CHAPTER-I

INTRODUCTION

1.0 Introduction

India's fate is being built in its class at this time. We believe that this is not a miracle.
Education in this world based on science and craft science determines the level of
happiness, welfare and safety of the people. Eligibility of students coming out of our
schools and colleges will depend on the institution of national reconstruction the success
of that important work, whose main goal is to raise our level of living (Indian Education
Commission 1964-66). The primary level has special significance in the entire process of
education. This is the stage when the foundation for the development of personality is
kept. In this stage, the rituals inserted in the child become part of their personality. The
more diverse and rich experiences the child will get, the development will be equally
effective. In this state children develop trends, search, curiosity, analysis, etc. Education
in our country has been divided into three levels primary, secondary and higher
education. Primary education is the foundation of our education. The foundation of
education is built on this foundation.

Basic education is the object of first essentiality in the life of each nation and every
person. This is the first stairs that successfully reach a nation's desired goal by crossing it
successfully. It is said that the closer the relationship is with the national life, the primary
education is not the same as the secondary and the higher education. The national
ideology of primary education and the contribution of the character are greatly
contributed. Primary education is not related to any particular class or person, but from
the entire population. It has every contact with every person‟s life at every step
(Shrivastav, 2007).

School is such a special environment where some of the qualities of life and the
education of certain types of activities and occupations are given for the purpose that the
development of the child is in the desired direction. These educational institutions affect
human life and human life education institutions. Education institutions or schools have a
profound influence on society and society on schools, both determine the nature of each
other. Primary education makes the kids versatile to the earth, builds up a feeling of
common altruism and collaboration in them. His physical and mental development,
development of language, arts and music etc. by developing the ability of self-

1
expression, making them self-sufficient, citizenship in them, develops qualities and
creates a sense of ethics in them (NEP, 1986). Kothari Commission (1964-66) has
written in its report regarding the objectives of primary education that the objective of
modern education is to enable the child to cope with the circumstances of future life by
providing physical and mental training in such a way to do that it can actually become a
useful citizen.

India has a special place in the category of developing countries of the third world.
Requirements of our country needs, numerous fields‟ progress and accomplishments
have an orientation on our life; however numerous nations of the world additionally see
us as far as expectation. As it is known, the cause of the progression of any country lies
in the release of obligations by its natives by commitment to their country. On the other
hand, the improvement of ethics, quality of life and living conditions directly relations
are from being educated. Illiteracy is a curse that is not erasing in India. In order to
reduce this illiteracy curse, government and non-governmental organizations are being
created in our country and state and efforts are also being made to bring the quality in
education. For this, Government and Education Department are taking a lot of steps in
the development of primary education.

Dr. S. Radhakrishnan, while clarifying the importance of education said that "education
is not just a source of livelihood. It is not a culture of ideas or a school of citizenship”.
Further, the life-long process "education" is related to "learning" in its true meaning.
Education is the art of man being adjusted with his inner and external surroundings.
Education is the mirror of life in which man sees his abilities and inabilities as a
reflection. These reflections become the resources to pave the way for human personality
development.

It is the initiation of entering the spiritual life, teaching of the human soul engaged in the
search of truth. Thus education is the basis of all-round development of human life.
There is a medium to decide between right and wrong. Surely, the old patterns of
education life can be seen as being adaptable to accommodating the new demands of
time. Wisdom and superstitions in society can be eliminated through education, while
human values of development can be established by communicating innovation in
society. In different levels of education, primary education is similar to the mother in the
developmental object, which is not only the finger, but also the child. It teaches to walk,
but in the first place, it inspires self confidence.

2
Gandhiji, while clarifying the meaning of education, said that my intentions from
education are the body, mind and the all-round development of the qualities of the soul is
to grow. Keeping in view all these objectives and making education inevitable and free
of charge, place in constitutional provisions.

Parkash and Singh (2007 explained that the state directed to make the responsibility of
making the education of children of the age group of 6-14 years free and compulsory.
After six decades of independence when primary education could not achieve its real
form, then by the 86th constitutional amendment 2002 providing a fundamental right to
education to children of the age group of 6 to 14 years, a new Article 21 (A) was added
to the Constitution. If all is well in the direction of primary education and the society and
the state adopt positive attitude, then the day is not far when every child in the country
will be able to join the paper pen and the inkpot and there will be quantitative and
qualitative change in education (Parkash & Singh, 2007).

1.1 Elementary Education

Elementary education has been defined in Encyclopedia Americana (1988) as elementary

education, the period of formal schooling extended from admission to school in
kindergarten or 1st grade to completion of 6th, 7th or 8th grade. Also known as primary
education in many countries, it designates the range of schooling for the children from
about 6 to 12, 13 or 14 years of age.

The Sargent Report (1944) mentions as “Universal Compulsory, and Free Primary or
basic Education for all children between 6 to 14 years age divided in to the junior basic
(6 to 11) and senior basic (11 to 14) stages.” Article 45 of the constitution of India
neither used the term Elementary Education nor Primary Education. It states,
“Compulsory education for all the children until they complete the age of 14 years.” The
Secondary Education Commission (1952-53) has mentioned 4 or 5 years of primary
education or junior basic education, middle or junior secondary or senior basic school
stage which should cover a period of three years. The Indian Education Commission
(1964-66) has used the terms primary (1st to 7th or 1st to 8th) as mentioned below:

Lower Primary: 1st to 4th or 1st to 5th classes.

Higher Primary: 5th to 7th or 6th to 8th classes.

Lower secondary Classes: 8th to 10th or 9th to 10th classes.

3
As per NCERT, Curriculum of Elementary and Secondary Education: A Framework
(1988), has described terms Elementary Education (8 years), divided into primary stage
(5 years) and upper primary stage (3 years).

1.2 Elementary Education in India: Historical Perspective

The desire to know the past is inherently of everyone. History gives human vision to the
realities of the past. History is actually a meaningful representation of the achievements
and actions of mankind. The history of any nation is not only a sequence of events but
also a reflection of the entire life philosophy of that nation. History presents a live
picture of the social, religious, political, economic, educational, cultural, industrial, etc.
of the times passed. Mankind uses the knowledge of the consequences of many incidents
in the past to make its present and future superior, for this it is absolutely necessary to
understand the past by studying history. It is clear that in an effort to study the present
Indian education system and find solutions to its vulnerable problems, it is logical to
have a look at the history of Indian education. The study of the historical background of
the academic development in the past will be able to know the changing nature in various
periods.

India was a global leader in education. Actual practical education was provided in India
with principles and principles, for a long time, other countries were living behind. India
was the first to have world class universities in Nalanda in Magadha, Vikramshila in
Anga and Taxila in Punjab (currently under Pakistan). Apart from these universities,
Gurukul was a witness to the education system in ancient India. Thus, Indian educational
history is more than 5000 years. India's education and education system is changing
during the British era and after Independence it has completely changed into various
aspects. The main objective of this part of the introduction is to explore the development
of the modern system of primary education which has been stabilized in ancient India
since ancient period.

The history of Indian education can be broadly divided into five period groups. These
are:-

 Vadic Period

 Budhistic Period

 Muslim Period

4
  British Period

 After independence

1.2.1 Elementary Education during Vedic Period

Vedic period is the composition of the Vedas and the age of education system based on
the Vedas. In the last years of this period, the composition of Brahmin, Aranyak,
Upanishad etc. was also composed in the commentary of Vedas.

If we observe the Vedic period, we will find that the concept of universal education is
never a new idea in India. It is as old as the start of human civilization. The Indian
educationists advocated that education should not only cater to the needs and
development of a favored 'few, but for the entire society. Spiritual education should be
provided to the every child in this nation with a minimum standard of quality.

The grihya sutra sates that the three twice born castes were all required to undergo a
period of religious studentship. In grihya sutra it has been said that the three twice born
castes had to undergo a period of spiritual studentship. King Arvapati Kaikeya said in the
Chandogya Upanishad (Vol. II, 5) that, "in my kingdom there is no ignorant person” the
above statement clarifies that there was a universal compulsory education system in
ancient Aryavarta.The course and subjects of training of the study were not, of course, same for
the entire category (Ghanta and Dash, 2004). Basic elements and features of Vedic
system of education are (Tripathi, 2006):

 A key feature of the Vedic period's education was the Gurukul system, the
students lived in their own guru or in some ashram, staying there earning
knowledge. Gurukul were the best example to impart the quality education.

 Every child of the Brahmin, Kshatriya and Vaishya Varna starts the school after
the rituals or the word 'Upaniyan' literally means 'to take the pass', that is to be
brought to the teacher for the teacher. After upanayan ritual student become as
dwija or twice born, he was known as brahmchari. The child only started
teaching the Guru by preaching the 'Savitri Mantra' (Guru Mantra). Shudra did
not the right to study.

 The study period was generally 12 years in the Vedic period.

 The curriculum was decided by the Guru according to the individual interest,
talent and ability of the student. Thus, training was imparted according to
individual differences.

5
  The aims of education in Vedic period were developing a spirit of god devotion
and righteousness, observation of dharma, character formation and development
of personality, observance of civil and social duties, advancement of social skills,
preservation and dissemination of national culture.

 Due to being a religious head of the Vedic society, special emphasis on religion,
but he did not neglect occupational education. Occupational education was
provided according to caste in Vedic period.

 Education was free but often limited to the upper castes. After completion their
education Students used to pay voluntary Gurudakshina to the guru.

1.2.2 Elementary Education during Buddhistic Period

During this period Buddhism originated and a new type of education was arranged
according to Buddhism. We know from the Jataka tales that there was a system of
primary education in the Buddhist era. Buddhist monasteries were centers of education.
Initially, this education was only religious, but after some time world education was also
given. The reason was that there was a system of both types of education in rival
education institutions run by Brahmins. In such a case, it was necessary that both types
of education should also be organized for Buddhists. By doing so, the sole authority of
the Brahmins could have been eliminated from education.

At the time of India's arrival in Fahian (399 - 414 AD) in Buddhist monasteries, there
was also a very good system of education - together with the education of those who
joined the Buddhist Union. We get mention of public or primary education in the articles
of Chinese travelers - Huyansang and Icing, who came to India in the 7th century.
According to these passengers, primary education was begun from the age of 7 years.
The students used to read 'Siddhirastu' book for six months, which included 49 letters of
the alphabet. After finishing this, students will be able to study the Sabdh -Vidya, Shilp-
Vidya, Medicine - Vidya and Aadhatam (Spirituality) Vidya. The above description of
primary education makes it clear that religious, worldly, philosophical and practical
knowledge was provided in Buddhist monasteries. This education was not only
authorized to receive Buddhist-monks and Buddhists as well as Buddhists. It is necessary
to mention here that the medium of education was 'Pali language', which was spoken by
the masses, not Sanskrit - as was the education-driven institutions by the Brahmins.
Basic elements and Attributes of Buddhist education are (Tripathi, 2006):

6
  At the time of entry, Pabbajja ceremony was performed. The school age was 8
years old

 Upsampada ceremony was performed in the age of twenty.

 It was an order to ask alms for the students, to eat simple food, to play in water
and to remain disciplined. It was also mandatory to wear fewer clothes for the
students.

 The teachers and the students had fixed duty towards each other.

 Guru-disciple relationship was affectionate.

 The subjects were Buddhist, Hindu and Jain-religion, philosophy, spirituality,

logic, Sanskrit, play, medicine - science and administration etc.

 Teaching method was oral. But logic, debate, analysis, interpretation and
explanation methods were also used.

 The medium of instruction was Pali the popular languages of the country.

 The place of women education was lower than the men education.

 Different crafts were taught.

1.2.3 Elementary Education during Muslim Period

During this period, Muslim rulers ruled over India, and the education system given on
the basis of Muslim religion and culture was dominating. It was rightly said by
Mohammad Saheb it is better to teach a child than to give gold in donation. The
beginning of the 18th century A.D. marked the advent of Mohammedian invasions of
India. The Arabs and the Turks brought various new traditions and institutions to India.
The Islamic pattern of education was unbelievable institution in many cases, which was
very different from the Buddhist and Brahmin systems of education. Before we discuss
the details of the Islamic pattern of education in India, two facts are to be mentioned.
First, Muslim education did not reach such a high point in India as in some other Muslim
lands. It is at least partly accounted for by India being separated remotely from the rest of
the Muslim world. Secondly, there was no continuous growth and envelopment of
Muslim education in India. It was due to fact that in most cases commendable work done
by a ruler had been undone by his successors by their indifference and neglect. Now,
coming to the pattern of education, we find that mosques were centers of instruction and

7
literacy activity. Muslim educational institutions are well-known as 'Maktabs' (schools)
and „Madarsas' (colleges). Basic elements and features of Islamic elementary education
were (Ghanta and Dash, 2004):

 Primary education in Muslim period started with the Bismilah ceremony when
boy age would be four years, four months and four days but this ceremony was
called „Zarfishani’ in the case of girls. Maulvi Saheb used to teach the child some
of the Quranic verses or simply by uttering the words of Bishamlah during
entering in the „Maktab‟

 Educational institutions were provided primary education in the Maktab and

higher education in madrasas. Maktab was associated with the mosque and the
maulvi sahab of the mosque taught in Maktab.

 After completing education in Maktab, students used to receive higher education

in Madarsas.

 Curriculum- only reading, writing mathematics and religious education were

taught at elementary stage. The medium of education was mainly Arabic -
Persian. Later, initial education was started in Urdu.

 Teaching method – The practice of verbal and verbal method for teaching was
practiced. Lectures, question-answer, debate, self-study methods were used in
Maktab and Madarsas.

 Teacher student relations in the Muslim era though were close and good.

 The practice of taking formal examination at the end of the study was not
exhausted till the Muslim period. When the teacher was satisfied, the education
of the students was considered complete.

 In order to maintain discipline and discipline, physical punishment was also

given to wages, whips, kicks, pansy, cock making, erect lamps, standing up and
standing.

 It was encouraged by giving prizes to qualified and skilled students.

 Women‟s education was totally neglected in this period and „Pardah’ system was
also shut up all the Muslim women. Exceptionally, few Muslim women received
education.

8
1.2.4 Elementary Education during British Period

During British period, India's rule remained largely under the authority of the East India
Company and the British state system and at this time based on English language,
Western culture and science. Western education system was introduced in India (Gupta
& Gupta 2015). In the starting the Christian missionaries established schools for the
employee‟s children of East India Company. After that they started preaching
christianity and conducting trade with Indians. Indians were also allowed to take
admission in these schools. There was three kinds of schools came into existence. They
were: Missionary Schools, Vernacular Schools and Government Schools. Medium of
instruction was English and the Vernacular language. Lord Warren Hastings was the
founder of Calcutta Madarasa in 1781to produce Muslim officers to work in the law
courts. A Sanskrit College at banaras was established by Lord Cornwallis. These
colleges survived with the aid of rupees one lakh per annum grant. Indian education grew
at that time when the social reformer Raja Ram Mohan Roy established a college in
Calcutta in 1816-1817 which later on became the Presidency College in 1855. Some
other abroad committed Christian missionaries also started colleges in India for
imparting western education (Chalapathy, 1992).

The most important and noticeable event in the development of education system in
India was the beginning of English in 1835 by Lord Macaulay as the medium of
education. In 1835, Macaulay's famous minute gave a death blow to indigenous
education in the country. Medium of instruction was English. As a result vernacular
schools suffered. The Bombay native education society did excellent work in
endorsement of primary education. The society opened fifteen Primary schools. The
main aim of these schools was to imparting western education through the mother
tongue. In 1840, the Bombay Native Education society was replaced by Bombay Board
of Education which functioned up to 1855.

For the first time in the history of primary education, during the British period, a clear
cut policy was declared by Woods Dispatch in 1854, which states - to improve the
existing indigenous schools, to open new government schools according to some set
plans like encourage private enterprises through grant-in-aid system and to adopt
vernacular languages as the medium of instruction (Mohanty, 2003). In spite of these
valuable suggestions, the government did not do much in the field of primary education.
The grant-in-aid rules benefit the instructions of higher education more than primary

9
education. The neglect retarded the process of primary education. Lord Stanley viewed
that grant-in-aid system did not suit the encouragement of primary education in India; so
he advised that only government should imparted primary education.

Lord Stanley's Dispatch played primary role in the promotion of primary education. By
1871, the department of education came under the direct control of the provincial
government. During the period of Lord Mayo the provincial governments were
authorized to make expenditure of education. The progress of primary education thus,
remained an important question till 1871. The Hunter Commission of 1882 had given
special attention and made suggestion regarding the policies, administration,
encouragements of indigenous schools, teachers training etc (Kaur,1985). Through the
Hunter Commission the Wheel of primary education was propelled in India. Lord Curzen
declared through the resolution of 1904 that the 'expansion of primary education is the
duty of the state'. Lord Curzen's contribution to the primary education scheme set the
education system in motion. The Bombay government in 1906 appointed a committee to
observe the opportunity of introducing compulsory education in Bombay.

But the committee unfortunately reached the conclusion that it was not appropriate time
for compulsory education. Eminent leader Gokhale placed bill in the central legislative
council for making primary education compulsory and free. Due to this bill, enough
progress of primary education was made between 1912 to1917.

Gokhale's ideas and efforts left impact on British government, and its outlook towards
the changing system of compulsory and primary education (Tarachand, 2010).

The Sadler commission was appointed in 1917. Sir Michael Sadler was the chairperson
of this commission. The Commission brought up the requirement for rolling out
significant improvements in secondary education. It also suggested the setting up of
Boards of Secondary examinations, utilizing Indian dialects at optional school level, and
expansion of courses at secondary level. Some of these recommendations of this
commission were accepted and implemented by the Government. In 1929, Hartog
committee reviewed the education system. The committee suggested the retention of
boys in the middle Vernacular schools and they could go for rural pursuits Montague-
Chelmsford reforms were canceled in 1921. The Bureau of Education was created by the
enactment of the Government of India Act of 1935. It was converted into Central
Advisory Board of Education.

10
This board clearly specified various levels in the educational system like primary, lower
secondary and higher secondary education. The resolution of Basic Education at Wardha
which provided the national policy free and compulsory education for all the children
between 6 - 1 4 years was put forth in 1937 by Mahatma Gandhi. In 1944 Sargant's plan
recommended universal, free and compulsory education for all the children between the
ages of 6 to 14 years on basic education lines. This Sargant plan was still under
consideration at the time of flow of partition and Independence movement of India.

The overall conclusion is that during British period education was imparted through
missionary Schools, Vernacular Schools and Government Schools. At that time, medium
of instruction was English and the Vernacular language

1.2.5 Elementary Education after Independence in India

The time since 1947 is called an independent period. Breaking the slaves of slavery,
India achieved independence in 1947, and after this, many changes were made in the
field of education, in accordance with the new conditions of independent India and the
aspirations and needs of the independent nation. The day of independence, it witnesses
and share the happiest movement of the Indian people in Indian history, but real picture
in the field of education was totally different. The opening balance on the eve of freedom
in every sector of education was extremely scanty and disappointing in all aspect like
educational disparities and imbalances were very large between urban and rural, between
rich and poor, between men and women. After independence India requires immediate
reforms in education system which is essential instrument for social change and national
upliftment. Several committees and commissions were necessary to review the
educational problems and make suggestion in order to adjust it to the changing needs,
aspiration of the people, structure, and strategy of education. Free India wants effective
constitution to give justice, liberty, and equality and off course to provide free education
to the people of India. Finally the new constitution for free India became effective from
26th January, 1950 (Mohanty, 2002).

Government of India has taken several steps for the smooth transition in view of social
and economic reconstruction. The first step taken in this direction is introduced Article
45 of the constitution. Under this Article free and compulsory education in the
constitution as the principle of the state‟s policy in which states had to ensure the
provision of education for all children up to the age of 14 years within the ten year period
if implementation of the constitution. Although this goal was recently ineffective till the
government gave its children the Right to Education Act, 2009.

11
The decade of sixties witnessed appointment of a series of commissions to survey, study,
review and recommend improvements in the different sectors of education. On the basis
of the recommendations contained in the reports of these commissions, the government
took steps to introduce certain much needed changes in the system of education. In India,
education has been made a joint responsibility of the States and the Centre. The center is
represented by Ministry of Human Resource Development (MHRD) and together with
the states; it is jointly responsible for the formulation of education policy
(https://mhrd.gov.in/rte).

The center is represented by Ministry of Human Resource Development and together

with the States; it is jointly responsible for the formulation of education policy and
planning. The Government of India has succeeded in building a National System of
Education through setting up high-level expert committees, formulating national
education policies, launching and implementing various educational flagship schemes
like Operation Blackboard, District Primary Education Programmme, Sarva Shiksha
Abhiyan, Mid Day Meal Scheme, National Programme for Education of Girls at
Elementary Level, Kasturba Gandhi Balika Vidyalaya, Rashtriya Madhyamik Shiksha
Abhiyan, Scheme/Plan to set up 6000 Model Schools at the Block Level, Right to
Education Act (RTE) 2009 and Beti Bachao, Beti Padhao Scheme
(https://mhrd.gov.in/rte).

1.3 Status of Schools in Haryana

There are three types of schools in Haryana. These are government schools, government
aided schools and private schools. Government aided school have privately managed but
teacher salaries and other expenses funded by government. Private schools are entirely run,
managed funded by privately (Kingdon, 1994).

Haryana, the 17th State of the Indian Union, appeared on November 1, 1966, because of
division of the previous territory of Punjab. After getting statehood in 1966, Haryana
began to move onto the path of progress in the sphere of education in terms of schools,
budget expenditure, Enrollment, number of teachers, etc. There were 5779 schools in
Haryana in 1966, which went up to 15296 by 1997-98. As indicated by the Sixth All
India Education Survey (NCERT, 1998), in Haryana, there were 31, 19,669 students
(57.48 per cent boys, 42.52 per cent girls) enrolled in the schools from class 1st to 12th.
Out of total students enrolled in Haryana, 74.43 per cent were enrolled from the rural
areas. In rural Haryana, among the total students 58 per cent were boys and 42 per cent
12
girls. Further, Haryana is one of the 14th state, where compulsory education was
introduced at the age of 6 to14 years. Primary school is available for school going of the
age 6 to14 years. According to revised Education Policy (1992), Government of Haryana
had provided a primary school, a middle school, and a high school within 1.0 km., 1.80
km and 2.33 km. respectively in 1992. Efforts have been afoot to expand the accessibility
of education to the extent that walking distance for a child to reach the school is reduced
to the minimum. In Haryana, District Primary Education Officer (DPEO) is empowered
to open branch of primary school at a place where 30 or more children are available for
schooling. Hundred government primary schools for girls are opened every year to cater
to the needs of the increasing population of the state. All these efforts have influenced
literacy rates in the state. Haryana is not legging behind in the school education from the
other states of India. There are pre-primary, primary, upper primary, secondary, senior
secondary and degree education provided in this state.

Table No. 1.1 Status of Government and Private Schools

Senior Secondary/High Schools Middle Schools Primary Schools

Govt. Private Govt. Private Govt. Private Total

2015-16 3,258 4,405 2411 2019 8,924 751 21768

2016-17 3,259 4,523 2,418 2,568 8,859 1,109 22736

2017-18 3,280 4,744 2,394 2,834 8,713 1,261 23226

Source: UDISE 2017-18

Table No. 1.1 shows about the Status of Senior Secondary/High Schools, Middle and
Primary Schools by All management Year wise in Haryana from 2015 to 2018.

There were 21768 total schools in Haryana, in which 8924 government primary
schools, 2411 government middle schools and 3258 senior secondary/High schools while
751 non government primary schools, 2019 non government middle schools and 4405
non government senior secondary/High schools in 2015-16. There were 22736 total
schools in Haryana in which 8859 government primary schools, 2418 government
middle schools and 3229 senior secondary/High schools while 1109 non government
primary schools, 2568 non government middle schools and 4523 non government senior
secondary/High schools in 2016-17.

13
Table No. 1.2 Status of Government and Private Schools in Haryana 2017-18
(Districts wise)

Senior Secondary/High Schools Middle Schools Primary Schools

Districts Government Private Government Private Government Private
Ambala 155 163 137 96 479 60
Bhiwani 201 238 108 105 446 54
Charkhi 109 119 50 31 210 12
Dadri
Faridabad 91 456 41 433 239 79
Fatehabad 151 139 89 79 388 69
Gurugram 121 264 88 176 362 64
Hisar 274 367 103 198 503 113
Jhajjar 175 236 54 77 297 58
Jind 214 233 99 85 431 40
Kaithal 150 169 74 125 376 52
Karnal 170 262 120 185 488 115
Kurukshetra 115 171 184 78 494 61
M. Garh 145 204 133 66 472 26
Nuh 92 68 260 101 479 12
Palwal 109 232 143 200 360 58
Panchkula 63 68 80 50 275 38
Panipat 124 216 55 226 244 68
Rewari 149 186 97 58 404 55
Rohtak 162 248 36 80 212 49
Sirsa 189 166 127 100 524 51
Sonipat 210 300 78 185 428 93
Yamuna 111 239 238 100 602 34
Nagar
Source: UDISE 2017-18

Table No. 1.2 shows the status of schools districts wise in Haryana. The above table
clearly indicates that at senior secondary/high level 19 districts out of 22 districts had
more private schools only three districts Fatehabad, Nuh and Sirsa had more government
schools. At middle level 13 districts had more private schools and 09 districts had more
government school. At primary level all the district had more government schools than
the private schools.

14
Table No. 1.3 Status of Teachers in all management Schools

Year Senior Secondary/High Middle Level Primary Level

Level

Male Female Total Male Female Total Male Female Total

2015-16 41,476 43,947 85,421 18,560 2,866 31,426 20,088 12,989 33,077

2016-17 40,775 44,409 85,184 18,917 12,619 31,536 20,136 13,432 33,568

2017-18 38,911 44,650 83,561 19,571 23,739 43,311 33,032 59,617 92,649

Source: UDISE 2017-18

Table No.1.3 indicates about the status of teachers in recognized all management schools
in Haryana from 2015 to 2018. In 2015-16 senior secondary/high schools had total
85421 teachers in which 41476 male teachers and 43947 were female teachers. Middle
schools had total 31426 teachers in which 18560 male teachers and 2866 were female
teachers. Primary schools had total 33077 teachers in which 20088 male teachers and
12989 were female teachers.

In 2016-17 senior secondary/high schools had total 85184 teachers in which 40775 male
teachers and 44409 were female teachers. Middle schools had total 31,536 teachers in
which 18917 male teachers and 12619 were female teachers. Primary schools had total
33568 teachers in which 20136 male teachers and 13432 were female teachers.

In 2017-18 senior secondary/high schools had total 83561 teachers in which 38911 male
teachers and 44605 were female teachers. Middle schools had total 43311 teachers in
which 19571 male teachers and 23739 were female teachers. Primary schools had total
92649 teachers in which 33032 male teachers and 59649 were female teachers.

Table No. 1.4 Enrollment Status of Students in all management Schools (Class-wise)
in Haryana

Year Class I to V Class VI to VIII

Boys Girls Total Boys Girls Total

2015-16 8,82,776 7,50,797 16,33,573 5,56,294 4,82,032 10,38,326

2016-17 13,16,284 10,78,816 23,95,100 7,80,529 6,41,749 14,22,278

2017-18 13,75,437 11,28,696 25,04,133 7,96,559 6,51,699 14,48,258

Source: UDISE 2017-18

15
Table No. 1.4 reveals about the class wise enrollment of the students in all management
schools in Haryana from the 2015 to 2018. In 2015-16 total enrollment of students were
16,33,573 in which 8,82,776 boys and 7,50,797 were girls of class I to V. Total
enrollment of students in class VI to VIII were 10,38,326 in which 5,56,294 boys and
4,82,032 were girls.

In 2016-17 total enrollment of students were 23,95,100 in which 13,16,284 boys and
10,78,816 were girls of class I to V. Total enrollment of students in class VI to VIII were
14,22,278 in which 7,80,529 boys and 6,41,749 were girls.

In 2017-18 total enrollment of students were 25,04,133 in which 13,75,437 boys and
11,28,696 were girls of class I to V. Total enrollment of students in class VI to VIII were
14,48,258 in which 7,96,559 boys and 6,51,699 were girls.

1.4 Quality Measures of Education

1.4.1 Basic Infrastructure Facilities

Availability of basic infrastructure facilities are plays an important role in teaching
learning process and consequently overall school quality. It is also a prerequisite
condition for the child‟s learning. Some of the basic infrastructure facilities may be:
drinking water, toilets, playground, classrooms, usable blackboard/chalkboard, sitting
facilities for the students etc. necessary in school.

1.4.2 Teachers of the Institution

Teacher play very important role in every student life. For all round development of the
students teacher qualification, attitude toward children, way of teaching, knowledge of
using appropriate teaching learning material, mastery over subject matter and knowledge
of different teaching skills also very helpful. The following table revel the qualification
of government and private school‟s teachers.

1.4.3 Teaching and Learning Environment

Teaching and learning environment is a prerequisite condition for the child‟s learning.
Proper teaching and learning environment available to the child has directly and
indirectly influence the child‟s learning. It related to physical, educational, social
environment and supportive services. Researches had indicated that performance of the
students always higher in which schools had proper teaching and learning environment.
Teaching and learning is the central process for effective learning wherein teachers and

16
students get the opportunities for interaction, thereby facilitating and enhancing the
learning. Regular evaluation is very essential and important part for ensuring the
progress and weakness of students. Normally in all the schools, textbooks are the only
main available source/tool for transacting the curriculum. Broadly speaking, teaching
learning material includes supplementary reading material, textbooks, teaching aids
(audio, visual and audio-visual), workbooks, teachers‟ guide, Mathematics kit, Science
kit, English kit etc. A teacher should use teaching learning material to make the teaching
and learning process effective. Student evaluation is integral component of teaching and
learning process and it should be continuous and comprehensive. It also gives the
feedback of the students learning to the teacher in relation to which teacher can modify
their teaching methods and teaching style. If the school wants to provide quality
education, the school should implement a systematic and continuous and comprehensive
evaluation of the students.

1.4.4 Achievement of Students

It is clear that, quality of education has to be understood in terms of the extent to which
children learn what they are supposed to be taught in the school. Thus, student learning
outcomes constitute the primary measure for determining the quality of school education.
Learning outcomes should actually refer to performance of the children in cognitive as
well as non-cognitive domains. So, in order to fly assess the outcomes of primary
schooling one should be able to devise measures to evaluate the progress made by the
learners in all aspects of their progress by using a variety of assessment tools and
techniques. While such a comprehensive assessment should be carried out in the schools
internally, it would not be practical to embark on such evaluation in a research study
with a limited time span, such as the present one. Therefore, the investigator took the
marks obtained by the students in annual examination to know the academic
achievement under this study take only as indicator of the level of performance of the
various schools, and not as measure of total learning acquired by the students through the
various experiences provided at school.

1.5 Justification of the Study

Elementary education is the most critical stage of a child life. Education at elementary
level of a child is the mile stone of his life in which he build up the beautiful building.
The entire development of the child is depends upon this education. After going through

17
review of related literature (which is written as Chapter II) and various sources it is
observed that the basic aim of elementary education strengthening the foundation of
prosperous, potential, creative and innovative society and a developed nation. In this
series the pure growth and development of elementary education is equal responsibility
of government and private schools to enhance the basic education. The investigator has
finally arrived on a conclusion after studying the various aspects that at different level
there is too much difference on the following aspect in government and private
elementary schools i.e. basic infrastructural facilities, teachers‟ qualification, teaching
methods, curriculum, co-curricular activities, students‟ performance and parents‟ views
about government and private schools. A few studies have been conducted on different
aspects of the elementary education in Haryana but no study was conducted related to the
present topic. Due to these reasons the investigator planned to undertake a comparative
study to analyze the status of government and private schools at elementary level of
Haryana State.

1.6 Statement of the Problem

In the present study “Comparative Analysis of Government and Private Schools at

Elementary Level: A Study of Haryana State” the investigator compare the government
and private elementary schools of Haryana with special reference to status of
government and private schools, infrastructural facilities, teachers qualification, student
teacher ratio, enrollment status and academic achievement of students, teaching
strategies, evaluation system, and views of parents whose children were studying in
government and private schools.

1.7 Operational Definition of Terms Used

Operational definition of key words of the statement of the problem helps in clear
understanding as well as in problem distillation. It also helps in establishing the frame of
reference with which study was approached. In the following lines only the key words
which have been used in a specific sense and meaning might be ambiguous to some
readers, have been clarified. Other terms in this study carry their usual meaning as are
prevalent in the educational and related fields.

Government Schools: The schools run and managed by education department and
government are treated as government schools affiliated to Board of School Education
Haryana, Bhiwani.

18
Private Schools: Private schools refer to unaided school which is managed by a society
or a private organization and does not receive any grant either from government or local
body and affiliated to Board of School Education Haryana, Bhiwani.

Elementary Education: Elementary Education means education for first class to eight
classes. Elementary Education includes primary and upper primary education in
Haryana.

1.8 Research Questions of the Study

 What is the status of government and private schools at elementary level in

Haryana?

 What is the enrollment status of government and private schools at elementary

level?

 What is the academic achievement of students in government and private schools

at elementary level?

 What is the status of infrastructural facilities in government and private schools at

elementary level?

 What type of co-curricular activities organized by the government and private

schools at elementary level?

 What type of teaching strategies is adopted by the teachers of government and

private elementary schools?

 What type of evaluation system is adopted by the teachers of government and

private elementary schools?

 What kind of views has the parents about the government and private schools?

1.9 Objectives of the Study

 To study the status of government and private schools at elementary level.

 To compare the enrollment status of government and private schools at

elementary level.

 To compare the students‟ academic achievement of government and private

schools at elementary level.

19
  To compare the status of infrastructure facilities of government and private
schools at elementary level.

 To compare the co-curricular activities organized by the government and private

schools at elementary level.

 To compare the teaching strategies adopted by teachers in government and

private schools.

 To compare the evaluation system adopted by teachers of government schools

and teachers of private schools.

 To study the views of parents whose children were studying in government and
private schools at elementary level.

1.10 Delimitations of the Study

The present study was delimited to:

 Three districts of Haryana only.

 Six blocks of three districts of Haryana only.

 30 government and 30 private schools at elementary level affiliated to Board of

School Education Haryana, Bhiwani.

 90 teachers of government schools and 90 teachers of private schools at

elementary level.

 300 parents whose children were studying in government schools and 300 parents
whose children were studying in private school at elementary level.

20