SECOND ALL-INDIA EDUCATIONAL
 SURVEY-OBJECTIVES AND
 ORGANIZATION

Objectives

1. The objectives of the Second All-India Educational Survey are determined by requirements in the field of education and administrative considerations. It has been mentioned in Chapter I that before formulating the objectives and the scope of the present Survey, the views of the State Governments and other agencies were obtained and an attempt was made to assess the needs that must be served by the present Survey.

2. Different needs were stressed by the various State Governments and other agencies. It was considered necessary by many State Governments that the data of the First Survey needed to be revised in order to rationalize the location of schools at the primary, middle and secondary stages. It was also suggested that in addition to the problem of location of schools, the problem of the location of colleges and institutions of higher education should be looked into.

3. According to one suggestion, one of the urgent needs of planners and administrators in education is detailed information about existing conditions in institutions of various types in different areas. Also, baseline data is necessary for the evaluation of future progress. it was, therefore, suggested that an important item in the Second All- India Educational Survey should be the collection of base-line data about various kinds of institutions.

4. Another view stressed the need for the equalization of educational opportunities in different areas. It was pointed out that one of the defects of educational planning was that the planning started from the top rather than from the bottom. Local needs were rarely taken into account in the implementation of development programmes. This had led to wide disparities in the provision of educational facilities at different levels among different districts in every State. Therefore, the main task ahead in the field of education should be to minimize the differences and special efforts should be directed to places where they were most urgently needed. It was suggested that in future, educational development plans should be prepared for every district and that the Survey should provide the basic data necessary for preparation of these plans.

5. Another suggestion emphasized the problems of quality and content of education and the need to relate education to economic development. It was pointed out that in India there were many areas which were developing industrially and that no procedures had been evolved to relate educational programmes to the economic needs in these areas. It was, therefore, suggested that attempts should be made to collect data on the manpower requirements of such areas in the short run (say, for the plan period only), on the quantity and quality of education such areas would need and might demand, and on other aspects where education and economy were related.

6. There were many other suggestions also. Some of these related to the study of instructional programmes and classroom practices, the problems of linguistic minorities and of handicapped children and the schooling facilities available for them. 7. Considering the number of demands made, it was obvious that the scope of the Survey had to be fairly wide. There were, however, other considerations that had to be taken into account while formulating the objectives of the proposed Survey. A survey on an All India basis would obviously require a big machinery with trained personnel in large numbers at various levels, especially at the lowest level, i.e. the district level where the data were to be collected and tabulated. The methodology would include various techniques of collection and analysis of data for which training of the personnel involved was also necessary. But no machinery existed which could be used by such a survey. The

12 SECOND ALL-INDIA EDUCATIONAL SURVEY

administrative machinery that was set up at the time of the First All- India Educational Survey had been dismantled as soon as the Survey was over. Therefore, a fresh beginning had to be made to instal the machinery required for the Second Survey. Taking all these factors into consideration the Advisory Committee for the Second All-India Educational Survey approved the following objectives for the proposed Survey:

(i) To revise the data of the First Educational Survey in terms of the distribution and size of habitations and delimitation of school areas of existing priMary, middle and high schools and to collect data required for the preparation of district development plans for, education.

(ii) To study intensively:

(a) the existing conditions of educational insti- tutions-primary, middle and secondary schools colleges, engineering institutions at the degree and diploma levels, and other institutions (that may be decided later on)-in respect of staff, their qualifications, experience and age, enrolment and wastage, physical facilities in the for of buildings, libraries, laboratories and equip ment etc; (b) some special educational problems such a factors impeding opening of schools in backward areas, drop-outs at primary stage, single teacher schools, etc.

(iii) To conduct studies in a few industrially developing areas on manpower requirements and educational needs and demands and such other matters as pertain to human resource development and educational planning.

8. Even this set of limited objectives could not be taken up simultaneously. It was, therefore, decided that the programme might be phased. Since the problem of location of institutions at the school level and preparation of district development plans was more urgent, this was taken up immediately as the First Phase of the Survey. The other phases were to be undertaken gradually. 9. A detailed statement of the objectives of Phase I of the Survey is given below.

To identify and enumerate

(i) every distinct habitation;

(ii) every primary, middle and secondary school;

(iii) habitations which have in them provision for educational facilities at primary, middle and secondary stages; and

(iv) habitations without educational facilities in them at primary, middle and secondary stages.

To know: (v) in case of every habitation under (iv) above, the distances at which educational facilities at the various stages are available for habitations in different population slabs;

(vi) the distribution of primary, middle and secondary sections and enrolment in these sections according to number of teachers and classes in a section;

(vii) the distribution of primary, middle and secondary sections according to number of teachers and enrolment in each section;

(viii) class-wise enrolment in schools with different sections;

(ix) the distances which children at primary, middle and secondary stages walk from their school-less habitations to the schools in the neighbouring habitations;

(x) distribution of teachers in primary, middle and secondary sections according to their qualifications;

(xi) enrolment in different classes at primary, middle and secondary stages;

(xii) the distribution of untrained teachers according to their age and teaching experience;

(xiii) distribution of schools according to their management and the nature of ownership of school buildings; and

(xiv) the qualifications of teachers teaching science in secondary schools and laboratory facilities available to them for teaching science.

The fulfilment of the above objectives also provides the basic data required for the preparation of educational development plans for the districts.

10. The present report pertains to Phase I of the Second All-India Educational Survey. To avoid the inconvenience of using a longer phrase "Phase I of Second All-India Educational Survey", the phrase "Second All-India Educational Survey" has been used in the present report.

11. The scope of the Survey covers the whole of India. For the reasons explained in Chapter 1, the data for Nagaland, NEFA, and Andaman & Nicobar Islands are not included here and will be given separately. The data for Lahul and Spiti in Punjab have not been in- cluded because these areas were snowbound when data in Punjab were collected. For administrative reasons, the data of Mizo Hills district in Assam could not be collected and are, therefore, not available in this report.

Organization

12. At the Centre, the National Council of Educational Research and Training was responsible for planning and supervision. An Educational Survey Unit was established in the Council which was responsible for the

OBJECTIVES AND ORGANIZATION OF THE SECOND ALL-INDIA EDUCATIONAL SURVEY 13

organization of the Survey. In the States and the Union Territories, the Directors of Public Instruction/ Education functioned as Directors of the Survey with the assistance of their respective Educational Survey Units.

13. At the district level, the Survey was organized either according to educational districts or the administrative districts depending upon the convenience of the individual State Governments. The District Education Officers (Parishad Education Officers or District Inspectors of Schools) were put in charge of the Survey in their respective areas. The data were collected separately in every block under the supervision of District Education Officers who were assisted by their District Survey Officers. There were five forms for collection of data (Appendices III to VII), and the data collected in these forms were tabulated for every block in the block tables (Appendices IX to XLIV). The block tables were consolidated into district tables. With the help of the district tables the State tables were prepared. The all India tables in this report have been prepared with the help of the State tables. Further details regarding organization of the Survey, the tools for collection of data, the tables and the instructions given to the Block Officers for the collection of data have been given in the note at Appendix I.

Concepts and Definitions

14. Given below are the definitions of the important concepts and terms and the meanings of the symbols used in this report.

Habitation: A 'habitation' is a distinct cluster of houses with a local name. It is a Centre where people live in a compact and contiguous manner.

EXPLANATION

: The Census reports use the term 'village' in relation to revenue. According to the Census definition, a village represents a parcel of land, the boundaries of which are defined and settled by revenue survey, or by cadastral survey. It may, but need not always necessarily, be a single house cluster marking its distinctiveness as a residential locality. A revenue village may consist of one compact habitation or number of habitations, the main village and its hamlets, i.e. mazras or wadies, sometimes far away from one another and also from the main village. For the purpose of provision of educational facilities a revenue village with its scattered hamlets over long distances (sometimes over a number of miles) cannot be a suitable unit for the location of schools. For the purpose of location of schools, a distinct house cluster is the appropriate unit. As in the First Survey, in this Survey also a habitation is treated as the unit for provision of educational facilities.

Village

: The term 'village' is used in the same way as in the Census, i.e. as a parcel of land the boundaries of which are defined and settled for revenue purposes.

Urban Areas: The definition for urban areas used in the 1961 Census has been accepted in the present Educational Survey. According to the 1961 Census definition, all habitations located within the limits of Municipalities, Cantonment Boards, Notified Area Committees and other areas enjoying recognized local administrations, like the Civil Lines, have been regarded as urban areas. Other places satisfying the following three tests have also been treated as urban areas.

(a) Population not to be less than 5,000.

(b) Density of population not to be less than 1,000 per sq. mile.

(c) At least three-fourths of the adult male population should be employed in pursuits other than agriculture.

Rural Area:

Areas which are not urban areas are treated as rural areas.

Primary, Middle and Secondary Stages of Education:

The combination of classes in a given State may be classified as primary, middle or secondary stage according to the system of classes given in Appendix II.

EXPLANATION

: The primary stage comprises classes I to IV or I to V according to the pattern of classes obtaining in every State and Union Territory. For example, in the State of Kerala the primary stage includes classes I to IV and in Punjab, U.P., etc., the first five classes constitute the primary stage. As regards the middle stage, classes VI, VII and VIII constitute the middle stage in the States of Punjab, U.P., Rajasthan and Madhya Pradesh. In the States of Gujarat and Maharashtra, though schools with Classes I to VII are otherwise termed as primary schools, for the purpose of the present Survey in these States, classes I to IV only are treated as the primary stage and classes V to VII are treated as the middle stage. Classes above the middle stage in any State constitute the secondary stage in that State irrespective of whether it is the high school or the higher secondary school system.

Primary, Middle and Secondary Sections:

The group of classes at primary stage in a school constitutes a primary section. Similarly, the classes at middle stage in a school constitute a middle section and the classes at secondary stage in a given school constitute a secondary section.

EXPLANATION

: A school from class I to class Xi in Gujarat has three sections, one primary, one middle and one secondary section. For the purposes of enumeration of sections, this one school will be enumerated as three sections. Similarly, if there is one habitation with a school from classes I to IV and another school with classes I to VII then for the purpose of enumeration this habitation has two primary sections and one middle section. A habitation with a school from classes VI to Xi in Punjab, in terms of schools has only one school, but in terms of sections has two sections, one each at the middle and the secondary stages.

Block:

The blocks under the Community Projects Administration are also treated as blocks for the purpose of the present Survey.

Recognized School:

A recognized school is one which follows the course (s) of study prescribed or recognized by the Government (Central or State) or a University or a Board constituted by a law or by any other agency authorized in this behalf by the Central or State Government and which satisfies one or more of these authorities that it attains a reasonable standard of efficiency.

14 SECOND ALL-INDIA EDUCATIONAL SURVEY

School for Boys:

A school for boys stands not only for a school in which only boys are admitted but also a coeducational school (which is open to both boys and girls). School for Girls: A school for girls is one which is open to girls only. A school which is meant mainly for girls but which also admits boys up to a certain age is also treated as a school for girls.

Management:

The kind of authority which runs a school determines the type of management. This may be a government, a local body or a private body receiving government aid, or not receiving government aid. The schools have, therefore, been classified according to their management as government schools, local body schools, private aided schools and private unaided schools.

EXPLANATION

: Government schools may include a school managed or sponsored by the Central Government or the State Governments. The local body schools include schools managed by District Boards, Municipal Boards, Cantonment Boards, Notified Area Committees, Zila Parishads and Panchayat Samitis. A private aided school is one which is run by a private organization or agency and receives a maintenance grant from a government or a local body. A private unaided school is one which is managed by a private organization or agency and does not receive a maintenance grant either from a government or a local body. For the purpose of the present Survey only recognized private aided and private unaided schools have been included. Private schools which are not recognized have not been treated as schools under the present Survey.

Trained Teacher:

A trained teacher is a teacher who has successfully undergone a course of training through a teacher training institutions; or one who has been awarded a certificate by the Department of Education on the basis of his experience; or one who has been exempted from training in view of experience and age and is 'deemed trained'.

Distance: The distance between two habitations or between a school and a habitation is the convenient walking distance between the central points of the two habitations or the school and the central point of a habitation.

EXPLANATION

: If there are two habitations and the aerial distance, or the distance as the crow flies is one mile but the actual convenient walking distance by roads or paths is one and a half miles, the distance between the two habitations will be the walking distance, i.e., one and a half miles. If there are two habitations on the two opposite sides of a stream or a canal, the distance between these two habitations will be the actual convenient walking distance across a given bridge and not the distance across the stream or the river. Of course, in cases of habitations across dry streams or dry rivers which have water for a very few days in a year and where the people and the children generally walk across the stream for all purposes throughout the year except on the few exceptional rainy days, the passage generally used will be the distance between the two habitations.