Laboratory
Secondary Schools There are 33,116 secondary schools in the country of which 21,045 (63.55%) have laboratory facilities in them while the rest 12,071, (36.45%) do not have the laboratory facility. Among those having laboratory facilities a larger proportion of schools in urban areas 74.13%, have this facility as against 58.83% schools, in rural areas. Under different managements, greater proportion of private aided schools both in rural as well as urban areas, 65.01% and 76.76% respectively, have laboratory facilities followed by government, private unaided recognised and local body schools.
Of the 12,071 schools without laboratory facilities 7,972 (66%) have science equipment in them but the remaining 4,099 have neither laboratory nor equipment. But among the 7,972 schools with equipment only 2,055 (2.58%) schools have adequate equipment.
Majority of the schools possessing laboratory 18,204 (86.5%) have combined laboratory for various science subjects, and in some of these schools there is more than one laboratory. But in only 11,562 (63.7%) of the 18,204 schools the laboratory is adequate.
There are also schools having separate laboratories for each of the science subjects while some schools have only for certain science subjects. Even amongst these schools, some have more than one laboratory for the same subject but such schools are very few. It is further observed that in majority of the schools with subjectwise laboratories, the facilities are adequate for the existing strength.
Higher Secondary
In 7,065 (74.33%) higher secondary schools out of 9,505 there is provision for laboratory facilities. Of the remaining 2,440 schools without this facility 1,724 have their own equipment but in only 375 (15%) of the 1,724 schools the available equipment is adequate. In 716 schools neither there is laboratory nor equipment, Amongst the 7,065 schools having laboratory, 2,895 (40.8%) have separate laboratory facility for various
TEACHERS 77
78 THIRD ALL-INDIA EDUCATIONAL SURVEY
TEACHERS 79
science subjects, 778 (11.0%) separate for some subjects and the remaining 3,402 (48.2%) have combined laboratory for all science subjects. Among the schools having laboratory facilities a large proportion of the privately managed schools, both aided as well as unaided, have this facility in urban areas as also on an overall basis. But in rural areas private-aided schools followed by local body schools have an edge over other managements.
Information about teachers was collected in two schedules viz., School Information Blank and Teacher Information Blank. In the School Information Blank information was sought about the number of teaching posts sanctioned, both part-time and full time separately, as also the number of posts filled-in along with the status of their professional training. In Teacher Information Blank, details regarding his/her bio-data, academic qualifications, work-load, subjects taught in relation to post-graduate qualifications possessed, if any, teaching and other experience and the monthly emoluments were collected. In the following note the entire information collected in School Infor- mation Blank has been provided, while from the Teacher information Blank, information on certain aspects like academic qualifications and qualifications of teachers possessing science qualifications and the level at which they are teaching has been provided. Other details have been provided in a separate report on teachers.
Further in the School Information Blank information was sought about the number of teachers sanctioned and those in position as on 31.12.1973. While collecting the information blanks from teachers, it is observed that some teachers had not returned their filled-in blanks. In the latter case, as there are schools having more than one stage of school education like a middle school having a primary stage also and a secondary school having primary and middle sections in it and there are teachers teaching at all the stages, such teachers have been apportioned to that stage where they are predominantly teaching. Thus it may be observed that while the sanctioned and teaching posts relate to the schools, the information about teachers relates to the school stage at which they are teaching predominantly.
From the School Information Blank it is observe that there were 26,90,399 teaching posts sanctioned in 5,89,031 recognised schools at all stages from primary through higher secondary as on 31.12.1973 and among these posts 26,25,408 (97.58%) were filled in. Amongst the teachers working 18,77,296 (69.1%) are working in rural schools. The percentage of filled-in posts in rural and urban areas is almost the same, 97.6 and 99.4 respectively. There are 6,59,818 (25.14%) women teachers working at all school levels. Of them 3,09,406 (46.82%) are working in rural areas. As regards the number of filled-in posts at various school stages, it is observed that in primary schools about 98.15% of the sanctioned teaching posts are filled and in higher secondary schools it is 96.26%. In other types of schools the proportion varies between the two percentages. Even between the rural and urban schools there is no appreciable difference between the sanctioned and filled-in posts in rural and urban areas.
The professional competence of the working teachers has been broadly categorised into those who are trained, those who do not need training as per the State's requirements and those who are not trained.
Of the 26,25,408 teachers working in schools, 21,78,848 (83.0%) have undergone professional training while another 61,327 (2.35%) do not need training. Thus it is observed that there are still 3,85,233 (14.65%) untrained teachers working in schools. The proportion of trained teachers in rural and urban schools is almost the same in that in rural schools 82.84% teachers are trained as against 83.42% in urban schools. Similar As the case of teachers who need no training which is 2,39% for rural schools and 2.27% in urban schools. As regards professional competence of male and female teachers, though the difference is not very wide, there are more trained women teachers (84.7%) than trained men teachers (82.5%).
Although 26,25,408 teachers were working in schools at different levels the Teachers Information Blank had been received in respect of 25,88,785 (98.63%) teachers. Hence further discussion has to be confined to only these teachers. Of these teachers 18,42,170 (71.15%) are working in rural schools and there are 6,50,167 (25.1%) women teachers in all. The teachers include 1,86,998 (7.22%) belonging to Scheduled Castes and 87,069 (3.36%) belonging to Scheduled Tribes.
There were 14,99,671 teachers working in 5,30,867 primary schools or primary sections attached to middle, secondary or higher secondary schools about whom detailed information is available. Of these teachers 3,96,582 (26.47%) are women. Further 11,71,747 (78.13%) are working in rural areas. Among the total number of teachers in this category 1,42,236 (9.47%) belong to Scheduled Castes and another 66,622 (4.47%)
80 THIRD ALL-INDIA EDUCATIONAL SURVEY
STATEMENT
Below Matric Matric or Equivalent Hr. Sec. or Equivalent Intermediate or Equivalent
School Stage
Trained Untrained Trained Untrained Trained Untrained Trained Untrained
Primary 4,09,005 70,628 6,09,223 94,621 78,551 27,982 98,336 16,460
Middle 48,782 6,197 2,29,710 27,483 34,811 6,659 53,550 16,352
Secondary 3,562 986 35,092 4,140 6,175 1,030 8,962 6,457
Hr. Sec./Inter 398 263 1,909 480 971 461 1,904 786
TOTAL 4,61,747 78,074 8,75,934 1,26,724 1,20,508 36,132 1,62,752 40,055
TEACHERS 81
70
Post-graduate or Equivalent
Graduate or Equivalent and above Any other Total
Trained Untrained Trained Untrained Trained Untrained Trained Untrained
58,299 19,026 10,779 2,715 2,811 1,235 12,67,004 2,32,667
96,550 25,837 29,580 4,147 1,250 699 4,94,233 87,374
2,07,490 43,351 56,582 7,990 1,387 678 3,19,250 64,632
28,187 7,761 60,601 19,279 390 235 94,360 29,265
3,90,526 95,975 1,57,542 34,131 5,838 2,847 21,74,847 4,13,938
82 THIRD ALL-INDIA EDUCATIONAL SURVEY
STATEMENT
Below Middle Middle Matric or Equivalent Higher Secondary/
Intermediate
Management Trained Untrained Trained Untrained Trained Untrained Trained Untrained
1 2 3 4 5 6 7 8 9
Primary
Government 6,259 3,446 1,41,966 26,479 3,03,135 36,147 1,17,477 23,498
Local Body 7,256 2,462 2,07,082 25,661 2,25,168 41,602 44,550 11,819
Private Aided 921 1,047 43,143 6,899 72,002 10,610 10,929 5,310
Private Unaided 224 792 2,174 3,842 8,918 6,262 3,931 3,815
TOTAL 14,660 7,747 3,94,345 62,881 6,09,223 94,621 1,76,887 44,442
Middle
Government 629 256 17,323 2,142 97,280 7,109 49,299 6,684
Local Body 724 113 23,353 1,612 68,965 3,386 13,307 1,587
Private Aided 213 111 6,055 1,652 60,534 14,698 21,120 10,448
Private Unaided 23 24 462 287 2,931 2,090 4,635 4,292
TOTAL 1,589 504 47,193 5,693 2,29,710 27,483 88,361 23,011
Secondary
Government 116 38 1,246 200 10,784 558 4,394 612
Local Body 29 14 878 90 5,158 349 2,238 460
Private Aided 95 46 1,143 553 18,358 2,993 7,908 5,898
Private Unaided 2 6 53 39 792 240 597 517
TOTAL 242 104 3,320 882 35,092 4,140 15,137 7,487
Higher Secondary/Intermediate/PUC/JC
Government 18 23 193 60 1,107 142 1,557 450
Local Body 5 3 25 16 93 24 92 61
Private Aided 20 16 123 135 641 292 1,098 665
Private Unaided 1 2 13 8 78 22 128 71
TOTAL 44 44 354 219 1,919 480 2,875 1,247
TEACHERS 83
71
Degree or Equivalent Post Graduate Any other
and above Total
Trained Untrained Trained Untrained Trained Untrained
10 11 12 13 14 15 16
34,818 8,773 6,729 1,404 886 428 7,11,425
14,674 4,901 1,974 280 1,625 387 5,89,441
4,998 2,965 1,032 496 219 268 1,60,839
3,809 2,387 1,044 535 81 152 37,966
58,299 19,026 10,779 2,715 2,811 1,235 14,99,671
53,768 7,149 19,496 1,794 590 257 2,63,776
12,234 2,693 1,473 161 282 91 1,30,181
24,769 12,277 6,352 1,427 339 323 1,60,318
5,779 3,718 2,259 765 37 30 27,332
96,550 25,837 29,580 4,147 1,248 701 5,81,607
55,554 4,461 15,752 1,159 409 99 95,382
24,824 4,632 4,286 487 191 68 43,704
1,20,851 31,496 33,816 5,666 750 469 2,30,042
6,261 2,762 2,728 678 37 42 14,754
2,07,490 43,351 56,582 7,990 1,387 678 3,83,882
10,767 1,575 27,390 5,887 203 50 49,422
1,382 417 1,816 475 11 12 4,432
14,956 5,252 29,339 11,736 158 154 64,685
1,082 417 2,056 1,181 17 10 5,086
28,187 7,761 60,601 19,279 389 226 1,23,625
84 THIRD ALL-INDIA EDUCATIONAL SURVEY
STATEMENT
RURAL
School Stage No. of Number of Teachers
Schools/ Total S. C. S. T.
Sections M F M F M F
1 2 3 4 5 6 7 8
Primary 4,73,754 9,63,783 2,07,964 1,02,596 17,927 51,911 8,816
Middle 93,147 3,41,571 62,775 21,523 2,504 10,460 1,548
Secondary 24,206 1,93,007 24,526 6,949 514 3,183 430
Higher Secondary/Inter 4,079 45,539 3,005 1,265 61 484 57
TOTAL 15,43,900 2,98,270 1,32,333 21,006 66,038 10,851
TOTAL
No. of No. of Teachers
Schools/ Total S.C.
Sections M F M F
16 17 18 19 20
5,30,867 11,03,089 3,96,582 1,13,353 28,883
1,19,798 4,36,453 1,45,154 26,179 5,020
35,631 3,02,541 81,341 9,790 1,485
9,505 96,535 27,090 2,022 266
19,38,618 6,50,167 1,51,344 35,654
TEACHERS 85
72
URBAN
No. of No.of Teachers
Schools/ Total S.C. S.T.
Sections M F M F M F
9 10 11 12 13 14 15
57,113 1,39,306 1,88,618 10,757 10,956 2,340 3,555
26,651 94,882 82,379 4,656 2,516 1,156 1,132
11,425 1,09,534 56,815 2,841 971 959 669
5,408 50,996 24,085 757 205 235 134
3,94,718 3,51,897 19,011 14,648 4,690 5,490
GRAND TOTAL
S.T. Total S.C. S.T.
M F
21 22 23 24 25
54,251 12,371 14,99,671 1,42,236 66,622
11,616 2,680 5,81,607 31,199 14,296
4,142 1,099 3,83,882 11,275 5,241
719 191 1,23,625 2,288 910
70,728 16,341 25,88,785 1,86,998 87,069
86 THIRD ALL-INDIA EDUCATIONAL SURVEY
to Scheduled Tribes.
The qualifications of these teachers vary from those who are below matric to those possessing post-graduate qualifications and above and other qualifications on the academic side and most of them are also professionally trained. Professionally 12,67,004 (84.47%) at this stage are trained. In respect of their academic qualifications 4,79,633 (32.0%) including 70,628 untrained are under-matric. Thus 30.0% of the teachers teaching in primary schools/sections are academically not competent to teach and this include 4.73% teachers who become ineligible both academically and professionally. Those possessing matric, higher secondary or intermediate qualifications number 9,20,173 (61.3%). The remaining 8.7% teachers possess a university degree and above or other qualifications. Taking an overall picture only 57.2% are competent while the rest fall short of the requirements either academically, professionally or both.
Information about 5,81,607 teachers working at this stage is available. Of these teachers 4,94,233 (84.88%) are trained. From the viewpoint of their academic qualifications 54,979 (9.45%) are under- matric who are not eligible for teaching at this stage. In some states the minimum qualifications prescribed for teaching in middle classes is a graduate with professional training while in some others at least S.S L.C./S.S.C./Matric pass with professional training. Thus it is observed that at this stage at least 5,26,628 (90.55%) teachers are matriculates and above, of whom 1,56,114 (26.84%) possess a degree or a post-graduate degree. As regards professional competence of the 5,26,628 teachers who are matriculates and above 81,177 (15.41%) teachers do not possess any professional training qualifications. Thus the remaining 4,45,451 teachers are at least matriculates with some professional training but their competence depends upon the minimum qualifications prescribed by the states concerned to teach at this level.
At this stage 3,83,882 teachers have supplied information. Amongst these teachers 3,19,250 (83.08%) are professionally trained but at different levels. Generally the minimum academic qualifications prescribed for teachers at the secondary-stage is a degree with a professional training. With this as the norm 66,404 (17.29%) whose academic qualifications vary from below matric to those possessing intermediate or equivalent are underqualified to teach at this stage. Only 2,64,072 (68.75%) teachers are qualified both academically as also professionally at this stage and another 51,341 (13.28%) though academically fit do not possess professional training requirements.
In the higher secondary stage 1,23,625 teachers have furnished information. Amongst these teachers 94,360 (75.81%) are trained. For teaching higher secondary or intermediate sections the minimum academic qualification required is a post-graduate degree. There are 79,880 (64.52%) teachers who fulfil this qualification and of them 60,601 (49.19%) are also professionally trained. Thus it is observed that 19,279 (15.33%) teachers though possess academic competence do not possess professional training to teach at this level.
From the biographic information available from 25,88,785 teachers working in schools 21,03,411 (81.27%) have studied science at various stages from middle through university at some level or the other while the remaining 4,85,374 (18.73%) have not studied science at all. But even among those who have studied science 11,94,661 (56.78%) are teaching science at some stage or the other while the remaining 9,08,750 (43.22%) are not teaching the subject.
Science at this stage is taught as general science, natural science or nature study and there is neither provision nor need for separate subject teachers. However, of the 14,99,671 teachers working at this stage 2,82,250 (18.8%) teachers have not studied science at any stage. Among the 12,17,421 teachers who have studied science, 11,44,599 (94.08%) have studied science up to middle or matric level and another 21,014 (1,72%) teachers up to higher secondary or intermediate. The rest of the teachers are either graduates or post- graduates having offered science.
Although there are no subjectwise teachers at this stage 2,66,542 teachers including 1,27,617 teachers who have not studied science have reported that they are not teaching science. Further the proportion of teachers not having studied science but teaching science is higher in rural areas (11.09%) than the urban areas (7.62%). But even out of the 12,17,421 teachers who have studied science at some level or the other 1,38,925 (11.42%) have reported that they are not teaching this subject.
TEACHERS 87
STATEMENT 73
Not Middle Matric Higher Inter- Up to Post Total
Studied Secondary mediate Degree Grad-
uate &
above
1 2 3 4 5 6 7 8 9
R NT 96,994 43,231 46,444 3,406 1,448 143 15 1,91,681
TG 1,30,050 4,09,951 3,90,569 37,920 9,660 1,819 97 9,80,066
Primary U NT 30,623 18,447 22,436 2,054 997 289 15 74,861
TG 24,583 1,07,884 1,05,637 9,298 3,811 1,768 82 2,53,063
T NT 1,27,617 61,678 68,880 5,460 2,445 432 30 2,66,542
TG 1,54,633 5,17,835 4,96,206 47,218 13,471 3,587 179 12,33,129
R NT 59,881 35,826 79,076 6,342 4,201 656 27 1,86,009
TG 13,140 45,361 1,29,018 14,002 8,356 8,225 235 2,18,337
Middle U NT 27,690 18,132 41,083 3,808 2,670 804 42 94,229
TG 3,823 12,212 51,035 5,901 4,365 5,265 431 83,032
T NT 87,571 53,958 1,20,159 10,150 6,871 1,460 69 2,80,238
TG 16,963 57,573 1,80,053 19,903 12,721 13,490 666 3,01,369
R NT 34,675 15,165 77,760 6,194 13,561 5,827 106 1,53,288
TG 1,104 1,814 10,182 1,641 9,055 39,344 1,105 64,245
Secondary U NT 22,380 10,625 63,990 5,799 11,256 4,969 132 1,19,151
TG 737 1,031 6,165 1,277 5,749 30,547 1,692 47,198
T NT 57,055 25,790 1,41,750 11,993 24,817 10,796 238 2,77,439
TG 1,841 2,845 16,347 2,918 14,804 69,891 2,797 1,11,443
R NT 14,142 6,221 97,14 1,711 1,935 780 111 34,614
TG 561 549 1,045 743 1,197 7,126 2,709 13,930
Higher U NT 24,255 9,473 12,524 3,230 3,330 1,741 364 54,917
Secon- TG 736 506 1,195 971 1,488 9,413 5,855 20,164
dary T NT 38,397 15,694 22,238 4,941 5,265 2,521 475 89,531
TG 1,297 1,055 2,240 1,714 2,685 16,539 8,564 34,094
R NT 2,05,692 1,00,443 2,12,994 17,653 21,145 7,406 259 5,65,592
Total TG 1,44,855 4,57,675 5,30,814 54,306 28,268 56,514 4,146 12,76,578
All U NT 1,04,948 56,677 1,40,033 14,891 18,253 7,803 553 3,43,158
Stages TG 29,879 1,21,633 1,64,032 17,447 15,413 46,993 8,060 4,03,457
GRAND TOTAL 4,85,374 7,36,428 10,47,873 1,04,297 83,079 1,18,716 13,018 25,88,785
R-Rural U-urban T-Total NT-Not Teaching TG-Teaching
88 THIRD ALL-INDIA EDUCATIONAL SURVEY
There are 5,81,607 teachers teaching at this stage of whom 1,04,534 (18.04%) have not studied science at any stage. At this stage science is taught in some states as general science in an integrated approach whereas in some others it is taught as separate subjects like physics, chemistry and biology. Further for teaching at this stage some states have stipulated matric or equivalent as minimum essential qualification and in some other states a degree is essential. More- over where matriculation is the minimum qualification prescribed there is no scope for subject teachers.
Taking matric or equivalent as thE minimum essential qualification it is observed that 2,16,065 (37.18%) teachers have either no knowledge of science or are under-qualified. Of the remaining 3,65,542 who are matriculates and above having offered science at school or college level only 15,685 (4.37%) have studied science at graduate or post-graduate level. Amongst those teachers who have studied science in high school stage and beyond it is observed that out of 3,65,542 teachers 1,38,709 (38.0%) including 1,529 science graduates are not teaching science at this stage.
At this level there are 3,83,882 teachers. Among these teachers 58,896 (15.34%) have not studied science at any stage and still 1,841 are teaching science in schools. At this stage, with the exception of Uttar Pradesh, General Elementary Science is a compulsory subject though in some states it is not a compulsory examination subject as in the case of Gujarat and Maharashtra. It is taught either in the integrated form or as independent subjects physics, chemistry and biology. A degree in science is a must for teaching the subjects at this stage.
Amongst these teachers only 83,722 (21.87%) possess either a degree or post-graduate degree in science of whom only 72,688 (86.86%) are teaching science. It will be observed that while 11,034 teachers who are qualified to teach science in secondary schools are not teaching science, there are 38,745 teachers who have either not studied science at all or studied up to middle, matric, higher secondary or intermediate stage are teaching science at this stage. In rural areas out of 2,17,533 teachers only 46,382 (21.1%) are qualified to teach science but even amongst the qualified ones only 40,449 (87.29%) are teaching science. In urban schools, of the 1,66,349 teachers 37,340 (22.29%) are qualified to teach science of whom only 32,239 (86.33%) are teaching science. Examining the question of unqualified and underqualified teachers teaching science at this stage it is observed that 27,721 teachers have either not studied science or studied only upto middle, matric, higher secondary or intermediate level.
There are 1,23,625 teachers teaching at this stage about whom information is available and of these teachers only 9,039 (7.26%) hold a post-graduate/ doctorate degree in science which would qualify them to teach science at this stage and even among them only 8,564 are teaching science and the remaining 475 though qualified in science are not teaching these subjects. Among the 89,531 (73.17%) teachers who are not teaching science subjects at this stage, as mentioned earlier only 475 possessed qualification in science to teach at this level.