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OVERVIEW AND OBJECTIVES

An Overview :

             A  separate directorate for North Eastern Karnataka (Eshanya Valaya Nirdeshanalaya) was established on 10th  July to bring qualitative and quantitative improvement in the primary and secondary education sectors in the eight educationally backward districts of North Eastern Karnataka –Gulbarga, Yadgir,Raichur,Koppal,Bidar,Bellaty,Bijapur and Bagalkote.

            These districts have been considered educationally the most backward districts in the state ,in terms of the following educational indicators---

  • Literacy rate in NEK region is 55.78 and is much below the state average of 67.04(as per the 2001 general census).Female literacy rates in all the NEK districts are well below the state and national averages.Details are given in Table .

            Even in these backward NEK districts some of the following blocks have the lowest female literacy rates in the country:

  • Shahapur,Yadgir dt. 97
  • Yadgir,Yadgir dt. 99
  • Deodurga, Raichur           27.20
  • Jewargi, Gulbarga             29.86
  • Surapura ,Yadgir dt. 57
  • Manvi, Raichur dt. 71
  • Siraguppa,Bellary dt. 83
  • Sedam,Yadgir dt. 45

 

  • The NEK region has the highest primary teacher to pupil ratio of 1:46.57 as against the state average of 1:36.00( Refer Table 2)

 

                     In comparision some  of  the forward southern districts of the stste have much lower primary teacher to pupil ratio :Bangalore Rural 1:26,Hassan 1:25, Chikkamangalore 1:24, and Mandya 1:32.

 

 

  • A high percentage of out of school children (51%) in the state are in the eight educational districts of NEK, AS per 2002 children census, out of 6.66 lakh out of school children in Karnataka state,3.36 lakh children are in the NEK districts. As seen from the district wise statistics the highest percentage of out of school children is seen in Yadgir (22.31%),Koppal(16.31%) and Raichur (15.92%).(Refer Tables 3 and 4).
  • Some of the same blocks having low female literacy rates as indicated above, also have the highest percentage of out of school children in the state. Given below is the number of out of school children in each block and percentage to total child populalion in 6-14 age group in that block.
  • Yadgir, Yadgir dt. 18,048 (28.49%)
  • Surpur , Yadgir dt. 16,489 (24.58%)
  • Deodurga,Raichur dt. 9,891 (24.41%)
  • Yalburga,Koppal                                 8,844 (19.85%)
  • Manvi, Raichur dt.            12,887 (19.14%)

 

  • The NEK region also has very low per capita expenses on elementary education: Expenses per child per annum in NEK is –Rs.1,197,wherw as the state average is---Rs.1651, For example in Bangalore district the per capita expenses is as high as Rs.2,451.
  • In the NEK region 2.55 lakh children (out of 7.62 lakh children in the 3—5 age group),that is 33.30%, do not have access to any kind of pre school facilities, as per the 2002 children census.Yadgir educational district tops the state with the highest number of children (49.24%) who do not have access to pre school education.(Refer Table 5)
  • The NEK region also shows high drop outs (17),low retention (82), and high repetition rates (6.38),compared to state figures of 13,87 and 4.50 respectively.(Refer Table---6).

 

 

Key problems and issuses:

      

  • The state norm is to provide a primary school to every habitation having a population of 200 or more. In NEK there are a large number of habitations(436) which have populations below 200 and hence deprived of schooling facilities. Table 7 gives district wise figures of school less habitations having more than 10 children in the age group of 6—11 years.
  • The school should attract the child.Lack of attractive school is also a reason for the child to drop out.
  • 55 lakh children in NEK do not have access to pre school facilities.
  • Lack of adequate infrastructure in most of the schools, result in overcrowding leading to lowering of quality of education.
  • The primary teachers in NEK lack motivation. They are not aware of good educational practices followed in quality schools else where.
  • The primary teachers lack of proper knowledge in preparing or using TLM materials and kits supplied to schools. They are also not familiar in using reference materials and teachers guides already supplied.
  • Quality of instruction given in government schools has come in for severe criticism from the community. The low quality of education in government primary schools in NEK is directly linked to low quality of class room instruction that our teachers are providing.
  • Children of disadvantaged groups are not in a position to obtain adequate learning materials.The state only supplies text books. These children need additional materials like note books,pens,pencils,compass box,crayons,coloring picture books,copy books etc.

 

 

                       OBJECTIVES

 

  • All habitations in NEK having more than 10 children in the 6—11 age group are provided schooling facilities in the next one year.
  • A child friendly environment is created in the school. This will help in attracting the child to the school.
  • All primary schools in NEK which are not served by AWCs are to be provided a pre school This helps in preparing the 4---5 year old child to prepare for school.This also frees older children from sibling care and helps them to attend school regularly.
  • All primary schools are provided with a minimum of infrastructure facilities.One class room is provided to every teacher with an additional room to the head teacher to keep the records,kits,teaching learing materials,library,books,etc.
  • The primary schools are motivated to improve their schools by adapting good educational procedures followed in other reputed quality schools.
  • The present monthly experience sharing workshops are made more meaningful in empowering the primary teachers in preparation and use of TLM materials,kits,reference materials and teacher guides.
  • Provision of scheme (Learning guarantee scheme) where teachers are motivated to perform better by providing a system of incentives linked directly with the performance of the teacher.Here the teacher feels that his work has been recognized and awarded which in turn will help to improve the quality of class room instruction.
  • The children of disadvantaged groups are provided the requisite learning materials,which become an additional incentive for them to come to school regularly.

Last Updated: 17-07-2020 02:47 PM Updated By: Admin


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