perceptions of parents' attitudes and academic achievement.

The sample of the research consists of a total of 434 eighth graders; of whom 231 are males

(53.2%) and 203 are females (46.8%). Problem Solving Inventory (PSI), Nowicki-Strickland

Locus of Control Scale (LOC), and the Personal Information Form, developed by the

researchers were used to collect the data for the research. The data was analysed through t-

test, one-way ANOVA, F and Scheffe. As a result of the research, it is found that there is a

meaningful difference between problem solving skill perceptions with regard to gender,

parents‟ attitudes, achievement perceptions; locus of control with regard to father‟s education

21

levels, mother‟s attitudes and their own achievement perceptions. The paper of Shaheen

(2010) started with a brief background of the link between creativity and education, including

the beginning of the most recent interest in the two. There was a short summary of the

reasons for this renewed interest. It was followed by a discussion into the dissatisfactions over

current education and its changing role in the light of in-creasing importance being accorded

to creativity. Lastly, evidence in educational policy documents from around the world was

presented to show the steps being taken for implementation of creativity in education. Sicilia,

Delgado, Saenz-Lopez, Manzano, Varela, Canadas, Gutierrez (2010) analysed the

evaluation in primary and secondary Physical Education curriculum. Qualitative and

quantitative data were gathered using survey (n=415) and focus groups (n=57) in order to

carry out the purposes of this study. Findings showed that secondary education teachers

prioritized the evaluation of procedural learning while elementary education teachers gave

priority to attitudinal learning. In this vein, differences in using some evaluative instruments

were found. In addition, assessment was considered an important element within evaluation

process for both elementary and secondary education, but secondary education teachers

showed more agreement with that idea. The implications of these results with regard to

teaching instructional actions in physical education classes are discussed. Silva, Scaff (2010)

analysed the establishment of an educational policy that changes the compulsory school term

from 8 to 9 years, with children joining school at the age of 6. The study consisted of a

qualitative, multiple-case research that investigated the implementation of that policy in the

states of Bahia and Mato Grosso do Sul. The research showed that the main progress

provided by the policy is the legal assurance that all children completing 6years will have

access to school. Unlike other texts, this one presents an analysis that recognizes the impact

of the implementation of Law 11,274/2006 on the standards for school access, but it also

poses a question to the efficiency of such policy as the panacea for education quality.

Sudhakar, Umamohan, Sugunakumari, (1999) analyzed the enrolment and dropout trends

in schools, family members' interest in their children's education, weavers' views regarding

education, and their perception towards child earnings and work-orientation. Respondents felt

that three years of formal schooling was just enough to label the children as 'literates'. Tefera,

Craig, David, Abebe, Carl, Patrick (2011) pointed out that Food insecurity not only affects

physical growth and health of children but also their intellectual development, school

attendance and academic performance. However, most evidences are based on studies in high

income countries. Although food insecurity is common in Ethiopia, to what extent it affects

school attendance and educational attainment of adolescents is not explored. We

22

hypothesized that food insecure adolescents would be more likely to be absent from school

and have lower grades attained after 1 year compared to their food secure peers. They used

data from 2009 adolescents in the age group of 13-17 years from two consecutive surveys of

a five year longitudinal family study in Southwest Ethiopia. A stratified random sampling

was used to select participants. Regression analyses were used to compare school absenteeism

and the highest grade attained after 1year of follow-up in food secure and insecure

adolescents. The analysis was adjusted for demographic factors, reported illness and

workload. Thangaraj (2002) studied the Impact of noon meal scheme that is Midday meal

scheme on enrolment and retention. The schemes helped to improve the strength and

enrolment in schools and remove malnutrition of children. The scheme also provided

employment to many people specially widows and destitute, as it created jobs of Aayas,

cooks, Balsevikas and noon meal organisers, etc. The evaluation of the scheme clearly

showed an upward trend in the health status as well as education status of children. Weight of

90% the children increased, height increased, anemia came down (18.4% to 11%), and the

incidence of eye diseases and Dental problems were reduced. The dropout rates had also

come down in Tamil Nadu. To achieve 100 per cent attendance and 0 per cent dropout,

eradication of poverty is essential. According to Toprakci (2010) basic education which is 12

years in many of the developed countries in the world was extended from five to eight years

in Turkey in 1997 and “Primary Education” was redefined as an “eight-year continuous

education”. Total of primary schools is 35,581 in the country-wide. The number of students in

per teacher is 26.4 and number of students per classroom is 36.9 according to the data for the

year 2005. One may come to the conclusion, with a rough comparison in terms of just two

parameters (teacher-student and classroom rates), that there is no substantial abnormality in

Turkish primary schooling. Turkkan (2009) studied the Technology of History, which is

used in coding historical texts, aiming at distancing the recoverable past from story, evolves

these texts from narrative to argumentation rhetorical mode, or from more concrete to more

abstract. This study questions whether or not this evolution function and the rhetorical modes

preferred in historical texts can be defined taking nominalization, which is the most common

means of coding abstraction and distancing, as a criterion. The results of the study show that,

the frequency and the functions of the nominalizations which were analyzed within the

framework of Systemic Functional Linguistic and in the scope of a sampling comprising of

texts obtained from the textbooks used in primary education in Turkey, can be used as a

criterion in defining the preferred rhetorical mode in the historical texts. Unal, Sahinci (2011)

found out that Turkish teachers have negative opinion about teaching of grammatical rules,

23

there is no significant difference between opinions about teaching of grammatical rules

according to the seniority of teachers, genders, departments that teachers graduated and the

school that they work Victoria (2008) seeked to illustrate the path that the conception of the

Right to Education has followed and the interpretation that has being made of it in the

different stages. In each one of these stages, the experts in the subject have categorized this

Right from the beginning, locating it among Human Rights in the fundamental place that it

deserves, or that should deserve, serving as an entrance door to the enjoyment of a full social

citizenship, that becomes aware and guarantor of many other Rights that derive from it.

Victoria, Thorkild, James, Halvor (2010) pointed out that despite provision of free

childhood vaccinations, less than half of all Ugandan infants are fully vaccinated. This study

compares women with some secondary schooling to those with only primary schooling with

regard to their infants‟ vaccination status. Yildırım, Unal, Celik (2011) determined the

perceptions of primary school supervisors, primary school principals and teachers towards the

teacher through the use of metaphors and discover the roles expected of the teachers. The

study is a descriptive research study intended to determine and analyze the present situation.

In the study, a qualitative research method was used to collect, analyze and interpret the

research data. The collected data was analyzed through content analysis. The metaphors

produced by the participants were divided into 13 themes as; incompetent, devoted,

hardworking, enlightening, shaper, leader, inefficient, cheap labor, monotonous, inconsistent,

lazy, aggressive and crushed, by also taking the explanations into consideration. Yıldırım,

Kırımoglu, Temiz (2010) analyzed whether professional self-esteem of physical and sports

teachers that work in primary and secondary schools vary in terms of some variables. A total

of 312 physical and sports teachers (75 female, 237 male teachers) out of 485 physical and

sports teachers that working primary and secondary schools (Province, District and Village)

of Hatay Provincial Directorate of National Education have participated in the research. In

order to determine professional self-esteem of the participants, personal information form

developed by the researchers and “Scale of Professional Self-Esteem” developed by Arıcak

(1999) have been used. Professional self-esteem levels of teachers have been compared in

terms of their genders, ages, marital status, place of work (province, district, village),

professional service period, number of children and types of schools, in which they work

(primary, secondary education).SPSS 16.0 statistics package software has been used for

calculation and evaluation of the obtained data. Zuhairi, Aprijani (2009) addressed legal

foundations, pedagogical challenges, and technological constraints of distance education in

Indonesia. Legal reform and policy changes in education have taken place recently in

24

Indonesia, including the ratification of new Laws and regulations in education. These changes

have effects on distance education as part of the effort to meet the right to education for its

citizens. Distance education is expected to respond to challenges in effective implementation

of lifelong learning.

25

Chapter 3

Research Methodology

Hypothesis

1. Government schemes have resulted in increased attendance and Retention of students

particularly girls.

2. Teacher training is effective.

3. Mid day meal, Distribution of milk in school increases attendance in school.

4. Drop outs in stages and gender are independent.

5. Type of school and gender are independent as far as enrolment is concerned.

Region of Research

The geographical location for the study is Mumbai region, Navi Mumbai region, and

Thane district region in the State Maharashtra. These areas are selected since those are the

„Educational Hub‟ in the state of Maharashtra. Being the capital city of state Mumbai can be

taken as base and other neighbourhood areas can be compared with it, as far as other factors

are concerned.

Research design

The research conducted is of Descriptive and Analytical in nature. The research design and

the steps adopted in research methodology kept in focus the objectives and general hypothesis

of the study. Accordingly number of Null Hypotheses was formed and concerned tests of

significances were applied. The study was divided into three parts i) Schools in the areas, ii)

Teachers from various parts in the areas and iii) Families residing in the slums from different

parts in the areas. In all 730 sampling units were included in the study.

Population and Sampling Techniques

The population of the study consisted of School, Slums and Teachers of Mumbai, Navi

Mumbai and Thane region in the state of Maharashtra. The above three regions were selected

by Convenient Sampling Method. Schools in the areas were selected randomly using Lottery

26

Method. Teachers were selected purely on random basis to get true findings. Slums were

selected by convenient sampling method and Families within the slums were selected

randomly. Category wise sampling units were as follows.

Number of Schools: 263,

Number of Teachers: 167 and

Number of Families from slums: 300.

Collection of Data

The collection of data consists of both the types Primary and Secondary data. The Primary

data has been collected by floating structured questionnaires. Before finalizing the structured

questionnaires, those were subjected to pilot testing. By removing the difficulties the final

draft was designed. Responses to the questionnaires were obtained through survey method,

through Email. In some of the areas information was obtained by conducting personal

interviews of Principals, Teachers, Head of the families from slums. The discussions,

opinions and interaction with the respondents should provide better understanding in their

feelings towards opinions they have.

The Secondary data was collected from following sources.

1. Publications of Education Departments.

2. Books and Journals relevant to the study conducted.

3. Published and unpublished research reports.

4. Various Websites related to Education Department.

Three Questionnaires were drafted at three different levels.

(i) For Schools,

(ii) For Teachers and

(iii) For families from slums.

The total number of questions asked from the respondents was 55 in total consisting of 23

questions in School questionnaire, 23 questions in Teachers questionnaire and 9 questions in

Families from slum questionnaire.

27

Teachers‟ questionnaire was drafted in English as well as Marathi because majority teachers

from primary school were not comfortable with English.

Slums questionnaire was drafted specifically in Marathi, the state language.

For Schools, to collect the required necessary information in all 23 questions were drafted

with multiple choices of answers. The questionnaire was divided into six sections namely

A: General information, B: Staff, C: Infrastructure,

D: Facilities available in the school, E: Enrolment, i.e. Strength of the School

F: Dropouts at Primary and Secondary stage.

For Teachers, the questions were drafted in simple easy language focussing mainly on

Training programs attended by them. In all 23 questions were drafted. Some of them were

provided multiple choices, out of which the respondents had to select the appropriate choice.

The questionnaire constructed for families in slums was purposely translated in Marathi. The

data about family size, Number of boys and girls going to schools, various facilities available

in the schools and whether the children got benefit of them or not, was obtained from this

questionnaire. In all 9 questions with multiple choices covered the required information.

Sampling Techniques:

The Sampling techniques adopted were Purposive/Convenience, and Random Sampling. The

three regions were selected with the purpose of convenience in nearby areas. From each of

the areas the schools were selected randomly. The „Lottery method „is used to select the

schools.

Teachers were selected purely on random basis from the above areas.

Slums were selected by convenience or purposive method, but the families from slums were

selected randomly to get unbiased results.

The responded questionnaires were subjected to editing so as to eliminate incomplete

questionnaires and not properly filled questionnaires. The study shall admit around 730

questionnaires for future analysis and interpretation.

28

Processing of Data:

The edited questionnaires were recorded, coded and the coded data was subjected to

classification.

Statistical Techniques/ Tools:

Statistical Methods-

The classified data were subjected to the statistical method of analysis. Section wise analysis

was carried out with the help of statistical tools such as Tabulation, Diagrams, Measures of

Central tendencies, Percentages, Proportions, Dispersion and Summarization measures. Also

Tests of Significance namely Z-test, t-test, Chi-Square test were applied to test various

hypotheses.

Analysis Of Variance technique was also applied in some areas.

The level of significance used in the tests of significances were the standard ones which are

generally used, those were 5% and 1% if required.

Teachers Questionnaire is analyzed question wise. Also the questionnaire designed for

Families residing in Slums is analyzed question wise.

The STATA statistical package and computerized data processing was adopted for

Tabulation, Analysis and Interpretation of Data.

Methods of Reporting-

The research reporting text consists of One way tables, Two way tables, bar diagrams and pie

diagrams for providing effective understanding.

29

Chapter 4

Statistical Analysis

[I] Analysis of Schools Data

(i) Section ‘A’: Classification of schools according to Area ,Location, Management

Status, Type(Primary/Primary with Upper Primary), Medium of Instruction, Funds received

or not?,

(ii) Section ‘B’: Classification of schools according to appointment of qualified Head

Master/Mistress, Number of Non-teaching staff, Distribution of number of nonteaching staff

Area wise, Location wise, ,Management Status wise,, Type(Primary/Primary with Upper

Primary),wise, Medium of Instruction wise.

(iii) Section ‘C’: Classification of schools according to status of building, requirement of

major repairs, number of classrooms, percentage of First Classes and above, Classification of

schools with non zero percentage of First class and above, Area wise.

(iv) Section ‘D’: Classification of schools according to Area (District), and availability of

amenities/facilities such as Common Toilet, Girls Toilet, Library, Book bank, Medical Check

Up, Electricity, Boundary wall, Drinking Water, Mid Day Meal, Playground, also Location

and ,Management Status with availability of facilities.

(v) Section ‘E’: Enrolment of Schools according to Year and Gender (Boys, Girls) for all

263 schools involved in the study.

(vii) Section ‘F’: Distribution of number of dropout in three areas Mumbai, Navi Mumbai,

Thane according to Gender, Year, Stage.

[II] Analysis of Teachers Data:

Classification of Teachers according to Gender, Age, Area, Medium of Instruction of

School, Educational Qualification, Teaching Section, School Type, Status of Teacher , Type

of Service, Attendance in Training Program, Theme of Training, Duration of Training

Program, Opinion about Ideal Training Program, Feedback about trainers, benefit out of

Training Program, Effectiveness of Training Program.

30

[III] Analysis of Families of Slums Data:

Classification of Families according to Area of Slum, family Size, Availability of School in

the vicinity, gaining benefit of Mid Day Meal facility, Distribution of families with respect to

number of children below age 16, Gender wise, Beneficiaries of facilities such as Notebooks,

Uniform, Text Books, Milk, Meal.

[IV] Hypothesis Testing:

In all 32 Hypothesis were tested. Hypothesis. Nos. 1,2,3 were used to arrive at conclusion

about Performance of Schools on the basis of Percentage of „First Classes and above‟.

Hypothesis Nos. 4, 5, 6, 7, and 8 were about Gender Sensitivity.

Hypothesis Nos. 9 to 27 covers about Drop outs,

Hypothesis. Nos. 28,29 includes Impact of Training Program.

Hypothesis 30 discussed about Mid Day Meal Scheme.

31

Section A

Classification of schools according to Area, Location, Management Status, Type

(Primary/Primary with Upper Primary), Medium of Instruction, Funds received or not?

Following results were obtained by analysing Questions from Section A , Q. No. 1 to 7 of

„Questionnaire for Schools‟

1.In the Study, 52.85 % Schools were from Mumbai Region, 13.31 % Schools were from

Navi Mumbai and the rest 33.84 % Schools were from Thane.

2. In the Study, 21.29 % Schools were from Rural Location and the rest 78.71 % Schools

were from Urban Location.

3. Composition of the Schools Management Wise was as follows: 80.61% belong to Local

Management, 0.76 % belongs to Government Management, 5.70% belong to Private aided

and the rest 12.93% belong to Private unaided.

4. In the Study, 0.76 % Schools were from Primary and the rest 99.24 % Schools were from

Primary with Upper Primary.

5. In the Study, 88.21 % Schools were received Funds from the Schools and the rest 11.79 %

Schools were not received Funds from the Schools.

6.In Case of Number of Schools According to Medium wise were Marathi having 147 Schools (55.89

% Of the total), Hindi having 43 Schools (16.35 % of the total), Urdu having 29 Schools (11.03 % of

the total, Gujarati having 7 Schools (2.66 % of the total), Mal/ Tamil having 10 Schools (3.80 % of

the total) and the rest English 27 Schools (10.27 % of the total).

7. In Case of Navi Mumbai area 34 schools were from Urban Location and 1 From Rural and In

Thane Area 34 Schools were from Urban and 55 from Rural location.

8. Out of 212 Schools run by Local Management 138 were from Mumbai, 7 from Navi Mumbai and

67 from Thane Area, Out of 2 schools run by Government 2 were from Thane only, Out of 15 Schools

run by Private Aided Management 1 were from Mumbai, 4 from Navi Mumbai and the rest 10 were

From Thane, Out of 34 Schools run by Private Unaided Management 24 were from navi Mumbai, 10

from Thane Area.

9. In Case of Mumbai area 139 schools were from Primary with Upper Primary Type and In Navi

Mumbai Area 35 Schools were from Primary with Upper Primary Type, In Thane Area 2 Schools

were from Primary and 87 from Primary with Upper Primary Type.

10. In Case of Mumbai area 134 schools were Received Funds from Primary type, 5 schools Received

funds from Primary with Upper Primary Type, In Navi Mumbai area 24 schools were Received Funds

32

from Primary type, 11 schools Received funds from Primary with Upper Primary Type and In Thane

Area 74 Schools were Received Funds from Primary type and the rest 15 schools Received funds from

Primary with Upper Primary Type.

11.Out of 139 Schools from Mumbai 63 were of Marathi Medium, 35 of Hindi medium, 23 of Urdu

Medium, 6 of Gujarati Medium, 9 of Mal/Tamil Medium and the rest 3 of English Medium. Out of 35

Schools from Navi Mumbai 15 were of Marathi Medium, 5 of Hindi medium, 2 of Urdu Medium and

the rest 3 of English Medium. Out of 89 Schools from Thane 69 were of Marathi Medium and the rest

3 of Hindi medium, 4 of Urdu Medium, 1 of Gujarati Medium, 1 of Mal/Tamil Medium and the rest 1

of English Medium.

12. Out of 212 Schools run by Local Management 53 were from Rural and 159 from Urban Location.

Out of 2 schools run by Government 1 were from Rural and 1 from Urban Location. Out of 15

Schools run by Private Aided Management 1 were from Rural and 14 from Urban Location. Out of 34

Schools run by Private Unaided Management 34 were from Urban Location.

13. All the primary Schools were from Urban Location, 55 Primary with Upper Primary schools Were

from Rural location while 206 Primary with upper Primary schools were from Urban Location.

14.Out of 55 Rural schools 51 schools were received funds and out of 208 Urban schools 181 Were

Received Funds.

15.Out of 55 Schools from Rural Location 53 were of Marathi Medium, 1 of Urdu Medium and the

rest 1 of Gujarati Medium. Out of 209 Schools from Urban Location 94 were of Marathi Medium, 43

of Hindi medium, 28 of Urdu Medium and the rest 6 of Gujarati Medium.

16. All the schools run by Local Management and Government were of the type Primary with

Upper Primary. Private Aided and Unaided Management schools were 15 and 34 respectively

out of which only 1 was of primary type each.

17.Out of 232 schools receiving funds were 202 run by local management, 2 run by Government, 12

run by Private Aided and the rest 16 run by Private Unaided.

18. Out of 212 Local Management schools were 129 of Marathi medium, 36 of Hindi medium, 27 of

Urdu Medium, 7 of Gujarati Medium, 10 of Mal/Tamil Medium and the rest 3 of English Medium. All

2 government schools were of Marathi medium. Out of 15 Private Aided Management schools were

10 of Marathi medium, 3 of Hindi medium, 1 of Urdu Medium and the rest 1 of English Medium. Out

of 34 Private Unaided Management schools were 6 of Marathi medium, 4 of Hindi medium, 1 of Urdu

Medium and the rest 23 of English Medium.

19. Out of 232 schools receiving funds were of the type Primary with Upper primary.

20. Out of 2 Primary schools 1 was of Hindi medium and other was English medium while in case of

Primary with Upper Primary schools Out of 261 schools 147 were of Marathi medium, 42 of Hindi

medium, 29 of Urdu Medium, 7 of Gujarati Medium, 10 of Mal/Tamil Medium and the rest 26 of

English Medium.

21. Out of 232 schools receiving funds were 136 of Marathi medium, 42 of Hindi medium, 27 of

Urdu Medium, 7 of Gujarati Medium, 10 of Mal/Tamil Medium and the rest 10 of English Medium.

33

Section B

Classification of schools according to appointment of qualified Head Master/Mistress,

Number of Non-teaching staff, Distribution of number of nonteaching staff Area wise,

Location wise, ,Management Status wise,, Type(Primary/Primary with Upper

Primaray),wise, Medium of Instruction wise.

From the „Questionnaire for Schools‟ ,Section B Question Numbers 8,9,10 and 11 were

analysed and following results were obtained.

1. In the schools involved in the study 65.78% schools had qualified head masters.

2.In the schools involved in study 36.88 % schools did not have any Non-Teaching staff , 10.64 %

schools were with single Non-Teaching staff, 25.86 % schools had 2 Non- Teaching staff, 15.97%

schools had 3 Non-Teaching Staff, 4.94% schools had 4 Non-Teaching Staff, 3.42% schools had 5

Non-Teaching Staff, and the rest 2.29% were having more than or equal to 6 Non-Teaching.

3. Out of 97 schools without Non-Teaching staff, 13 were from Mumbai area, 18 from Navi Mumbai

and the rest 66 from Thane area. Out of 28 schools with single Non-Teaching staff, 20 of Mumbai, 2

of Navi Mumbai and the rest 6 of Thane area. Out of 68 schools with 2 Non-Teaching staff, 46 of

Mumbai, 12 of Navi Mumbai and the rest 10 of Thane area. Out of 42 schools with 3 Non-Teaching

staff, 36 of Mumbai, 2 of Navi Mumbai and the rest 3 of Thane area. Out of 13 schools with 4 Non-

Teaching staff 13, from Mumbai area only. Out of 15 schools having more than or equal to 5 Non-

Teaching Staff, 11of Mumbai, 1 of Navi Mumbai and the rest 3 of Thane area.

4. Out of 97 schools without Non-Teaching staff, 51 were from Rural Location and the rest 45 from

Urban Location. Out of 28 schools with single Non-Teaching staff 2 were from Rural Location and

the rest 26 from Urban Location. Out of 68 schools with 2 Non-Teaching staff, 2 were from Rural

Location and the rest 66 from Urban Location. Out of 42 schools with 3 Non-Teaching staff ,from

Urban Location. Out of 13 schools with 4 Non-Teaching staff, 13 from Urban Location. Out of 15

schools having more than or equal to 5 Non-Teaching Staff, 1 were from Rural Location and the rest

14 from Urban Location.

5. Out of 97 schools without Non-Teaching staff, 78 were from Local Management, 1 from

Government, 6 from Private Aided and the rest 12 from Private Unaided. Out of 28 schools with

single Non-Teaching staff 22 from Local Management, 1 from Private Aided and the rest 5 from

Private Unaided. Out of 68 schools with 2 Non-Teaching staff 49 from Local Management, 6 from

Private Aided and the rest 13 from Private Unaided. Out of 42 schools with 3 Non-Teaching staff 38

from Local Management, 1 from Private Aided and the rest 3 from Private Unaided. Out of 13 schools

with 4 Non-Teaching staff 13 from Local Management. Out of 15 schools having more than or equal

to 5 Non-Teaching Staff 12 Local Management, 1 from Government, 1 from Private Aided and the

rest 1 from Private Unaided.

34

6. Out of 97 schools without Non-Teaching staff, were 1 from Primary type and the rest 96 from

Primary with Upper Primary type. Out of 28 schools with single Non-Teaching staff 1 from Primary

type and the rest 27 from Primary with Upper Primary type. Out of 68 schools with 2 Non-Teaching

staff 68from Primary with Upper Primary type. Out of 42 schools with 3 Non-Teaching staff 42 from

Primary with Upper Primary type. Out of 13 schools with 4 Non-Teaching staff were 13from Primary

with Upper Primary type. Out of 15 schools having more than or equal to 5 Non-Teaching Staff

15from Primary with Upper Primary type

7. Out of 97 schools without Non-Teaching staff, 67 were from Marathi Medium, 7 from Hindi

Medium, 6 from Urdu Medium, 2 from Gujarati Medium, 4 from Mal/Tamil, and the rest 11 from

English. Out of 28 schools with single Non-Teaching staff ,9 were from Marathi Medium, 6 from

Hindi Medium, 3 from Urdu Medium, 1 from Gujarati Medium, 5 from Mal/Tamil, and the rest 4

from English. Out of 68 schools with 2 Non-Teaching staff,31 were from Marathi Medium, 17 from

Hindi Medium, 8 from Urdu Medium, 2 from Gujarati Medium, 1 from Mal/Tamil, and the rest 9

from English. Out of 42 schools with 3 Non-Teaching staff, 21 were from Marathi Medium, 9 from

Hindi Medium, 7 from Urdu Medium, 2 from Gujarati Medium and the rest 3 from English. Out of 13

schools with 4 Non-Teaching staff ,9 were from Marathi Medium, 1 from Hindi Medium and the rest

3 from Urdu Medium. Out of 15 schools having more than or equal to 5 Non-Teaching Staff, 10 were

from Marathi Medium, 3 from Hindi Medium and the rest 2 from Urdu Medium.

35

Section C

Classification of schools according to status of building, requirement of major repairs,

number of classrooms,percentage of First Classes and above, Classification of schools

with non zero percentage of First class and above, Areawise.

From the „Questionnaire for Schools‟ Section C, Question numbers 12,13,…….. upto19 were

considered and analysed as follows.

Chart no. C1

In all 95.82% school Buildings were in good condition, 3.42 % partially good and for the

remaining construction was not good

Chart No. C2

In all 12.17 % schools were required major repair on the other hand 87.83% were not

required any major repair.

0100200300

No. of School According To status of School

Building

No. of School

Yes 12%

No 88%

No. of School According to Major Repair Reqd

Table no.C1

Title: No. of schools According to Status

of School Building

Status

No. of

School Percentage

Pucca 252 95.82

Partially

pucca 9 3.42

Kuccha 2 0.76

Total 263 100

Source: Survey

Table no.C2

Title: No. of schools According to

Major repairs Reqd

Status

No. of

School Percentage

Yes 32 12.17

No 231 87.83

Total 263 100

Source: Survey

36

Chart No. C3

In all 65.4 % schools had Number of classrooms between 1 & 7, 23.57 % schools had

number of Classroom between 8 & 10 and the rest 11.03% schools had number of classrooms

greater than 10.

Student Teacher Ratio

Information was collected for all the schools as number of students per Teacher. Area wise

data was classified and compared for consistency. The results were summarized as follows.

Table No.C4

Title: Measures of Central Tendency, Dispersion according to area.

Area/Measure Minimum Maximum Mode Mean Standard

Deviation

Coefficient

of

Variation

Mumbai 6 104 23 27.93525 11.97492 42.86669

Navi Mumbai 10 95 51 48.44118 18.90252 39.0216

Thane 4 72 22 33.48837 13.86458 41.40118

In the schools of Mumbai Area it was observed that number of students per teacher ranges

between 6 and 104 while majority of the schools observed the number 23. For Navi Mumbai

schools, number of students per teacher ranges between 10 and 95 while majority of the

schools observed the number 51 which was the highest amongst the three areas. In the

1-7 65%

8-10 24%

>10 11%

No. of schools According to No. Of Classroom

Table no. C3

Title: No. of schools According to No.

Of Classroom

No. of

Classroom

No. of

School Percentage

1-7 172 65.4

8-10 62 23.57

>10 29 11.03

Total 263 100

Source: Survey

37

schools of thane district area number of students per teacher ranges between 4 and 72 while

majority of the schools observed the number 22.

On the basis of Central tendency measures Navi Mumbai schools accommodates more

students per teacher then Thane area schools and lastly Mumbai Schools. It might be because

of space constraint. On the other hand Navi Mumbai Schools shows more consistency than

Thane schools and then Mumbai schools.

ANOVA

The Schools in the three areas were compared on the basis of „percentage of students securing

marks 60% and above‟. This parameter was chosen because according to new policy no

student will be failed up to VIII th

standard. Hence Standard of the school could be decided on

Number of First class students. The Following table gives distribution of schools according to

percentage of First class and above.

Table No.C5

Title: Distribution of schools according to percentage of First class and above.

Percentage of First

classes

Number of Schools

Zero 76

Non Zero 187

Total 263

Further 187 schools were classified according to area as follows

Table No.C6

Title: Distribution of schools with Non zero percentage of First class and above according to

area

Area Number of

Schools

Mumbai 119

Navi

Mumbai

31

Thane 37

Total 187

Since Mumbai region was having more number of school, it was divided into Three sets of

40, 40

and 39 respectively. Each set is compared with schools of Navi Mumbai and Thane area.

Thus it gives Three sets of three areas.

38

Taking each set separately Means of Percentages of First Classes and above are compared.

Thus Equality of Means for 3 Samples was tested. Analysis of Variance was used to arrive

results.

Let µ denote Mean of the percentage of First Classes and above.

µMum. , µNaviMum , µThane denote Mean of the percentage of First Classes and above For

Mumbai, Navi Mumbai and Thane respectively.

Null Hypothesis H0: µMum. = µNaviMum = µThane was tested for Three sets as follows.

SET 1 Table No.C7

Title: Percentage of First class and above in the last standard according to area.

Sr.No. Mumbai

Navi

Mumbai Thane Sr.No. Mumbai Navi Mumbai Thane

1 97.37 74.63 66.67 21 83.33 76.72 80.51

2 28.57 22.64 48.72 22 100 24 57.14

3 44.44 66.67 42.86 23 76.52 81.25 73.91

4 46.23 74.04 92.86 24 40 59.84 100

5 100 77.24 100 25 78.57 65.18 66.67

6 79.17 84.21 55 26 57.14 77.97 68

7 36.36 75.35 64.71 27 98.33 50.57 100

8 41.57 64.71 83.33 28 50 34.71 95.65

9 62.86 58.33 60 29 83.19 57.53 91.76

10 54.84 94.12 11.76 30 79.7 77.22 72.73

11 30.77 76.19 47.83 31 39.29 26.92 100

12 32.26 35.8 15.79 32 100

66.67

13 69.23 54.23 28.57 33 59.62

73.91

14 91.8 85 7.14 34 54.17

81.82

15 68.42 32 86.96 35 77.14

25

16 92.86 54.05 100 36 93.5

100

17 100 78.05 50 37 58.54

100

18 62.5 76.6 75 38 58.82

19 40 72.11 100 39 66.67

20 100 42.86 50 40 66.67

Source: www.schoolreportcards.in

Null Hypothesis H0: There is no significant difference between mean percentages of First

Classes and above in the schools from the areas Mumbai, Navi Mumbai and Thane

H0: µMum. = µNaviMum = µThane H1: µMum. ≠ µNaviMum ≠ µThane

39

Table No. C8 One Way ANOVA table

Source of

Variation

Degrees of

Freedom

Sum of

Squares

Mean Sum of

Squares

F ratio F tablevalue

Between Areas 2 766.574 383.287 1.457803 F105,2 (5%)=

19.5

Within

Areas(Error)

105 58669.49 558.757

Total 107 59436.06

Decision: Since F-Calculated < F-Table, Null Hypothesis is accepted.

Conclusion: There is no significant difference between mean percentages of First Classes and

above in the schools from the areas Mumbai, Navi Mumbai and Thane

SET 2: Table No.C9


Sr. No. Mumbai

Navi

Mumbai Thane Sr.No.2 Mumbai3

Navi

Mumbai4 Thane5

1 73.17 74.63 66.67 21 60.87 76.72 80.51

2 67.8 22.64 48.72 22 81.52 24 57.14

3 17.78 66.67 42.86 23 28.95 81.25 73.91

4 69.72 74.04 92.86 24 80.17 59.84 100

5 60.32 77.24 100 25 53.06 65.18 66.67

6 16.67 84.21 55 26 69 77.97 68

7 61.7 75.35 64.71 27 57.14 50.57 100

8 39.34 64.71 83.33 28 46.15 34.71 95.65

9 68.13 58.33 60 29 41.37 57.53 91.76

10 53.85 94.12 11.76 30 61.72 77.22 72.73

11 99.6 76.19 47.83 31 78.57 26.92 100

12 13.79 35.8 15.79 32 50

66.67

13 60.71 54.23 28.57 33 69.15

73.91

14 36.11 85 7.14 34 65.82

81.82

15 51.46 32 86.96 35 85.71

25

16 52.94 54.05 100 36 66.67

100

17 52.94 78.05 50 37 85.86

100

18 65.85 76.6 75 38 71.92

19 100 72.11 100 39 91.63

20 55.83 42.86 50 40 14.29


40




Table No.C10 One Way ANOVA table

Source of

Variation

Degrees of

Freedom

Sum of

Squares

Mean Sum of

Squares

F ratio F tablevalue

Between Areas 2 1698.019 849.0094 1.569845 F 2,105 (5%)=

3.07

Within

Areas(Error)

105 56786.48 540.8236

Total 107 58484.49




SET 3: Table No.C11


Sr. No. Mumbai

Navi

Mumbai Thane Sr.No.2 Mumbai3

Navi

Mumbai4 Thane5

1 56.56 74.63 66.67 21 26.67 76.72 80.51

2 60 22.64 48.72 22 49.28 24 57.14

3 43.75 66.67 42.86 23 100 81.25 73.91

4 87.08 74.04 92.86 24 71.43 59.84 100

5 85.71 77.24 100 25 55.56 65.18 66.67

6 75 84.21 55 26 50.68 77.97 68

7 93.48 75.35 64.71 27 86.67 50.57 100

8 61.46 64.71 83.33 28 42.86 34.71 95.65

9 74.19 58.33 60 29 63.16 57.53 91.76

10 64.71 94.12 11.76 30 66.67 77.22 72.73

11 92.31 76.19 47.83 31 50 26.92 100

12 47.37 35.8 15.79 32 43.75

66.67

13 34.48 54.23 28.57 33 91.67

73.91

14 78.57 85 7.14 34 100

81.82

15 71.43 32 86.96 35 81.82

25

16 47.56 54.05 100 36 47.37

100

17 46.19 78.05 50 37 81.82

100

18 79.53 76.6 75 38 100

19 46.43 72.11 100 39 30.77

20 45.35 42.86 50


41




Table No.C12 One Way ANOVA table

Source of

Variation

Degrees of

Freedom

Sum of

Squares

Mean Sum of

Squares

F ratio F table value

Between Areas 2 707.4614 353.7307 1.492605 F104,2 (5%)=

19.5

Within

Areas(Error)

104 54909.93 527.9801

Total 106 55617.39




42

Section D

Classification of schools according to Area (District), and availability of

amenities/facilities such as Common Toilet, Girls Toilet,Library,Bookbank,Medical

Check Up, Electricity, Boundry wall, Drinking Water, Mid Day Meal, Play ground,

also Location and ,Management Status with availability of facilities.

From the Questionnaire for school, the question numbers 2, 3, 4 and 20 were considered and

following results were obtained.

Chart No.D1

Common toilet facilities were available in 62% schools from Mumbai, 26% schools from

Thane and the rest 12% of schools from Navi Mumbai.

Chart No.D2

Girls toilet facilities were available in 55% schools from Mumbai, 31% schools from Thane

and the rest 14% of schools from Navi Mumbai.

62% 12%

26%

Percentage of School According to District by

Common Toilet

Mumbai

NaviMumbai

Thane

55%

14%

31%

Percentage of School According to District by

Girls Toilet

Mumbai

NaviMumbai

Thane

Table no. D1 Title: No. of schools According

to District by Common Toilet

Area yes No Total

Mumbai 55 84 139 Navi Mumbai 11 24 35

Thane 23 66 89

Total 89 174 263

Source: Survey


to District by Girls Toilet

Area yes No Total


Thane 75 14 89

Total 239 24 263

Source: Survey

43

Chart No. D3

Library was available in 54% schools from Mumbai, 33 % of schools from Thane and the rest

13 % schools from Navi Mumbai.

Chart No. D4

Book Bank facility was available in 48% schools from Mumbai, 37 % of schools from Thane

and the rest 15 % schools from Navi Mumbai.

54%

13%

33%

Percentage of School According to district

by Library

Mumbai

NaviMumbai

Thane

48%

15%

37%

Percentage of Schools According to district by Book Bank facility

Mumbai

NaviMumbai

Thane


to District by Library

Area yes No Total


Thane 81 8 89

Total 247 16 263

Source: Survey


to District Book bank Facility

Area yes No Total

Mumbai 105 34 139

NaviMumbai 32 3 35

Thane 81 8 89

Total 218 45 263

Source: Survey

44

Chart No.D5

Medical Check Up facility was available in 56 % schools from Mumbai, 32 % of schools

from Thane and the rest 12 % schools from Navi Mumbai.

Chart No. D6

Electricity was available in 56 % schools from Mumbai, 30 % of schools from Thane and the

rest 14 % schools from Navi Mumbai.

56%

12%

32%

Percentage of Schools According to District By Medical Checkup

Mumbai

NaviMumbai

Thane

56%

14%

30%

Percentage of Schools According to District

by Electricity

Mumbai

NaviMumbai

Thane


to District by Medical Check Up

Area yes No Total

Mumbai 132 7 139

NaviMumbai 29 6 35

Thane 75 14 89

Total 236 27 263

Source: Survey


to District by Electricity

Area yes No Total

Mumbai 136 3 139

NaviMumbai 35 0 35

Thane 74 15 89

Total 245 18 263

Source: Survey

45

Chart No. D7

Boundary Wall was available in 57 % schools from Mumbai, 30 % of schools from Thane

and the rest 13 % schools from Navi Mumbai.

Chart No. D8

Drinking Water Facility was available in 53 % schools from Mumbai, 34 % of schools from

Thane and the rest 13 % schools from Navi Mumbai.

57%

13%

30%

Percentage of Schools According to district

by BoundaryWall

Mumbai

NaviMumbai

Thane

53%

13%

34%

Percentage of Schools According to District

by drinking Water

Mumbai

NaviMumbai

Thane


to District by Boundary wall

Area yes No Total


Thane 67 22 89

Total 222 41 263

Source: Survey


to District by Drinking Water

Area yes No Total


Thane 88 1 89

Total 261 2 263

Source: Survey

46

Chart No. D9

Mid-day Meal Facility was available in 54 % schools from Mumbai, 32 % of schools from

Thane and the rest 14 % schools from Navi Mumbai.

Chart No. D10

Play Ground was available in 45 % schools from Mumbai, 39 % of schools from Thane and

the rest 16 % schools from Navi Mumbai.

54%

14%

32%

Percentage of Schools According to

MiddayMealFacility

Mumbai

NaviMumbai

Thane

45%

16%

39%

Percentage of school According to District

by PlayGround

Mumbai

NaviMumbai

Thane


to District by Mid-Day Meal facility

Area yes No Total


Thane 74 15 89

Total 234 29 263

Source: Survey


to District by Play Ground

Area yes No Total


Thane 67 22 89

Total 172 91 263

Source: Survey

47

Chart No. D11

Common Toilet facilities were available in 88% schools from Urban Location and the rest

12% schools from Rural Location.

Chart No. D12

Girls Toilet facilities were available in 80% schools from Urban Location and the rest 20%

schools from Rural Location.

12%

88%

Percentage of School According to Location

by Common Toilet

RuRal

Urban

20%

80%

Percentage of schools According to Location

by Girls Toilet

RuRal

Urban

Table no D11 Title: No. of schools

According to Location by Common Toilet

Area Yes No Total

Rural 11 45 56

Urban 78 129 207

Total 89 174 263

Source: Survey


According to Location by Girls Toilet

Area Yes No Total

Rural 48 8 56

Urban 191 16 207

Total 239 24 263

Source: Survey

48

Chart No. D13

Library was available in 78% schools from Urban Location and the rest 22 % schools from

Rural Location.

Chart No. D14

Book Bank Facility was available in 75% schools from Urban Location and the rest 25 %


22%

78%

Percentage of Schools According to Location

by Library

RuRal

Urban

25%

75%

Percentage of Schools According to Location by BookBankFacility

RuRal

Urban


According to Location by Library

Area yes No Total

Rural 54 2 56

Urban 192 15 207

Total 246 17 263

Source: Survey


According to Location by Book Bank Facility

Area yes No Total

Rural 54 2 56

Urban 164 43 207

Total 218 45 263

Source: Survey

49

Chart No. D15

Medical Checkup Facility was available in 78% schools from Urban Location and the rest 22

% schools from Rural Location.

Chart No. D16

Electricity was available in 82% schools from Urban Location and the rest 18 % schools from

Rural Location.

22%

78%

Percentage of Schools According to Location by MedicalCheckUp

RuRal

Urban

18%

82%


by Electricity

RuRal

Urban

Table no. D15 Title: No. of schools According to Location by Medical Checkup

Area yes No Total

Rural 52 4 56

Urban 184 23 207

Total 236 27 263

Source: Survey

Table no. D16 Title: No. of schools According to Location by Electricity

Area yes No Total

Rural 43 13 56

Urban 202 5 207

Total 245 18 263

Source: Survey

50

Chart No. D17

Boundary wall was available in 82% schools from Urban Location and the rest 18 % schools

from Rural Location.

Chart No. D18

Drinking Water facility was available in 79% schools from Urban Location and the rest 21 %


18%

82%


by BoundryWall

RuRal

Urban

21%

79%


by Drinking Water

RuRal

Urban

Table no. D17 Title: No. of schools According to Location by Boundary wall

Area yes No Total

Rural 41 15 56

Urban 181 26 207

Total 222 41 263

Source: Survey

Table no. D18 Title: No. of schools According to Location by Drinking Water

Area yes No Total

Rural 55 1 56

Urban 206 1 207

Total 261 2 263

Source: Survey

51

Chart No. D19

Play Ground was available in 76% schools from Urban Location and the rest 24 % schools

from Rural Location.

Chart No. D20

Mid-Day Meal facility was available in 77% schools from Urban Location and the rest 23 %


24%

76%


by PlayGround

RuRal

Urban

23%

77%


by MidDayMealFacility

RuRal

Urban

Table no. D19 Title: No. of schools According to Location by Play Ground

Area yes No Total

Rural 41 15 56

Urban 131 76 207

Total 172 91 263

Source: Survey

Table no. D20 Title: No. of schools According to Location by Mid-Day Meal facility

Area yes No Total

Rural 53 3 56

Urban 181 26 207

Total 234 29 263

Source: Survey

52

Chart No. D21

Common Toilet facility was available in 79% schools from Local Management, 18% schools

from Private Unaided and the rest 3% schools from Private Aided.

Chart No. D22

Girls Toilet facility was available in 80% schools from Local Management, 13% schools

from Private Unaided, 6% schools from Private Aided and the rest 1% schools from

Government.

79%

0% 3%

18%


MgmtStatus By Common Toilet

Local

Govt

PvtAided

Unaided

80%

1% 6%

13%

Percentage of Schools According to MgmtStatus By Girls

Toilet

Local

Govt

PvtAided

Unaided

Table no. D21 Title: No. of schools

According to Mgmt status by common Toilet

Area Yes No Total

Local 70 142 212 Govt 0 2 2 PvtAided 3 12 15 Unaided 16 18 34

Total 89 174 263

Source: Survey


According to Mgmt status by Girls Toilet

Area Yes No Total

Local 191 21 212

Govt 2 0 2

PvtAided 14 1 15

Unaided 32 2 34

Total 239 24 263

Source: Survey

53

Chart No. D23

Library was available in 80% schools from Local Management, 13% schools from Private

Unaided, 6% schools from Private Aided and the rest 1% schools from Government.

Chart No. D24

Book Bank Facility was available in 79% schools from Local Management, 14 % schools

from Private Unaided, 6 % schools from Private Aided and the rest 1% schools from

Government.

80%

1% 6%

13%


MgmtStatus By Library

Local

Govt

PvtAided

Unaided

79%

1% 6%

14%


MgmtStatus By BookBankFacility

Local

Govt

PvtAided

Unaided


According to Mgmt status by Library

Area Yes No Total

Local 197 15 212

Govt 2 0 2

PvtAided 15 0 15

Unaided 33 1 34

Total 247 16 263

Source: Survey


According to Mgmt status by Book bank Facility

Area Yes No Total

Local 171 41 212

Govt 2 0 2

PvtAided 14 1 15

Unaided 31 3 34

Total 218 45 263

Source: Survey

54

Chart No. D25

Medical Checkup Facility was available in 85% schools from Local Management, 9 %

schools from Private Unaided, 5 % schools from Private Aided and the rest 1% schools from

Government.

Chart No. D26

Electricity was available in 80% schools from Local Management, 14 % schools from Private

Unaided and the rest 6 % schools from Private Aided.

85%

1% 5% 9%


MgmtStatus By MedicalCheckUp

Local

Govt

PvtAided

Unaided

80%

0% 6%

14%


MgmtStatus By Electricity

Local

Govt

PvtAided

Unaided


According to Mgmt status by Medical Check Up

Area Yes No Total

Local 201 11 212

Govt 2 0 2

PvtAided 11 4 15

Unaided 22 12 34

Total 236 27 263

Source: Survey


According to Mgmt status by Electricity

Area Yes No Total

Local 195 17 212

Govt 1 1 2

PvtAided 15 0 15

Unaided 34 0 34

Total 245 18 263

Source: Survey

55

Chart No. D27

Boundary Wall was available in 81% schools from Local Management, 13 % schools from

Private Unaided, 5% schools from Private Aided and the rest 1% schools from Government.

Chart No. D28

Drinking Water facility was available in 80% schools from Local Management, 13 % schools

from Private Unaided, 6% schools from Private Aided and the rest 1% schools from

Government.

81%

1% 5%

13%


MgmtStatus By BoundryWall

Local

Govt

PvtAided

Unaided

80%

1% 6%

13%


MgmtStatus By DrinkingWater

Local

Govt

PvtAided

Unaided


According to Mgmt status by Boundary Wall

Area Yes No Total

Local 180 32 212

Govt 1 1 2

PvtAided 12 3 15

Unaided 29 5 34

Total 222 41 263

Source: Survey


According to Mgmt status by Drinking Water

Area Yes No Total

Local 210 2 212

Govt 2 0 2

PvtAided 15 0 15

Unaided 34 0 34

Total 261 2 263

Source: Survey

56

Chart No. D29

Play Ground was available in 76% schools from Local Management, 15 % schools from


Chart No. D30

Mid-Day Facility was available in 83% schools from Local Management, 10 % schools from


76%

1% 8%

15%


MgmtStatus By PlayGround

Local

Govt

PvtAided

Unaided

83%

1% 6%

10%

Percentage of Schools According to MgmtStatus

By MidDayMealfacility

Local

Govt

PvtAided

Unaided


According to Mgmt status by Play Ground

Area Yes No Total

Local 131 81 212

Govt 2 0 2

PvtAided 14 1 15

Unaided 25 9 34

Total 172 91 263

Source: Survey


According to Mgmt status by Midday Meal Facility

Area Yes No Total

Local 195 17 212

Govt 2 0 2

PvtAided 13 2 15

Unaided 24 10 34

Total 234 29 263

Source: Survey

57

Section E

Enrolment of Schools according to Year and Gender(Boys, Girls) for all 263 schools

involved in the study.

From the Questionnaire for Schools Question number 21 was considered. Trend was observed

and the results were compiled as follows.

Table No. E1

Title: Classification of Schools according to Area, Trend of Enrolment.

Trend Type/Area Mumbai Navi Mumbai Thane Total

Decreasing 49 4 9 62

Decreasing---

Increasing

13 5 8 26

Increasing---

Reaches top---

Decreasing

19 6 15 40

Increasing 9 10 23 42

Steady 49 10 34 93

Total 139 35 89 263

Source: Sample Survey

58

Table No. E2

Title: Percentage of Schools according to Area, Trend of Enrolment.

Trend Type/Area Mumbai Navi Mumbai Thane Total

Decreasing 35.25 11.43 10.11 23.57

Decreasing---

Increasing

9.35 14.29 8.99 9.89

Increasing---

Reaches top---

Decreasing

13.67 17.14 16.85 15.21

Increasing 6.47 28.57 25.84 15.97

Steady 35.25 28.57 38.20 35.36

Source: Sample Survey

59

Diagrammatic Presentation of Percentage of Schools according to Trend in Enrolment.

Chart No. E1

Chart No. E2

Declining 24%

Dec-Incr 10%

Incr-top-decr 15%

Increasing 16%

Steady 35%

Trend in Enrolment of Schools

Declining 35%

Dec-Incr 9% Incr-top-decr

14%

Increasing 7%

Steady 35%

Trend in Enrolment of Mumbai Schools

60

Chart No. E3

Chart No. E4

Declining 11%

Dec-Incr 14%

Incr-top-decr 17%

Increasing 29%

Steady 29%

Trend in Enrolment of NaviMumbai Schools

Declining 10% Dec-Incr

9%

Incr-top-decr 17%

Increasing 26%

Steady 38%

Trend in Enrolment of Thane Schools

61

Hypothesis Testing

Hypothesis: Gender and Type of School are independent as far as „Enrolment in Primary

School‟ is concerned.

The above hypothesis is tested for 2005-06, 2006-07 ...2009-10.

Table No. EH1

Title: Enrolment of children at Primary Level Year wise, Gender wise and Category wise

Year 2005 - 06 2006- 07 2007- 08

Gender/

Category

Boys Girls Total Boys Girls Total Boys Girls Total

Govt.

+Aided 24333 19862 44195 22958 18918 41876 22429 18177 40606

Pvt.Unaided 4817 3796 8613 4750 3930 8680 5599 4067 9666

Total 29150 23658 52808 27708 22848 50556 28028 22244 50272

Table No.1

Source: schoolreportcards.in

Table No. EH2

Title: Enrolment of children at Primary Level Year wise, Gender wise and Category wise

Year 2008- 09 2009- 10

Gender/

Category

Boys Girls Total Boys Girls Total

Govt.

+Aided 21754 17928 39682 20869 17623 38492

Pvt.Unaided 5628 4027 9655 5780 4009 9789

Total 27382 21955 49337 26649 21632 48281

Source: schoolreportcards.in

62

[I] Year 2005-06 Table No.EH1 (1)

Null Hyp: Gender and Type of School are independent.

Table of Observed Frequencies Table of Expected Frequencies

Type/Gender Boys Girls Total Type/Gender Boys Girls Total

Govt. +Aided 24333 19862 44195 Govt. +Aided 24396 19799 44195

Pvt.Unaided 4817 3796 8613 Pvt.Unaided 4754 3859 8613

Total 29150 23658 52808 Total 29150 23658 52808

Level of Significance: 5% Degrees of Freedom: 1

Table Value: 3.8414591 Chi-Square Statistic: 2.226539

Since Calculated Value is Less than Table Value, Null Hypo. is accepted at

5% level of Significance. Hence H0 is accepted.

Conclusion: Gender and Type of School are independent as far as

„Enrolment in Primary School‟ is concerned.

(II) Year 2006-07 Table No.EH1 (2)

Null Hyp: Gender and Type of School are independent

. Table of Observed Frequencies Table of Expected Frequencies




Total 27708 22848 50556 Total 27708 22848 50556

Level of Significance: 5% Degrees of Freedom : 1

Table Value: 3.8414591 Chi-Square Statistic: 0.02

Since Calculated Value is Less than Table Value, Null Hyp. is accepted at

5% level of Significance. Hence H0 is accepted.

Conclusion: Gender and Type of School are independent as far as


63

(III) Year 2007-08 Table No.EH1 (3)






Total 28028 22244 50272 Total 28028 22244 50272

Level of Significance: 5% and 1% Degrees of Freedom : 1

Table Value: 3.8414591 and 6.635

Chi-Square Statistic 22.89677 Since Calculated Value is Greater than Table Values, Null

Hyp. is rejected

at 5% as well as 1% level of Significance . Hence H0 is rejected at all

Conclusion: : Gender and Type of School are Dependent as far as


(IV) Year 2008-09 Table No.EH2 (1)


. Table of Observed Frequencies Table of Expected Frequencies




Total 27382 21955 49337 Total 27382 21955 49337

Level of Significance: 5% and 1% Degrees of Freedom : 1


Chi-Square Statistic 73.64

Since Calculated Value is Greater than Table Value, Null Hyp. is rejected


64

Conclusion: Gender and Type of School are Dependent as far as


(V) Year 2009-10 Table No.EH2 (2)






Total 26649 21632 48281 Total 26649 21632 48281

Level of Significance: 5% and 1% Degrees of Freedom: 1


Chi-Square Statistic 73.64

Since Calculated Value is Greater than Table Value, Null Hyp. is rejected


Conclusion: Gender and Type of School are Dependent as far as


Summary of Conclusions:

From the conclusions of Hypothesis Testing it can be concluded that Girls are forced to leave

schools to help in household work or Boys to earn rather than study. Whatever dropouts

observed is irrespective of gender. It is remarkable sign of giving equal status to girls. Parents

are believing Girls and Boys are equal in society.

65

Section F: Dropouts

To study „Dropouts‟ data is collected as follows.

In all 40 schools were selected randomly using lottery method from three Areas Mumbai,

Navi Mumbai and Thane District. For the years 2005-06,2006-07,2007-08,2008-09and 2009-

2010, at the Primary Stage i.e. IVth

to Vth

standard and at the Secondary stage i.e. VIIth

to

VIIIth

standard, Number Enrolled, Number Appeared for the examination at the end of the

year, Gender wise are considered.

Dropout at stage = No. Enrolled – No. Appeared.

From the „Questionnaire for Schools‟ ,Section F, Question Numbers 22 and 23 were

analysed. Following are some findings.

Dropouts at Primary Stage Area wise, Year wise, Gender wise

Table No.: F1 Area: Mumbai

Title: Number of Dropouts in Mumbai Year wise Gender wise

Year Boys Girls Total

2005-06 142 149 291

2006-07 22 24 46

2007-08 27 15 42

2008-09 6 12 18

2009-10 8 5 13

Source: Survey

Chart No. F1

0

100

200

2005-06 2006-07 2007-08 2008-09 2009-10

Number of Dropouts in Mumbai Yearwise Genderwise

Boys

Girls

66

Table No.: F2 Area: Navi Mumbai

Title: Number of Dropouts in Navi Mumbai Year wise, Gender wise

Source: Survey

Chart No. F2

2005-06 2006-07 2007-08 2008-09 2009-10

143

53 7 12 2

169

54 9 10 5

Title: Number of Dropouts in Navi Mumbai Yearwise, Genderwise

Boys Girls


2005-06 143 169 312

2006-07 53 54 107

2007-08 7 9 16

2008-09 12 10 22

2009-10 2 5 7

67

Table No.: F3 Area: Thane

Title: Number of Dropouts in Thane Year wise, Gender wise


2005-06 26 24 50

2006-07 3 4 7

2007-08 13 9 22

2008-09 4 6 10

2009-10 0 0 0

Source: Survey

Chart No. F3

2005-06 2006-07 2007-08 2008-09 2009-10

26

3

13

4 0

24

4

9 6

0

Title: Number of Dropouts in Thane Yearwise, Genderwise

Boys Girls

68

Table No.: F4 Consolidated Table

Title: Number of Dropouts Year wise, Gender wise

Source: Survey

From table F4 it was observed that total number of dropouts were drastically reduced over the

years from 2005-06 to 2009-10. Similar kind of decrease was observed in Boys dropouts and

Girls Dropouts in the schools. Comparing the figures of 2009-10 with 2005-06 the dropouts

were very negligible at primary stage. This might be because of efforts made by schools with

the help of SARVA SHIKSHA ABHIYAN AND RIGHT TO EDUCATION ACT together.

Going backward to tables F1, F2, F3 it was observed that schools in Thane area were doing

well where not a single dropout were observed in 2009-10. Mumbai and Navi Mumbai area

shows similar trend in decreasing direction over the years.

Dropouts at Secondary Stage:

Area wise, Year wise Gender wise


2005-

06 311 342 653

2006-

07 78 82 160

2007-

08 47 33 80

2008-

09 22 28 50

2009-

10 10 10 20

69

Table No.: F5 Area: Mumbai

Title: Number of Dropouts in Mumbai Year wise, Gender wise


2005-06 60 85 145

2006-07 12 12 24

2007-08 11 9 20

2008-09 7 6 13

2009-10 6 10 16

Source: Survey



Girls Dropouts in the schools comparing the figures of 2009-10 with 2005-06 the dropouts

were very negligible at secondary stage. This might be because of efforts made by schools

with the help of SARVA SHIKSHA ABHIYAN AND RIGHT TO EDUCATION ACT

together.

Table No.: F6 : Area: Navi Mumbai

Title: Number of Dropouts in Navi Mumbai Year wise, Gender wise


2005-06 76 102 178

2006-07 15 3 18

2007-08 8 6 14

2008-09 5 7 12

2009-10 5 0 5

Source: Survey




were very negligible at secondary stage. Also Girls dropouts were nil in the year 2009-

10.This might be because of efforts made by schools with the help of SARVA SHIKSHA

ABHIYAN AND RIGHT TO EDUCATION ACT together.

70

Table No.: F7 : Area: Thane

Title: Number of Dropouts in Thane Year wise, Gender wise


2005-06 20 20 40

2006-07 46 14 60

2007-08 12 7 19

2008-09 4 7 11

2009-10 1 0 1

Source: Survey




were very negligible at secondary stage. Also Girls dropouts were nil in the year 2009-

10.This might be because of efforts made by schools with the help of SARVA SHIKSHA

ABHIYAN AND RIGHT TO EDUCATION ACT together. The rising figures from 2005-06

to 2006-07 might be due to family conditions of the children from school.


Title: Number of Dropouts Year wise, Gender wise at Secondary stage


2005-06 156 207 363

2006-07 73 29 102

2007-08 31 22 53

2008-09 16 20 36

2009-10 12 10 22

Source: Survey




71

were very negligible at secondary stage. This might be because of efforts made by schools

with the help of SARVA SHIKSHA ABHIYAN AND RIGHT TO EDUCATION ACT

together.


Title: Total Number of Dropouts Year wise, Gender wise

Year/Gender Boys Girls Total

2005-06 467 549 1016

2006-07 151 111 262

2007-08 78 55 133

2008-09 38 48 86

2009-10 22 20 42

Source: Survey

Chart No. F4

46% 54%

2005-06

Boys

Girls

58% 42%

2006-07

Boys

Girls 59%

41%

2007-08

Boys

Girls

44% 56%

2008-09

Boys

Girls 52% 48%

2009-10

Boys

Girls

72


Title: Total Number of Dropouts Year wise, Stage wise

Year/Stage Primary Secondary Total

2005-06 653 363 1016

2006-07 160 102 262

2007-08 80 53 133

2008-09 50 36 86

2009-10 20 22 42

Source: Survey

Chart No.F5

0

100

200

300

400

500

600

700

2005-06 2006-07 2007-08 2008-09 2009-10

Title: Total Number of Dropouts Yearwise, Stagewise

Primary

Secondary

73

Hypothesis Testing

The Null Hypotheses about Independence of Attributes namely (i)Stage, Gender; (ii)Area,

Stage; (iii) Area , Gender; with respect to „Dropouts‟ are tested with the help of Chi -Square

test is as follows. The said hypothesis is tested for the years 2005-06, 2006-07, 2007, 08,

2008-09 and 2009-10 separately.

[I]Stage (Primary, Secondary), Gender (Boys, Girls)

Year: 2005-06

[i] H0: Stage and Gender are independent with respect to „Dropouts‟.

Table No.: F11 Observed Frequencies

Table No.: F12 Expected Frequencies

Degrees of freedom: 1, Level of Significance: 5% and 1 %

Critical Values: 3.841459 for 5% l.o.s. and 6.634897 for 1% l.o.s.

Chi- Square Statistic: 2.032085

Since Calculated Chi-Square Statistic is less than Critical Value, Null Hypothesis is

accepted.

Conclusion: Stage and Gender are independent with respect to ‘Dropouts’.

Stage/Gender Boys Girls Total

Primary 311 342 653

Secondary 156 207 363

Total 467 549 1016


Primary 300.1486 352.8514 653

Secondary 166.8514 196.1486 363

Total 467 549 1016

74

Year: 2006-07

[ii] H0: Stage and Gender are independent with respect to „Dropouts‟.






Since Calculated Chi-Square Statistic is greater than Critical Value, Null Hypothesis is

rejected

Conclusion: Stage and Gender are Dependent with respect to ‘Dropouts’.


Primary 78 82 160

Secondary 73 29 102

Total 151 111 262


Primary 92.21374 67.78626 160

Secondary 58.78626 43.21374 102

Total 151 111 262

75

Year: 2007-08

[iii] H0: Stage and Gender are independent with respect to „Dropouts‟.



Primary 47 33 80

Secondary 31 22 53

Total 78 55 133



Primary 46.91729 33.08271 80

Secondary 31.08271 21.91729 53

Total 78 55 133





accepted.


76

Year: 2008-09

[iv] H0: Stage and Gender are independent with respect to „Dropouts‟.



Primary 22 28 50

Secondary 16 20 36

Total 38 48 86



Primary 22.09302 27.90698 50

Secondary 15.90698 20.09302 36

Total 38 48 86





accepted.


77

Year: 2009-10

[v] H0: Stage and Gender are independent with respect to „Dropouts‟.



Primary 10 10 20

Secondary 12 10 22

Total 22 20 42



Primary 10.47619 9.52381 20

Secondary 11.52381 10.47619 22

Total 22 20 42





accepted.


78

[II] Stage (Primary, Secondary), Area (Mumbai, Navi Mumbai, Thane)

Year: 2005-06

[i] H0: Stage and Area are independent with respect to „Dropouts‟.


Stage/Area Mumbai Navi Mumbai Thane Total

Primary 291 312 50 653

Secondary 145 178 40 363

Total 436 490 90 1016



Primary 280.2244 314.9311 57.84449 653

Secondary 155.7756 175.0689 32.15551 363

Total 436 490 90 1016


Critical Values 5.991465 for 5% l.o.s. and 9.210340372 for 1% l.o.s.



accepted.

Conclusion: Stage and Area are independent with respect to ‘Dropouts’.

79

Year: 2006-07

[ii] H0: Stage and Area are independent with respect to „Dropouts‟.



Primary 46 107 7 160

Secondary 24 18 60 102

Total 70 125 67 262



Primary 42.74809 76.33588 40.91603 160

Secondary 27.25191 48.66412 26.08397 102

Total 70 125 67 262





rejected.

Conclusion: Stage and Area are Dependent with respect to ‘Dropouts’.

Year: 2007-08

[iii] H0: Stage and Area are independent with respect to „Dropouts‟.



Primary 42 16 22 80


Total 62 30 41 133

80



Primary 37.29323 18.04511 24.66165 80

Secondary 24.70677 11.95489 16.33835 53

Total 62 30 41 133





accepted.


Year: 2008-09

[iv] H0: Stage and Area are independent with respect to „Dropouts‟.



Primary 18 22 10 50


Total 31 34 21 86



Primary 18.02326 19.76744 12.2093 50

Secondary 12.97674 14.23256 8.790698 36

Total 31 34 21 86


81




accepted.

Conclusion: Stage and Area are independent with respect to ‘Dropouts

Year: 2009-10

[v] H0: Stage and Area are independent with respect to „Dropouts‟.



Primary 13 7 0 20

Secondary 16 5 1 22

Total 29 12 1 42



Primary 13.80952 5.714286 0.47619 20

Secondary 15.19048 6.285714 0.52381 22

Total 29 12 1 42





accepted.


82

[III] Gender (Boys, Girls), Area (Mumbai, Navi Mumbai, Thane

Year: 2005-06

[i] H0: Gender and Area are independent with respect to „Dropouts‟.


Gender/Area Mumbai Navi Mumbai Thane Total

Boys 202 219 46 467

Girls 234 271 40 549

Total 436 490 90 1016



Boys 200.4055 225.2264 41.36811 467

Girls 235.5945 264.7736 48.63189 549

Total 436 490 90 1016





accepted.

Conclusion: Gender and Area are independent with respect to ‘Dropouts’.

83

Year: 2006-07

[ii] H0: Gender and Area are independent with respect to „Dropouts‟.



Boys 34 68 49 151

Girls 36 57 18 111

Total 70 125 67 262



Boys 40.34351 72.04198 38.6145 151

Girls 29.65649 52.95802 28.3855 111

Total 70 125 67 262





rejected.

Conclusion: Gender and Area are Dependent with respect to ‘Dropouts’.

84

Year: 2007-08

[iii] H0: Gender and Area are independent with respect to „Dropouts‟.



Boys 38 15 25 78

Girls 24 15 16 55

Total 62 30 41 133



Boys 36.3609 17.59398 24.04511 78

Girls 25.6391 12.40602 16.95489 55

Total 62 30 41 133





accepted.


85

Year: 2008-09

[iv] H0 Gender and Area are independent with respect to „Dropouts‟.



Boys 13 17 8 38

Girls 18 17 13 48

Total 31 34 21 86



Boys 13.69767 15.02326 9.27907 38

Girls 17.30233 18.97674 11.72093 48

Total 31 34 21 86





accepted.

Conclusion Gender and Area are independent with respect to ‘Dropouts’.

86

Year: 2009-10

[v] H0 Gender and Area are independent with respect to „Dropouts‟.



Boys 14 7 1 22

Girls 15 5 0 20

Total 29 12 1 42



Boys 15.19048 6.285714 0.52381 22

Girls 13.80952 5.714286 0.47619 20

Total 29 12 1 42





accepted.


87

[IV] The Null Hypothesis of „No difference „between mean dropouts‟ amongst

(i) Boys and Girls at Primary stage

(ii) Boys and Girls at Secondary stage

(iii) Total Boys and Girls

(iv) Total at Primary and Secondary stage.

Data is collected in the form of consolidated tables and Students t-test of „difference between

means „is applied as given below.

(i) H0: There is no significant difference between mean dropouts of Boys and Girls at

Primary stage.

H1: Mean dropouts of Boys are less than mean dropouts of Girls at Primary Stage.

One tailed t-test of „difference between means „is applied. Level of Significance used

is 5% and 1 % if needed.

Table No. F41

Dropouts Boys and Dropouts Girls at Primary Stage

Degrees of Freedom: 8 Critical Value at 5% l.o.s: 1.860

Critical Value at 1% l.o.s: 2.896

t-statistic: 0.06691

Since calculated t-statistic is less than Critical value, Null Hypothesis is accepted.

Conclusion: There is no significant difference between mean dropouts of Boys and

Girls at Primary stage.

Year Boys Girls

2005-06 311 342

2006-07 78 82

2007-08 47 33

2008-09 22 28

2009-10 10 10

88

(i) H0: There is no significant difference between mean dropouts of Boys and Girls at

Secondary stage.

H1: Mean dropouts of Boys are less than mean dropouts of Girls at Secondary Stage.



Table No. F42

Dropouts Boys and Dropouts Girls at Secondary Stage

Year Boys Girls

2005-06 156 207

2006-07 73 29

2007-08 31 22

2008-09 16 20

2009-10 12 10



t-statistic: 0



Girls at Secondary stage.

(ii) H0: There is no significant difference between mean dropouts of Boys and Girls in all.

H1: Mean dropouts of Boys are less than mean dropouts of Girls in all.



89

Table No. F43

Dropouts Boys and Dropouts Girls in all.

Year Boys Girls

2005-06 467 549

2006-07 151 111

2007-08 78 55

2008-09 38 48

2009-10 22 20






Girls in all.

90

(iii) H0: There is no significant difference between mean dropouts at Primary stage and

Secondary stage.

H1: Mean dropouts at Primary stage are less than mean dropouts at Secondary stage.



Table No: F44

Total Dropouts at Primary and Secondary stage.

Year Primary Secondary

2005-06 653 363

2006-07 160 102

2007-08 80 53

2008-09 50 36

2009-10 20 22




Since Calculated t-statistic is less than Critical value, Null Hypothesis is accepted.

Conclusion: There is no significant difference between mean dropouts at Primary and

Secondary Stage.

91

Analysis of Teachers data

In all 167 questionnaires were collected from various parts of the region Mumbai, Navi

Mumbai and Thane .The statistical analysis results into following findings.

Table No.T1

Title: Distribution of teachers Gender wise Chart No: T1

The study involved 71 % male teachers and 29 % female teachers.

Table No: T2

Title: Distribution of teachers Age wise

Source: Survey

71%

29%

Teachers according to Gender

Female Male

Gender Number of Teachers

Male 49

Female 118

Total 167

Source: Survey

Age in

yrs.

Number of

Teachers

LTCF

18-20 2 2

20-25 12 14

25-35 44 58

35-50 72 130

50-60 37 167

Total 167

92

Table No: T3

Title: Distribution of teachers Area wise

Area. Number of

Teachers

Percentage

Mumbai 43 25.7485

Navi Mumbai 71 42.51497

Thane 53 31.73653

Total 167

Source: Survey

Chart No: T2

The above Chart shows percentage of teachers According Distribution of Teachers Area wise

Of Mumbai is 26% of the total, Navi Mumbai is 42% of the total and the rest Thane is 32% of

the total.

Table No: T4

Title: Distribution of teachers according to School Medium.

Medium Number

of

Teachers

Percentage

Marathi 61 36.53

Hindi 75 44.91

English 31 18.56

Total 167

Source: Survey

26%

42%

32%

Distribution of Teachers Areawise

Mumbai Navi Mumbai Thane

93

Chart No.T3 Title: Distribution of teachers according to Medium.

In all 36.53 % teachers were teaching in Marathi medium schools, 44.91 % teachers were

teaching in Hindi medium schools and the rest 18.56 % were teaching in English medium

schools.

Table No: T5

Title: Distribution of teachers according to Educational Qualification.

Educational

Qualification

Number

of

Teachers

Percentage

SSC D.Ed. 45 26.94611

HSC D.Ed. 13 7.784431

B.A. D.Ed. 23 13.77246

B.A.B.Ed. 57 34.13174

B.Com B.Ed. 1 0.598802

B.Sc.B.Ed. 5 2.994012

M.A. D.Ed 8 4.790419

M.A. B.Ed 12 7.185629

MBA/M.Sc 3 1.796407

Total 167 100

Source: Survey

Majority of the teachers had Qualified B.A.B.Ed. That is mode of the distribution of

educational qualification was B.A.B.Ed. It was also observed that 13.78 % teacher were

processioning Post-graduation degree.

0

20

40

60

80

Marathi Hindi English

Nu

mb

er

of

Teac

he

rs

Medium of Instruction

94

Table No: T6

Title: Distribution of teachers according to Teaching Section.

Teaching

Section

Number

of

Teachers

Percentage

Primary 63 37.72455

Secondary 94 56.28743

Pre Primary 8 4.790419

All 2 1.197605

Total 167

Source: Survey

In all 56.29 % were Teaching in Secondary Section, 37.72 % were Teaching in Primary

section, 4.79% were Teaching in Pre Primary Section, 1.20 % were Teaching in All Section.

Table No.T7

Title: Distribution of teachers according to School type

Source: Survey

Chart No.T4

In all 54 % teachers were from Aided schools and rest were from Private schools.

Aided 54%

Private 46%

Distribution of teachers according

to Schooltype

Type Number of

Teachers

Aided 91

Private 76

Total 167

95

Table No: T8

Title: Distribution of teachers according to Status in the School.

Status Number

of

Teachers

Percentage

Head

Master/Mistress 6 3.592814

Assistant 141 84.43114

Part time 6 3.592814

Subject 2 1.197605

Supervisor 2 1.197605

Craft Teacher 3 1.796407

Shikshan Sevak 7 4.191617

Total 167 100

Source: Survey

The study involved 84.43 % were Assistant, 4.19% were Shikshan Sevak, 3.59% were Head

Master/Mistress, 3.59% were Part time, 1.80% were Craft Teacher, 1.20% were Subject and

the rest 1.20% were Supervisor.

Table No: T9

Title: Distribution of teachers according to Service Type.

Type Number

of

Teachers

Percentage

Shikshan

Sevak 8 4.79

Temporary 18 10.78

Permanent 141 84.43

Total 167

Source: Survey

In all from the category of Teachers 84.43% were Permanent, 10.78% were Temporary and

the rest 4.79% were Shikshan Sevak.

96

Table No.T10

Title: Distribution of teachers according to Attendance in Training Program.

Attended

Training

Number of Teachers

Yes 140

No 27

Total 167

Source: Survey

Chart No. T5

Title: Distribution of teachers according to Attendance in Training Program

In all 84% teachers attaining the training program and rest 16% were not.

Table No: T11

Title: Distribution of teachers according to Duration of Training attended.

Duration in

Days

Number

of

Teachers

Percentage

Zero 27 16.16766

1- 5 78 46.70659

5-15 37 22.15569

15-25 19 11.37725

25-50 2 1.197605

Above 50 4 2.39521

Total 167

Source: Survey

In all 16.16 % teachers did not attended any programme on the other hand 46.70 % teachers

attended the training program of duration 1-5 days, 22.16 % teachers attended the training

program of duration 5-15 days, 11.38 % teachers attended the training program of duration

84%

16%

Yes No

97

15-25 days, 2.40 % teachers attended the training program of duration Above 50 days and

remaining 1.20% teachers attended the training program of duration 25-50 days.

Table No: T12

Title: Distribution of teachers according to Theme of Training.

Theme Number

of

Teachers

Percentage

Not mentioned 28 16.76647

Revised Syllabus 32 19.16168

English 1 0.598802

Maths 10 5.988024

Sports 2 1.197605

Art/Drawing/Music 3 1.796407

Value Education 43 25.7485

Others 22 13.17365

Sarva Shiksha

Abhiyan 26 15.56886

Total 167

Source: Survey

In all 25.75% Teachers attended training of Value Education, 19.16 % Teachers attended

training based on Revised syllabus, 15.57% Teachers attended training based on Sarva

Shiksha Abhiyan, 13.17% Teachers attended training based on Others, 5.99% Teachers

attended training based on Maths,1.80% Teachers attended training based on

Art/Drawing/Music, 1.20% Teachers attended training based on Sports, 0.60% Teachers

attended training based on English and the rest16.76 % Teachers did not mentioned theme of

the training.

Table No: T13

Title: Distribution of teachers according to Opinion about Duration of Training Program.

Opinion Number

of

Teachers

Percentage

Too Less 15 8.98

Sufficient 113 67.66

Too Lengthy 10 5.99

Not

Responded 29 17.37

Total 167

Source: Survey

98

Chart No. T6

In all 68% teachers were of the opinion that duration of the training programme which they

attended was sufficient, 9% were of the opinion that duration was Too Less, 6 % were of the

opinion duration was too Lengthy and the rest 17% teachers were not responded for the

question.

Table No: T14 Title: Distribution of teachers according to Opinion about Ideal Duration of

. Training Program

Ideal

Duration in

Days

Number

of

Teachers

Percentage

1 39 28.05755

2 20 14.38849

3 28 20.14388

5 9 6.47482

6 2 1.438849

7 8 5.755396

8 2 1.438849

9 6 4.316547

10 9 6.47482

12 1 0.719424

15 2 1.438849

21 11 7.913669

30 1 0.719424

180 1 0.719424

Total 139

Source: Survey

9%

68%

6%

17%

Opinion about Duration of Training Program

Too Less Sufficient Too Lengthy Not Responded

99

Out of 167 Respondents 28 did not responded for ideal opinion. Those who responded were

as above. Also Following measures were obtained.

Minimum Duration: 1 Day

Maximum Duration: 180 Days i.e. 6 Months

Mean Duration (Average): 6.6i.e. 6 or 7days.

Standard Deviation of Duration: 15.98 days.

Modal Value: 1 Day

Coeff. Of Variation: 241.711%

Conclusion: Though Majority said ideal duration as 1 Day, Analysing other measures it can

be concluded that Ideal duration would be 6 or 7 days. Also Too high Coefficient of Variation

shows distribution was less consistent or shows more variation.

Table No: T15

Title: Distribution of teachers according to Opinion about Trainers of Training Program.

Opinion Number

of

Teachers

Percentage

Experienced

and

Knowledgeable 94 56.29

Ordinary 42 25.15

Not Responded 31 18.56

Total 167

Source: Survey

100

Chart No. T7

In all 56.29 % teachers were of the opinion that trainers were Experienced & Knowledgeable,

25.15% teachers were of the opinion that trainers were Ordinary and the rest 18.56% teachers

were of the opinion that trainers were not Responded.

Table No: T16

Title: Comparison of Trainers according to Opinion about Their job in Training Program.

Opinion/Trainer I II III IV

Bad 1 1 1 1

Good 57 75 38 22

Very good 25 33 30 11

Excellent 8 6 6 6

None 76 52 92 127

Total 167 167 167 167

Source: Survey

On an average the Trainers invited in the training Program were of category „Good‟

Table No: T17

Title: Distribution of teachers according to gain in knowledge due to Training.

Whether any

new thing

learned in the

Training?

Number

of

Teachers

Percentage

Yes 138 82.63

No 4 2.4

No Response 25 14.97

Total 167

Source: Survey

12

3

94

42 31

Opinion about Trainers

Experienced & Knowledgeble Ordinary Not Responded

101

Chart No. T8

In all 82.63 % teachers learnt the new things in the training programme and 14.97% teachers

were not responded the Question.

Table No: T18

Title: Distribution of teachers according to use of knowledge gained in Training Program.

Whether any

new thing

learned in the

Training used

in further

teaching?

Number

of

Teachers

Percentage

Yes 143 85.63

No 0 0

No Response 24 14.37

Total 167

Source: Survey

In all 85.63 % teachers were using the knowledge gained in the training programme in their

further teaching and the rest 14.37% were not responded the question.

138 4 25 0

100

200

Yes No NoResponse

Any New Things learned in the Training Program?

Number of Teachers

102

Testing of Hypothesis

To test whether Training Program was effective or not One Sample Proportion test was

applied.

The results were as given below.

If the (i) Percentage of Teachers gaining new things out of Training Program and (ii)

Percentage of Teachers using the new things/techniques, gained out of Training Program in

their further teaching turns out to be 95% or above We say that ‘Training Program was

Effective’.

[A]Let P denote the proportion of Teachers gaining new things out of Training Program.

Then The Hypothesis to be tested would be P>= 0.95

Since the sample size is 167 Large Sample test i.e. Z test for single Sample Proportion was

applied.

H0: P = 0.95 (P0)

H1: P > 0.95 One Sided Z test was applied.

Observed p= 0.8263 Level of Significance used: 5% and 1% if required.

Z statistic =

√

Q0 = 1 - P0 = 0.05

Z cal = 7.334679 which was > 2.33 (Critical Value for 1% l.o.s.)

Decision: H0: P = 0.95 rejected. Hence H1: P > 0.95 accepted.

Conclusion: Training was effective.

[B]Let P denote the proportion of Teachers using the new things/techniques, gained out of

Training Program in their further teaching. Then The Hypothesis to be tested would be P>=

0.95

Since the sample size is 167 Large Sample test i.e. Z test for single Sample Proportion was

applied.

H0: P = 0.95 (P0)

H1: P > 0.95 One Sided Z test was applied.

Observed p= 0.8563 Level of Significance used:5% and 1% if required.

Z statistic =

√

Q0 = 1 - P0 = 0.05

Z calculated = 5.555857

103

Which was > 2.33 (Critical Value for 1% l.o.s.)

Decision: H0: P = 0.95 rejected. Hence H1: P > 0.95 accepted.

Conclusion: Training was effective.

In the questionnaire opinion about agreement with the following statement was asked

“Training was effective. I am fully satisfied. Such Training Programmes should be held in

regular intervals”

The results were as follows.

Table No: T19

Title: Distribution of teachers according to opinion about agreement with the statement

“Training was effective. I am fully satisfied. Such Training Programmes should be held in

regular intervals”

Chart No.T9

Source: Survey

The above table shows percentage of teachers not in favour of training programmes was

14.97%.

So on large scale Training programmes will be effective.

0 50 100

Fully Agree

Somewhat Agree

Disagree

Opinion about the statement about …

Number ofTeachers

Opinion

Number

of

Teachers

Percentage

Fully

Agree 94 56.29

Somewhat

Agree 48 28.74

Disagree 25 14.97

Total 167

104

Analysis of families from slums

For this analysis at the first stage Slum area was decided. By convenient sampling technique

the slums were selected from the population of the study. From Mumbai, Navi Mumbai and

Thane District slums alias zopadpatti area were chosen, and from these areas Families were

selected randomly to get unbiased results. Questionnaire was drafted both in English for

analysis and in Marathi for getting smooth response. Data was coded and subjected to

analysis. Some findings were as follows.

Table No.S1

Title: Distribution of families according to area.

Area Number of families

Mumbai 112

Navi Mumbai 40

Thane 148

Total 300

Source: Survey of Slums

Chart No. S1

Study Involved 49% families of the Slums from Thane Area, 38% families of the slums from

Mumbai Area and the rest 13% families of the Slums from Navi Mumbai.

Mumbai 38%

Navi Mumbai

13%

Thane 49%

No. of families

105

Table No. S2

Title: Distribution of Families according to size of the family.

No. of Members No. of Families Percentage frequencies

2 7 2.33

3 25 8.33

4 88 29.33

5 74 24.67

6 46 15.33

7 26 8.67

8 18 6

9 5 1.67

10 5 1.67

>10 6 2

Total 300 100


Modal Size of the Family was observed as 4.The Study shows 29.33% families were of size

4, 24.67% families were of size 5, 15.33% families were of size 6, 8.67% families were of

size 7, 8.33% families were of size 3, 6% families were of size8, 2.33% families were of size

2 and the rest 5.34% families were of size more than 8.

Table No. S3

Title: Distribution of Families according to facility of school in the vicinity.

Whether School facility available? No. of families Percentage frequencies

Yes 233 77.67

No 67 22.33

Total 300 100


In all 77.67% families said that school facility was available in the vicinity.

106

Table No. S4

Title: Distribution of Families according to facility of Midday meal in the school.

Whether Midday Meal facility available? No. of families Percentage frequencies

Yes 156 52

No 144 48

Total 300 100


In all 52% families said that Mid-Day Meal facility was available in the School.

Table No. S5

Title: Distribution of Families according to No. of Boys with age below 16

No. of Boys with age below 16.

No. of Families Percentage frequencies

0 81 27.00

1 136 45.33

2 65 21.67

3 12 4.00

4 2 0.67

5 3 1.00

6 1 0.33

Total 300 100


Mode of the Distribution of Boys with Age below 16 was 1. It was observed that 45.33%

families had a son with age below 16, 21.67 % families had 2 sons with age below 16, 6 %

families had More than 2 sons with age below 16 and 27 % families were without Male

Child.

107

Table No. S6

Title: Distribution of Families according to No. of Girls with age below 16

No. of Girls with age below 16. No. of Families

Percentage frequencies

0 102 34.00

1 127 42.33

2 44 14.67

3 23 7.67

4 3 1.00

5 1 0.33

Total 300 100


Mode of the Distribution of Girls with Age below 16 was 1. It was observed that 42.33%

families had a girl with age below 16, 14.67 % families had 2 girls with age below 16, 9 %

families had More than 2 girls with age below 16 and 34 % families were without Female

Child.

Table No.S7

Response given to the question regarding Mid-day meal facility.

Remarks given by family member No. of families Percentage

Does get food from school. 169 56.33

Doesn't get food from school. 81 27.00

Do not have child 29 9.67

Having small children not going to school 6 2.00

Children not studying 8 2.67

Does get food from home 7 2.33

Total 300 100


In all 56.33% Families responded that their children get food from the school, 27% families

said that their children did not get food from school, 2.33% families gave tiffin to their

children and others were not having children, not going to school or had small children.

108

Table No.S8

Response given to the question regarding Food supplied as Mid day meal.

Remarks given by family member No. of families Percentage

Quality Of Food Not Good 62 36.68639

Food Provided By School Not Enough 29 17.15976

Food Provided By School Not Tasty 12 7.100592

Food Provided by School is sufficient 20 11.83432

Food Quality is the Best 23 13.60947

Food provided by school is delicious 23 13.60947

Total 169


Chat No.S2

out of the families getting benefit of Mid Day Meal from the schools.36.69% were not

satisfied with the quality of food, 17.16% were not satisfied with Quantity of food, 27.22 %

were satisfied with the food quality provided, 11.83% were satisfied with the Quantity and

7.10 % were not satisfied with the taste of the food.

37%

17% 7%

12%

13%

14%

No. of families

Quality Of Food NotGood

Food Provided BySchool Not Enough

Food Provided BySchool Not Tasty

Food Provided bySchool is sufficient

109

Table No.S9

Title: Distribution of families which were beneficiaries of facilities.

Facility Number of Families Percentage

None 86 28.67

At least one of

Notebooks, Uniform,

Text Books, Milk, Meal.

192 64

All 22 7.33

Total 300


Chart No.S3

64% families got benefit of the one or facilities such as Notebooks, Uniform, Text Books,

Milk, Mid-day meal etc. 28.67% families were out of such benefits. Because in many schools

distribution of such facilities were not implemented in right manner. Very few families about

7.33% were beneficiaries of all facilities.

29%

7% 64%

Distribution of families which were beneficiaries of facilities

None All At least one of Notebooks, Uniform, Text Books, Milk, Meal

110

Table No.S10

Title: Distribution of families which were beneficiaries of One or More facilities.

Facility Number of Families Percentage

Notebooks, Uniform,

Textbooks 19 9.895833

Notebooks, Uniform,

Textbooks, Meal 14 7.291667

Notebooks, Uniform,, Meal 1 0.520833

Notebooks, Milk, Meal 1 0.520833

Notebooks, Textbooks, Milk 7 3.645833

Notebooks, Meal 11 5.729167

Uniform 3 1.5625

Uniform, Text books 1 0.520833

Uniform, Textbooks, Milk 2 1.041667

Uniform, Textbooks, Meal 6 3.125

Uniform, Meal 8 4.166667

Textbooks 4 2.083333

Textbooks, Milk 1 0.520833

Textbooks, Milk, Meal 1 0.520833

Textbooks, Meal 49 25.52083

Milk, Meal 3 1.5625

Meal 61 31.77083

Total 192


Maximum families got the benefit of Mid Day Meal.

111

Table No. S11

Title: Distribution of Families according to Area of slum, facility of Midday meal in the

school.

Area of Slums Benefitted with

Midday meal

Not benefitted

with Midday

meal

Total Percentage of

Beneficiaries

Mumbai 36 76 112 32.14286

Navi Mumbai 14 26 40 35

Thane 106 42 148 71.62162

Total 156 144 300 52


Since the percentage of families taking benefit of Midday meal was highest for Thane area

(71.62162%). The Mid day meal scheme runs more successfully in Thane area than Mumbai

and Navi Mumbai area.

Testing of Hypothesis

The Hypothesis of Independence of attributes Benefit of Mid-Day meal and Area of Slum

.can be tested with the help of Chi-Square Test as follows.

H0: Benefit of Mid-Day meal and Area of Slum are independent.

Table No. S12 Observed Frequencies


Midday meal

Not benefitted

with Midday

meal

Total

Mumbai 36 76 112

Navi Mumbai 14 26 40

Thane 106 42 148

Total 156 144 300

112

Table No. S13 Expected Frequencies


Midday meal

Not benefitted

with Midday

meal

Total

Mumbai 58.24 53.76 112

Navi Mumbai 20.8 19.2 40

Thane 76.96 71.04 148

Total 156 144 300

Level of Significance: 5% and 1%

Degrees of Freedom: 2

Table Value of Chi-Square Statistic for d.o.f. 2 = 5.991 for 5% l.o.s.

=9.210 for 1% l.o.s.

Chi-Square Statistic χ2

calculated = ∑*( )

+ = 45.15364

Since χ2calculated > χ

2table for both the level of significances, The Null Hypothesis H0 is

rejected. It means Benefit of Mid-Day meal and Area of Slum are not independent.

Conclusion: Success of Mid-Day meal scheme depends upon Area.

It was observed while discussing with various Principals of the Schools that Mid

Day Meal scheme was very much successful in Thane District area. In Mumbai area this

scheme was not perfectly implemented.

113

Chapter 5

Findings Conclusions and Suggestions

[A] Analysis Of Schools

On the basis of Central tendency measures Navi Mumbai schools accommodates more

students per teacher then Thane area schools and lastly Mumbai Schools. It might be

because of space constraint. On the other hand Navi Mumbai Schools shows more

consistency than Thane schools and then Mumbai schools.

With respect to Total Enrolment in all the schools in the region from 2005-06 upto

2010-11 it was observed that 35% Schools show steady stage, 24% schools showed

declining trend, 16% schools showed increasing trend, 15% schools showed first

increasing –reached the peak –and then declining trend, and 10% schools showed first

declining and then slowly increasing trend.

With respect to Total Enrolment in the Mumbai schools from 2005-06 upto 2010-11

it was observed that 35% Schools show steady stage, 35% schools showed declining

trend, 6% schools showed increasing trend, 14% schools showed first increasing –

reached the peak –and then declining trend, and 9% schools showed first declining

and then slowly increasing trend.

With respect to Total Enrolment in the Navi Mumbai schools from 2005-06 upto





With respect to Total Enrolment in the Thane District schools from 2005-06 upto





It was observed that total number of dropouts were drastically reduced over the years

from 2005-06 to 2009-10 at Primary Stage. Similar kind of decrease was observed in

Boys dropouts and Girls Dropouts in the schools. Comparing the figures of 2009-10

with 2005-06 the dropouts were very negligible at primary stage. This might be

because of efforts made by schools with the help of SARVA SHIKSHA ABHIYAN

AND RIGHT TO EDUCATION ACT together. It was also observed that schools in

Thane area were doing well where not a single dropout were observed in 2009-10.

Mumbai and Navi Mumbai area shows similar trend in decreasing direction over the

years.

114

At Secondary Stage it was observed that total number of dropouts were drastically

reduced over the years from 2005-06 to 2009-10. Similar kind of decrease was

observed in Boys dropouts and Girls Dropouts in the schools. Comparing the figures

of 2009-10 with 2005-06 the dropouts were very negligible at secondary stage. This

might be because of efforts made by schools with the help of SARVA SHIKSHA

ABHIYAN AND RIGHT TO EDUCATION ACT together.

[B] Analysis of Teachers data

Majority of the teachers had Qualified B.A B. Ed. That is mode of the distribution of

educational qualification was B.A.B. Ed. It was also observed that 13.78 % teacher

were possessing Post-graduation degree.

In all 84% teachers attaining the training program.

Though Majority said ideal duration as 1 Day, Analysing other measures it can be

concluded that Ideal duration would be 6 or 7 days..

.On an average the Trainers invited in the training Program were of category „Good‟

.On large scale Training programs will be effective.

[C] Analysis of families from slums

Modal Size of the Family was observed as 4.

In all 77.67% families said that school facility was available in the vicinity 52%

families said that Mid-Day Meal facility was available in the School.

Mode of the Distribution of Boys with Age below 16 was 1. And also for the

Distribution of Girls with Age below 16 was 1.

Because in many schools distribution of such facilities were not implemented in right

manner. Very few families about 7.33% were beneficiaries of all facilities.

Maximum families got the benefit of Mid Day Meal.

The Mid day meal scheme runs more successfully in Thane area than Mumbai and

Navi Mumbai area.

Girls are forced to leave schools to help in household work or Boys to earn rather than

study. Whatever dropouts observed is irrespective of gender. It is remarkable sign of

giving equal status to girls. Parents believe Girls and Boys are equal in society.

115

[D] Observations out of personal Interviews

The study also involved Personal Interviews of Head of the Institutions, Senior Persons from

area, Principals, Head Masters, Teachers, Parents, and Children. Some of the findings were

compiled as follows.

(a) Mid Day Meal Scheme is good scheme.

(b) Attendance in the School has increased. Children in the school wait for reopening of

School after Diwali Vacation or Summer Vacation. The main reason is that they get

enough food to eat . Not only the children from school but their whole family get

benefit of it. It was observed that children come with big tiffin‟s and balanced food

take to home. That was because of good food quality they get. In Thane district,

Palghar area food contract was given to ISCON and it was running very well and

successful. Response was also very remarkable almost 100%.

(c) In some parts of the district schools Mahila Bachat Gat were given contracts. These

Mahial Bachat Gat (NGO sponsoring ladies community services for savings) are

receiving the grants from Government of Maharashtra for implemention of Mid Day

Meal project. However their experience is since such grants are not received at the

specified time duration, the implantation of such programs have many hurdles. In

view of this the Mid Day Meal Scheme for the children is not implemented properly.

(d) In the remote areas such as Mokhada, Jawhar etc. the experience of the NGOs

implementing the project of Mid Day Meal is they experience lots of mismanagement

and Corruption from the agencies giving such grants.

(e) Because of State Government regulations, in some places Abhiyan is not successful.

(f) It is observed in urban areas such as Mumbai City that in many places the Mid Day

Meal Scheme is implemented on paper and only Biscuits are distributed to the

children instead of food/meal.

(g) It is the experience of the agencies implementing this project in Mumbai City , Navi

Mumbai area, the educated parents of the children are hesitant in allowing the children

to take benefit of Mid Day Meal scheme.

(h) It is also observed that since the days of Tuesday, Wednesday, and Friday are the days

where in the people consume Non Vegetarian food at home and hence on these days

the children do not take the benefit of Mid Day Meal and on these days invariably the

food meant for the students is mere waste.

116

(i) It is the experience in the coastal areas of Thane district where Sea food is an ample

supply throughout the year, the children do not take the benefit of Mid Day Meal. So

scheme becomes unsuccessful in such areas.

(j) It is also observed in Thane district area, the regular Medical Check Up Facility is not

implemented in due spirit since the quality of Medico doing such Check Up is highly

substandard quality.

(k) It is the experience of all over the regions surveyed that Sarva Shiksha Abhiyan

project is highly successful in building up the School buildings only. Since the grant

cannot be used for any other infrastructure facilities such as School furniture etc., the

help of NGOs such as Lions Club of Malad Borivli is being taken.

(l) It was also observed by me that the NGO named Lions Club Of Malad Borivli had

adopted the full village Tandulwadi in Thane District which is highly instrumental in

implementation of Sarva Shiksha Abhiyan project in such areas.

[E] Summary of Hypotheses tested

Sr.

No.

Null Hypothesis Decision Conclusion

1 There is no significant difference

between mean percentages of First

Classes and above in the schools

from the areas Mumbai, Navi

Mumbai and Thane for setI

H0 is

accepted

There is no significant

difference between mean

percentages of First Classes

and above in the schools from

the areas Mumbai, Navi

Mumbai and Thane for set I





Mumbai and Thane for set II

H0 is

accepted






Mumbai and Thane for set II





Mumbai and Thane for set III

H0 is

accepted






Mumbai and Thane for set III

4 Gender and Type of School are

independent for the year 2005-06

H0 is

accepted

Gender and Type of School

are independent. for the

year 2005-06

117


independent for the year 2006-07

H0 is

accepted


are independent. for the

year 2006-07


independent. for the year 2007-

08

H0 is

rejected


are Dependent for the

year 2007-08



09

H0 is

rejected



year 2008-09



10

H0 is

rejected



year 2009-10

9 Stage and Gender are independent

with respect to „Dropouts „in 2005-

06

H0 is

accepted

Stage and Gender are

independent with respect to

„Dropouts „in 2005-06


with respect to ‘Dropouts ‘in 2006-

07

H0 is

rejected


Dependent with respect to

‘Dropouts ‘in 2006-07



08

H0 is

accepted






09

H0 is

accepted






10

H0 is

accepted




14 Stage and Area are independent


06

H0 is

accepted

Stage and Area are



15 Stage and Area are independent


07

H0 is

rejected

Stage and Area are



16 Stage and Area are independent with H0 is Stage and Area are

118

respect to „Dropouts „in 2007-08 accepted independent with respect to


17 Stage and Area are independent with

respect to „Dropouts „in 2008-09

H0 is

accepted

Stage and Area are





10

H0 is

accepted




`9 Gender and Area are independent


06

H0 is

accepted

Gender and Area are



20 Gender and Area are independent


07.

H0 is

rejected

Gender and Area are





08.

H0 is

accepted

Gender and Area are


„Dropouts „in 2007-08.



09.

H0 is

accepted

Gender and Area are





10

H0 is

accepted

Gender and Area are




between mean dropouts of Boys

and Girls at Primary stage.

H0 is

accepted



dropouts of Boys and Girls at

Primary stage.


between mean dropouts of Boys and

Girls at Secondary stage.

H0 is

accepted



dropouts of Boys and Girls at

Secondary stage.


between mean dropouts of Boys and

Girls in all.

H0 is

accepted



dropouts of Boys and Girls in

all.


between mean dropouts at Primary

stage and Secondary stage

H0 is

accepted



dropouts at Primary stage and

Secondary stage

28

Let P denote the proportion of

Teachers gaining new things out of

Training Program. Then The

Hypothesis to be tested would be H0:

P = 0.95 (P0) Vs H1: P > 0.95

(Training is effective)

H0 is

rejected

i.e.

H1: P >

0.95

(Training is

effective)

is accepted

Training is effective

119

29 Let P denote the proportion of

Teachers using the new

things/techniques, gained out of

Training Program in their further

teaching. Then The Hypothesis to be

tested would be H0: P = 0.95 (P0)

H1: P > 0.95 (Training is effective)

H0 is

rejected

i.e.

H1: P >

0.95

(Training is

effective)

is accepted

Training is effective

30 Benefit of Mid-Day meal and Area

of Slum are independent H0 is

rejected

Benefit of Mid-Day meal and

Area of Slum are not

independent.

Thus Success of Mid-Day

meal scheme depends upon

Area.

Suggestions:

It is suggested that for Sarva Shiksha Abhiyan being successful particulary in Rural areas

as well as in the areas where it is not getting response , it is necessary that monitoring of

such project by the copetant agencies is highly essential at regular intervals for

overcoming the shortcomings in implementation of the objectives as set out in Sarva

Shiksha Abhiyan project.

120

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Appendix I

Questionnaire for Schools

A. General Information.

1. Name of the School :

2. District/Area : Mumbai , Navimumbai , Thane District

3. Location : Rural , Urban

4. Management –Status : Local , Govt , Pvt Aided , Unaided , Other

5. Type : Primary , Upper Primary ,Primary with Upper Primary

6. Whether any funds received under Sarva Shiksha Abhiyan? Yes No

7. Medium of Instruction: Marathi , Hindi , Urdu , Gujarati ,

Malyalam/Tamil , English

B. About- Staff

8. Whether qualified Head Master/Mistress appointed? Yes No

9. Number of Sanctioned Posts for Teachers

10. Number of Posts filled Male + Female = Total

11. Number of Non-Teaching Staff

C. Infrastructune

12. Status of School building : Pucca , Partially Pucca , Kuccha , Tent

13. Whether any major repair required? Yes No

14. Whether any Special Facility for disabled Children (Ramp etc.)? : Yes No

15. a) Whether Computer facility is available? Yes No

b) If Yes, Number of Computers : <5 , 6-10 , >10

16. How many Classrooms are in the School? 1-7 , 8-10 , more than 10

129

17. What is the Student Teacher Ratio? (How many students are for one teacher?)(Give number)

18. What is the Percentage of teaches with Professional qualification (B. Ed, D. Ed etc.)?

(Give number)

19. What is the Percentage of Student with total marks 60% and above i. e FIRST CLASS and

above?

(Give only for last Standard either IVth or VII

th)

D. Facilities available in School

20. Tick mark in appropriate Column.

Sr. No. Whether available? Yes No

i) Common Toilet

ii) Girls Toilet

iii) Library

iv) Book Bank

v) Medical checkup

vi) Electricity

vii) Boundary wall

viii) Play ground

ix) Mid-Day Meal

x) Drinking water

If Yes in Drinking Water by which is the mode? Tap , Stored in Tank ,

Water Purifier , Any Other .

130

E. Enrolment-(Total) (Please furnish the following data since 2005-06).

21.

Gender

Year

Boys Girls Total

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

(Enrolment refers Strength of the School)

F:Dropouts (No. Enrolled – No. Appeared)

22. At Primary Stage i.e. from IV th std. to V th std

Number

Gender

Year

Enrolled Appeared

Boys Girls Total Boys Girls Total

2005-06

2006-07

2007-08

2008-09

2009-10

131

23. At Secondary Stage: (VII th Std to VIII th Std)

Number

Gender

Year

Enrolled Appeared

Boys

Girls Total Boys Girls Total

2005-06

2006-07

2007-08

2008-09

2009-10

******

132

Appendix II

Questionnaire for Teachers

1. Name of the Teacher: _________________________________________________.

2. Address: ____________________________________________________________

____________________________________________________________

____________________________________________________________

3. Contact No. ________________________________

4. Age: * Please tick in appropriate box

< 20 20-25 25-30 3030-35 35-40

40-45 45-50 50-55 55-60 >60

5. Gender: *

Male: Female:

6. Name and Address of the School:

____________________________________________________________________

________________________________________________

___________________________________________________________

7. Type:

Pre – Primary : Primary : Secondary :

8. Medium of Instruction:

Marathi : Hindi : Urdu: Gujarati :

133

English : Others :____________________________

9. Type:

Private : Municipal :

If Private :

Aided: Unaided :

10. Status of the Teacher:

Contractual basis: Temporary:

On Probation: Permanent:

11. Designation: ________________________________________________

12. Experience: _____ Years ____Months.

13. Total No. Of Years in the present School: _________

14. Have you undergone any teachers training program since 2000-01:

Yes: No:

15. If Yes, Give details as under :

Place:_________________________________________________

Period / Duration: From ___________ To______________.

Theme:____________________________________________

16. Opinion about Training:

Too lengthy: Too Less: Sufficient:

134

17. In your opinion what should be ideal duration for Training Program?

________________________________________________________________

18. Opinion about Resource Persons/Trainers:

Knowledgeable: Ordinary:

19. Give rating from 1 to 4 to Trainers: 1: bad 2: Good 3:Very good 4: Excellent

1. Trainer I:

2. Trainer II:

3. Trainer III:

20. Whether you gained any new technique/additional information through the training

programme?

Yes: No:

21. Have you applied the techniques which you learnt in training after you resumed?

Yes: No:

If No, why? _____________________________________________________.

135

22. “Training was effective. I am fully satisfied. Such Training Programmes should be

held in regular intervals”. What is your opinion?

Disagree: Somewhat agree : Fully agree :

If You Do Not Agree give your suggestions about training programme:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________

* Please tick in appropriate box.

Thank You.

136

Appendix III

Questionnaire for Slums

1. Name of the Respondent :

2. Address :

3. Total number of Family Members :

4. Number of Children below age 16 : Boys Girls

5. Details of Children below age 16 :

Sr.no. Name M/F Age

Whether going to school?

In Which Standard

1

2

3

4

5

6

6. If left the school, why? Give Reason.

7. Is school near to your house?

Yes No

8. Do you get following things from school?

Notebooks

Uniform

Textbooks

Milk

Meal

137

9. Do you get benefit of meal from school?

Yes No

(a) If No, Why?

________________________________________________________________

________________________________________________________________

(b) If Yes give your opinion about meal provided by school.

________________________________________________________________

________________________________________________________________

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