PREFACE
No futuristic planning, if it is to be realistic, can be attempted without a study of the present situation and the past background. The latter, in fact, offers practical insight for planning by providing a variety of indicators for prejudging the degree of effectiveness of our proposals and their likely success or failure, when implemented.
Authenticity of the data of these-status studies is a criterion which is to be satisfied first and foremost. With this sole aim in view, All-India Educational Surveys were initiated and have been conducted from time to time. The present, the Fifth one, is the latest in the chain.
This Survey has been conducted for providing basic data for the formulation of the Eighth Five Year Plan and other priority programmes. In scope, this Survey is only second to the Third Survey (1973) which was more comprehensive. But it has covered larger ground than the Fourth one. It has made an attempt to plan educational facilities at the grass-root level. For each block, habitations have been identified, where new primary schools need to be opened and/or the existing primary schools need to be upgraded.
Data on the availability of basic facilities and equipment as indicated for Operation Blackboard, have also been collected in respect of all schools having primary classes. Collection of data on vocational education at the +2 stage also forms a part of this Survey.
The States have also been asked to prepare State and District Reports on the basis of the Survey data in view of the current focus on district-level planning.
The work on the Survey started in September 1986. The first three-day National Meeting of the State Survey Officers was held in Delhi in November 1986, and the drafts of three basic schedules, viz. Village Information Form, Urban Information Form, and School Information Form were discussed and finalized. The second National Meeting of the State Survey Officers was held in January-February 1987 in Delhi to finalize the analysis plan. Illustrative block tables, district tables, state tables, and national tables were then finalized. Guidelines for Survey Officers were also subsequently prepared, published, and supplied to the States.
After the schedules and analysis plan had been finalized, the training of State personnel associated with the survey work started. The training comprised operational know-how and practical exercises about the procedure to be followed from the collection and scrutiny of data to the preparation of block and district tables. Block tables of at least one block per district were scrutinized jointly by the survey team of the NCERT faculty members and their State functionaries. Finally, all the state tables were scrutinized and national tables were prepared.
The members of the faculty guided the operations of data collection in different States and Union Territories by sharing responsibilities as under:
Dr C. L. Kaul Assam, Meghalaya, Nagaland, Manipur,
the late S. M. Bhargava Arunachal Pradesh, Mizoram
Shri Pushpendra Kumar Bihar, West Bengal, Tripura, Orissa,
Shri M. K. Gupta Sikkim, Andaman and Nicobar Islands
Dr Satvir Singh Madhya Pradesh, Rajasthan, Gujarat,
Dr I.K. Bansal Maharashtra, Goa, Daman & Diu, Dadra
and Nagar Haveli
Dr K.N. Rao Andhra Pradesh, Karnataka, Tamil Nadu,
Kerala, Pondicherry, Lakshadweep
Shri S.C. Mittal Uttar Pradesh, Jammu and Kashmir,
Dr. J.K. Gupta Himachal Pradesh, Haryana, Chandigarh,
Smt. Manju Trehan Delhi
Subsequently, three groups of the faculty members as indicated below were constituted for planning the analysis of data at the national level and finalizing it.
vi
1. Dr K. N. Rao National Tables 1-50
Dr J.K. Gupta
Shri Pushpendra Kumar
2. Shri S. C. Mittal National Tables 51-117
Dr. I. K. Bansal
Shri M. K. Gupta
3. Dr C. L. Kaul National Tables 118-193
the late S. M. Bhargava
Smt. Manju Trehan
The computerization of the data at the national level was done by Dr K. N. Rao, Dr I. K. Bansal, Dr J. K. Gupta, Shri Pushpendra Kumar, Shri M. K. Gupta and Smt. Manju Trehan. In this task, Wing Commander J. S. Keith oriented the faculty members in the application of software for the purpose. Shri O. P. Arora provided the necessary guidance and help to them throughout the process of computerization and in the production of the final tables. Dr Satvir Singh coordinated the total process. All of them deserve our thanks.
All this could not have been accomplished without the laborious work of word-processing by Smt. Chanchal Jain, who received active help from Smt. Annie Aphren and Smt. Mridula Gautam. Smt. Shobha Rani, Smt. Usha Khanna and other members of the data entry section of the Department helped in the entry of data through computer terminals. They all deserve our appreciation for the patience and diligence demonstrated by them in this work.
All the faculty members of the survey team have also been involved in the drafting of the report. The work related to the drafting of various thematic chapters and interpretation of the findings of the Survey was shared by the faculty members of the survey team as under:
Chapter Author
I Introduction Dr C. L. Kaul
II Objectives and Organization the late S.M.Bhargava
of the Fifth All-India Educa-
tional Survey
III Habitations in Rural Areas the late S. M. Bhargava
IV Primary Education Dr. C. L. Kaul
Dr. J. K. Gupta
V Education at Upper Primary Dr. K. N. Rao
Stage
VI Secondary Education Dr. J. K. Gupta
VII Higher Secondary Education Shri S. C. Mittal
VIII Teachers Dr. Satvir Singh
IX Other Forms of Education Dr. I. K. Barisal
Shri O. P. Arora
X School Buildings Shri Pushpendra Kumar
XI Facilities Dr. I. K. Barisal
Shri Pushpendra Kumar
Shri M. K. Gupta
Smt. Manju Trehan
XII Languages and Media of Instruc- Shri M. K. Gupta
tion in Schools
XIII Main Findings of the Survey All the above Faculty
Members
'Selected Statistics' of the Fifth All-India Educational Survey was brought out in February 1989. Subsequently, the State of Andhra Pradesh revised its state tables and as such the figures given in the present report should be treated as final.
This Survey has 30 September 1986 as the reference date. Being a "Census Survey" and not simply a "Sample Survey" the nets for fishing the required data had to be spread far and wide, over the total length and breadth of the continental size of our country. This was no simple task.
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In accomplishing the task of data collection, compilation, and presentation, the problems faced by the survey team at the NCERT were apparently unending. It all started with the delayed receipt of data from the States/Union Territories and their subsequent revisions by them. Discrepancies of incompatibility of data, identified in the course of scrutiny, also had to be reconciled, often through personal visits of the concerned faculty members to the States/Union Territories. This exercise turned out to be both taxing and time- consuming. But there being no short-cuts or substitutes for such exercises, it meant striving for a cause and we patiently forged ahead on our fact-finding crusade, to bring our work to the present form.
As one responsible for the implementation of the Survey, throughout its life cycle, I am fully aware of the teething troubles that had to be overcome, as also the road blocks that had to be removed, in the process of its completion. The present task of census of educational facilities at the school stage demanded not just diligence, but also unflinching perseverance and unreserved dedication. The voluminous, multi-dimensional data on education presented in this document display the quantum and quality of effort and energy put in. The survey team at the NCERT as also those in different States and Union Territories deserve high praise for this remarkable achievement, the report of which I have the proud privilege of presenting here.
To conclude, I would like to sound a word of caution and mention something, which though obvious, neither usually attracts our attention nor propels us to action. This is that mere figures or only facts are not enough for drawing any conclusion. In reality, facts enlighten figures and figures substantiate facts. The oversight of this fundamental reality can bring us the penalty of failure and frustration in our planning and implementation processes. It will, therefore, be desirable to give up our traditional addiction to complete dependence on quantified data, as it frequently tends to make us oblivious of the ground realities, which often afford qualitative explanations. Besides, there are factors outside the conceived realm of education, which constantly influence our lives from all sides. They also need to be taken cognizance of. The users of the Survey data presented here would, therefore, be well advised to supplement it with qualitative information (about social, economic, political, and cultural factors that influence us) for preparing plans, for drafting proposals, for analyzing problems or for any other purpose. Planning on the basis of figures alone will be batting on a weak wicket.
Prof. K. N. Hiriyanniah who was a member of the Faculty and subsequently, on superannuation, Consultant for the project, played a very vital role in the planning and execution of the Survey. We are indebted and thankful to him.
The contribution of Prof. A. B. L. Srivastava, who functioned as the Head of the Department from July to December 1988, also deserves appreciative mention.
I am thankful to Dr K. Gopalan, Director, NCERT and to Prof. A. K. Sharma, Joint Director, NCERT for their valuable help and guidance in bringing this gigantic task to a conclusion. Thanks are also due to Dr P. L. Malhotra and Dr A. K. Jalaluddin, our former Director and Joint Director, respectively.
I am confident that educational academicians, planners, administrators, and many others not directly working in the field of education, will all welcome having this document in their hands, as a ready reckoner and a facilitator, in their day-to-day work.
H.S. SRIVASTAVA
Professor and Head
Department of Measurement, Evaluation,
December 1990 Survey and Data Processing, NCERT
Project Team
of the
Department of Measurement, Evaluation, Survey and Data Processing
Prof. H.S. SRIVASTAVA
Head of the Department
(Up to 30 June 1988 and from 3 December 1988 to 31 December 1990)
Prof. A.B.L. SRIVASTAVA
Head of the Department
(1 July 1988 - 2 December 1988)
Prof. K.N. HIRIYANNIAH
Consultant
(Up to 31 March 1988)
Readers Lecturers
Dr D.N. ABROL (up to 17.2.87) Dr. I.K.BANSAL
Dr C. L. KAUL Dr. J.K.GUPTA
the late S.M. BHARGAVA Shri PUSHPENDRA KUMAR
Dr. SATVIR SINGH Shri M.K.GUPTA
Dr K.N. RAO Shri O.P.RAO
Shri S.C. MITTAL Smt. MANJU TREHAN
State Survey Officers
S.No. State/Union Territory State Survey Officer
1. Andhra Pradesh Shri G. Venkat Narayan Rao
2. Arunachal Pradesh Shri R. P. Vadhera
3. Assam Dr. Syed Hassan Ullah
4. Bihar Shri B. P. Sinha
Shri Ram Prasad Singh
5. Goa Shri R. V. Urankar
6. Gujarat Shri P. V. Patel
7. Haryana Dr. S. Kumar
8. Himachal Pradesh Shri R. S. Thakur
9. Jammu and Kashmir Shri M. M. Rathar
Shri Basheer Ahmed
10. Karnataka Shri S. Sundara Murthy
11. Kerala Smt. J. Santha Kumari
12. Madhya Pradesh Shri P. P. Singh
13. Maharashtra Shri A. D. Sadawarte
14. Manipur Shri Shamungou Singh
15. Meghalaya Shri Torist Mark
16. Mizoram Shri F. Lallura
17. Nagaland Shri T. Rongsen Kaba
18. Orissa Dr. P. C. Mahapatra.
19. Punjab Smt. G. K. Sodhi
20. Rajasthan Smt. Sita Agarwal
21. Sikkim Shri S. Mitra
22. Tamil Nadu Shri Peer Mohideen
23. Tripura Shri S. K. Ghosh
24. Uttar Pradesh Dr. Udai Narain Misra
25. West Bengal Smt. Reba Basu
26. Andaman and Nicobar Islands Shri O. P. Garg
27. Chandigarh Shri Kamleshwar Dutt
28. Dadra and Nagar Haveli Shri H. S. Bhavsar
29. Daman and Diu Shri R. V. Urankar
30. Delhi Shri S. N. Gupta
31. Lakshadweep Shri M. K. Nambiar*
32. Pondicherry Shri N. Candassamy
* Headmaster who helped in the collection of data.
Project Fellows
Shri Mohan Yadav Km. Poonam Mehta
Shri Umesh Kumar Shri Karam Vir Singh
Shri A. K. Prasad Shri Surinder Kumar Jalodia
Shri M. H. Siddiqui Shri B. P. Singh
Km. Monika Budhiraja Shri Komal Singh
Shri Mohd. Yunus Shri Chander Pat Singh
Shri K. P. Singh Shri Mukesh Gupta
Contents
FORWARD iii
PREFACE v
CHAPTER I Introduction
Importance; Educational Surveys-Objectives, Operational
Organization, Role of NCERT, States and Union Territories
CHAPTER II OBJECTIVES AND ORGANIZATION OF THE FIFTH 6
ALL-INDIA EDUCATIONAL SURVEY
Tools of Data Collection; Concepts and Definitions;
Infrastructure; Limitations and Administrative
Bottlenecks
CHAPTER III HABITATIONS IN RURAL AREAS 10
Habitations by Size of Population; Habitations
predominantly inhabited by Scheduled Castes; Habi-
tations predominantly inhabited by Scheduled Tribes
CHAPTER IV PRIMARY EDUCATION 13
Introduction; Findings of the First Four Surveys;
Rural Habitations and Population served; Facilities
in Habitations predominantly inhabited by Scheduled
Castes; Facilities in Habitations predominantly
inhabited by Scheduled Tribes; State-wise Analysis;
Primary Sections, Primary Schools; Size of Primary
Schools; Teachers in Primary Schools; Pupil-Teacher
Ratio; Enrolment-Total, Girls, Scheduled Caste,
Scheduled Tribe; Age-specific Enrolment Ratio;
Planning of New Primary Schools
CHAPTER V EDUCATION AT UPPER PRIMARY STAGE 41
Rural Habitations and Population served; Facilities
in Habitations predominantly inhabited by Scheduled
Tribes; State-wise Analysis; Schools at Upper
Primary Stage; Enrolment-Total, Girls, Scheduled
Caste, Scheduled Tribe; Age-specific Enrolment
Ratio
CHAPTER VI SECONDARY EDUCATION 52
Rural Habitations and Population served; Facilities
in Habitations predominantly inhabited by Scheduled
Castes; Facilities in Habitations predominantly
inhabited by Scheduled Tribes; State-wise Analysis;
Secondary Schools; Secondary Sections; Enrolment-
Total, Girls, Scheduled Caste, Scheduled Tribe;
Science Laboratories; Guidance Services
CHAPTER VII HIGHER SECONDARY EDUCATION 73
Rural Habitations and Population served; Facilities
in Habitations predominantly inhabited by Scheduled
Castes; Facilities in Habitations predominantly
inhabited by Scheduled Tribes; State-wise Analysis;
Higher Secondary Schools; Higher Secondary Sec-
tions; Enrolment-Total, Girls, Scheduled Caste,
Scheduled Tribe; Enrolment in Higher Secondary/Pre-
university Classes attached to Degree Colleges;
Courses at +2 stage; Laboratories; Guidance and
Counselling; Vocational Courses-Teachers, Workshops
and Enrolment
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CHAPTER VIII TEACHERS 89
Teachers in Primary Schools-Total, Female, Sched- uled Caste, Scheduled Tribe; Tenure of Service; Teachers with In-service Training; Attrition of Teachers; Physical Education/Training/Yoga Teach- ers; Teachers in Upper Primary Schools-Total, Female, Scheduled Caste, Scheduled Tribe; Tenure of Service; Teachers with In-service Training; Attri- tion of Teachers; Physical Education/Training/Yoga Teachers; Teachers in Secondary Schools- Total, Female; Scheduled Caste, Scheduled Tribe; Tenure of Service; Teachers with In-service Training; Attrition of Teachers; Physical Education/Training/ Yoga Teachers; Teachers in Higher Secondary Schools-Total, Female, Scheduled Caste, Scheduled Tribe; Tenure of Service; Teachers with In-service Training; Attrition of Teachers; Physical Educa- tion/Training/Yoga Teachers; Qualifications of Teachers-Primary Stage, Upper Primary Stage, Sec- ondary Stage, Higher Secondary Stage; Competencies in Science Teaching and Non-utilization; Teachers teaching Mathematics at Secondary and Higher Secondary Stages