FOREWORD
Since independence, there has been a tremendous expansion in school education in India. The number of institutions and the enrolment have been increasing very rapidly, especially under the Five-Year Plans. An important ingredient in the development programmes for education is the location of schools in accordance with accepted criteria.
The First All-India Educational Survey, which was organized in 1957, went a long way to meet this need. In view of the developments that have since taken place, the Second All-India Educational Survey was started towards the end of 1965. When the Survey was planned, many demands appeared important. Inevitably, the scope had to be enlarged beyond planning the location of schools. The structure of the organization had also to be weighed. As a compromise, the work of the Second All-India Educational Survey was divided into three phases. Phase II relates to the revision of the data of the First Survey and the collection of data required to prepare the District Development Plans. Phase II envisages intensive studies of various problems of education. Phase III envisages studies on Human Resource Development with a view to relating education to economic development, especially in industrially developing areas. The present Report relates to Phase I only.
The Survey has been organized in collaboration with the State Governments and the Administrations of Union Territories. If the Survey has been completed quickly this is mainly due to the active participation of the State Governments and the Administrations. Inspecting officers at the district level and block level bore the brunt of data-collection. We express our gratitude to all the Directors of Public Instruction/Education and the Inspecting Officers. Our thanks are also due to the Headmasters of all the schools in India who provided data on their schools and villages.
We thank all members of the Advisory Committee for the Second All-India Educational Survey who gave the project its direction.
Our thanks are due especially to members in the Educational Survey Unit in the NCERT who devoted themselves to this project with great dedication.
We hope that the data of the Survey will be useful to educational authorities at the Centre, in the States and at district level for educational planning. We shall be rewarded if the data contribute to better planning in the course of the Fourth Five-Year Plan.
L.S. CHANDRAKANT
CONTENTS
FOREWORD v
Chapter I INTRODUCTION 1-3
Educational surveys; Planning in NCERT; Advisory
Committee for Second Survey; Consideration of draft
proposal; Educational Survey Unit in NCERT; State Survey
Units;Workshop for State Survey Officers; Forms for data
collection-printing and supply; Training courses in
States.
Chapter II BACKGROUND-GEOGRAPHICAL, HISTORICAL AND CULTURAL 4-7
The boundaries; Natural regions; Climate; Demographic
background; Administrative Units; 1961 Census; Economic
structure; Ancient education; Buddhist education;
Education under Muslim rule; Origin of the present
system of education; Educational progress before
independence; Education after independence-the
Constitutional Directive; Progress.
Chapter III FIRST ALL-INDIA EDUCATIONAL SURVEY 8-10
Objectives; Items of information; Some concepts;
Procedure; Organization of the Survey; Limitations;
School areas and criteria therefor; Main findings.
Chapter IV SECOND ALL-INDIA EDUCATIONAL SURVEY - OBJECTIVES
AND ORGANIZATION 11-14
Objectives; Suggestions from States; Finalization of
objectives; Phasing; Detailed objectives of Phase I;
Present report and its scope; Organization; Concepts and
definitions; Meanings of symbols.
Chapter V HABITATIONS IN RURAL AND URBAN AREAS 15-16
Definition; Rural habitations; Habitations in the two
Surveys; Villages identified; Habitations per village;
Urban habitations.
Chapter VI PRIMARY EDUCATION 17-32
Constitutional Directive; The immediate objective;
Schooling facilities; Classification of primary schools
in the First Survey; Findings of the First Survey;
Findings of the Second Survey; Habitations and
populations not served; Schooling facilities in the
States and Union Territories; Sections and teachers per
unit population; Size of a section; Enrolment in a
section; Teachers in a section; Sections according to
teachers and pupils; Disproportionate allocation of
teachers; Sections by enrolment; Sections by teachers;
Incomplete sections; Multiple class teaching; Enrolment
in primary sections; Enrolment in classes I to V;
Enrolment of girls; Enrolment per unit population;
Distribution of enrolment in classes I to V; Enrolment
by management type; Enrolment from schoolless
habitations.
viii
Chapter VII EDUCATION AT MIDDLE STAGE 33-48
The middle stage; Schooling facilities; Findings of the
First Survey; Findings of the Second Survey; Schooling
facilities in the States and Union Territories; Sections
and teachers per unit population., Size of a section;
Enrolment in a section; Teachers in a section; Sections
according to teachers and enrolment; Sections by
enrolment; Sections by teachers; Incomplete sections,
Multiple class teaching; Enrolment in middle sections;
Enrolment in classes VI to VIII; Enrolment as percentage
of children of age 11+ to 13+; Enrolment indices;
Enrolment distribution in classes VI to VIII; Enrolment
by management; Enrolment from school-less habitations.
Chapter VIII SECONDARY EDUCATION 49-63
Problems; Schooling facilities at the secondary stage;
Findings of the First Survey; Findings of the Second
Survey; Schooling facilities according to population
slabs;Schooling facilities in the States and Union
Territories; Size of a section; Pupils in a section;
Teachers in a section; Sections according to teachers
and enrolment; Pupil-teacher ratio; Incomplete sections;
Laboratory facilities; Media of instruction; Enrolment
in secondary sections; Enrolment in classes IX and
onwards; Enrolment indices; Enrolment by management
type; Class-wise enrolment distribution; Enrolment from
school-less habitations.
Chapter IX TEACHERS 64-88
Teachers in the educational process; Items of
information; Men and women teachers; Teachers under
different managements; General qualifications;
Professional training; Backlog of untrained teachers;
Teachers in primary sections-general qualifications,
professional qualifications, untrained teachers,
teachers fulfilling desirable qualifications, position
in the States and Union Territories; Teachers in middle
sections - teachers according to management, general
qualifications, trained and untrained teachers, backlog
of untrained teachers, teachers fulfilling desirable
qualifications, position in the States and Union
Territories; Teachers in secondary sections-teachers
according to management, general qualifications, trained
and untrained teachers, backlog of untrained teachers,
teachers fulfilling desirable qualifications; Teachers
teaching science in secondary schools-professional
qualifications, teachers who did not offer science in
the last academic course, workload of science
teachers, workload of trained teachers who offered
science under methods.
Chapter X SCHOOL BUILDINGS 89-93
General policy; Information sought; Class-rooms for
primary sections; Average area per pupil; Schools
running in shifts; Schools sharing buildings; Ownership
of buildings - of primary sections, of middle sections,
of secondary sections; Playground facilities for primary
sections in rural areas; Hostel facilities in secondary
sections in rural areas.
SUMMARY OF FINDINGS 94-100
TABLES 101-429
SUMMARY TABLE 430-437
APPENDICES 439-500
LIST OF STATEMENTS
Number Title Page
1. Habitations and population in rural areas, according to population
slabs 15
2. Comparative statement of the habitations identified in the First
and Second Educational Surveys in the rural areas common to the two
Surveys 16
3. Habitations and population according to primary schooling
facilities available at varying distances
in rural areas 18
4. Habitations and population in various population slabs served by
primary sections in them or within walking distance of one mile in
rural areas 18
5. Habitations not served by primary sections either in them or
within a walking distance of one mile in rural areas 19
6. Population not served by primary sections either in their own
habitations or within a walking distance of one mile in rural areas 19
7. Percentage distributions of primary sections according to their
being primary schools or parts of PM or PMS schools 24
8. Percentage distribution of primary sections according to the
number of teachers 25
9. Cumulative percentage distributions of primary sections according
to enrolment 26
10. Primary sections according to classes 27
11. Percentage distributions of enrolment of boys and girls in
primary sections 29
12. Class-wise percentage distribution of enrolment in classes I to V
13. Enrolment in classes I to V according to managements 32
14. Distribution of habitations and population according to middle
schooling facilities available at varying distances in rural areas 34
15. Habitations and population in various population slabs served by
middle sections in them or within a walking distance of three miles in
rural areas 35
16. Habitations not served by middle sections either in them or
within a walking distance of three miles in rural areas 36
17. Population not served by middle sections either in their own
habitations or within a walking distance of three miles 37
18. Percentage distributions of middle sections according to their
being M schools or parts of PM, MS and PMS schools 41
19. Percentage distributions of middle sections according to the
number of teachers 42
20. Cumulative percentage distributions of middle sections according
to enrolment 43
21. Percentage distributions of enrolment of boys and girls in middle
sections 45
22. Class-wise percentage distributions of enrolment in classes VI to
VIII 47
23. Enrolment in classes VI to VIII according to management 48
x
24. Distribution of habitations and population according to secondary
schooling facilities available at varying distances in rural areas 51
25. Habitations and population in various population slabs served by
secondary sections in them or within walking distance of five miles in
rural areas 52
26. Habitations not served by secondary sections either in them or
within a walking distance of five miles in rural areas 52
27. Population not served by secondary sections either in their own
habitations or within a walking distance of five miles in rural areas
28. Percentage distribution of secondary sections according to their
being schools or parts of MS or PMS schools 58
29. Cumulative percentage distributions of secondary sections
according to enrolment 59
30. Percentage distribution of secondary sections according to number
of teachers 60
31. Percentage distributions of enrolment of boys and girls in
secondary sections 62
32. Enrolment in classes IX and onwards according to management 63
33. Teachers serving in primary, middle and secondary sections 65
34. Men and women teachers serving in rural and urban areas at
various school stages 65
35. Teachers serving under different managements at various school
stages in rural and urban areas 66
36. Teachers in school sections under different managements (all
stages) according to their educational qualifications 66
37. Percentages of trained and untrained teachers in primary, middle
and secondary sections 67
38. Trained and untrained men and women teachers serving at various
school stages 67
39. Untrained teachers (all stages) according to their age and
experience 68
40. Teachers in primary sections under various managements in rural
and urban areas 68
41. Men and women teachers in primary sections according to
educational qualifications in rural and urban areas 69
42. Teachers in primary sections under different managements
according to educational qualifications 70
43. Trained and untrained men and women teachers in primary sections
in rural and urban areas 70
44. Trained and untrained teachers in primary sections under
different managements in rural and urban areas 71
45. Untrained teachers in primary sections according to their age and
experience 71
46. Men and women teachers in primary sections in rural and urban
areas who fulfil the minimum desirable qualifications of matriculation
and training 72
47. Teachers in middle sections under different managements in rural
and urban areas 73
48. Men and women teachers in middle sections according to
educational qualifications 73
49. Teachers in middle sections according to educational
qualifications under various managements 74
50. Trained and untrained men and women teachers in middle sections
in rural and urban areas 74
51. Trained and untrained teachers in middle sections under different
managements 75
52. Untrained teachers in middle sections according to their age and
experience 75
53. Men and women teachers in middle sections fulfilling the minimum
desirable qualifications of matriculation and teacher training under
various managements in rural and urban areas 76
54. Men and women teachers in middle sections fulfilling the minimum
desirable qualifications of degree and teacher training under various
managements in rural and urban areas 77
55. Proportions of teachers in rural and urban areas at primary,
middle and secondary stages 78
xi
56. Teachers in secondary sections under various managements in rural
and urban areas 79
57. Men and women teachers in secondary sections according to
educational qualifications 79
58. Teachers in secondary sections according to educational
qualifications under various managements 80
59. Trained and untrained men and women teachers in secondary
sections in rural and urban areas 81
60. Trained and untrained teachers in secondary sections under
various managements in rural and urban areas 82
61. Untrained teachers in secondary sections according to their age
and experience 82
62. Men and women teachers in secondary sections under various
managements in rural and urban areas who fulfil the minimum desirable
qualifications of degree and training 83
63. Teachers teaching science in secondary sections according to
their qualifications 84
64. Trained and untrained teachers teaching science 84
65. Teachers who have not offered science in their last academic
course 85
66.Teachers who have offered science in their last academic course 85
67. Distribution of teachers teaching science in secondary sections
according to percentage of time devoted for teaching science 86
68. Distribution of trained science teachers (who offered science in
'methods of teaching' only) according to percentage of time devoted to
teaching science 87
69. Distribution of trained science teachers (who offered science for
both content and method) according to percentage of time devoted to
teaching science 87
70. Percentage distributions of primary sections according to the
ownership of school buildings under different managements in rural and
urban areas 91
71. Percentage distributions of middle sections according to the
ownership of school buildings under different managements in rural and
urban areas 92
72. Percentage distributions of secondary sections according to the
ownership of school buildings under different managements in rural and
urban areas 92
MAPS
Political Map of India Facing page 1
Physical Features or Relief of India Facing page 4