Education Sahil

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A

PROJECT REPORTON

EDUCATION SYSTEM OFSCHOOLS

IN HAMIRPUR

SUBMITTED TO :- SUBMITTED BY:-

Mr. SHABAB AHMAD SAHIL THAKUR

(Assistant Professor) MBA (GEN)


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ROLL NO- CUHP10MBA22

ACKNOWLEDGEMENT

Perseverance, Inspiration and Motivation have always played a key role in thesuccess of any venture. Working on this project was a challenge. It is often difficultto understand wide spectrum of knowledge without proper guidance and advice.

I wish to express my gratitude to Mr. SHABAW AHMAD, who assigned me thisproject. He has been constant source of guidance and encouragement in exploringthe nuances of the project. He took special interest in the study and gave me hisguidance and pertinent suggestions.

Last, but not the least I would like to thank my friends for intellectual simulation,moral support and constant source of inspiration throughout the project and Igratefully acknowledge the continuous assistance and inspiration given to me by myclass.

It has been a privilege and pleasure working under the guidance and experiencewhich will be cherished for a long time to come.

This acknowledgement is incomplete without rendering impartial gratitude to all those

who has helped me directly or indirectly in making this project a success.


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DECLARATION

I SAHIL THAKUR OF MBA (GEN) at CUHP hereby declares that the project

report entitled EDUCATION SYSTEM OF SCHOOLS IN HAMIPUR is anoriginal document.

STUDENT SIGNATURE:


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TABLE OF CONTENTS

1. INTRODUCTION

2. LITREATURE REVIEW

3. PROBLEM FORMULATION

4. OBJECTIVES

5. SIGNIFICANCE

6. AREA OF RESEARCH

7. SCOPE OF EDUCATIONAL RESEARCH

8. RESEARCH METHODOLOGY

9. RESEARCH DESIGN

10.TOOLS OF DATA COLLECTION

11. LIMITATIONS OF EDUCATIONAL SYSTEM

12.DATA ANALYSIS AND INTERPRETATION

13.ANALYSIS

14.CONCLUSION

15.SUGGESTIONS

BIBLIOGRAPHY

QUESTIONNAIRE


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1. INTRODUCTION

Education in India is mainly provided by the public sector, with control and

funding coming from three levels: federal, state, and local. Child education is

compulsory. The Nalanda University was the oldest university-system of education

in the world. Western education became ingrained into Indian society with the

establishment of the British Raj.

Education in India falls under the control of both the Union Government and the

states, with some responsibilities lying with the Union and the states having

autonomy for others. The various articles of the Indian Constitution provide for

education as a fundamental right. Most universities in India are Union or State

Government controlled.

India has made progress in terms of increasing primary education attendance rate

and expanding literacy to approximately two thirds of the population. India's

improved education system is often cited as one of the main contributors to the

economic rise of India. Much of the progress especially in Higher education,

Scientific research has been credited to various public institutions. The private

education market in India is merely 5% although in terms of value is estimated to

be worth $40 billion in 2008 and will increase to $68 billion by 2012.

However, India continues to face stern challenges. Despite growing investment in

education, 35% of its population is still illiterate; only 15% of Indian students

reach high school, and just 7% graduate. As of 2008, India's post-secondary high


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schools offer only enough seats for 7% of India's college-age population, 25% of

teaching positions nationwide are vacant, and 57% of college professors lack either

a master's or PhD degree.

As of 2007, there are 1522 degree-granting engineering colleges in India with an

annual student intake of 582,000, plus 1,244 polytechnics with an annual intake of

265,000. However, these institutions face shortage of faculty and concerns have

been raised over the quality of education.

HISTORY

A monastic order of education under the supervision of a guru was a favored form

of education for the nobility in ancient India. The knowledge in these orders was

often related to the tasks a section of the society had to perform. The priest classes,

the Brahmins, were imparted knowledge of religion, philosophy, and other

ancillary branches while the warrior classes, the Kshatriy were trained in thevarious aspects of warfare. The business class, the Vaishya was taught their trade

and the lowered class of the Shudras were generally deprived of educational

advantages. The book of laws, the Manusmriti and the treatise on statecraft the

Arthashastra were among the influential works of this era which reflect the outlook

and understanding of the world at the time.

With the arrival of the British Raj in India the modern European education came to

India. British Raj was reluctant to introduce mass education system as it was not

their interest. The colonial educational policy was deliberately one of reducing

indigenous culture and religion, an approach which became known as

Macaulayism. The system soon became solidified in India as a number of primary,


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secondary, and tertiary centers for education cropped up during the colonial era.

Between 1867 and 1941 the British increased the percentage of the population in

primary and secondary education from around 0.6% of the population in 1867 to

over 3.5% of the population in 1941. However this was much lower than the

equivalent figures for Europe where in 1911 between 8 and 18% of the population

were in Primary and Secondary education. Additionally literacy was also

improved. In 1901 the literacy rate in India was only about 5% though by

Independence it was nearly 20%.

Following independence in 1947,Maulana Azad , India's first education minister

envisaged strong central government control over education throughout the

country, with a uniform educational system. However, given the cultural and

linguistic diversity of India, it was only the higher education dealing with science

and technology that came under the jurisdiction of the central government. The

government also held powers to make national policies for educational

development and could regulate selected aspects of education throughout India.

The central government of India formulated the National Policy on Education

(NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986. The

government initiated severalmeasures the launching of DPEP (District Primary

Education Programme) and SSA (Sarva Shiksha Abhiyan, India's initiative for

Education for All) and setting up ofNavodaya Vidyalaya and other selective

schools in every district, advances in female education, inter-disciplinary research

and establishment of open universities. India's NPE also contains the National

System of Education, which ensures some uniformity while taking into account

regional education needs. The NPE also stresses on higher spending on education,

envisaging a budget of more than 6% of the Gross Domestic Product. While the

need for wider reform in the primary and secondary sectors is recognized as an


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issue, the emphasis is also on the development of science and technology education

infrastructure.

2. LITREATURE REVIEW

The National Council of Educational Research and Training (NCERT) is the apex

body for curriculum related matters for school education in Hamirpur. The NCERT

provides support and technical assistance to a number of schools in Hamirpur and

oversees many aspects of enforcement of education policies. In India, the various

curriculum bodies governing school education system are:

The state government boards, in which the majority of Indian children are

enrolled.

The Central Board of Secondary Education (CBSE) board.

The Council for the Indian School Certificate Examinations (ICSE) board.

The National Institute of Open Schooling (NIOS) board.

Autonomous schools like Him Academy Public School

In addition, NUEPA (National University of Educational Planning and

Administration)[ and NCTE (National Council for Teacher Education) are

responsible for the management of the education system and teacher accreditation.

Primary education

The Indian government lays emphasis to primaryeducation up to the age of

fourteen years (referred to as Elementary Education in India.) The Indian

government has also banned child labour in order to ensure that the children do not

enter unsafe working conditions.However, both free education and the ban on child


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labour are difficult to enforce due to economic disparity and social conditions.80%

of all recognized schools at the Elementary Stage are government run or supported,

making it the largest provider of education in the Country.

Private Education

According to current estimates, 80% of all schools are government schools making

the government the major provider of education. However, because of poor quality

of public education, 27% of Indian children are privately educated. According to

some research, private schools often provide superior results at a fraction of theunit cost of government schools. However, others have suggested that private

schools fail to provide education to the poorest families, a selective being only a

fifth of the schools and have in the past ignored Court orders for their regulation.

E.g. Silver Bells School
http://en.wikipedia.org/wiki/File:Young_students,_Mumbai.jpg


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Secondary Education School

The National Policy on Education (NPE), 1986, has provided for environment

awareness, science and technology education, and introduction of traditional

elements such as Yoga into the Indian secondary school system. Secondary

education covers children 1418 which covers 88.5 million children according to

the Census, 2001. However, enrolment figures show that only 31 million of these

children were attending schools in 200102, which means that two-third of the

population remained out of school.

A significant feature of India's secondary school system is the emphasis on

inclusion of the disadvantaged sections of the society. Professionals from

established institutes are often called to support in vocational training. Another

feature of India's secondary school system is its emphasis on profession based

vocational training to help students attain skills for finding a vocation of his/her

choosing.[ A significant new feature has been the extension of SSA to secondary

education in the form of the Madhyamik Shiksha Abhiyan.
http://en.wikipedia.org/wiki/Education_in_India#cite_note-Blackwell94-95-35http://en.wikipedia.org/wiki/Education_in_India#cite_note-Blackwell94-95-35


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3. PROBLEM FORMULATION

The involvement of the community in the field of education has seen an increase of

pressure on schools to perform 'better', so that Mauritius is now facing a problem

of value related to institutions. There are 'star' schools primary and

secondary) which attract and others considered low-achieving

which people resent; parents find all means not to send their

children to these low-achieving schools although the physcial

infrastructure may be good. Teachers need to be given some

financial incentive to work in these schools. It is evident that

mostly children from low-income families attend these schools.

The social stigma around such schools is very strong.

Much effort is being deployed to bridge the gap between these

two categories of schools.

The CPE (last examination at the end of the primary cycle) acts as

a stumbling block to the concept of overall education. Childrenundergo much stress because they have to score high marks .

Parents and teachers concentrate all attention on academic

performance and neglect the emotional and psychological

development of the child.

A minimum of 30 % of children come out of the system practically

illiterate. The 9 to 11 year school may reduce this percentage by

providing them with technical subject in the formal system.

The objectives of the curriculum are not well-defined to allow it to

adjust quickly to changes in information and technology.


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Attending primary school has been made compulsory; however,

there are still cases of children who do not attend school for

various reasons, one of them being theat they do not have a birth

certificate and procedures foir the obtention of one is a long legal

process.

4. OBJECTIVE OF STUDY

Identify the factors which adversely result in low matriculation pass rate.

Identify whether the lack of effective school management and leadership

quality skill of schools principal contribute to low matriculation pass rate.

Define the effective managerial and leadership roles required by the school

principals to motivate all stakeholders to make concentrated effort to

improve matriculation pass rate

Identify ways in which school principals, teachers, learner and parents can

contribute to higher pass rate in schools.

Investigate what task to be carried out by schools principals in terms of

school management.


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5. SIGNIFICANCE

We shall not grow wiser before we learn that much that we have done was very

foolish." - F. A. Hayek

The supposed purpose of education, as marketed by the education industry, is

career advancement, higher pay, and empowering a college graduate's job search.

This represents the current personal importance of education as determined by a

few studies performed back when bureaucratic machines were still humming. We

will discuss the social importance of education later.

Educational importance before the industrial revolution was tied to:

1) learning,

2) preparation for wise leadership and personal achievement,

3) opening your mind to new ideas.

Effective learning involves creating and solving our own errors. Go ahead; over-

step, stretch, become too enthusiastic. When you make those mistakes common to

all high achievers, use them to learn. Then enthusiastically attack again


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6. AREA OF RESEARCH

The geographical area of research is Hamirpur.

7. SCOPE

Educational Research has a broad scope and contains research studies, reviews of

research, discussion pieces, short reports and book reviews in all areas of the

education field.

The wide coverage allows discussion of topical issues and policies affecting

education institutions worldwide. SubjectsEducational Research has recently

covered include:

assessment

education policy

students' attitudes

study support

social deprivation

special educational needs

school culture

teachers' image of themselves

bullying


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8. RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the research problem

involving a study of various steps that are generally adopted by a researcher in

studying his research problem.

The methodology followed during this project consists of following steps:-

Defining The Problem And Deciding Research Objectives:

Defining the objectives is the most important part of any study process. Proper

definition of the problem is necessary. The type of study to be done, the questions,

the sampling procedure, and the data to be collected, all depend on a correct

understanding of the issue of the project. Zeroing on the real problem, the research

job can be simplified and completed with the minimum cost, effort and data.

The objectives of the research discussed study of education system in Hamirpur.

Developing The Research Plan:

A plan was developed about how to collect the required information i.e. whom

to contact for gathering the relevant data. Data is the foundation of all the

research/Survey. Therefore, it requires great care to select the source of data.

Data, or facts, may be obtained from several sources. Data sources can either be

primary or secondary.

Research Approach:

This defines how the information was collected. It is the process of observation

at the point of consumption and interviews from retailers. Due to time

constraints, psychological barriers and unwillingness of the retailers to respond

through questionnaires the approach undertaken was direct in-depth hidden and


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unstructured personal interviewing the unit manager, retailers and consumers to

get maximum details This method gave sense of casual friendliness and

interaction was welcomed.

Contact Methods:

Instruments or Data collection forms: It is the method by which data is

gathered. It was done through questionnaires. Pilot testing of questionnaires did

give wanted results and lots of unwillingness from consumers was shown so

Direct Interviewing and Observation method was adopted. It helps the

respondent to clearly identify the issues and respond accurately and to the point.

It also helps the interviewers change questions according to the psyche of therespondent in case he/she doesnt understand the question, language can be

changed accordingly to make it more understandable and analyze the situations

on the spot. To spot the real competition through visuals and advertisements as

well as how customers are attracted to certain brands, what and how the

customers demand and what may be the possible reasons of his demand, serve

was the best method considered.

Reporting and conclusion:

This is the most vital part of the survey/research. After collection and analysis

of data, it was recorded as prescribed by the Project Guide. The major part of

the report is the findings due to its obvious nature. The report also mentions the

limitations of the project undertaken. Then conclusions have been drawn out of

the findings and various recommendations have been given in the end of the

report.


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9. RESEARCH DESIGN

An overall Rigid descriptive research design has been used focusing attention on:

Formulation of objectives of the study.

Designing methods for the data collection.

Selecting the sample size.

Collecting the data.

Processing and Analysis of data.

Reporting the finding..

DESINNING METHODS FOR THE DATA COLLECTION

Two types of Data were collected to accomplish this project successfully. These

are Primary Data and Secondary Data.

1. Secondary data collection

The sources from which secondary data was collectedWebsites- like www.wikipedia.com, www.google.com etc..

2. Primary data collection

Primary data can be collected by three methods.

Observation

Experiment

Survey

But here only surveys method of data collection is preferred which is very suitableto researchFollowing step took for primary data collection
http://www.wikipedia.com/http://www.google.com/http://www.wikipedia.com/http://www.google.com/


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Research instrument

Sampling plan

Data interpretation

Research instrument

Framed questionnaire for retailer used as the research instrument to collect therequired information.

Sampling plan

In designing the sampling plan following points were considered

Sampling Unit :- Different school principal, teachers, parents and students.

Sampling size: - 40

. Sampling procedure: - simple random sampling procedure was followed.

Sampling method: -Data were collected by retailer survey. The retailers are directly contactedand interviewed at their retail counter.


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LIMITATIONS

The sample size chosen for study was small in size 40. If the

sample size would have been large, the study would have been

more accurate and near to reality.

Some of the respondents were not co-operative & many seem to behaving no interest.

10. TOOLS OF DATA COLLECTION

1) Personal Interviews

The interview is an alternative method of collecting survey data. Rather than

asking respondents to fill out surveys, interviewers ask questions orally and

record respondents answers. This type of survey generally decreases the

number of do not know and no answer responses, compared with

self-administered surveys. Interviewers also provide a guard against

confusing items.


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Some of the advantages of the personal interview are:

Flexibility-Allows flexibility in the questioning process and allows the

interviewer to clarify terms that are unclear.

Control of the interview situation.-Can ensure that the interview is

conducted in private, and respondents do not have the opportunity to consult

one another before giving their answers.

High response rate-Respondents who would not normally respond to a

mail questionnaire will often respond to a request for a personal interview.

Some of the disadvantages are:

Higher cost-Costs are involved in selecting, training, and supervising

interviewers; perhaps in paying them; and in the travel and time required to

conduct interviews.

Interviewer bias- The advantage of flexibility leaves room for the

interviewers personal influence and bias, making an interview subject

to interviewer bias.

Lack of anonymity- Often the interviewer knows all or many of the

respondents. Respondents may feel threatened or intimidated by the

interviewer, especially if a respondent is sensitive to the topic or to

some of the questions.


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2) Focus Group

Another method of collecting information is the focus group. Focus groups

are useful in obtaining a particular kind of information that would be

difficult to obtain using other methodologies. A focus group typically can be

defined as a group of people who possess certain characteristics and provide

information of a qualitative nature in a focused discussion.

Focus groups generally are composed of six to twelve people.

Focus groups offer several advantages:

Flexibility allows the moderator to probe for more in-depth analysis

and ask participants to elaborate on their responses.

Outcomes are quickly known.

They may cost less in terms of planning and conducting than large surveysand personal interviews.

3) Questionnaire

A questionnaire is a series of questions asked to individuals to obtain

statistically useful information about a given topic. When properly

constructed and responsibly administered, questionnaires become a vital

instrument by which statements can be made about specific groups or people

or entire populations.


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11. LIMITATION OF EDUCATION RESEARCH

Difficulties conducting educational research:-

Involves human beings and the complexities associated with them.

Difficulties generalizing from specific studies.

Problems when imposing sufficient controls to conduct research in

educational settings.

Complications when observing in educational settings.

Indirect measurement of the variables being studied.


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12.DATA ANALYSIS & INTERPRETATION

A) Education system is satisfactory or not?

According to 62% people (out of total people from

survey) the education system is not good.


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B) Which schools are better? Private or govt.

The 78% of people are favouring private schools.


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C) Do you think that practical education should be

mandatory or not?

The 78% of people think that practical knowledge is

must, while 14%say no.


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D) Grading system is good or not?

The 71% of people are against grading.


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E) Is it right to admit the child in school before 3

years age?

F) Which school is best in hamirpur?


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13. ANALYSIS


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According to the data I have received, I have found that

most of the people of Hamirpur are not satisfied with the

education system that is presently running because there isover emphasis only on theoretical knowledge rather than

practical knowledge. So, it leads to hinder the interest of

students in education. They are forced to choose the

curriculum which is made by the government and other

educational bodies.

Moreover the people are also against

grading system. As it decrease the competition among

students.

In the present scenario people are not interested insending their ward in government schools because the

standard of education in government schools is not up to the

level of todays competitive era.

14. CONCLUSION


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Despite all the efforts to develop the education

system in Hamirpur, access, equity and quality of

education in Hamirpur continue to haunt the policymakers till this date. This has mainly been due to

the widespread poverty and various prejudices. The

inability to check the dropout rates among the

marginalized sections of the population is another

cause of worry. However, the renewed emphasis inthe education sector in the 11th five year plan and

increased expenditure in both primary and higher

education can act as palliatives for the Indian

education system.

15. SUGGESTIONS


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Plan now for collaboration for your teaching for next year.

Recruiting good teacher.

Becoming a more reflective teacher.

Finishing up the semester: a good time for reflection.

A guiding principle for interactions with students by teacher.

Reflecting on successes, saving for teaching portfolio.

Making students responsible for their own learning .

Helping students to make the most of college through meaningful

interactions with faculty.

Balancing work/life.

Gathering data now to support your education strengths.

End of the year time to reflect to improve.

Helping students to interview well for jobs.

Maintaining good records of the materials you produced or used for your

courses.

Increasing student satisfaction and decreasing student anxiety in your course

through knowledge of dates for evaluation .

Reviewing how the courses went as you finish the semester.

Getting some worthwhile feedback from your students on something you

tried this semester.

Helping students to have worthwhile learning experience


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What data from your courses to put into the file for your annual review or for

promotion/tenure

Check out these new sites for information for students.

Teacher should organize material courses for the future.

Developing a scholarly foundation to your teaching.

Teacher should be totally mindful while teaching..

Helping students to concentrate on what you are saying or on small group

discussions or not show a slide.

Students learn more from lectures where information is presented all

together on a slide as opposed to incrementally

Bringing back the love of teaching.


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BIBLIOGRAPHY

WEB SITES

www.wikipedia.com

www.google.com

www.hpeducationboard.nic.in
http://www.wikipedia.com/http://www.google.com/http://www.wikipedia.com/http://www.google.com/


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Central University of Himachal Pradesh(Established under Central Universities Act 2009)

PO Box 21, Dharamshala, District Kangra, Himachal Pradesh-176215

PERSONAL DETAILS:-

Name :-.........................................................................

Address : -......................................................................

Contact No: -...........................................................

Date :


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Questionnaire

Q-1.What do you think that present education system is satisfactory or not?A. Yes

B. No

C. Cant say.

Q-2.Which types of schools are better?A .Private schoolsB. Govt. schools.

Q-3 .According to you the new concept of grading in education is?

A .GoodB. Not goodC. Cant say.

Q-4.Is there any need of reforms in education programmers?A .YesB. No.

Q-5.Whether the introduction of elementary education is?

A. GoodB. Not goodC. Cant say.

Q-6.Do you think that practical education should be mandatory in education system?A. YesB .NoC. Cant say.

Q-7.According to you, is there need of increase in working hours of the school timeto get better

results?A .YesB. No

Q-8.According to you is it right to admit the child in school at the age of 3 years?A. YesB. No.


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Q-9.What is your opinion about getting educated through present system of education; willstudent reach at higher level of employment?

A. YesB. No

C .Cant say.

Q-10. Which school is best in hamirpur?

A. Blue starB. Him academyC. Silver bellsD. D.A.V

Q-11. Any suggestions..

Education Sahil

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