Duration : 3 months (November 1st 1999 to 31st
- To study the infrastructure (quantity
and quality) in Private and Parishad primary schools. (Infrastructure includes physical, human and material)
- To study enrollment from 1995-1996
to 1999-2000 along with the rate of growth in Govt./Private schools.
- To compare the over all cost of
education borne by parents of children attending Private and Government schools.
- To study the availability of teaching-time
and learning opportunities in the two sets of schools.
- To study the teacher characteristics
profile, teachers salary and job security in the two types of schools.
- To study the teacher-pupil ratio
and male-female teacher ratio in both Private and Government schools.
- To study teacher’s ways of
transacting curriculum in both types of schools by observation.
- To study achievement levels of pupils
in Private and Parishad run primary schools.
- To study parents’ views on
school and teacher.
- To study the pattern of supervision
in the two sets of school.
- To study enrollment in unrecognized
and alternate schools in the villages in which the sampled schools are located.
- To study community member’s
view on school and teacher.
To study VEC members view on school and teacher.
Tools : The following tools
were administered within the actual school settings to obtain the relevant data for this study.
- School Schedule
- Teachers Schedule
- Classroom Observation Schedule
- Achievement Test (i) Hindi and (ii)
- Parents Schedule
- ABSA’s Schedule
- VEC’s Schedule
Population : The population
constituted the schools, the teachers, the guardians and the supervisory staff of Bareilly district.
Data was collected from all the students of class V in 15 Private
and 30 Parishad schools of three blocks (Faridpur, Bhuta & Kyara) of Bareilly district.
Besides taking school records relevant information was
gathered from teachers, parents, community, VEC members and ABSA’s with the help of questionnaires.
Research Findings and Implications :
- It was found that available physical
facilities are better in Private schools than in
- Minority group students are more
attracted to private schools. Whereas the S.C./ S.T
Students have greater liking for Parishad schools.
- The percentage increase in the enrollment
of S.C. students is 28% in case of boys and 41% in case of girls. On the other hand for general candidates the increase is
19% for boys and 45% for girls.
- Girls have been found to be developing
more interest in studies as number has increased significantly.
- Teachers in Private schools teach
for more number of days and greater number of hours than in Parishad schools.
- The staff is better qualified in
Private schools though mostly untrained, whereas in Parishad schools all the teachers are trained.
- The teachers in Private schools
do not receive any in-service training as the teachers in the Parishad schools.
- In the Private schools the monthly
salary of teachers ranges from Rs. 500- Rs. 3500.
In Parishad schools the monthly salary ranges from Rs.
3000- Rs. 7500.
- In Parishad schools the teachers
are in service for greater number of years and hence have more experience than the teachers in Private schools who do not
have job security and are there for comparatively longer period.
- The Private school teachers aspire
for jobs in the Parishad schools as there is more job security.
- In Private schools the teachers
do not get any money for TLM as provided to the teachers of the Parishad schools.
- In Private schools more number of
teachers give special attention to weak students than the teachers in the Parishad schools.
- More number of teachers in Private
are relatively free to offer private tuitions than the Parishad school teachers.
- In both Private and Parishad schools
majority of teachers do not have their own text books and they use the books of students.
- In majority of Private schools the
students receive home work and get them checked regularly than Parishad schools.
- It was found that majority of students
from Parishad schools got poor marks on both the Hindi and Mathematics achievement tests.
- The difference between the performance
of the students of Private and Parishad schools is significant beyond 1% level.
- Most of the parents who send their
children/wards to Private schools are more educated than the parents who send their children/wards to Parishad schools.
- Greater number of parents were found
to be satisfied with the teaching in Private schools and were of the opinion that ‘quality education’, ‘good
discipline’, ‘individual attention’ and ‘English medium’ were the main source of attraction
to the Private schools.
- The ABSAs are of the opinion that
the functioning of the Private schools is better than that of the Parishad schools and that the Private school students show
better achievement level.
- The V.E.C. members consider ‘quality
education’, ‘good discipline’, ‘attentive, dedicated and punctual teachers’ and ‘teaching
of English’ as important factors leading to better functioning of Private schools.
- The opinion of the V.E.C. members
against the functioning of Private schools were mainly ‘untrained teachers’, ‘expensive education’
and ‘no scholarships’.
- As regards the contribution of Private
unrecognized schools it was found that these schools are greatly helping in expanding primary education.
Recommendation based upon the Implications of the Research Findings:
- Private schools should be encouraged to expand Primary education and hence improve the standard of education.
This can be done by giving some facilities like TLM, in-service training proper supervision and feedback.
- The number of students per teacher
is quite unmanageable in Parishad schools. It is therefore suggested that more teachers be appointed in Parishad schools and
the vacant post be filled as early as possible.
- Physical facilities available in
Parishad schools like the building, playground, sports material, desks, and chairs are quite inadequate. Attempts should be
made to meet these requirements as far as possible.
- Teachers job has traditionally been
taken in our country in high esteem and regards. Their status can be raised if they receive some regards by higher government
officials. At present they are being used for just clerical jobs whether it is a campaign for ‘polio’ or ‘election
duties’, or ‘other electoral roles’ etc.
- Parishad schools should introduce
English from class I and give importance to school dress, homework and discipline.
- To ensure proper and regular teaching.
ABSA’s must make regular inspection of the schools under them.
- Extra burden on teachers by way
of additional work load besides teaching should be avoided.