Education Sector Report by naseem nazir

7/29/2019 Education Sector Report by naseem nazir

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A Df I D GOI Pr oj ect

Repor t

onEducat i on Sect ori n

J ammu and Kashmi r St at e

J ammu & Kashmi r I nst i t ut e ofManagement ,

Publ i c Admi ni st r at i on & Rur alDevel opment


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FOREWORD

The Government of India DfID Project

Capacity Building for Poverty Reduction aims at

improving the service delivery by capacity building

through intensive training of the front-line, cutting

edge personnel. In the sectors of Elementary

Education and Social Welfare selected in our State

for capacity building and confined to the two districts of Budgam and

Udhampur, commendable work has already been done.

One of the important activities to be undertaken was formulationof the Sector Reports. On the basis of the information provided by the

concerned Departments, an attempt has been made to prepare reports on

both the sectors. The reports include the strengths, weaknesses, threats and

challenges beset with the respective sectors.

This report converges basic data and highlights issues and

problems in the sector, connected as they are with the achievement of

the sectoral objectives leading broadly to speedy attainment of the

development goals. This will be a good starting point for training and

development in this sector relating as it does to the twin goals of capacity

building and poverty reduction.

The efforts put in by the Core Group in bringing out this report are

appreciated and acknowledged.

(Pramod Jain)IAS

Director General,J&K IMPA

Place: SrinagarDate: 12-09-2008


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1.1. Introduction

Education, one of the thrust areas, is a critical input in

development in general and in human resource development in

particular and is a catalyst for empowerment, poverty reduction

and growth per se. In the national educational scenario, J&K is

subsumed as educationally backward with reference to the

established indices namely, literacy rate, teacher - pupil ratio,

drop-out rate and the absorption pattern of the educated persons.

The Government from time to time has taken various initiatives, in

the form of Centre/State - supported schemes, especially for

backward/underprivileged sections of the society to boost

education in the State. Broadly speaking, this sector has the

following commitments on the part of the State:

to eradicate illiteracy

to work for overall educational development of the State

to implement various educational policies, programmes

and schemes

to administer and monitor schools

to provide teachers training

to work for behavioural modifications.


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In the fulfillment of these commitments, the Department is planned

in the following administrative structural arrangement:

1.2 State Level

The Department of Education is under the administrative control

of the Secretary to Govt., School Education at the State level and

Directors at the divisional level. The Secretary is assisted by 2

Special Secretaries, 1 Deputy Secretary, 1 Joint Director (P&S), 1

Financial Advisor and 1 Under - Secretary.


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The existing organizational structure at the State level is given below:

* Advisor to Governor during the Governors Rule

MINISTER INCHARGE SCHOOL EDUCATION

MOS FOR SCHOOL EDUCATION

SECRETARY TO GOVT.SCHOOL EDUCATION

Special Secretary

Special Secretary

Deputy Secretary

Section Officer

Under Secretary

Section Officer

Financial Advisor

Joint Director (Planning)


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The functions assigned to the school education at the Secretariat

level include:

overall control of the Department

policy formulation

finalization of the annual budget and annual plan

administrative sanctions for various projects and

programmes

coordination with other departments.

1.3 Divisional Level

The Director School Education is assisted by 4 Joint Directors

(Secondary Education, Elementary Education, Principal Training

SIE and SSA), 1 Deputy Director (Planning), 1 Personnel Officer

and 1 Accounts Officer.

The existing organizational structure at the Directorate level is as

follows:


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Secretary to Govt. , School Education

Director (K) Director (J)

JD (Sec. Edu.)

CEOS

JD (Principal)Trgs.SIE

JD ( Elmn. Edu.)

Personnel officer

A.O

DD (P)

JD SSA


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The functions assigned to the school education at the Directorate

level include:

formulation of plans

overall control and supervision at the divisional level

in the field

implementation of plans, programmes and schemes

human resource management

1.4 District Level

Every District has a Chief Education Officer who is assisted by

one Deputy Chief Education Officer at District level and Zonal

Education Officers and Zonal Education Planning Officers at the

Zonal level. The existing organizational structure at the district

level is as follows:


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Chief Education Officer

Sr. H.M. ZEOs DCEOs Principals of HSS

Head Masters (HSS)

ZEPOs

Masters ( M.S)

Teachers

Sr. Teacher

Sr. Lectures


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The functions assigned to the school education at the District and

Zonal level include:

formulation of plans

administration and control

implementation of plans , programmes and schemes

monitoring of schemes

financial management

supervision and coordination

Each School is headed by one Head Master/ Senior Teacher. The

Head of the Institution is solely responsible for

institutional planning and management

mobilizations of resources

supervision and control

maintenance of records

conduct of educational surveys

conduct of examination and evaluation

execution of schemes

financial management

Elementary education mostly deals with the primary and middle

school education and is the foundation on which the development

of every citizen and the nation as a whole hinges. The major


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indicators of socio-economic development viz., the growth rate of

the economy, birth rate, death rate, infant mortality rate (IMR) and

literacy rate are interconnected. But the literacy rate has been the

major determinant of the rise or fall in the other indicators,

especially in the case of women, it co-relates with low birth rate,

IMR and increase in the rate of life expectancy. According to the

National Policy on Education, 1986 (revised in 1992), the new

thrust areas in elementary education emphasized the following

three aspects:

1. universal access and enrolment i.e. making education

accessible to children

2. universal retention of children upto 14 years of age i.e.

making sure that they continue education and

3. universal achievement i.e. a substantial improvement in the

quality of education to enable all children to achieve the

essential levels of learning

As a result of education programmes, by the end of 2000, 94% of

India's rural population had primary schools within one km and

84% had upper primary schools within 3 km. Special efforts were

made to enrol SC/ ST children and girls. The enrolment in

primary and upper-primary schools has gone up considerably since


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the first five-year plan. In 1950-51, only 3.1 million students had

enrolled for primary education. In 1997-98, this figure was 39.5

million. The number of primary and upper-primary schools was

0.223 million in 1950-51. This figure was 0.775 million in 1996-

97.

In 2002-2003, an estimated 82% of children in the age group of 6-

14 were enrolled in school. The Government of India aims to

increase this to 100% by the end of the decade. To achieve this

Government launched a programme called Sarva Shiksha

Abhiyan.

1.5 Review of Past Performance

Article 45 of the Constitution stipulates that the State shall

endeavour to provide within a period of ten years from the

commencement of the Constitution, for free and compulsory

education for all children until they complete the age of 14

years. However, the task of providing basic education for all

gained greater momentum only after the National Policy of

Education (NPE), 1986 (revised in 1992) was launched. The

World Declaration on Education for All (EFA) adopted in Jomtein

in 1990 was an important milestone in the march towards universal


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elementary education and girls and womens access to basic

education. These international developments together with several

positive developments within the country brought the need for

recognizing basic education as a fundamental right of every

citizen.

The 9th Plan period has been the most crucial period regarding the

development of education and as such over all human

development. The Prime Ministers Special Action Plan

emphasized the total eradication of illiteracy, equal access to and

opportunity of education up to the school-leaving stage,

improvement in the quality of education at all levels, and the need

for expansion and improvement of infrastructural facilities. The

thrust areas in the 9th plan included universalization of elementary

education (UEE), full adult literacy, raising the quality of

education at all levels and improving learner achievement.

Elementary education was given the highest priority in sub-

sectoral allocations with the education sector, indicating a strong

reiteration of the countrys resolve to achieve the goal of EFA

during the plan period. The goal was sought to be achieved

through several measures which included:


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amendment of the Constitution to make elementary

education a fundamental right

decentralization of planning, supervision and management

of education through local bodies at the district, block and

village levels

social mobilization of local communities for adult literacy

through campaigns and for promotion of primary education

convergence of different schemes for UEE

stronger partnership with Non-Govt. Organizations

(NGOs) and VOs

advocacy and media campaign for UEE

provision of opportunities for non-formal and alternative

education for out of school children in the most backward

areas and for unreached segment of the population in

response to local needs and demands and

universal participation and retention rather than universal

enrolment. The goal of UEE was enlarged to include

provision of education of a satisfactory quality to all

children.

But the goal of universalization of elementary education has been

very difficult till now. The government has initiated a number of


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programmes to fulfill the constitutional obligation and national

aspirations. The Constitutional 86th Amendment enacted in

December 2002 made elementary education a fundamental right

for all children in the age group of 6-14 years. The amendment

also makes elementary education free and compulsory in this age

group (Article 21 A).

1.6 Growth of Literacy

Literacy is an effective instrument for social and economic

development and national integration. It is defined in census

operations as the ability to read and write with understanding in

any language. In modern context, the word refers to reading and

writing at a level adequate for communication or at level that lets

one understand and communicate ideas in a literate society, so as

to take part in that society. The United Nations Educational,

Scientific and Cultural Organization (UNESCO) defined literacy

as the ability to identify, understand, interpret, create,

communicate and compute, using printed and written materials

associated with varying contexts. Literacy involves a continuum

of learning to enable an individual to achieve his or her goals, to

develop his or her knowledge and potential and to participate

fully in the society.


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The educational backwardness of the State was more or less before

independence. Appreciating the urgent need of providing greater

facilities for education, the State Government decided as early as

in 1930 to introduce a scheme of compulsory education for boys

up to the primary standard. Accordingly a law entitled The

Primary Education Act (Act 3 of 1986 was enacted and was made

applicable to only few districts but was not implemented.

The very low percentage of literacy in the State is a legacy of the

past and the cumulative effect of several factors i.e., the dearth of

educational institutions, the economic backwardness of the people

to finance the cost of educating their children and, above all, the

preachings of religious leaders. It was only during the post -

independence period that the government launched a campaign of

building up a network of educational institutions. At the time of

independence only 7% of the population was literate. The need for

universal education for all children in the age group of 6-14 years

recognized as crucial input for nation - building, was given due

consideration in successive five - year plans. This resulted in a

manifold increase of spatial spread, infrastructure facilities and

increased coverage of various social groups; but the goal of

providing basic education to all continues to be elusive. Even


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today our state has the lowest literacy as compared to major states

and Union Territories. As per 2001 Census, our State ranks 33rd in

literacy among the states of India just above Bihar and Jharkhand.

Literacy Rates in J &K (1901-2001)

(For Table See Annexure A) Fig 1.1

Despite intensive efforts by the State over the decades to improve

the literacy level, achievement has not been satisfactory. The

literacy has shown a substantial increase from 12.95 % in 1961 to

54.46% in 2001. The literacy rate has grown at an average annual

rate of 10.99% during the post - independence period as compared

0

10

20

30

40

50

60

70

1901

1911

1921

1931

1941

1961

1971

1981

1991

2001

Persons

Male

Female


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to 4.95% during the pre - independence period. The sex

differentials in literacy, however, have been throughout constant

and pronounced. Over the last four decades (1961-2001), female

literacy has gone up more than four times i.e., from 19.28 in 1961

to 41.82 in 2001.The male - female literacy gap has increased

from 20.41% in 1981 to 23.93% in 2001, which indicates that

females are still lagging behind.

Percentage of male- female literacy in total / rural / urban population

1981 and 2001

(For Table See Annexure B) Fig 2.1

Rural urban differentials in literacy are also wide. The above table reveals

that educational development has remained urban-centric both among

males and females in the State.Theliteracy rate for rural areas is 48.22

% against 72.17% for urban areas according to 2001.Again female

0

10

20

30

40

50

60

70

80

90

1981 2001 1981 2001 1981 2001

Persons Male Female

Total

Rural

Urban


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literacy in rural areas at 35.09 % is very low and is less than half of the

literacy in urban areas.

Literacy Rate of Districts in Descending Order (2001 Census)

(For Table See Annexure C)

Literacy Rate of Districts

0 20 40 60 80 100

J ammu

Kathua

Leh

Srinagar

Kargil

Rajouri

Punch

Udhampur

Pulwama

Doda

Barmulla

Anantnag

Budgam

Kupwara

Districts

Literacy Rate

Female

Male

Total


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District Jammu has recorded the highest increase in the literacy rate

among all the districts of the State. It showed substantial increase from

42.86% in 1981 to 77.30% in 2001. While district Kupwara ranks last in

terms of literacy rate i.e., 40.80% followed by District Badgam

i.e.40.94%. One glaring fact is that female literacy lags behind male

literacy in all the districts. The differential is large in almost all the

districts, which shows a considerable disparity between males and

females. Moreover, the sex differential in literacy rate (9.01 to 23. 92) has

more than doubled during the post-independence period.

Education Facilities

The availability of schooling facilities is measured by a set of indicators

concerning access. Existing norms stipulate that a habitation (cluster of

households) is entitled to have a primary school if it has a population of

300 and more and has no school within a distance of one kilometer. Upper

primary schools are to be located at a distance of three kilometers from

habitation with a population of 500 and more. These norms are often

relaxed in case of hilly and tribal areas, difficult terrains and border

districts. Since independence there has been a substantial increase in the

number of educational institutions.


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No. of Educational Institutions (1950 51 to 2005 2006)

(For Tables See Annexure D

No. of Primary(IV) Educational Inst itut ions

0

5000

10000

15000

1950

-51

1960

-61

1968

-69

1980

-81

1990

-91

1993

-94

1995

-96

2001

-02

2002

-03

2003

-04

2004-05

2005-06

Year

Educational

Institutions

Boys

Girls

Total

No. of Middle (VI-VIII) Educational Institutions

0

200040006000

1950

-51

1960

-61

1968

-69

1980

-81

1990

-91

1993

-94

1995

-96

2001

-02

2002

-03

2003

-04

2004-05

2005-06

Year

Ed

ucational

ins

titutions

BoysGirls

Total


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During the period 1950-1951 to 2005-06, the number of primary schools

increased by more than 17 times from 1,115 in 1950-51 to 19,178 in

2006-07, whereas the number of upper primary schools increased by more

than 41 times from 139 in 1950-1951 to 5,788 in 2006-07. In terms of

overall annual growth rate, the increase was to the tune of 19.61% for

primary level and 65.29 per cent for middle level institutions.

Educational Facilities Available (2006-07)

(For Table See Annexure E)


0

5000

10000

15000

EGS Centres Primary

Schools

Middle

Schools

High Schools Hr.Sec.

Schools

Sanik Schools Kendriya

Vidyalayas

J awahar

Navodalayas

Institutions

Institution

Type

Govt

Private

Total


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District wise Schooling Facility available at Primary Level (2007-08)

Districtwise PopulationJ ammu

Doda

Kathua

Poonch

Rajouri

Udhampur

Srinagar

Anantnag

Barmulla

Budgam

Kupwara

Pulwama

Leh

Kargil

Schooling Facili ties at Primary Level

0 10000 20000 30000 40000 50000

J ammu

Doda

Kathua

Poonch

Rajouri

Udhampur

Srinagar

Anantnag

Barmulla

Budgam

Kupwara

Pulwama

Leh

Kargil

Districts

Facilities

No. of EducationalInstitutions

Area in Km

Population/Institution


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(For Tables See Annexure F)

District wise Schooling Facility available at Upper Primary Level (2007-08)

School ing Facil ity available at Primary Level

0

10

20

30

40

50

60

70

80

90

100

110120

130

140

150

160

170

180

190

200

210

Jammu

Doda

Kathua

Poonch

Rajouri

Udhampur

Srinagar

Anantnag

Barmulla

Budgam

Kupwara

Pulwama

Leh

Kargil

Districts

Facilities

EducationalInstitutions/Km

Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulwama Leh Kargil

0

5000

10000

15000

20000

25000

30000

35000

4000045000

50000

Schooling Facilities at Upper Primary Level

No. of Educational Institutions

Area in Km

Population /Institution

Districts

Facilities


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(For Tables See Annexure G)

Despite an increase in the schooling facilities both at primary

and upper primary level, the coverage is not in tune with the

norms set for the purpose.

Enrolment Trends

The school enrolment (Primary and Upper Primary) increased

from 0.980 lac in 1950-51 as compared to 17.13 lac children in

2005-06. Girls enrolment in schools has increased greatly and

constantly at all levels. At the primary stage, the enrolment has

been increased 16 times from 0.780 in 1950-51 to 12.36 lacs in

2005-06 and at the upper primary/ middle stage over 24 -fold from

0.200 lacs in 1950-51 to 4.77 lacs again in 2005-06.


0

200

400

600

800

10001200

1400

1600

1800

2000

Schooling Facilities at Upper Primary Level

EducationalInstitutions/Km

Districts

Facilities


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(For Table See Annexure H)

The girls share in total enrolment, both at primary at upper

primary levels, has increased constantly from 0.120 lacs in 1950-

51 to 5.78 lacs in 2005-06 at the primary stage and from 0.20 lacs

to 2.08 lacs at upper primary/ middle stage for the same period.

School Enrolment by Stages/ Classes for Boys and Girls (1951-2002)Figures in lakhs

1950-51 1960-61 1968-69 1980-81 1990-91 1993-94 1995-96 2001-02 2002-03 2003-04 2004-05 2005-06

0

2

4

6

8

10

12

14

School Enrolment of Primary (IV)

Boys

Girls

Total

Year

Students

1950-51 1960-61 1968-69 1980-81 1990-91 1993-94 1995-96 2001-02 2002-03 2003-04 2004-05 2005-06

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

School Enrollment of Middle (VI-VIII)

Boys

Girls

Total

Year

Students


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The efficiency of an education system is determined not only by

enrolling more and more but also by ensuring their retention in

the system.

Enrolment at Elementary Level 2006-07

(For Table See Annexure I)

The official figures (2006-07) show that again almost in 90% of

the districts of the State, the girls share in total enrolment at the

elementary level continues to be lower than boys at the primary

level. Despite significant achievements in the recent years, it is

realized that there are serious problems of gender and regional


0

20000

40000

60000

80000

100000

120000

140000

160000

180000

Enrollment at Elementary Level

Boys

Girls

Total

Districts

Students


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disparities in UEE. A significant proportion of children continue to

drop out due to socio-economic and cultural factors and also due to

lack of adequate infrastructure, shortage of teachers and

unsatisfactory quality of education provided.

About 5.9 per cent children in the age group 6 to 14 are out of

school, out of which 3.9 per cent are never enrolled and 2.2 per

cent are drop-outs. Again, the ratio of girls in case of never-

enrolled as well as in drop- outs is higher than boy.

Information regarding OOSC Children

(For Table See Annexure J )

(6-11) years (11-14) Years (6-14) Years

0

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

2000000


Childpopulation

OOSC

EnrollmentDroppedOut

Never Enrolled

Age Group

Children


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Programmes/ Schemes

The Central Government in conjunction with the State

Governments initiated a number of programmes to fulfill the

constitutional obligation and national aspirations. The various

schemes launched in J&K State so far are as follows:

1. Operation Blackboard

This Scheme, started in 1987-88, aimed at improving the class

room environment by providing infrastructural facilities, additional

teachers and teaching- learning material to primary schools. The

Scheme was implemented in 197 educational blocks in the State.

Under the scheme about 2,450 schools were constructed.

2.Mid-Day Meal Scheme

The National Programme of Nutritional Support to Primary

Education, commonly know as the Mid-Day Meal Programme was

launched on 15th August, 1995. It aims to give a boost to

universalisation of primary education by increasing enrolment,

retention and attendance and simultaneously improving the

nutritional status of students in primary classes. The Scheme was

started with an initial coverage of one lakh children but

subsequently all the children from classes I to V were covered

under the Scheme. They are provided with cooked and hot meals


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comprising a minimum of 450 calories and 12 grams of protein

content.

Resource Support for MDMSRupees in lacs

(For Table See Annexure K)

Despite the fact that the Scheme has increased enrolment as well

as retention of students, it has not been successful in achieving the

goal. Some of the weaknesses of the scheme are:

lack of community participation in implementation

because of poor awareness and advocacy among other

things.

2004-05 2005-06 2006-07 2007-08

0

500

1000

1500

2000

2500

3000

3500

4000

4500

Resource Support for MDMS

Central Assistance

State Share

Total

Yearwise

Contribution


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inability of the State to arrange the timely delivery of

food- grains because of non-availability of funds with the

implementing agencies to meet the initial expenditure.

close monitoring and supervision of the programme is

negligible.

3. Sarva Shiksha Abhiyan

The Sarva Shiksha Abhiyan was launched towards the end of the

9th Plan to achieve the goal of UEE through a time -bound

integrated approach, in partnership with states. The main

objectives of the Scheme are:

a. all children to be in schools, Education Guarantee Scheme

centers, alternate schools, back to schools campus by 2003

b. all children to complete 8 years of schooling by 2010

c. focus on elementary education of satisfactory quality with

emphasis on education for life

d. bridge all gender and social disparities at the primary stage

by 2007 and at the upper primary level by 2010 and

e. universal retention by 2010

These goals are more ambitious than the Millennium Development

Goals on Education or the Global Education for All goals, which


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are supposed to be achieved by 2015. The programme is an effort

to improve the performance of the school system and provide

community- owned quality elementary education in the mission

mode. The programme has a special focus on the educational

needs of girls, SCs/ STs and other children in difficult

circumstances. Keeping in view the objectives of the programme,

following steps have been taken:

a) Expansion of Access

3542 new primary schools established

6798 Education Guarantee Scheme centers (EGS) set up

2760 primary schools upgraded to the level of middle

schools

401 middle schools upgraded to the level of high schools

295 high schools upgraded as higher secondary schools

Up-gradation of 4661 Education Guarantee Scheme centers

(EGS) to the level of primary school approved by the

Project Approval Board (PAB) in the Ministry of Human

Resource Development for the year, 2007-08

Up-gradation of 711 more primary schools to the level of


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middle schools approved by the Project Approval Board (PAB)

in the Ministry of Human Resource Development for the year

2007-08

51 Kasturba Gandhi Balika Vidyalayas (KGBVs)

sanctioned to provide residential cum schooling facility for

adolescent girls from the disadvantaged sections of the society.

b) Infrastructure Development

1334 primary school buildings constructed and 2100 such

buildings under construction

134 middle school buildings constructed and 394 such

buildings under construction

1882 additional class rooms constructed. The construction

of 3204 more such class rooms in progress

62 Block Resource Centers constructed and 54 under

construction

292 Cluster Resource Centers constructed and 319 in the

process of construction

construction of 2661 primary school buildings for proposed

upgraded EGS centers approved by the Project Approval

Board (PAB) in the Ministry of Human Resource


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Development for the year 2007-08 involving a cost of

Rs.241.97 lacs

The construction of 2000 primary school buildings for the

balance upgraded EGS centers approved by PAB for the

year 2008-09.

c) Quality Education

1, 35,587 Teachers trained in various capacity building

programmes of short and long term durations

1017 teachers trained in computer education

126 Computer Aided Learning (CAL) centers established

covering 378 upper primary schools

Hole in the Wall Project Started and 28 learning stations

established

up-scaling of training institutions has been the mainstay of

the strategy for impart of quality education. The Project

Approval Board (PAB) of Ministry of Human Resource

Development has sanctioned the following programmes for

the year 2007-08

establishment of 8 new District Institutes of Education and

Trainings (DIETs) for 8 newly created districts during


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2007-08 at an estimated cost of 1648.00 lacs as non

recurring assistance and 452.00 lacs as recurring assistance

establishment of 2 new Colleges of Education (CTEs)

during 2007-08 at an estimated cost of 100.00 lacs as non

recurring assistance and 34.00 lacs as recurring assistance.

upgradation of college of Education, Srinagar to Institute of

Advanced Studies in Education (IASE) during 2007-08 at

Rs.225.00 lacs as central assistance for 11th plan period.

upgradation of State Institute of Education (SIE) Srinagar

to State Council of Educational Research and Trainings

(SCERT) during 2007-08 at Rs.200.00 lacs for eleventh

plan period on 50:50 basis.

upgradation of State Institute of Education (SIE) Jammu to

State Institute of Educational Management and Trainings

(SIEMAT) during 2007-08 at Rs.250.00 lacs.

Impact Assessment: Verifiable Parameters

reduction in the number of out of school children from the

level of 3.67 lacs in 2002-03 to 1.08 in the year 2006-07

reduction in the overall drop - out rate from 18.50% in the

year 2002-03 to 2.47% in 2005-06. (1.45% in primary

schooling and 3.50% in upper primary schooling)


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favourable trend in reduction of gender disparity in

enrolment particularly in EGS centers

transition rate from primary to upper primary reaching a

level of 95.73% and upper primary to Secondary level

81.63%

Employment Generation

R-e-Ts appointed under SSA 16318

R-e-Ts appointed as 3rdteacher 6919

R-e-Ts appointed under State Scheme 7695

Total 30932

Teachers promoted as Masters under SSA 1768

4. Gender Specific Programmes

1. National Programmes for Education of girls at

Elementary Level (NPEGEL)

2. Kasturba Gandhi Balika Vidyalaya (KGBV)

The former provides for adopting one girls middle school at cluster level

as a model school and certain gender focused interventions at the cluster

level, which include enrolment drive especially the enrolment of drop-out

and never-enrolled girls. Kasturba Gandhi Balika Vidyalaya (KGBV)

aims at establishing one residential girls school for adolescent girls who


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are drop-outs. The scheme is centered at block level with one school

provided for each block.

Progress of KGBV

11 KGBVs have been operationalized against the target of 14

KGBVs as on 21.05-2007. The remaining 3 KGBVs were

expected to be made operational by the end of June 2007.

All the KGBVs are operating in rented accommodation. The

construction programme of the KGBV shall be taken up after the

receipt of funds from Govt. of India.

Efforts are on to acquire land at suitable and convenient locations

so that the construction of KGBVs is taken up accordingly for

which the requisite funds have been already released to the district

implementation agencies.

Progress of NPEGEL

302 MCS have been established and additional classroom to equal

number has been provided besides drinking water and toilet

facility

9,983 girls have been benefited during 2006-07 and 21,022 girls

during 2005-06


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261 MCS have been approved during 2007-08 thereby taking the

total number of MCSs to 563.

Year wise Status of Funds Received

(For Table See Annexure L)

Allocation and Expenditures under Plan Scheme

Adequate financial resources constitute the backbone of all

developmental activities particularly for major programmes like

Universalisation of Elementary Education. Insufficient funds, apart from

parental cooperation and societal mobilization, have been the main

reasons for the obstruction of universalisation of elementary education.

2002-03 2003-04 2004-05 2005-06 2006-07

0

5000

10000

15000

20000

25000

30000

Status of Funds Received

SSA

NPEGELKGBV

State

Total

Yearwise

FundsReceived


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Financial achievements during the year 1996-2007 (Plan Sector)(Rupees In lacs)

Fig13.1

For Table See Annexure M

1996-97 1997-98 1998-99 1999-2000 2000-2001 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

0

5000

10000

15000

20000

25000

30000

35000

Financial achievements (Plan Sector)

Outlay

Expenditure

Yearwise

Financial

Achievements


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Financial achievements (Non-Plan Sector)(Rupees In lacs)

Fig14.1

Fig14.2

For Table See Annexure N

Elementary (Jammu) Secondary (Jammu) SIE (J ammu) Secondary (Kashmir) Elementary (Kashmir) SIE (Kashmir)

0

5000

10000

15000

20000

25000

Financial achievements (Non-Plan Sector)

Releases

Expenditure

Year 2005-06

Financialachievements

Elementary (Jammu) Secondary (Jammu) SIE (Jammu) Elementary (Kashmir) Secondary (Kashmir) SIE (Kashmur)

0

5000

10000

15000

20000

25000

Financial achievements (Non-Plan Sector)

Expenditure

Releases

Year 2006-07

Financialachievements


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Capacity Building

The capacity building of key resource persons and some selected

teachers is done at the State and District levels. SIEs, DIETs, & CTEs

have been entrusted with the teacher training programmes. These

institutions provide training on different subjects regarding education. No

training module is available with these two departments.

Challenges

increasing the number of teachers in primary schools is a

prerequisite for achieving UEE

teachers work environment needs effective action by the

Government

Village Education Committees to be made functional

encouraging community participation in promoting enrolment,

retention and other aspects of education

evolving a community based monitoring system

proper educational planning and school management

ensuring the availability of quality learning materials and

infrastructural development and retention of girls in the schools

Conclusion

Despite all the efforts of the government, Universalization of

Elementary Education remains a distant dream. This is because of the


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ignorance of community, persistent poverty and various prejudices

prevailing in our society. While the growth of literacy in females is

increasing at a faster rate than male literacy, the gap in the male female

literacy has been a major hindrance in the Universalization of Elementary

Education in the country. Another area of concern is to reduce the gap

between the rural and urban literacy rate.

Thus reduction in Poverty, Promotion of female education

providing incentives for retaining the children from weaker sections of

society would have to go together so that it can achieve the goal set by

SSA and also the Millennium Development Goal by 2015 set by

UNESCO. Further more, the challenge for providing quality education at

the elementary level involves improvements in the preparation, motivation

and deployment of teachers, the quality of text books and of infrastructural

facilities. It also involves making education relevant to societies needs and

to sustain and deepen current reforms in education and encourage local

planning and management of strategies for expanding and improving

elementary education in the State. This has to be achieved through

effective and sustained advocacy, massive community mobilization and

awareness programmes. Improving the performance of the teachers is the

most important challenge as they are the principal instruments of

education.


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Annexure A

Literacy Rates in J &K (1901-2001)

Source: 1981and 2001 Census

Census Year Persons Male Female

1901 2.40 4.26 0.11

1911 2.67 4.84 0.13

1921 2.79 4.90 0.33

1931 4.28 7.34 0.67

1941 7.17 11.32 2.31

1961 12.95 19.75 5.05

1971 18.58 26.75 9.28

1981 30.64 41.46 18.37

1991 38.00 46.00 29.00

2001 54.46 65.75 41.82


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Annexure B

Percentage of Male - Female Literacy in Total / Rural / Urban

Population 1981 and 2001

Source: 2001 Census

Persons Male FemaleTotal/Rural/Urban

1981 2001 1981 2001 1981 2001

Total 30.64 54.46 41.46 65.75 18.37 41.82

Rural 25.01 48.22 36.35 60.34 12.19 35.09

Urban 51.12 72.17 59.87 80.3 41.05 62.22


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Annexure C

Literacy Rate of Districts in Descending Order

District Total Literacy Rate

Male Female Ranks

Jammu 77.30 84.92 68.79 I

Kathua 65.29 75.73 53.92 II

Leh 62.24 71.98 50.03 III

Srinagar 59.18 68.85 47.97 IV

Kargil 58.21 73.58 40.96 V

Rajouri 57.65 69.64 44.14 VI

Punch 51.07 65.41 35.30 VII

Udhampur 54.16 66.43 39.89 VIII

Pulwama 47.76 59.24 35.40 IX

Doda 46.92 63.56 28.35 X

Barmulla 44.57 56.39 31.42 XI

Anantnag 44.10 55.56 31.51 XII

Budgam 40.94 52.51 28.14 XIII

Kupwara 40.80 53.55 26.83 IVX

Source: 2001 Census


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Annexure D

No. of Educational Institutions (1950 51 to 2005 2006)

Source: Digest of Statistics 2005-06

Year Primary(IV) Middle (VI -VIII)Boys Girls Total Boys Girls Total

1950-51 940 175 1115 102 37 139

1960-61 2314 545 2859 461 72 533

1968-69 3524 1431 4955 1017 292 1309

1980-81 4725 2681 7406 1509 537 2046

1990-91 6200 3042 9242 1855 583 2438

1993-94 6795 3251 10046 2214 697 2911

1995-96 7456 3005 10461 2471 611 3082

2001-02 8114 2820 10934 4052 988 50402002-03 - - 10972 - - 23692003-04 - - 10608 - - 1268

2004-05 - - 12049 - - 42392005-06 - - 13144 - - 5131


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Annexure E


Institutions Govt Private Total

EGS Centres 6798 Nil 6798

Primary Schools 10703 1677 12380

Middle Schools 4552 1236 5788

High Schools 1029 594 1623

Hr.Sec. Schools 479 127 606

Sanik Schools 2 Nil 2

Kendriya Vidyalayas 36 Nil 36

Jawahar Navodalayas 14 Nil 14

Source: Education Department


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Annexure F

District wise Schooling Facility available at Primary L evel (2007-08)

District No. ofEducational

Institutions

Area in Kms EducationalInstitutions/Km

Population Population/Institution

Jammu 1325 3097.0 2.33 1,58,9000 1199.24

Doda 2345 11691.0 4.98 69,2000 295.09

Kathua 1086 2651.0 2.44 5,50,000 506.44

Poonch 1102 1674.0 1.51 3,73,000 338.47

Rajouri 1250 2630.0 2.10 4,83,000 386.04

Udhampur 1258 4550.0 3.61 7,44,000 591.41

Srinagar 691 2228.0 3.22 1,20,2000 1739.50

Anantnag 1583 3984.0 2.51 1,17,2000 740.36

Barmulla 2195 4588.0 2.09 11,70,000 533.02

Budgam 979 1371.0 1.40 6,29,000 642.49

Kupwara 1220 2379.0 1.95 6,50,000 532.78

Pulwama 921 1398.0 1.51 6,53,000 709.01

Leh 235 45110.0 191.95 1,17,000 497.87

Kargil 391 14036.0 35.89 1,19,000 304.34


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Annexure G

District wise Schooling Facility available at Upper Primary Level

(2007-08)

District No. ofEducational

Institutions

Area in Kms EducationalInstitutions/Km

Population Population/Institution

Jammu 357 3097.0 26.02 1,58,9000 4450.98

Doda 378 11691.0 92.78 69,2000 1830.68

Kathua 328 2651.0 24.24 5,50,000 1676.82

Poonch 310 1674.0 16.2 3,73,000 1203.22

Rajouri 366 2630.0 21.55 4,83,000 1319.67

Udhampur 426 4550.0 32.04 7,44,000 1746.47

Srinagar 219 2228.0 30.52 1,20,2000 5488.58

Anantnag 415 3984.0 28.8 1,17,2000 2824.09

Barmulla 541 4588.0 25.44 11,70,000 2162.66

Budgam 279 1371.0 14.74 6,29,000 2254.48

Kupwara 376 2379.0 18.98 6,50,000 1728.72

Pulwama 260 1398.0 16.13 6,53,000 2511.53

Leh 71 45110.0 1906.05 1,17,000 1647.88

Kargil 122 14036.0 345.14 1,19,000 975.40


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Annexure H

School Enrolment by Stages/Classes for Boys and Girls (1951-2002)

Figures in Lacs

Source: Digest of Statistics 2005-06

Year Primary(IV) Middle (VI-VI II) Secondary (IX-X)

Boys Girls Total Boys Girls Total Boys Girls Total

1950-51 0.660 0.120 0.780 0.180 0.20 0.200 0.053 0.003 0.056

1960-61 1.610 0.550 2.160 0.480 0.120 0.600 0.170 0.050 0.220

1968-69 2.570 0.050 2.620 0.750 0.300 1.050 0.410 0.100 0.510

1980-81 3.432 1.946 5.378 1.147 0.525 1.672 0.574 0.262 0.836

1990-91 4.575 3.048 7.623 1.943 1.27 3.070 1.102 0.543 1.645

1993-94 4.786 3.280 8.066 1.981 1.411 3.392 1.311 0.697 2.007

1995-96 5.034 3.646 8.580 2.351 1.373 3.724 1.547 0.897 2.443

2001-02 5.993 4.874 10.867 2.747 2.150 4.897 2.091 1.502 3.593

2002-03 3.57 3.08 6.65 1.94 1.47 3.41 1.94 1.32 3.26

2003-04 4.30 3.13 7.43 1.96 1.56 3.51 1.77 1.27 3.04

2004-05 5.61 5.12 10.73 2.54 2.03 4.57 2.02 1.53 3.55

2005-06 6.58 5.78 12.36 2.69 2.08 4.77 2.03 1.57 3.60


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Annexure I

Enrolment at Elementary Level 2006-07

District Boys Girls Total

Jammu 37150 36653 73803

Doda 45145 45628 90773

Kathua 31230 29416 53247

Poonch 37377 40757 78134

Rajouri 31608 30536 62144

Udhampur 60517 52641 113158

Srinagar 25852 27012 52864

Anantnag 125677 37619 163296

Barmulla 78125 76239 154364

Budgam 42180 41830 84010

Kupwara 48996 47226 96222

Pulwama 57941 48598 106539

Leh 2855 3241 6096

Kargil 6030 7939 13969

Total 630683 525335 1156916


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Annexure J


S.No. AgeGroup

Total Child Population

B G T1. (6-11)

yearsChild Population 626376 558142 1184518

OOSC 24196 32199 56396

%age to total Child Population in6-11 group

3.9 5.8 4.8

(11-14)Years

Child Population 350798 308557 659355

OOSC 2502 29663 52165

% age to total Child Population in11-14 years

6.4 9.6 7.9

(6-14)

Years


OOSC 46698 61862 108560

% age to total Child Po;ulation in6-14 group

4.8 7.1 5.9

Information regarding Never Enrolled Children(6-11)

YearsChild Population 626376 558142 1184518

Never Enrolled 16642 23472 40114% age to total Child Population in6-11 group

2.7 4.2 3.4

(11-14)Years


Never Enrolled 12298 18752 31050

% age to total Child Population11-14 group

3.5 6.1 4.7

(6-14)years)


Never Enrolled 28940 42224 71164% age to total Child Population in6-11 group

3.0 4.9 3.9

Information regarding Dropped out Children(6-11)

YearsEnrollment 602180 525943 1128123

Dropped Out 7554 8727 16281% agfe to total Enrolment in 6-11group

1.3 1.7 1.4

(11-14)years

Enrolment 328296 278894 607190

Dropped out 10204 10911 21115

% age to total Enrolment in 11-14group

3.1 3.9 3.5

(6-14)years

Enrolment 930476 804837 1735313

Dropped Out 17758 19638 37396

% age to total Enrolment in 6-11group

1.9 2.4 2.2


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Annexure K

Resource Support for MDMS

( Rs. in Lacs )

Year Central Assistance State Share Total

2004-05 Nil Rs.210.00 Rs.210.00

2005-06 Rs.433.46

+Rs.1282.23 Rs.500.00

Rs.933.46

+Rs.1282.23

2006-07 Rs.1147.29 Rs.627.79 Rs.1775.08

2007-08 Rs.2743.94 Rs.1400.00 Rs.4143.94

Total Rs.5606.92 Rs.2737.00 Rs.8344.71


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Annexure L

Year wise Status of Funds Received

Year SSA NPEGEL KGBV State Total

2002-03 2112.84 0 0 0 2112.84

2003-04 5272.85 0 0 1969.73 7242.58

2004-05 6793.34 114.9 0 1000 7908.24

2005-06 18870.95 558.6 190.57 6138.7 25758.82

2006-07 22048.57 34.75 0 5989 28072.32


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Annexure M

Financial achievements during the year 1996-2007 (Plan Sector)(Rupees In lacs)

S. No. Year Outlay Expenditure

Revenue Capital Total Revenue Capital Total

1. 1996-97 7438.17 2572.64 10010.81 6876.05 2241.08 9117.13

2. 1997-98 6497.00 2604.00 9678.00 6207.66 2214.61 8422.27

3. 1998-99 11960-18 3409.84 15370.02 11493.62 3077-21 14570.83

4. 1999-

2000

14913.37 1798.73 15992.10 13053.38 1771.555 14824.93

5. 2000-

2001

14639.32 2308.91 16948.23 13752.74 1342.18 15094.92

6. 2001-02 14771.03 2042.60 16813.63 13769.09 1498.23 15265.32

7. 2002-03 15067.02 36-7.86 18674.87 14596.94 2041.54 16638.48

8. 2003-04 16338.64 3268.55 19607.19 15678.88 23451.67 18028.55

9. 2004-05 18394.38 5417.75 23812.13 18171.37 3272.00 21443.37

10. 2005-06 24726.25 7814.78 32541.03 23127.59 5335.40 28462.99

11. 2006-07 16166.97 8569.00 24735.97 13882.26 6711.23 20593.49



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Annexure N

Financial achievements (Non-Plan Sector)(Rs. In lacs)

Year Releases Expenditure Scheme

2005-06 17414.32 15713.39 Elementary (J ammu)

15090.17 14001.68 Secondary (J ammu)

94.90 84.98 SIE (Jammu)

15675.85 13595.72 Secondary (Kashmir)

20135.38 17641.52 Elementary (Kashmir)

82.50 68.17 SIE (Kashmir)

17407.34 16643.27 Elementary 9Jammu)

22549. 10 21845.38 Secondary (J ammu)

107.75 103.38 SIE (J ammu)

21748.30 19851.91 Elementary (Kashmir)

21048.24 20938.59 Secondary (Kashmir)

2006-07

110.05 107.56 SIE (Kashmur)


Education Sector Report by naseem nazir

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