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114
4.0 INTRODUCTION:-
After the independence India has progressively marched ahead in many
fields, in which education is exceedingly important. Apart from getting
information about any particular thing, education is noble penance about
learning. Education positively influence the development of body, intelligence,
sentiments, emotions, skills and various latent strength present in every human
being. In short education is the process which betterly glorifies all round
development of each and every person.
The process of education has been differently defined by many
educationists, thinkers. More simplified definition of education is, ‘The
knowledge acquired by learning and instruction’. (www.thefreedictionary.com)
Education is extremely important in human life because with the help of
education we can think, work and decide properly. There are certain objectives
of education such as to provide the mean of knowledge to every person, to
develop the scientific attitude, to transfer the cultural inheritance towards the
next generation, to avail the means of subsidence, to properly shape the human
character etc. Because of these fundamental objectives education is also called
as, ‘The mean of social change or transformation’. Education also accelerates
the process of Social control, Social justice, women empowerment etc.
Nelson Mandela has quoted that, ‘Education is the most powerful
weapon which you can use to change the world. (www.brainyquote.com)
Education is closely related to society because the main aim of the
education is to make human being as a valuable constituent of the society. For
the inculcation of new ideals, values, goals among the new generation
education is extremely important. The fundamental work of education is to
develop the future of society by creativity without forgetting the present
problems as well as the past cultural inheritance.
Thus for the well cultured, innovative, controlled society education is
significant, hence every person male or female should receive the right of
education.
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It is said that education is preparation for life, but education is more than
preparation for future, it is a part of life. A person being educated is also a
person who is alive, with all the rights of an individual to have his needs
satisfied, whatever age he is (Walter & Castle 1970)
In one sense we are all being educated all the time, we learn from the
circumstances in which we live, the work we do. In fact everything that
surrounds us and of which we have experience, is educating us and our children
all the time. (Walter and Castle Ibid)
Family of every person is the first institute of education from where the
process of education starts. But apart from family there are certain formal
institutes in the society which are designed for the purpose of serving the
education to society and these institutes are commonly known as schools.
Today life has become much more complex, there is so much more to be
learned, so many possibilities opening out before each child, that parents can
no longer take responsibility for all their teaching. Children therefore spend a
good part of their lives in places set apart for them, schools, with specially
appointed adults – teachers – whose profession is to help the children grow and
learn. (Walter and Castle Ibid)
In India during the ancient period the same task of serving the education
to society was performed by the institutes called as ‘Gurukuls’. But in the
course of time the whole education system has been radically changed and
revised. Numbers of educational facilities have been significantly increased.
Now days we can find various types of educational institutes in the society
govern by different managements such as governmental, semi-governmental,
public, private etc. And the quality of education served in different types of
educational institutes – particularly known as schools also differs from each
other. So the trend of educational system changes according to the type of
schools and this changing trend influence the quality of education as well as the
level of literacy – particularly female literacy. Especially primary education is
necessary for the prevalence of literacy.
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In this chapter an attempt has been made to analyze the different aspects
of educational facilities within the Satara district.
4.1 EARLY HISTORY OF EDUCATION IN THE DISTRICT:
Satara district is one of the developed districts of Maharashtra state in
terms of agriculture, industrialization, transport, trade and last but not the least
education.
In fact Satara district is enriched by very glorious educational history.
Many great personalities, pioneers in the field of education belong to Satara
district in many terms such as Karmaveer Bhaurao Patil, Savitribai Phule,
Great educationist Bapuji Salunkhe etc. These lustrous people have devoted
their whole life for the prevalence of education among the society and due to
their fundamental work in the field of education these people are being known
as ‘educational pillars.’ Our society is still educationally marching ahead on the
foot prints of these people. These people have differently contributed in the
field of education but yes their different educational contribution is very much
precious, Valuable for the entire – all round development of the human society.
The Krantijyoti herself – the first women teacher Savitribai Phule was
born at Naigaon village of Khandala taluka of Satara district on 3rd
January
1831. She has sacrificed her whole life for the empowerment of women
through education. Smt. Savitribai Phule was not only an initial founder of
women liberation movement but she has done fundamental work of prevalence
of truth, equality and humanity among the society by facing several straits,
hence she is being known as the lady of an era epoch. (Maharashtra Rajya
Sahitya Aani Sanskruti Mandal 1998)
Dr. Babasaheb Ambedkar, founder of Indian constitution had completed
primary education of four years during the period of year 1900 to 1904 at
Satara high school, now known as ‘Pratapsinha High School’. (DISE Data
2011)
Karmveer Bhaurao Patil, the Dnyan Maharshi and founder of Rayat
Shikshan Sanstha was born on 22nd
September at Kumbhoj village of
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Hatkangle taluka of Kolhapur district (Pawar 1887). But he did his educational
work in Satara District. He has always believed that students who are getting
education by self reliant and self respecting way can make the nation strong
and prosperous and for the fruitfulness of his believe he has established the
‘Rayat Shikshan Sanstha’ in Satara district.
Karmaveer Bhaurao Patil has announced the commencement of Rayat
Shikshan Sanstha at the huge conference of Satya Shodhak Samaj arranged at
Kale village of Karad taluka of Satara district on the date of 5-9-1919. And on
an auspicious moment of vijayadashmi Rayat Shikshan Sanstha has been
established by Karmaveer Bhaurao Patil (Pawar Ibid).
Rayat means people community and the emancipation of people
community including farmer, piteous, miserable, poor people through
education was the main objective of Rayat Shikshan Sanstha placed by
Karmaveer Bhaurao Patil. ‘Where there is a village there will be a school.’ this
was the main key, formula of Bhaurao’s work and he has produced many
diligent students by taking away the flow of self-reliant, self-respecting
education towards villages and in true aspect Bhaurao has started rural
education movement in Maharashtra.
Hence he is known as the founder of rural education movement. (Pawar
Ibid) The extent of Rayat Shikshan Sanstha has been rapidly grown under the
guidance of Karmaveer Bhaurao Patil. Sardar Vallabhabhai Patel has been
quoted one sentence regarding this, “Rayat Shikshan Sanstha has been
rendering invaluable services to the district and province. Bhaurao Patil
deserves to be congratulated for the splendid growth of the institution from a
modest beginning in a short time.” (Pawar Ibid)
Because of this significant educational work Bhaurao has been honoured
by the degree of ‘Karmaveer’ which is given to him by people. Along with this
he has also been honoured by the degree of ‘Padmabhushan’ and ‘DLit’ (Pawar
Ibid).
The great educationist Bapuji Salunkhe, the founder of Shri. Swami
Vivekanand Shikshan Sanstha, formerly known as Govind was also born in
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Ramapur village of Patan taluka of Satara district on 1919. Karmaveer
Bhaurao Patil has also established Rayat Shikshan Sanstha in the same year and
due to this beautiful coincidence the year of 1919 can also be called as ‘Good
fortune year’. (Survey 2002)
During those years Satara district student congress actively use to
support the educational work of Karmveer Bhaurao Patil and in 1945 Bapuji
has become the president of Satara district student congress as well as the
Karmveer Bhaurao Patil Gouravnidhi Commity. And before donating the
Gouravnidhi to Rayat Shikshan Sanstha Bapuji has entered in Rayat Shikshan
Sanstha and worked as a teacher there with full devotion. (Survey Ibid)
Bapuji has independently registered Shri. Swami Vivekanand Shikshan
Sanstha at Kolhapur on 31st December 1954 and started five secondary schools
at Kolhapur, Tasgaon, Chaphal, Tarale, and Undale, one teachers school for
women at Karad, two student hostels at Kolhapur and Chaphal.
Maharshi Karve Stree Shikshan Sanstha has also established Kanyashala
in Satara in the year 1922. The school has now entered in its 91th year.
(Lokmat2012)
The founder of Maharashtra and first chief minister of Maharashtra State
Yashwantrao Chavan, who has introduced many concession schemes in the
field of education, also belong to Karad taluka of Satara district.
Due to the national security threat in 1961, the then defense minister of
India V. K. Krishnmenon and Chief Minister of Maharashtra Shri. Yashvantrao
Chavan started one Sainik school on 23rd
June 1961 at Satara. In India, there
are around 18 Sainik Schools but this school was established first in India.
(DISE Data 2011)
All these historical events show that the district of Satara was truly
blessed by an extraordinary educational history.
4.2 IMPORTANCE OF FEMALE LITERACY:
Development of any society is based on many factors among which
education is considered as an important one and educated society is considered
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as a progressive society in many aspects. Literate society is very much
necessary for the emergence of the developed nation.
Mahatma Gandhi have quoted that, “Illiteracy is our sin and shame and
must be liquidated” (www.SSA. nic.in )
Literacy has traditionally been described as, ‘the ability of read and
write with understanding in any language.’ Indian census has also accepted the
same definition of literacy.
Whereas the United Nation has defined literacy, ‘As the ability of a
person to read and write with understanding a short simple statement on his
everyday life.’( Bhende and Kanitkar1978)
In broad terms, ‘literacy is the ability to make and communicate
meaning form and by the use of a variety of socially contextual symbols.’
(www.bridgew.edu / library.com).
Literacy is a tool that can play a vital role in improving socio-economic
conditions of the nation, but in the literacy the equal share of male and female
literates is significantly important for the bright future of the society, as these
two are fundamental pillars of the society. In our Indian culture mother is
considered as a first teacher of a child. So if this mother is literate she would
definitely inculcate many good values to the next generation and because of
this it can be said that when women gets educated entire family gets educated
and when entire family gets educated naturally entire society gets educated.
Vaidik Indian society use to consider women as adorable, respectable
constituent of the society. In Vadik period women like Reva, Roha, Madhavi,
Shakti etc. has proved their existence. (Sapkal 2012)
But in the course of time somehow the social and domestic status of the
women has been crumbled, due to the dominance of many undesirable
customs. Most probably instead of regarding women as a better half men use
to treat her like servant, like as an object of enjoyment. Women are mainly
confined to birth, rear the children as well as to do the household work. In this
male dominant society women have always given secondary importance and
hence their education too.
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When we perusal the history of women education in India we came to
know that several attempts have been made for the empowerment of women
through education. In past many social reformers in India have realized that
women illiteracy is the significant cause behind social and economic weakness
of our country and they have significantly contributed for the women literacy.
Mainly Mahatma Phule, Savitribai Phule, Pandita Ramabai, Maharshi Dhondo
Keshav Karve etc. these people has established the base of women literacy. So
women have got the right of education through long struggle.
Though women have received the right of education still there are
inequalities in the literacy rate of male and female. Still women are lagging
behind than men in terms of literacy. Many factors such as negative approach
of the society towards women education, economy of people, customs,
traditions etc. are mainly responsible for female illiteracy. In India in urban
area we can find satisfactory female literacy rate but in villages the scenario is
just the reverse. In villages the cultivators and other ruralities due to their
financial constraints still want their girl child to do household work. They
don’t want to spend their money on girl’s education because they have to leave
their parental home after marriage, hence they cannot get the benefits of girls
education unlike boys education. This attitude of society needs to be revised as
well as the governments of India have to introduce some concrete plans in
order to encourage female literacy rate.
In regard of importance of female education the educational policy of
1986 quoted that, ‘The education of women should receive emphasis not only
on grounds of social justice but also because it accelerates social
transformation.
(Patil 2012)
Because of such remarkable importance of female education there is a
strong need of cumulative, concrete efforts of society and government for
enhancing female literacy rate.
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4.3 COMPARISON BETWEEN MALE AND FEMALE LITERACY:
Great difference in Socio-economic status of Male and Female can be
find. The difference in literacy is majorly responsible for this different socio-
economic status. Generally females are always given secondary importance in
many aspects. Hence females are having low literacy rate in comparison with
male literacy rate. Female literacy rate is generally influenced by social,
economic, physical etc. factors.
4.3.1 General Comparison of Male and Female Literacy:
Equal share of Male and Female literates in total population is
significantly important for the Socio-economic development of the nation but
we find variations in the male and female literacy rate.
In the state of Maharashtra also the literacy rate is affected by diverse
Socio-economic, physical conditions. In Maharashtra among 35 districts
Mumbai (Suburban) ranks 1st.
While Nandurbar ranks 35th
in terms of total
Male and female literacy. Whereas Satara district ranks 10th
in terms of total
literacy and 13th
in terms of male and female literacy, as per the census of
2011.
Following table gives idea general idea about the distribution of male
and female and total literacy.
Table 4.1
Satara District and Maharashtra State :
General Distribution of literacy 1971-2011(In Percent)
Satara District Maharashtra State Sr.
No.
Census
Year Total
literacy
Male
literacy
Female
literacy
Total
literacy
Male
literacy
Female
literacy
1. 1971 39 52 25 NA NA NA
2. 1981 49 61 35 47 59 35
3. 1991 67 81 53 65 77 52
4. 2001 78 88 68 77 86 67
5. 2011 84 92 76 83 90 75 Source – District Census Handbook of Satara: 1971, 1981,1991,2001,2011
As per the data of table given above the total and male, female literacy
of Satara district and Maharashtra state is continuously increasing. But female
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literacy in Satara district and Maharashtra state is always lower than male
literacy in all decades.
4.3.2 Talukawise Comparison Between Male and Female literacy :
We can find out variations in total, male and female literacy in eleven
talukas of Satara district also. Satara district is having heterogeneous
physiography, which majorly influence the socio-economic development of the
district and literacy of is one of the important social indicators which is
affected by diverse physiographic conditions.
Following table show takulawise comparison between male and female
literacy in Satara district from 1971-2011.
123
124
As per the data of table given earlier all talukas total, male and female
literacy has been increased from 1971 to 2011. But female literacy has been
continuously registered lower than male literacy in all talukas and in all
decades.
During the decade 1971 the male and female and total literacy of Man,
Jaoli, Patan and Khatav, Phaltan Was lower than that of district average of 52
percent, 25 percent and 39 percent respectively. This condition remains same
almost in all decades.
Male and female literacy of Satara, Wai, Koregaon and Mahabaleshwar
taluka is satisfactory in all decades from 1971 to 2011.
Where as the remaining talukas have moderate total, male and female
literacy rates.The difference or variation among male and female literacy has
been definitely reduced from 1971 to 2011.
With the help of co-efficient of variation formula this changing variation
among male and female literacy during the decades of 1971 to 2011 can be
easily calculated.
The formula for calculating the co-efficient of variation is as follows
SM
C. V. for Male literacy =
X 100
XM
Here, SM = Standard Deviation for male literacy
XM = Mean for Male literacy.
SF
C. V. for Female literacy = X 100
YF
Here, SF = Standard Deviation for female literacy
YF = Mean for female literacy.
SM = Standard deviation for male literacy is calculated by using
following formula.
N
XXSM
∑ −
=
2)(
Here, X = Male literacy
X = Mean of Male literacy
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N = Numbers of Male literacy
SF = Standard deviation for female literacy is calculated by
using following formula.
N
YYSF
∑ −
=
2)(
Here Y = Female literacy
Y = Mean of female literacy
N = Numbers of female literacy.
By putting values in the formulas C.V. for male and female literacy has
been calculated from 1971 to 2011.
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127
128
1971 C.V FOR MALE AND FEMALE LITERACY
C.V FOR MALE LITERACY:
n
xX
∑=
11
575=
= 52.27
27.52=XM
N
XXSM
∑ −
=
2)(
=11
15.416
= 83.37
SM = 6.15
∴C.V for male literacy
100XXM
SM=
10027.52
15.6X=
C.V. = 11.76
C.V FOR FEMALE LITERACY:
n
yY∑
=
11
274=
= 24.90
90.24=YF
129
N
YYSF
∑ −
=
2)(
=11
91.454
= 35.41
SF = 6.43
∴C.V for Female literacy
100XYF
SF=
10090.24
43.6X=
C.V. = 25.82
1981 C.V FOR MALE AND FEMALE LITERACY
C.V FOR MALE LITERACY:
n
xX
∑=
11
675=
= 61.36
36.61=XM
N
XXSM
∑ −
=
2)(
=11
44.398
= 22.36
SM = 6.01
130
∴C.V for male literacy
100XXM
SM=
10036.61
01.6X=
C.V. = 9.79
C.V FOR FEMALE LITERACY:
n
yY∑
=
11
389=
= 35.36
36.35=YF
N
YYSF
∑ −
=
2)(
= 11
44.592
= 85.53
SF = 7.33
∴C.V for Female literacy
100XYF
SF=
10036.35
33.7X=
C.V. = 20.72
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1991 C.V FOR MALE AND FEMALE LITERACY
C.V FOR MALE LITERACY:
n
xX
∑=
11
887=
= 80.63
63.80=XM
N
XXSM
∑ −
=
2)(
= 11
47.246
40.22
SM = 4.73
∴C.V for male literacy
100XXM
SM=
10063.80
73.4X=
C.V. = 5.86
C.V FOR FEMALE LITERACY:
n
yY∑
=
11
582=
= 52.90
132
90.52=YF
N
YYSF
∑ −
=
2)(
=11
91.642
= 44.58
SF = 7.64
∴C.V for Female literacy
100XYF
SF=
10090.52
64.7X=
C.V. = 14.44
2001 C.V FOR MALE AND FEMALE LITERACY
C.V FOR MALE LITERACY:
n
xX
∑=
11
970=
= 88.18
18.88=XM
N
XXSM
∑ −
=
2)(
133
= 11
61.129
= 78.11
SM = 3.43
∴C.V for male literacy
100XXM
SM=
10018.88
43.3X=
C.V. = 3.88
C.V FOR FEMALE LITERACY:
n
yY∑
=
11
751=
= 68.27
27.68=YF
N
YYSF
∑ −
=
2)(
=11
15.358
= 55.32
SF = 5.70
134
∴C.V for Female literacy
100XYF
SF=
10027.68
70.5X=
C.V. = 8.34
2011 C.V FOR MALE AND FEMALE LITERACY
C.V FOR MALE LITERACY:
n
xX
∑=
11
1101=
= 100.09
09.100=XM
N
XXSM
∑ −
=
2)(
= 11
82.88
= 07.8
SM = 2.84
∴C.V for male literacy
100XXM
SM=
10009.100
84.2X=
C.V. = 2.83
135
C.V FOR FEMALE LITERACY:
n
yY∑
=
11
909=
= 82.63
63.82=YF
N
YYSF
∑ −
=
2)(
=11
47.336
= 58.30
SF = 5.52
∴C.V for Female literacy
100XYF
SF=
10063.82
52.5X=
C.V. = 6.68
In all decades from 1971 to 2011 female literacy rate has greater relative
variation than male literacy rate. In 1971 the co-efficient of variation for male
literacy rate and female literacy rate was 11.76 and 25.82 respectively. In 1981
and 1991 the respective figures for variation of male and female literacy were
9.79, 5.86 and 20.72, 14.44 while in 2001 and 2011 the co-efficient of variation
for male and female literacy rate was 3.88, 2.83 and 8.34, 6.68 respectively.
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Observation of table shows that the variation in both of the literacy rate
is continuously decreasing because of continuously increasing literacy rates.
But still variation in female literacy rate is greater than that of the male literacy
rate. Which shows that still female literacy rate is lower than the male literacy
rate.
Location, proximity to urban centers, caste composition, settlement
pattern, level of social and economic development, attitude of villagers towards
literacy and female education, availability of schools and teachers are some of
the important factors having an influence on the level of literacy in general and
on the level of female literacy in particular.
So efforts should be made to improve literacy rate in general and female
literacy rate in particular for the socio-economic equilibrium of the country.
There is no doubt that the literacy rates of male and female have been increased
in recent period than that of the past period. Increased educational facilities are
one of the dominant reasons behind this. Particularly increased primary
educational facilities due to the free and compulsory education act for every
child between the ages of 6 and 14 is significantly responsible for improving
literacy rates.
4.4 GROWTH OF SCHOOLS IN THE DISTRICT
In Satara district in order to meet the need of education of frequently
growing population the number of schools are also increased.
Following table gives information of talukawise growth of schools in
Satara district from 1971 to 2011.
137
Table 4.4
Satara District: Talukawise Growth of Schools 1971 to 2011( In Percent.)
Sr.
No.
Taluka 1971 1981 1991 2001 2011
1. Satara
%
230
12.42
12
287
11.11
11
398
13.38
13
494
13.15
13
701
13.00
13
2. Wai
%
138
7.45
7
196
7.59
8
255
8.57
9
306
8.14
8
360
6.67
7
3. Khandala
%
61
3.29
3
77
2.98
3
99
3.32
3
161
4.28
4
228
4.23
4
4. Koregaon
%
149
8.04
8
223
8.64
9
291
9.78
10
319
8.49
8
374
6.93
7
5. Phaltan
%
190
10.26
10
267
10.35
10
301
10.12
10
380
10.11
10
556
10.31
10
6. Man
%
93
5.02
5
165
6.39
6
212
7.13
7
252
6.70
7
461
8.55
9
7. Khatav
%
139
7.50
8
239
9.26
9
262
8.81
9
331
8.81
9
451
8.36
8
8. Karad
%
248
13.39
13
311
12.05
12
339
11.40
11
502
13.36
13
715
13.26
13
9. Patan
%
320
17.28
17
465
18.03
18
415
13.95
14
534
14.21
14
858
15.91
16
10. Jaoli
%
199
10.75
11
248
9.61
10
304
10.22
10
321
8.54
9
363
6.73
7
11. Mahabaleshwar
%
84
4.53
5
101
3.91
4
97
3.26
3
156
4.15
4
323
5.99
6
Total 1851 2579 2973 3756 5390
Source: District census Handbook of Satara 1971, 1981, 1991, 2001 and DISE Data of Satara
District 2011.
As per the data of table given earlier almost all talukas in Satara District
shows continuous growth in number of Schools except Patan and
Mahabaleshwar Taluka in 1991.
Patan Taluka always ranks first in terms of numbers of schools from
1971 to 2011.Where as in 1971, 1981 Khandala taluka and in 1991, 2001, 2011
Mahabaleshwar taluka ranks last in terms of numbers of Schools. Satara and
Karad these talukas are having satisfactory number of schools in all decades.
Other talukas in the district are having moderate number of schools.
138
Satara District: Talukawise Growth of Schools 1971 to 2011
0
100
200
300
400
500
600
700
800
900
No
. o
f S
ch
oo
ls
Sa
tara
Wa
i
Kh
an
da
la
Ko
reg
ao
n
Ph
alta
n
Ma
n
Kh
ata
v
Ka
rad
Pa
tan
Ja
oli
Ma
ha
ba
lesh
wa
r
Taluka
1971 1981 1991 2001 2011
Fig. 4.1
4.4.1 Classwise Growth of Schools In The District:
Satara District registered continuous increase in the number of schools
including different classes. Schools are generally grouped in to the classes like
primary schools, middle schools, secondary or matriculation school. Schools up
to class IV are included in primary or elementary schools.
Schools up to class VII are regarded as middle or junior secondary
schools. Schools up to Class X are considered as matriculation or secondary
schools. These all type of schools can be found in eleven talukas of Satara
district.
Following table gives detail information about the class wise growth of
schools in different talukas of Satara district from 1971 to 2011.
139
140
141
According to the table all talukas in Satara district registered constant
increase in the number of primary, middle and secondary schools. Off course
there are variation in percentage sharing of primary, middle and secondary
school among eleven talukas of the district.
Primary Schools always registered high share of percentage in
comparison with middle and secondary schools. Patan and Jaoli these talukas
shows almost high share of primary schools in all decades. Whereas Khandala,
Man, Mahableshwar these talukas are having less number of primary schools,
in all decades from 1971 to 2011. In terms of middle schools Patan, Karad,
Phaltan these talukas shows higher number of middle schools that are 35, 50,
65 respectively in 1971. From 1981 to 2011 Patan, Satara, Karad, Phaltan
these talukas have constantly registered high numbers of middle schools.
With reference to secondary schools Karad and Satara talukas have
registered highest numbers of secondary schools from 1971 to 2011. Whereas
Khandala and Jaoli talukas have registered lowest numbers of secondary
schools from 1971 to 2001.
The percentage shares of primary schools are always greater than middle
and secondary schools in all talukas and in all decades from 1971 to 2011.
The highest share of primary schools is the result of universalization of
elementary or primary education through free and compulsory education act for
every child of 6 to 14 years age.
For enhancing the literacy rate the government of India has introduced
such programmes like, ‘free and compulsory primary education’. Because
primary education is considered as the base of the whole education system.
These programmes have positively influenced the number of primary schools
in every taluka because primary, elementary education is regarded as the basic,
fundamental right of every child.
4.5 IMPORTANCE OF PRIMARY EDUCATION:
It is universally accepted that ‘Education is the most important
instrument for human resource development.’(.Meenakshi J 2007) And the
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commencement of this process of human resource development is being done
at primary or elementary education. Hence primary education is considered as
indispensable in human life.
Primary education is the first stage of compulsory education. Schools up
to class IV are treated as primary or elementary schools. These include nursery
schools, Kindergarten schools, Pre-primary schools, junior basic school and
primary school up to class IV. (Census 2001)
The main purpose of primary education is to give children a strong
foundation in the basic of general curriculum with an emphasis on reading and
math [www.ehow.com]
‘A person who can both read and write with understanding in any
language’ has been taken as literate by the Indian census. (Census 2001)
So the basic requirements, condition for considering the person as
literate can be fairly fulfilled by the primary education. For national progress
primary education is extremely important because the seed sowing of future
life is being done here as well as the foundation of social education is being
composed at this stage of education. Responsible citizens can be produced
with the help of primary education. Primary education properly develops the
social qualities like patriotism, freedom of deliberation, discriminating and co-
operative attitude etc. Individual creativity which is the symbol of modern life,
society is also being inculcated among the students during the course of
primary education. (Choudhary 1970)
Hence the enormous prevalence of primary education among the society
is significantly important. Traditional superstition, vexatious customs can be
removed and new virtuous modern society with social equilibrium can be
created with this prevalence of primary education.
Because of various advantages of primary education in the country of
India many efforts have been made for the universalization of primary
education. Since independence this process of generalization of elementary
education has being done rapidly and still it is going on. But during the pre-
independence period also many people have gave significant contribution for
143
the prevalence of primary education and they have introduced many remedies
for it.
In 1882, Dadabhai Naoroji and Jyotiba Phule demanded State Sponsored
free education for all children for at least 4 year. Then law on compulsory
education was introduced by the state of Baroda in 1906. Gopal Krishna
Gokhale in 1911 moved a bill for compulsory education in the imperial
legislative assembly, albeit unsuccessfully. Control over school education was
transferred to Indian ministers under the government India act 1919. Then the
idea of compulsory education was reiterated in 1937. The next landmark
development in the history of free and compulsory education in India was the
post war plan of education development of 1944, also called the Sargent Plan,
which recommended free and compulsory education for 8 years.
After that Kothari commission, National policy on education, Acharya
Ramamurti Committee etc. have also given fundamental contribution for
elementary education.
Currently under article 21-A of the constitution every child between the
ages of 6 and 14 has a fundamental right to free and compulsory education
which the state shall provide. (www.ncpcr.gov.in/fundamental_right_to_
education.)
Hence primary education is extremely important for every child – male
or female. Just as a gardener needs to know the best soil for different plants, the
right amount of water and sunshine, if they are to grow as well as possible, so
we must know what children need for their growth and development. (Walters
and Castle1970)
And primary education is very much necessary for the growth and
development of every child.
4.5.1 Trend of Primary schools:
Education and literacy are closely related to each other. Especially
primary or elementary education is significantly important in terms of literacy.
Because with the help of primary education a person can become able to read
and write, which is the basic term for regarding the person as a literate. Hence
144
in order to improve the literacy status of the country by increasing literacy rates
the government of India has gave special attention towards the primary
education in the country. Now days the universalization of primary education
has being done in the various states of the country in order to give free and
compulsory elementary education to every child. Which has been considered as
a basic, essential right of every child in the country
In order to universalize primary or elementary education, which has a
mandate in the country right from the independence and is also a constitutional
directive, at the outset it is necessary to provide primary schools everywhere.
(www.dise.in)
Following table gives detail information of the talukawise trend of
primary schools in Satara district from 1971 to 2011.
145
146
Satara District : Talukawise Trend of Primary Schools 1971-2011
0
100
200
300
400
500
600
No
. o
f P
rim
ary
Sc
ho
ols
Sa
tara
Wa
i
Kh
an
da
la
Ko
reg
ao
n
Ph
alta
n
Ma
n
Kh
ata
v
Ka
rad
Pa
tan
Ja
oli
Ma
ha
ba
lesh
wa
r
Taluka
1971 1981 1991 2001 2011
Fig. 4.2
As per the data of table given above every taluka of Satara district have
higher number of primary schools than the number of villages except Man
taluka in 1971. And every taluka of Satara district shows constant increase in
the number of primary schools except Satara and Patan Taluka in 1991. Patan
taluka always rank first in terms of the number of primary schools from 1971 to
2011, as this taluka always registered higher number of villages.
Khandala taluka almost registered lower number of primary schools
followed by Mahabaleshwar taluka up to year 1981. In the decade of 1991 to
2001 Mahabaleshwar taluka registered lower number of primary schools
followed by khandala takula. And in 2011 again Khandala taluka recorded
lower number of primary schools in the district which is followed by
Mahabaleshwar taluka, because these 2 talukas always registered lower number
of villages.
147
Man taluka ranks third in terms of number of villages and primary
schools up to 2001, but the number of primary schools are considerably
increased in Man taluka during the period of 2001-2011.
Satara and Karad taluka have always occupied second or third position
in terms of primary schools because they have always occupied second or third
position in terms of number of villages also from 1971 to 2011.
Other talukas in the district including Jaoli, Wai, Koregaon, Khatav,
Phaltan are also registered satisfactory number of primary schools in relation
with the number of villages from 1971 to 2011.
So for the generalization of primary education the numbers of primary
schools have been definitely grown in every taluka of Satara district from 1971
to 2011. And in these numbers of schools obviously there is a large share of
governmental schools. Because government has established schools
everywhere, in every village in order to provide free and compulsory education
to every child in 6 to 14 age group whether male or female.
4.6 TREND OF FEMALE LITERACY
Government has introduced many programs like Sarv Shiksha Abhiyan,
free and compulsory elementary education etc. for improving literacy rates and
thereby for improving socio-economic status of the society.
It is necessary to find out the impact of these programs on female
literacy because females are significant pillar of our society and constitute
nearly half of our population. Though many programs have been implemented
for advancement of the literacy rate in recent period also females are lagging
behind than males in terms of literacy and consequently in every sector of
economy.
Number of primary school has been definitely increased everywhere, in
every region. But still we have not achieved a satisfactory figure of female
literacy in every region. Some regions are still registered unsatisfactory female
literacy rate, though they have satisfactory number of primary schools. So the
148
study of trend of female literacy is as necessary as the study of trend of primary
schools.
Following table gives information of talukawise trend of female literacy
in Satara district from 1971 to 2011.
Table 4.7
Satara District : Talukawise Trend of Female Literacy 1971-2011
(In Percent)
Sr.No. Taluka 1971 1981 1991 2001 2011(estimated)
1. Satara 34 45 64 77 91
2. Wai 29 41 59 71 85
3. Khandala 25 38 56 71 86
4. Koregaon 32 43 60 73 87
5. Phaltan 22 33 51 66 81
6. Man 15 23 39 58 72
7. Khatav 24 35 52 67 81
8. Karad 27 39 56 69 83
9. Patan 14 24 41 60 75
10. Jaoli 20 27 46 64 79
11. Mahabaleshwar 32 41 58 75 89
Total 25 35 53 68 83
Source : District Census Handbook of Satara 1971, 1981, 1991, 2001
149
Satara District : Talukawise Trend of Female Literacy 1971-2011
(In Percent)
0
10
20
30
40
50
60
70
80
90
100F
em
ale
Lit
era
cy
in
Pe
rce
nt
Sa
tara
Wa
i
Kh
an
da
la
Ko
reg
ao
n
Ph
alta
n
Ma
n
Kh
ata
v
Ka
rad
Pa
tan
Ja
oli
Ma
ha
ba
lesh
wa
r
Taluka
1971
1981
1991
2001
2011(estima
ted)
Fig. 4.3
According to the data of table given above Satara taluka have always
registered high female literacy from 1971 to 2011. Followed by Koregaon and
Mahabaleshwar taluka in 1971, by Koregaon, Wai and Mahabaleshwar talukas
in 1981, by Wai, Koregaon, Mahabaleshwar, Karad and Khandala talukas in
1991 and 2001. By Mahabaleshwar, Koregaon, Khandala talukas in 2011. In
short these talukas have registered satisfactory female literacy. Khandala
taluka is also having good female literacy rate though this taluka is having
lowest number of primary schools in the district.
Where as Patan, Man, Jaoli these talukas have registered lowest female
literacy rate continuously from 1971 to 2011. Though Patan taluka is having
highest number of primary schools and Man and Jaoli talukas are having
Satisfactory numbers of primary schools. So these talukas represents inverse
relationship between the number of schools and female literacy.
Other talukas in the district such as Phaltan, Khatav are having moderate
female literacy as well as moderate numbers of primary schools.
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So only by improving number of primary schools female literacy rate
cannot be improved. But the quality of primary schools, facilities provided
there etc. these things are also important in terms of literacy in general and in
female literacy in particular.
Location of quality educational institute also gets influenced by the
location of the region as well as the socio-economic status of the region.
Where there is a large numbers of such institutes it will positively influenced
general literacy and particularly female literacy, which ultimately results in to
the socio-economic development.
4.6.1 Zoning of Female Literacy:
Zoning of female literacy provides accurate picture of the trend of
female literacy. For making the zoning of female literacy eleven talukas of the
Satara district having different female literacy are being grouped in to different
classes.
The district average of female literacy is considered as a fundamental
factor while making the framework for zoning of the female literacy of Satara
district. And according to the average of female literacy the eleven talukas of
the Satara district are grouped in to two zones that are.
A. More Than District Average
B. Less Than District Average.
With the help of such zoning it can be find that which talukas
continuously fall in the category of more than district average or in the
category of less than district average in terms of female literacy. Accordingly
reasons behind this could also be investigated.
Following table gives detail information about the zoning of female
literacy in Satara district from 1971 to 2011.
151
152
Fig. 4.4
Fig. 4.5
153
Fig. 4.6
Fig. 4.7
154
Fig. 4.8
The graphs and maps have been drawn from the data of table given above.
Above table, graphs and maps gives detail information about the zoning
of female literacy in Satara district from 1971 to 2011.
A. Position of 1971.
In 1971 the district average of female literacy was 25 Percent
A. Less Than district Average: [<25Percent]
Talukas having female literacy less than 25 Percent are included in this
zone. Patan, Man, Jaoli, Phaltan, Khatav talukas with 14 Percent, 15 Percent,
20 Percent 22 Percent 24 Percent female literacy respectively are being
grouped in to this category.
B. More Than District Average [> 25 Percent]
Talukas registered female literacy more than 25 Percent are being
confined in this zone. Khandala taluka with 25 Percent, Karad taluka with 27
Percent, Wai taluka with 29 Percent, Koregaon and Mahabaleshwar Taluka
with 32 Percent, Satara taluka with 34 Percent female literacy are being
included in this zone.
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B. Position of 1981.
In 1981 the district average of female literacy was 35 Percent
A. Less Than District Average [< 35 Percent]
Talukas registered female literacy less than 35 Percent are being
confined in this zone. Man, Patan, Jaoli, Phaltan talukas with 23 Percent, 24
Percent, 27 Percent, 33 Percent female literacy respectively are included in this
zone.
B. More Than District Average [> 35 Percent]
Talukas having female literacy more than 35 Percent are being included
in this zone. Khatav, Khandala, Karad, Wai, Mahabaleshwar, Koregaon,
Satara these talukas with 35 Percent, 38 Percent, 39 Percent, 41 Percent,
41Percent, 43 Percent,45 Percent female literacy are included in this zone.
C. Position of 1991.
In 1991 the district average of female literacy was 53 Percent
A. Less Than District Average [<53 Percent]
Talukas having female litercy less than 53 Percent are being included in
this zone. Man, Patan, Jaoli, Phaltan, Khatav with 39 Percent, 41 Percent, 46
Percent, 51 Percent, 52 Percent female literacy respectively are included in this
zone.
B. More Than District Average [> 53 Percent]
Talukas having female literacy more than 53 Percent are being included
in this zone. Khandala, Karad, Mahabaleshwar, Wai, Koregaon, Satara these
talukas with 56 Percent, 56 Percent, 58 Percent, 59 Percent, 60 Percent, 64
Percent female literacy are confined in this zone.
D. Position of 2001.
In 2001 the district average of female literacy was 68 Percent
A. Less Than District Average [< 68 Percent]
Talukas registered female literacy less than 68 Percent are being
included in this zone. Man with 58 Percent, Patan with 60 Percent, Jaoli with
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64 Percent, Phaltan with 66 Percent, Khatav with 67 Percent female literacy are
included in this zone.
B. More Than District Average [> 68 Percent]
Talukas having female literacy more than 68 Percent are being included
in this zone. Karad, Wai, Khandala, Koregaon, Mahabaleshwar, Satara talukas
with 69 Percent, 71 Percent, 71 Percent, 73 Percent, 75 Percent, 77 Percent
female literacy are included in this zone.
E. Position of 2011:-
In 2011 the district average of female literacy was 83 Percent
A. Less Than District Average [<83 Percent]
Talukas registered female literacy less than 83 Percent are being
included in this zone. Man with 72 Percent, Patan with 75 Percent, Jaoli with
79 Percent, Phaltan with 81 Percent, Khatav with 81 Percent female literacy are
included in this zone.
B More Than District Average [> 83 Percent]
Talukas having female literacy more than 83 Percent are being included
in this zone. Karad, Wai, Khandala, Koregaon, Mahabaleshwar, Satara these
talukas with 83 Percent, 85 Percent, 86 Percent, 87 Percent, 89 Percent, 91
Percent female literacy are confined in this zone.
Clear observation of this zones of female literacy in varying decades
from 1971 to 2011 shows that Patan, Man, Jaoli, Phaltan, Khatav these talukas
constantly comes under the category of less than district average in terms of
female literacy except Khatav taluka in 1981.Man taluka ranks 11th
in terms of
female literacy in all decades except in 1971.
Man taluka falls in the severe drought prone zone of the Satara district.
The severe drought conditions of the taluka have adversely affected the socio-
economic conditions of the taluka including agriculture, industrialization, trade
and also education. In Man taluka number of primary schools were good
enough up to 2001 but after 2001 the number of primary schools in Man taluka
have suddenly increased due to the concern of government about literacy rate
in general and female literacy rate in particular. Looking at the availability of
157
primary schools is not a major issue here because government has provided
primary school everywhere. But issue arises by looking at the facilities
provided in governmental primary schools. Such as the availability of
building, infrastructure, administrative and cleaning staff etc. Teachers in the
governmental school have to perform the job of teacher as well as the job of
clerk due to the unavailability of respective staff. Along with this teachers are
forced to do many tasks by government other than teaching such as census,
election duty etc. All these things consequently affects on the quality of
teaching. The declining quality of teaching ultimately results in student’s
apathy towards learning which results in declining enrolment of students. Lack
of sanitation amenities in governmental schools particularly results in drop out
of female students. Parents are also very much concerned about their girl child
and instead of sending girls in to the governmental school they want their girls
to stay back at home and do household work.
In Man Taluka private schools are less because private schools cannot
get proper intake of student to drive themselves due to socio-economic
backwardness of the taluka. Due to customs and traditions parents want to
send their male child in available private schools and give quality education.
They have to pay extra fees for it. Instead of spending money on girl’s
education they want to spend it on boy’s education. These things result in low
female literacy rate of Man taluka.
Considerable proportion of Khatav and Phaltan talukas also comes under
drought prone zone so these talukas also use to suffer from the same issues like
Man taluka Because of this these talukas have always registered low female
literacy than district average, though they have satisfactory number of primary
schools.
Patan Taluka always registered low female literacy than district average.
This taluka is also socio-economically backward as it comes under hilly,
earthquake prone zone. Such topographical, natural obstacles have adversely
affected on many socio-economic factors in which education and consequently
literacy is an important one. Patan taluka have always recorded highest
158
number of governmental schools due to highest number of villages. But
scenario about governmental and private school in Patan taluka is similar to
that of Man Taluka. Parents due to their economical constraints, traditions, and
customs want to give quality education to their male child only which causes
low female literacy of Patan taluka.
Jaoli taluka also registered constant low female literacy than district
average from 1971-2011. This taluka also prevails in hilly zone. Rigid
topography of Jaoli taluka influenced the socio-economic development of
taluka in negative manners. Private schools which use to serve quality
education to the student don’t want to localize themselves in such socio-
economically backward regions which are having physical extremities. There
are governmental schools in Jaoli taluka which are suffering from many
administrative as well as from many physical barriers. Hence these schools are
unable to provide quality education to children which results in low female
literacy particularly.
Khandala, Karad, Mahabaleshwar, Wai, Koregaon, Satara these talukas
almost registered high female literacy than district average.
Though Khandala taluka has registered lowest number of primary
schools it has registered good female literacy rate. This has happened because
of its location in plain zonw as well as its proximity to Satara and Pune through
National Highway No. 4. So students can be facilitated by the quality
education centre there. The socio-economic conditions of Khandala have also
improved to some extent though it comes in drought prone zone due to the easy
accessibility to Pune and Satara which has been reflected in good female
literacy rate.
Karad taluka also recorded satisfactory female literacy. Karad taluka is
located in Plain zone. Especially the basin area of Karad taluka is very much
developed which majorly responsible behind the socio-economic progress of
the taluka. Because of this Karad taluka is having satisfactory number of
private schools as these schools can get better student intake here to drive
themselves which have resulted in satisfactory female literacy.
159
Wai taluka also prevails in plain zone this taluka have enough number of
primary schools. Along with this wai is the biggest tourist and cultural centre
of the satara district. So it has better socio-economic status. Here women are
also engaged in many tourist and cultural activities. So here people are very
much concern about female education which resulted in good female literacy.
Koregaon taluka also lies in plain zone It is having satisfactory number
of primary schools as well as satisfactory socio-economic conditions. This has
being responsible for good female literacy rate.
Mahabaleshwar taluka is also having good female literacy rate though it
is having hilly topography, high rainfall and comparatively low number of
primary schools.
But the recognition of Mahabaleshwar taluka as an ‘International Tourist
Centre’ has become beneficial for the socio-economic growth of the taluka.
Here female are also engaged in many economic activities like tourist agent,
guides, marketing and in hotel industry and with education they can
systematically perform these economic activity. So for this female education is
considered as an important here which has positively affected the female
literacy of Mahabaleshwar taluka.
Satara taluka constantly registered an excellent female literacy rate. The
fundamental reason behind this is the district headquarter is located here, So
different amenities are concentrated within this taluka in a large number in
which number of primary schools, private schools are also significant. Along
with this Satara taluka is located in plain zone so there are no barriers in socio-
economic development of the taluka. All these factors have dominantly
responsible for an excellent female literacy rate of satara taluka.
So in order to improve female literacy in backward talukas it is not only
necessary to provided primary schools everywhere but it is also necessary to
provide all needed facilities to all schools so they can serve quality education to
every child.
160
4.7 TREND OF EDUCATIONAL SYSTEM:
Trend of educational system changes from governmental to semi
governmental schools, public to private schools, general education to quality
education, lifelong education to professional education. These changing trends
of educational system influence the quality of education as well as the level of
literacy. Hence the study of trend of educational system is very important.
4.7.1. Governmental To Semi Governmental School:
Off course the trend of education changes from governmental schools to
semi governmental schools. In governmental schools and semi governmental
schools teachers are being appointed in order to the enrolment of the student
once teachers gets appointed in these school they get a secure life time job.
Along with this teachers in these schools are confined to do many other tasks
by government hence teachers use to show apathy towards teaching. These
schools also lacks in the availability of infrastructure. All these factors badly
influence the quality of education served in these schools.
Although the quality of education in semi governmental school is good
than that of the governmental school.
4.7.2 Public To Private Schools :-
Education is provided by public as well as private schools. Public
schools are controlled by government to some extent and they also get some
funding from central, state and local government. Public schools are usually
govern by some institution which are having their board of directors so teachers
in these schools have to answer this board and these schools are very much
concerns about their student enrolment because sufficient student enrolment is
necessary to drive these schools. Hence these schools use to provide quality
education. Similarly private schools are govern by any particular person or
institution Existence of these schools completely depends upon student
enrolment hence teachers in private schools are not forced to do any other task
instead of teaching these schools have separate administrative, teaching and
cleaning staff, many high quality physical elements like digital classrooms,
161
opulent library, laboratory, advanced play ground etc. in order to encourage
student enrolment. Hence these schools provide quality education to students
but they use to charge higher fees.
4.7.3 General Education To Quality Education :-
General education provides the foundation for future, particularly
general education is the program of education that typically developing
children should receive, based on state standards and evaluated by the annual
state educational standard test.
(www.fullerton.edu/aac/GE... /inde.asp.)
This general education should be given qualitatively. The term quality
has been defined differently. According to the Oxford dictionary the quality
has been defined as “The nature, Kind or character (of something), now
restricted to cases in which there is comparison (expressed or implied) with
other things of the some kind, hence, the degree or grade of excellence, etc.
possessed by a thing.” (Mukhapadhyay 2001)
In this context quality education means education that provide
environments that are healthy, safe, protective, gender sensitive and provide
adequate resource facilities (www.unicef. org/ education)
In this manner private and public schools use to impart quality education
to students as compare to governmental schools. So governmental school
should improve their quality of education in order to improve literacy rate.
4.7.4 Lifelong Education To Professional Education:-
Life long education is ongoing, voluntary and self motivated education.”
The term recognizes that learning is not confined to childhood or the
classroom but take place throughout life and in a range of situations.
(en. wikipedia. org/wiki/lifelong_learning.)
In short life long education continuous for the whole life. The simplest
fact that a person always gets educated from the surrounding environment,
through self experience is being used in this concept of lifelong education.
162
Where as professional education means the education which provides
professional Knowledge about any specific profession. Students can improve
their skills related to any profession by taking deep professional education,
nursing, journalism, teaching these are the some examples of professional
education. Professional education is considered as an important in terms of
achieving lifelong means of earning. Especially for women empowerment
professional education is very much necessary because women can also earn
through professional education and can become an important part of the
economy.
4.8 SUMMARRY:
The detail study of educational facilities of the Satara district is being
made under this chapter. With this study we come to know the fact that only
by increasing the number of educational facilities the aim of appropriate
literacy in general and female literacy in particular cannot be achieved. The
quality of primary education should be necessarily improved for improving the
female literacy rate.
163
4.9 REFERENCES:-
Bhende Asha and Kanitkar Tara, (1978) : “Principles Of Population
Studies”,Himalaya Publishing House Bombay,P.No184
Census Handbook : Satara District 1971-2001
Chaudhary Madhukar Rao, (1970): “Shikshan Vichar”, Sindhu Publication Pvt.
Ltd., Mumbai pp. P.No1
DISE (District Information System for Education) Data of Satara District 2011.
Lokmat, (Satara) (October, 26, 2012) P. No. 2
Maharashtra Rajya Sahitya ani Sanskriti Mandal, (1998): “Savitribai Phule Kal
Aani Kartutwa”, Snehesh Printers, Mumbai P. No. 37.
Meenakshi J ,(2007): “Women Literacy in India”, Omega Publication New
Delhi, pp. iii
Mukhopadhyay Marmar, (2001): “Shikshanatil Sarvangin Gunvatta
Wyavsthapan”, Mudrankan Offset Pvt. Ltd, Pune P.No. 1.
Patil Priyaj, (2012): “Shikshan Sankraman”, Maharashtra Rajya, Madhyamik
Ani Uccha Madhyamik Shiksham Mandal, Pune. P. No.18
Pawar B.G., (1987): “Gramin Shikshan Chalvaliche Janak- Karmaveer
Bhaurao Patil”, Matrubhumi Publication, Pune pp.
10,42,98,99,258,259,392.
Sapkal D.M., (2012) “Shikshan Sankraman”, Maharashtra Rajya, Madhyamik
Ani Uccha Madhyamik Shiksham Mandal, Pune. P. No.35.
Surve Gajanan, (2001): “Shikshan Maharshi Dr. Bapuji Salunkhe –Wyakti and
Karya”, Sri Murari Press, Kolhapur pp 5,58,75,90,99,117
Walter H E. and Castle E.B., (1970): “Principles of Education”, Oxford
University Press, pp. 18.19,184.
www.bridgew.edu/library.com
www.brainyquote.com
164
www.dise.in
www.ehow.com
www.en.wikipedia.org/wiki/lifelong_learninng
www.fullerton.edu/aac/GE..../index.asp
www.ncpcr.gov.in/fundamental_Right_to_Edu.
www.SSA.nic.in
www.thefreedictionarhy.co
www.unicef.org/education