context study madhya pradesh introduction...
TRANSCRIPT
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Context Study Madhya Pradesh
INTRODUCTION
Education is a crucial factor for the quality of the life of an individual as well as the quality of the growth of an economy. The globalisation process has brought the economies closer to each other. Though the
Indian economy has gained from the rapid changes witnessed in the scientific and technological world due to globalisation, its potential gains are yet to be realised. The strength of Indian economy lies in its huge human resource but low levels of education and unskilled labour force have been major
disadvantages in this regard.
Secondary education is a crucial stage that prepares a child for better life and for the world of work. It also helps him in becoming a competent citizen especially in the knowledge based society. Moreover, besides the general education up to secondary level, there is a need for providing vocational knowledge
and skill at the higher secondary level to enable students to be employable. All these considerations along with the success of Sarva Shiksha Abhiyan (SSA) have mounted up the pressure on secondary
education. Recognising the importance and demand for secondary education, the Government of India has
launched Rashtriya Madhyamic Shiksha Abhiyan (RMSA). The vision of RMSA is to make the secondary education of good quality, available, accessible and affordable to all young persons of the age group of 14-16 years. RMSA has set its target to achieve 100% GER by 2017 and universalisation of secondary
education by 2020. As part of RMSA scheme, the state of Madhya Pradesh has followed the time frame of national policy and hence the key target years are 2012, 2017 and 2020.
The implementation of RMSA scheme at the state level envisages the preparation of the Annual work plan (AWP) to achieve the goal of universalisation of secondary education within the time frame of
RMSA. Hence every year AWP is prepared with specific objectives of improving access, increasing retention and ensuring the learning achievements.
Providing quality education at affordable cost to all children including those belonging to disadvantaged groups is a major challenge for the State in this Mission. While sincere efforts are required in all activities, the foremost challenge in the beginning of the Mission is to provide requisite infrastructure
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as early as possible. Infrastructure in terms of space & manpower is the most essential requirement for the success of the Mission in the State. Other interventions may not yield desired results if necessary
infrastructure is not available. Hence the AWPs in initial years of RMSA have focussed on putting infrastructure in place. However, in AWP, besides focusing on strengthening infrastructure, emphasis
has also been given to the quality aspect of secondary education in State.
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STATE PROFILE
Geographical profile – Madhya Pradesh
Madhya Pradesh, situated in the heart land of India, is spread over an area of 308,245 sq. km, within the North Latitude between 21º6’ and 26º54’ and East Longitude between 74º and 82º74’.
States of Uttar Pradesh, Rajasthan, Gujarat, Maharashtra and Chhattisgarh bound it. The undivided Madhya Pradesh was founded on November 1, 1956. The present form of the state came into existence
on November 1, 2000 following its bifurcation to create a new state of Chhattisgarh. After bifurcation, Madhya Pradesh is the second largest state in the country in area and sixth largest in terms of population. The climate of state is tropical. The months of May and June are the hottest months in the
year. The rainy season is between July to September.
Administrative Structure (Revenue) of Madhya Pradesh
Sr. Administrative Structure Number
1 Districts 51
2 Tehsils 364
3 Total Blocks 313
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Administrative Structure (Revenue) of Madhya Pradesh
Sr. Administrative Structure Number
4 Community Development Blocks 224
5 Tribal Blocks 89 (28%)
6 Towns 476
7 Zila Panchayat 51
8 Janpad Panchayat (Block Panchayat) 313
9 Gram Panchayat (Village Panchayat) 23,006
10 Villages (Inhabited) 52,117
11 Habitations 84902
12 Nagar Nigams 16
13 Nagar Palikas 98
14 Nagar Panchayat 264
Specific Areas
The state has the largest tribal population in the country. Out of the total 50 districts in the state, 20
districts with 89 blocks (about 28% of the total 313) are predominantly populated with tribal communities. The share of Minority communities was 8.5 % in 2001 out of which 5.3% were Muslims. There are 25 blocks in the State that have significant concentration of minority communities ranging
between 10 to 25 per cent. However, almost all district & block headquarters have sizable number of children belonging to these communities.
Blocks affected with Left wing extremism
Naxal movement has slowly increased to base in MP. While one District Balaghat is fully affected with left wing extremism. There are eight other districts where some areas are under the influence of the
movement.
Socio economic profile
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The BPL survey of 2002-03 with updated figures to October 2010 highlight that 46.48 lakh (47.4 percent) of households of rural Madhya Pradesh are living below the poverty line. The state accounts
for nearly 11 percent of the total rural population in the country. The tribal households are the poorest among the most deprived social groups in India. In rural areas, 58.6 percent of the tribal population
was found to be poor as compared to 42.8 percent among the SC in Madhya Pradesh.
The total BPL households/families comprise of 23.1 percent of SC, 33.4 percent of ST and 34.4 percent of Other Backward Class (OBC) and the remaining from the general category.
The data reveals that there is high concentration of poverty in the tribal dominated and scheduled caste
dominated districts. The district of Bhopal also appears in the list as the district has high urban population and also high urban poverty.
Madhya Pradesh has a total number of 13 million households in the state. There are 46.48 lakh BPL
households who are economically excluded. In the state, 35 percent population belongs to the SC/ST category, which is socially and economically excluded.
The per capita income of the state during the year 2007-08 was Rs.13299 at constant (1990-2000) prices. On the other hand during the year 2008-09, the per capita income in Madhya Pradesh was
Rs.14918 as compared to India’s per capita income of Rs.25494, at constant prices while at current prices per capita income was registered at Rs. 21648/-. The average per capita expenditure per month
in rural Madhya Pradesh was Rs. 695, whereas India’s average was Rs.515 per capita per month.
MADHYA PRADESH - Some Major Socio - Economic Indicators Vis -a-Vis All India S.
No. Indicator present Status Source Periodicity/
Latest available data All India MP
1 Per Capita GDP/GSDP at 2004-05 prices (Rs.) 43624 27850 CSO Annual / 2011-
12
2 Growth in GDP /GSDP during 11th plan at 2004- 05 prices
2.1 Total 8 9.4 CSO Annual / 2011-12
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MADHYA PRADESH - Some Major Socio - Economic Indicators Vis -a-Vis All India S.
No. Indicator present Status Source Periodicity/
Latest available data All India MP
2.2 Agriculture 3.7 6.9 CSO Annual / 2011-12
2.3 Industry 7.2 9.6 CSO Annual / 2011-12
2.4 Services 9.7 10.6 CSO Annual / 2011-12
3 Area (Sq. Km.) 3168046 307617 Census Decadal /2011 4 Population (lakhs) 12101.93 725.98 Census Decadal /2011
5 Population Density (per (Sq. Km.) 382 236 Census Decadal /2011
6 Decadal Growth Rate of Population (2001-2011) (%)
17.64 20.3 Census Decadal /2011
7 Sex Ratio (Females / 1000 Males) 940 930 Census Decadal /2011
8 Sex Ratio (0-6 years) (female children / 1000 male children)
914 912 Census Decadal /2011
9 Total Literacy Rate (%) 74.04 70.63 Census Decadal /2011 9.1 Male (%) 82.14 80.53 Census Decadal /2011 9.2 Female (%) 65.46 60.02 Census Decadal /2011
10 Gender Gap in Literacy (%) 16.68 20.51 Census Decadal /2011
11 Infant Mortality rate (IMR) (per 1000 live births)
44 59 SRS Annual / 2011
12 Maternal Mortality Rate (MMR) (per100000 live births)
212 269 SRS 3 year /2007-09
13 Total Fertility Rate (TFR) (Birth/Women) 2.5 3.2 SRS 2010
14 Neo Natal Mortality Rate (NMR) (per 1000 live births)
33 44 SRS 2010
15 Under 5 Mortality Rate (U - 5 MR) (per 1000 live births)
59 82 SRS 2010
16 Birth Rate (%) 21.8 26.9 SRS Annual / 2011 17 Death Rate (%) 7.1 8.2 SRS Annual / 2011
Demographic Profile – Madhya Pradesh
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Population
As per the 2011 Census, the total population of the state of Madhya Pradesh was 7.26 crores of which 3.76 crores were male (51.79%) and 3.50 crores female (48.21%).
Location wise in Madhya Pradesh
Indicators Categories India Madhya Pradesh
Population Person 121.01 crores 7.26 crores
Male 62.37 crores 3.76 crores
Female 58.64 crores 3.50 crores
SC 16.2 % 15.62 %
ST 8.2 % 20.8 %
Urban 31.2% 27.6%
Rural 68.8% 72.4%
Birth Rate 21.34 % 24.34 %
Sex Ratio 940 931
Density 382 / sq. Km. 236 / sq. Km.
Source: Census 2011
The total Scheduled Caste (SC) population in the state was 1,13,42,000 that account for 15.62% of the total population of the state in 2011. The Scheduled Tribe (ST) population in the state was 1]51,36,000 comprising 20.8 % of the total population.
The population density of the state indicates that Madhya Pradesh has one of the lowest population density in the country at 236 per sq. Km in 2011 compared to all India average of 382.
Herein, it is to be noted that the catchments area for any public service delivery is higher in relatively densely populated areas than that of sparsely populated one. The number of public service delivery
institutions required for the sparsely populated region would be more than that of densely populated area and so would be the cost of service delivery. In other words, in proportion to the area and number
of habitations, the state requires a larger number of schools to improve the Gross Access Ratio (GAR).
Population in the Rural and Urban Areas:
Madhya Pradesh has a significant majority of population residing in rural areas as urban population of
the State is 20059666 (27.63%) compared to 52537899 (72.36%) in the rural areas.
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Table 1.3 : Population Social Group wise & by Location in Madhya Pradesh
Categories Rural Urban Total
72.4 % 27.6 %
Population 52557000 20070000 72627000
Male 27142409 10470511 37612920
Female 25395490 9589155 34984645
Source: Census 2011
SC – All 8268002 3074318 11342320
SC – Male 4311490 1597148 5908638
SC-Female 3956512 1477170 5433682
ST – All 14276874 1039910 15136000
ST – Male 7187769 531635 7719404
ST-Female 7089105 508275 7597380
Source: based on 2011 census
The rural population of Madhya Pradesh is living in 52 thousand Revenue Villages. Most of these villages
are very small in size. According to the 2001 Census, only about 24.8 % of the total villages have more than 1000 population, another 30.5 % villages are of 500-999 population size and remaining 43.9 % villages have population below 500.
Literacy Status
The State literacy rate presently is 70.63% (source: Census 2011), against the national literacy rate of 74.04 %. While the female literacy has considerably improved over the last decade, a great disparity
persists in the literacy rates of males and females. Following is the literacy situation in the State as par census 2011:
Comparative literacy rate
Following is the status of literacy pertaining to different categories in the State:
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Structure and Administration of Secondary Education Profile
There are two departments look after Secondary education in M.P. In 89 tribal block education related works handled by tribal welfare department and in rest of the blocks by School education department.
Current structure of school education –
Structure for planning and implementation of school education, existing institutional arrangement in the state –
Principal secretary
CRSK
Joint Director
Deputy Director(DEO)
BEO
Sankul Kendra
DPC
APC/BRC
JSK
CPI
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District level
Administration for planning and implementation of RMSA for secondary education, existing institutional arrangement at district, block and school level -
Table: ‐ Administrative Structure for School Education
Sr. Unit Administrative officer No. Level of Education
Activities
1 District
District Education Officer 50
I to XII Departmental Administrative officer for district and DPO for RMSA DEO and DPC (RMSA) IX to XII
DPC (SSA) 50 I to VIII DPO for SSA Project Activities
2 Block Block Education Officer
313 I to XII Departmental , SSA & RMSA Project Activities
BRCC (SSA) 313 I to VIII SSA Project Activities
3 Sankul Sankul Principal 2768 I to XII Departmental, RMSA & SSA
Project Activities CRCC (SSA) 2768 I to VIII
COLLECTOR
DEO & DPC (RMSA)
AC (TW) in tribal
districts
DPC (SSA) PRINCIPAL DIET
CEO, ZILA PANCHAYAT
DEO & DPC (RMSA)
Block Education officer (at block level)
Principal Hr.Sec.School (at school level)
Principal High School (at school level)
ADPC (RMSA)APC
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4 School
Principal (HSS) 2768 IX to XII
Departmental, SSA & RMSA Project Activities SMDC
Principal (HS) 4487 IX to X
Departmental, SSA & RMSA Project Activities SMDC
Institutions
The School education in Madhya Pradesh primarily organized in two sectors: Elementary (I to VIII) and
Secondary (IX to XII). Each of these two sectors are further sub-divided into two sub-sector where elementary education consists of primary education (I to V) and upper primary education (VI to VIII)
while the secondary education comprises of Middle education (IX and X) and higher secondary education (XI and XII).
Elementary level School facilities in Madhya Pradesh
S.N. Management Type Numbers
1 Government Primary schools 83412 2 Aided Primary schools (Private) 852 3 Unaided Primary schools (Private) 12533 Total Primary 96797
4 Government Upper Primary schools 29282 5 Aided Upper Primary schools (Private) 410 6 Unaided Upper Primary schools (Private) 20040 Total Upper Primary 49732
UDISE 13
Secondary and Higher Secondary schools There are four main types of recognized schools by management and funding pattern in Madhya
Pradesh. They are: Government, Local Body, Private Aided and Private Unaided.
Availability of schooling facility by Management in Madhya Pradesh
Sr. Management / Funding Secondary Sr. Secondary Total Secondary
1 Government. (Education
department ) 2916 2752 56682 Government (Tribal) 994 731 17253 State Govt. Social welfare 0 8 8
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Availability of schooling facility by Management in Madhya Pradesh
Sr. Management / Funding Secondary Sr. Secondary Total Secondary
4 Local body 1 22 235 Higher Education 7 7 Total 3911 3520 74315 Aided (Pvt.) 50 242 2926 Un-Aided (Pvt.) 2844 3781 66257 Central Govt. 20 126 1468 Other - Sainik school 0 1 1 2914 4150 7064 Total 6825 7670 14495
Source: UDISE 2014 Out of the total Government schools in Madhya Pradesh, majority are managed by School Education
Department. Tribal Welfare Department also manages a significant number of schools.
Population of 14+ and 15+ age group
Secondary School age Population: The projected secondary school age population of all communities would be 31 lakh in 2011. The break-up of population is as follows-
Table : Secondary School Age Population (by Social Group) in M P
Details Year ST SC Others Total
1 2 3 4 6 7
% in Total Population
2001 20% 15% 65% 100%
Total Population (M) 12.23 9.15 39.02 60.414-15 Age Pop (M) 0.53 0.41 1.66 2.7 % in Total Population
2011 21.09% 15.62% 63.29% 100%
Total Population (M) 15.31 11.34 45.97 72.6214-15 Age Pop (M) 0.707 0.526 1.973 3.206
Total Population (M)
2014 Projected
15.46 11.45 47.75 74.66 14-15 Age Pop (M) 0.707 0.526 1.971 3.204
% of 14-15 age in Tot Pop 4.62% 4.64% 4.29% 4.41%
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Source: UDISE 2014 Out of the total Government schools in Madhya Pradesh, majority are managed by School Education
Department. Tribal Welfare Department also manages a significant number of schools.
Sector diagnosis – current status
Elementary level School facilities in Madhya Pradesh
S.N. Management Type Numbers
1 Government Primary schools 83412
2 Aided Primary schools (Private) 852
3 Unaided Primary schools (Private) 12533
4 Government Upper Primary schools 29282
5 Aided Upper Primary schools (Private) 410
6 Unaided Upper Primary schools (Private) 20040
School Age population (14-17 age group)
Secondary School Age Population (All Community) in MP
Year 14-15 years age (in Millions) 16-17 years age (in millions)
Person Boys Girls Person Boys Girls
1 2 3 4 6 7 8
2001 2.70 1.45 1.25 2.47 1.34 1.13
2011 3.206 1.685 1.521 2.845 1.522 1.323
2012 3.206 1.689 1.517 2.843 1.517 1.326
2013 3.205 1.693 1.512 2.841 1.513 1.328
2014 3.204 1.697 15.08 2.839 1.509 1.33
Source - MHRD
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The secondary school age (14-15) population for the year 2013 of the state has been estimated as 31.44 lakh of which include 16.24 lakh male and 15.19 lakh female. But in 2014-15 GOI has provided
estimated population for all states so the population figures have been changed .Current Status of Secondary Education
Physical Access and facility
Profile of secondary level institutions
The distribution of secondary schools between categories shows that out of the total schools about 46.29% have only secondary classes and 53.71% have secondary and higher secondary classes both.
Table : Availability of schooling facility by Management in Madhya Pradesh
Sr. Management / Funding Secondary Sr.
Secondary
Total
Secondary
% of schools
1 Government. (Education
department ) 2916 2752 5668 39.10%2 Government (Tribal) 994 731 1725 11.90%3 State Govt. Social welfare 0 8 8 0.06%4 Local body 1 22 23 0.16%5 Higher Education 7 7 0.05% Total 3911 3520 7431 51.27%5 Aided (Pvt.) 50 242 292 2.01%6 Un-Aided (Pvt.) 2844 3781 6625 45.71%7 Central Govt. 20 126 146 1.01%8 Other - Sainik school 0 1 1 0.01% 2914 4150 7064 48.73% Total 6825 7670 14495 100.00% 47.1%
Schools with 9 &
10th standard classes
52.9%
Schools with 9 to
12th Standard
class
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The distribution of secondary schools between categories shows that of the total schools about 51.5% are managed by State Govt. 45.5% managed by pvt. Unaided schools and rest 3% are managed by others i.e. pvt aided, local body, central Govt. and others.
Schools by Location:
Total No. of schools % of schools
Sr. Urban Rural Total Urban Rural
1 Government. 1298 61337431 17.5% 82.5%
2 Others 4694 23707064 66.4% 33.6%
Total 5992 8503 14495 41.3% 58.7%
Source: UDISE 2014
The distribution of secondary schools between rural and urban areas shows that of the total schools about 58.7% are located in rural areas and the remaining 41.2 % are concentrated in urban localities. Moreover, about 66.5 per cent secondary schools in urban localities are managed by other non govt. agencies.
Access to secondary schooling facilities
Access - 72% habitations have high schooling facility within 5 KM radius. But still 28% habitations do not have facility within the norm. Urban area 100% access is available but in rural area 31% habitations don’t have facility within the norms.
% of Habitations Covered in Madhya Pradesh
Area Urban Rural Total
Total No. of Habitations 9480 84902 94382
Habitations covered (within 5 KM) 9480 58906 68386
No. of Secondary School 5968 8527 14495
% of Habitations Covered 100% 69% 72%
Source: District Plan
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Ratio of Secondary schools
Ratio of Schooling facilities in Madhya Pradesh
Sr. No. School Total No. of Schools
Ratio Govt schools
Ratio against Govt. schools
1 2 3 4 5 6
1 Primary (V) 96797 --- 83412 ---
2 Upper Primary (VIII) 49732 1.94:1
PS to UPS 29282
2.84:1
PS to UPS
3 Secondary (IX - X) 144953.43 :1
UPS to Sec 7431
3.94:1
UPS to Sec
4 Higher Secondary (XI – XII)
7670 1.88: 1
Sec to H S 3520
2.11 : 1
Sec to H S
Deployment and management of Teachers and Staff
Number of teachers exclusively for class IX-X (Give details of sanctioned post, teachers in position and vacant posts subject wise).
Total Hindi Maths ScienceSoc. Science English Sanskrit
Sanctioned 51934 8274 9152 9252 8252 9252 7752 51934Filled 44083 7552 7702 8102 8248 7752 5923 45279vacant 7851 722 1450 1150 4 1500 1829 6655
Number of teachers with B.Ed qualifications.
Total Working 45279
Professionally trained B.Ed.- 23965(54%)
D.ED- 13223(30%)
Professionally untrained 6895
Distribution of schools by no. of teachers , subject wise, shortage of teachers
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Pupil - Teacher Ratio (PTR)-Teachers play important role in education system; they are the front-runners of service delivery. Adequacy in terms of number of specific teachers available; influences the learning process in the schools. The pupil-teacher ratio is a representative indicator for the adequacy or sufficiency of teachers against the enrolled children and it has a direct bearing on quality of education.
The source of data mentioned in following table is UDISE 14
The schools with pupil teacher ratio above 40 were accommodating about 24 % of the total enrolment in the secondary classes. Given the normal requirement with a minimum number of teachers in a school and the gap between normal requirement and existing number of teachers, estimated subject-wise, it becomes necessary to fill the gap in the existing schools.
PTR is 36:1
Class / Teacher Ratio (CTR)- The classroom-teacher ratio in the district looks no more satisfactory,-
Classrooms and Teachers Ratio (CTR)
Year 2011-12 Year 2014-15
Total Enrolment in Secondary Classes 1412422 1622154
Actual No of Classrooms 18885 ( including
under construction- 31285)
23495
( including under construction- 31285)
Actual No of Teacher Post Sanctioned 46858 51934
Average CTR 1:1.49 1:1.60
Source: District plan 2015-16
Student / Class Ratio (SCR)
The classrooms in the government-managed schools are highly crowded as one classrooms were available for 52 children enrolled in 2013-14. This indicates a student-classroom ratio of 1:52 nearly13% higher than the RMSA norm of . Again this ratio is even more adverse in schools that have higher enrolments.
Student Classrooms Ratio (SCR)
Year 2011-12 Year 2014-15
Total Enrolment in Secondary Classes
1412422 1622154
Actual No of Classrooms 18885 ( including
under construction- 31285)
23495
( including under construction- 31285)
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Average SCR 1:45 1:52
Source: District plan 2013-14.
Details of non-teaching staff schools.
Sanctioned Working
Lab attendant 7 3212
Librarian 591 77
Duftary/clerk 7431 6913
LDC 2130 1080
Accountant 2772 1188
3.3.2 Enrolment Trends
Growth trends in Total Enrolment in class IX-X
Enrolment by management.
Management 2014-15
Government. 1617504
Local body 4209
Aided (Pvt.) 50293
Un-Aided (Pvt.) 872271
Central Govt. 23835
Total 2568112
There is no significant growth in enrolment. Enrolment is almost stagnant.
Distribution of enrolment by management.
Govt. School covers maximum enrolment share of total enrolment .Enrolment share in Govt. Schools is 66.16% and 30.51% in pvt. Unaided schools.
Sr. Management 2014-15 % of enrolment Share in 2014-15
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1 Government. 161750462.98%
2 Local body 42090.16%
3 Aided (Pvt.) 502931.96%
4 Un-Aided (Pvt.) 87227133.97%
5 central Govt. 238350.93%
Total 2568112100.00%
Gender wise Comparative status of GER
Year
GER
Earlier population projection by State
MHRD population projection released in 2014-15
All Community All Community
Boys Girls Total Boys Girls Total2011-12 75.7% 68.7% 72.3% 72.2% 67.5% 70.0% 2012-13 83.8% 78.6% 81.3% 80.1% 77.8% 79.0% 2013-14 83.5% 78.6% 81.1% 80.1% 78.9% 79.6% 2014-15 Used MHRD population 80.9% 79.3% 80.1%
Enrolment has been increased. State has reported GER based on population projections provided by NEUPA but this year MHRD has provided projected population which is different from earlier projections.
To measure trends it is required that the same data should be used so based on MHRD data of population state has revised last 4 years GER. The trend is increasing.
Net enrolment Ratio
2007-08 (in %) 2010-11 (in %) 2012-13 (in %)
2013-14 2014-15
NER 22.7% 31.2% 53% 50% 51% .
(ii) Distribution of Enrolment by Gender, Location and Social Categories.
Enrolment in Grade IX and Grade X.
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Enrolment by Gender and Social categories
Category Enrollment 2007-08 Enrollment 2013-14 ) Enrollment 2014-15 Total Boys Girls Total Boys Girls Total Boys Girls
SC 203308 126150 77158 466238 251541 214697 465145 256768 208377ST 150680 92760 57920 468460 234578 233882 468213 235625 232588OBC 575104 342288 232816 1156398 623549 532849 1162115 625425 536690Gen 322954 185101 137853 460593 246545 214048 474088 255604 218484Total 1252046 746299 505747 2551689 1356213 1195476 2569561 1373422 1196139
Share of girls in total enrolment. –
Category Enrolment Share of girls
2007 2012 2013 2014 SC 38% 46.20% 46.03% 44.79%ST 38% 49.01% 50.03% 49.67%Others 43% 45.95% 46.10% 46.17%Total 40% 46.56% 46.80% 46.56%
Category wise share of enrolment
2012 2013 2014
SC 17.7% 18.3% 18.1%
ST 18.4% 18.3% 18.2%
Others 63.9% 63.4% 63.7%
Total 100.0% 100.0% 100.0%
Source: UDISE 2014
No. of girls per 100 boys enrolled in class IX-X is as follows
2011 2012 2013 2014
SC 84.15 85.88 85.28 81.14
ST 90.39 96.10 100.11 98.70
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Others 82.91 85.03 85.51 85.75
Total 84.33 87.13 87.98 87.11
Above table shows that No. of girls per 100 boys has been increased from last year
Source: UDISE 2014
Location wise enrolment -Enrolment in absolute numbers
CategoryUrban Rural
B G Total B G Total Government schools 170779 203911 374690 625348 621889 1247237
Other schools 390713 256461 647174 186582 113878 300460
Total 561492 460372 1021864 811930 735767 1547697 Source: UDISE 2014
Location wise Enrolment in %
CategoryUrban Rural
B G Total B G Total
State Government schools 7% 8% 15% 24% 24% 49%Other schools 15% 10% 25% 7% 4% 12%Total 22% 18% 40% 32% 29% 60%
Source: UDISE 2014
Proportion of enrolment in 14-15 age group in total enrolment
The share of 14-15 age group children in total enrolment is 65.45% . It shows that approximately 35% students are over or under age students.
Enrollment – 14-15 age group Total Enrollment Share of Enrollment Boys Girls Total Boys Girls Total Boys Girls Total 881268 762433 1643701 1373422 1196139 2569561 64.2% 63.7% 64.0%
NER Boys Girls Total
51.9% 50.6% 51.3%
Source: District plan, Source: UDISE 2014
Education Efficiency and effectiveness
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(i) Indicators of Internal Efficiency
Class V Class VIII Class X
Completion rate 74.448 87.16 61
Dropout rate 8.17 7.36 17.3
Promotion rate 89.26 93.49 61.15
repetition rates 2.43 1.69 13
Coefficient of efficiency at the secondary level
Transition rates
Class V to VI Class VIII to IX
Transition rate 84.58% 82.2%
District Bhopal
INTRODUCTION
The present scenario of secondary education in Bhopal district is not a very cheerful one. Low
enrolment in schools beyond the upper primary level is a major concern. The high dropout rate of those
who enrol themselves makes the situation even grimmer. The reasons for this phenomenon are many.
Poverty, absence of schools within accessible distance, failure to meet special needs of female students
and students with disabilities related to safety and infrastructure, lack of motivation to study and other
socio economic factors contribute to paint a dismal picture of secondary education. As a result, the
great potential of the vast work force is untapped and lies unutilized. They have no positive contribution
to the growth of the economy of the nation. In the context of globalisation process and liberalisation
policies, the Indian economy is directly in contact with the world economy.
It is well recognized that eight years of (elementary) education is insufficient to equip a child
for the highly competitive and quick changing society in terms of knowledge and technology. Education
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beyond elementary level is instrumental and a crucial stage in educational hierarchy that prepares the
child for higher education and also the real work scene. It is also essential that opportunities for
improvement of vocational knowledge and skills should be provided at the higher secondary level to
enable students to be employment worthy. All these considerations along with the success of Sarva
Shiksha Abhiyan (SSA) has mounted up the pressure on secondary and higher secondary education in
District.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) scheme is a central government supported
scheme for universalization of access to secondary and higher secondary education and to improve its
quality. The primary objective of RMSA is to motivate the state governments and prepare them to take
up the goal of Universalization of Secondary and Higher Secondary Education in their respective states.
Under the RMSA the central government through the Ministry of Human Resource Development
(MHRD) helps the states in mapping the secondary education system at present, approach and strategy
for universalizing the secondary and higher secondary education, setting the goal and targets, plan of
action, programmes design and implementation and mobilising resources for all these activities.
DISTRICT PROFILE
GEOGRAPHICAL PROFILE
Bhopal, the capital of Madhya Pradesh is a district of hills and lakes covering an area of 2772
Sq. km, is located in the Northwestern part of Madhya Pradesh, in the central region of India. This
district was formed in the year 1956. It lies along the slopes of a sandstone ridge, which is a part of the
Malwa plateau. It is situated between, latitude 23.07º and 23.54º’ North and longitude 77.12º’ and
77.40º’ East. There are two man-made lakes at the center of the city. District Guna, Rajgarh, Sehore,
Raisen and Vidisha bound the district.
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2
Map of district Bhopal
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Bhopal is located in the Central part of India, it's just north of the upper limit of the Vindhya Mountain
ranges. Bhopal is a hilly (elevation 498m) but hot area, located on the Malwa plateau, it is higher than
the north Indian plains and the land rises towards the Vindhya Range to the south. The summers are
hot and the winters moderately cold. It rains moderately during the rainy season.
The municipality covers 286 square kilo-meters. It has two very beautiful lakes, collectively known as
the Bhoj Wetland. These lakes are the Upper Lake (built by Raja Bhoj) and the Lower Lake. The
catchment area of the Upper Lake is 361 km² while that of the Lower Lake is 9.6 km². The Upper Lake
drains into the Kolans River. Locally these are known as the Bada Talab and Chota Talab respectively
.The major hills in Bhopal comprise of Idgah hills and Shyamala hills in the northern region and Arera
hills in the central region.
SOCIO ECONOMIC STATUS
More than 80% population lies in urban areas. Most of the families in urban areas depend on jobs in
private or public sectors for their Livelihood. In rural areas most of the people depends on agriculture.
BHEL, Govindpura and Mandideep industrial state are important areas for employment of local people.
About 360792 (19.57 %) population of the district is living in the rural areas. Moreover, a majority of
this population depends on the agriculture for their livelihood. Of the total workers in 2001 about
69763 (3.78% ) were cultivators, 65431 (3.54 %) were agricultural laborers and 90930 (4.93 %) were
engaged the household industries. Most of them are working with traditional system so their income
level is very low.
Again about 1482718 lakhs (80.4 %) population of the district is living in the urban areas. Moreover, a
majority of the district population depends on the service sector or own business for their livelihood.
The performance of the district has been looking good relatively rest of Madhya Pradesh in terms of
per capita income. The per capita income at constant (2013-14 prices in the district was Rs. 18914 in
2013-14. It is higher then the state level (Rs. 14525).
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As major portion of the district rural population is depending on the agriculture and most of them are
working with traditional system of production techniques, their income levels are very low. According
to Survey, about 40% of the district population is living in below poverty households.
Agriculture is the mainstay of district's economy. As much as 39.4 % of the total land area in the district is cultivable. The net sown area during 2008‐2009 was estimated at about 153400 hectare (55.2%). Tourism industry in the district is flourishing. Perfectly preserved medieval city, refreshing and enchanting wildlife some of the holiest and most revered pilgrim centers offer to the tourist the most fulfilling experience. Main attractions of the district are – Bhimbethka, Bhojpur, Islamnagar, Samasgarh, Manuabhan ki tekari, Tajul Masjid, Vanvihar, Gufa mandir Bharatbhavan, Khatlapura Mandir, Manav Sangrahalaya, Sair- sapata,Upper Lake, Lower Lake, BHEL Township.
DEMOGRAPHIC PROFILE
Demographics of Bhopal district are slightly different with 69% Hindus and 24% Muslims. The Old City
of Bhopal is a predominantly Muslim area with large Pathan population, but New Bhopal is a
demographically cosmopolitan area.
The chief languages are Hindi, Urdu and English, but there are a substantial number of Marathi speakers
as well. In the princely state of Bhopal, Persian was the court language until nineteenth century. The
common street Hindi spoken in Bhopal is termed as Bhopali and is the subject of comedy in Bollywood
movies. An example of the language is used by actor Jagdeep in the film Sholay.
According to 2001 census, the population of the district was 18, 43,510.Now according to 2011 census
it is 23, 68,145 the decadal growth in population during 2001-2011 is 28.4%.
Rural-Urban, Male-Female population of the district, as per Census 2001, is given below;
AREA AND GENDERWISE POPULATION OF THE DISTRICT
S. NO. BLOCK MALE FEMALE
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TOTAL PERSONS % PERSONS %
1 RURAL 454010 238025 52.42 215985 47.57 2 URBUN 1917051 998105 52.06 918946 47.93
TOTAL 2371061 1236130 52.13 1134931 47.86
(AS PER 2011 CENSUS
According to 2011 census, total population of the district is 2368147 persons of which about 19.16%
live in rural and 80.83% live in urban areas, obviously depicting that Bhopal district has Urban category
population in almost over-whelming majority far in excess to the state and national proportion, being
26.5% and 27.8% respectively.
CATEGORYWISE POPULATION
There are 15.08 % SC, 2.93 % ST and 26 % Minority population in the District. 55.99% population lies
OBC and other categories.
(AS PER CENSUS 2011)
SEX RATIO
(COMPARATIVE SEX RATIO OF 2001 AND 2011)
SC
ST
MIORITY
OTHER
SC ST MIORITY OTHER 15.08 2.93 26 55.99
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YEAR RURAL URBUN TOTAL
2001
887
898
896
2011 907 921 918
There is significant change in sex ratio but it still needs focus.
The sex ratio is higher in urban area than that of rural.
LITERACY PROFILE
Over all literacy of Bhopal district Bhopal is 80.37%. Male literacy is 85.42% and female literacy is
74.87%. There is significant change in female literacy during 2001 t0 2011.
ADMINISTRATIVE STRUCTURE
Administrative Structure of Bhopal District
S.No Administrative Structure Number
1 Janpad Panchayat (Block Panchayat) 02
2 Tribal Blocks 00
3 Gram Panchayat (Village Panchayat) 197
4 Villages (Inhabited) 494
FEMALE
MALE
LITRACY 1991 2001 2011FEMALE 54.2 66.4 74.87MALE 73.1 81.9 85.42
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The Bhopal district is divided into two Blocks for smooth administration.
PHYSICAL INFRASTRUCTURE
With respect to road infrastructure, the total length of roads in the district is 876 km. The length of
national highway in the district is 145 km .The main rail route central railway linking Northern India
with Southern India passes through Bhopal. Bhopal is railway junction. It joins central railway to
western railway through Ujjain- Nagada
SECTOR DIAGNOSIS CURRENT STATUS
School education in district primarily organized in two levels: Elementary (I to VIII) and Secondary (IX to XII). Each of these two levels sub-divided in to two sub-levels where elementary consists of primary (I to V) and upper primary or middle (VI to VIII), and the secondary or High school (IX and X) and higher secondary (XI and XII).
No of Schools by Level of Schooling in Bhopal District
Sno School No. of
Schools Habitations
covered Ratio
Enrolment (In lashes)
1 2 3 4 5 6 1 Primary (I-V) 1145 705 - 252571
2 Upper Primary (VI – VIII)
1890 705 PS to UPS 1.85
172084
3 Secondary (IX - X) 627 428 UPS to Sec 2.21
79638
4 Higher Secondary (XI – XII)
429 278 Sec to H S 1.53
54971
Most of primary schools are in urban areas,
Management wise No. of Schools with Secondary Classes in District -BHOPAL Year 2010 -11
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S.N
Name of Block
R/U
State Govt. School
Education
State Govt. Tribal welfar
e
State Govt. Social welfar
e
Local Body
Aided Private
Unaided Private
Central Govt.
Other Total
1 2 3 4 5 6 7 8 9 10 11 12
1 PHANDA R 24 0 0 0 0 48 1 0 73 U 57 1 1 0 7 446 5 0 517
2 BERASIA R 13 0 0 0 2 15 0 0 30 U 2 0 0 0 0 5 0 0 7
TOTAL
R 37 0 0 0 2 63 1 0 103
U 59 1 1 0 7 451 5 0 524 T 96 1 1 0 9 514 6 0 627
No of private school is near about 5 times to govt. schools.
Only 9 schools are govt. aided.
Number of school in urban area is near about five times to rural area.
Majority (84%) of Schools are managed by private bodies.
There is only one residential secondary school managed by tribal welfare Dept.
Non-school is managed by local bodies,
6 schools are managed by central govt. Out of them 4 are Kendriya Vidyalaya, one is Navodaya
Vidyalaya and one demonstration school of Regional college .
Phanda urban block has 60 % of total schools of the district .There are 59 govt. secondary schools
in Bhopal city only.
Berasia urban block has only 2 secondary school.
Comparative Summary of GER
Name of Block Location GER
B G T
BERASIYA Rural 51.39 37.30 43.96
Urban 90.15 200.86 137.66
PHANDA Rural 55.23 56.53 55.71
Urban 69.12 82.39 74.27
TOTAL Rural 53.33 45.85 49.77
Urban 61.46 84.31 79.86
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GER of block Berasiya rural is very low. It needs special attention.
GER of girls in Berasiya urban block is very high.
There are only 15 secondary schools for 287 rural habitations in Berasiya block and there is no
girl’s school, so most of the rural girls have to take admission in urban block.
GER in Phanda rural block is also not satisfactory, it needs some special interventions.
Year wise comparison of indicators
Indicator
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
GER at Secondary level
62.4
66.6
70.94
77.98
77.99
76.18
Repetition rate
23.8
23.5
22.7
21.9
21.4
21.2
Retention (Survival Rate) at Secondary
level
72.7 74.6 75.4
75.8
76.2
76.7
Dropout rate at Secondary Level
27.3
25.4
24.6
24.2
23.8
23.3
Although GER is increasing but the growth is very slow.
Repetitions and dropouts are very high.
Reduction trends of repetition and dropout are not satisfactory.
It needs special intervention.
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Transition rate between Elementary to Secondary Level
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 60.3 62.43 63.6 63.9 66.72 82.53
Transition between elementary to secondary in 2013-14 was 66.72%. Now in
2014-15 it is 82.53% . Transition has been increased by 15.8%. Transition between elementary to secondary will be increased 5% per year.
Schools Profile.
Secondary schools readiness program is a pilot project in the state of Madhya Pradesh. Under this progam Govt. of Madhya Pradesh selected ten schools for implementation of the program. RMSA TCA alognwith govt. functionaries visited ten schools on 18jth – 19th Nov. 2015. The team visited the below mentioned ten schools.
It was planned to administer the tools on 1623 students and to get the information related to schools for the purpose of carrying out context study. On the day of administering the tools 1022 students took up the diagnostic test. Madhya Pradesh developed a format for collecting information related to schools. (Annexure enclosed) All the above teams were asked to collect the information from the schools. . The teams shared the key observation as below.
Constitution of team for visiting schools. 18.11.2015
S.No. Team 1 Team 2 Team 3 Team 4 Team 5 1 Keshav
Dhangar (Social
Science)
Jheene Saxena Vinod Gupta Rajeev Jain Deepak Soni
2 Shivali Vandana Patil Ved Prakash Arya Medha Deshpande
MANISH MISHRA
3 Kailash Dahake
Sandeep Sani U.K.Diwan Satyender singh
rathore
Lalit Mehta
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School to visit Govt. HSS Ratibadh
Govt. HSS Gandhi Nagar
Govt. Girls HSS Sarojini Naydu
Govt. High School Lal
Ghati
Govt. High School Nehru
nagar No. of students enrolled in the schools
220 167 189 97 81
Number of students available for Diagnostic test
119 115 123 51 66
Constitution of team for visiting schools. 19.11.2015
S.No. Team 1 Team 2 Team 3 Team 4 Team 5 1 Keshav
Dhangar (Social
Science)
Jheene Saxena Vinod Gupta Rajeev Jain Deepak Soni
2 Sandeep Saini
Vandana Patil Ved Prakash Arya Medha Deshpande
Manish Mishra
3 Sandeep Saini
Vandana Patil Ved Prakash Arya Medha Deshpande
MANISH MISHRA
4 Shivali Kailash Dahake Mimansa Shukla
Lalit Mehta
School to visit Govt. High School
Tarasavinia
Govt. Girls High School Berasia
Govt. HSS Phanda Govt. Model School,
Harra Kheda
Govt. Higher SS Bagroda
No. of students enrolled in the schools
94 507 90 84 94
Number of students available for Diagnostic test
67 280 69 70 62
Schools infrastructure Most of the schools does not have proper approach road, boundary wall and security guard.
The schools does not have sufficient furniture for the students.
The schools does not have proper playground thus they are not able to offer the students sports activities. Toilets are not clean. Water facility in the toilets are not up to desired standard.
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Most of the schools does not have library, where the students can sit and read the books, however schools does have books in the library, which they issue to students for reading. The students are allowed to carry the books issued from the library and after a certain time, students return the books in the library.
Learning environment – Content, Pedagogy The attendance of the students are poor. Few students especially girls comes to school late as they have to support their parents for day to day work. Most of the students find the Math, English most difficult subject and Hindi, Sanskrit most easy subject. Students feel excited in the class if a subject is taught to them with the help of an activity. Students are of the opinion that there should be a use of ICT for education in the schools. Students are excited to take up the additional classes if offered under the project ‘Face to face program’ or any other program to cover up their gaps. Most of the students are not able to tell us as to what they want to be after their studies. Relationship between students and teacher, teacher and teacher, teacher and head teacher, school and community, school and SMC. Relationship between students and teacher, teacher and teacher, teacher and head teacher is average. No special activity is undertaken to build the cordial relationship. Community participation is poor and SMC is also not active. Parents of the children and other community members are engaged in labour oriented work thus not able to spare time for activities. Teachers status – Background, Strength, and Training imparted, support required, limitations. In District Bhopal, most of the population is urban. Rural schools in Bhopal districts are also nearby to Bhopal. The teachers in the school does have requisite qualification. Most of the teachers have been trained. Teachers take up the classes as per their schedule. They use the classroom blackboard for teaching the students. It is effective way of teaching as all the students are able to see the work being done by the teacher, or subject being taught by the teacher. Teaches are using the text books for teaching the students in the classrooms. Students. – Socio economic background, cultural capital, educational background, experience, strength, limitations.
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Rural population is depending on the agriculture and most of them are working with traditional system of production techniques, their income levels are very low.
Agriculture is the mainstay of district's economy. As much as 39.4 % of the total land area in the district is cultivable. The net sown area during 2008‐2009 was estimated at about 153400 hectare (55.2%).
There are two industrial area, one in Bhopal and second is adjoining to Bhopal i.e. Govindpura and Mandideep industrial area. Most of the people are working in the factories as labour oriented activities if not engaged in agricultural activities. Most of the students studying in the govt. schools are from poor families. Students feel it difficult to come to school during rainy seasons. It has been noticed that the teachers spends time with the students for teaching in the classroom only and no home work is given to the students.
Academic support system – Structure, process, follow up, limitations. Govt. has provided scholarship to students. These scholarship provides a good support to SC, ST, OBC students. The govt has further introduced other kind of scholarship such as ‘Ikloti Beti Yogana’ or ‘Scholarship for Pitraheen students’. Management of the schools and students feed that these kind of academic support has provided a boost to take up the studies by the eligible. Students. Government system / department SMDC are constituted but does not take active part in activities. There is a need to design a training program for SMDC members. The training program for SMDC members would motivate them to take active part in school activities.
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Annexure 1: Context Study Tools
(School related Information from school records)
General Questionnaire
1. Identification:
1.1 Name of School
1.2 Name of the principal __________________________
1.3 Village_
1.4 District
1.5 Date of visit
1.6 What is the start and end time of school day ? to ;
lunch time (in min.): ______
2. Facilities:
2.1 Type of building
(1=permanent, purpose‐built; 2=converted house; 3=temporary structure; 4=other )
2.2 Walls
(1=mud; 2=brick; 3=rendered; 4=just roof supports; 5=other )
2.3 Do classrooms have roof? (1=yes, all 2=some 3=none) 2.4 Roof type:
(1=flat concrete; 2=thatched; 3=tin; 4=slate; 5=other )
2.5 Doors: (1=steel; 2=wood; 3=none; 4=other )
2.6 Do classrooms have windows? (1=yes, all 2=some 3=none)
2.7 Windows Type: (1=bars only 2=bars with shutters 3=bars, shutters and glazing
4=just openings 5=other )
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2.8 Classrooms Condition (1=very well maintained 2=reasonable 3=slight deterioration 4=run down 5=very run down)
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2.9 Number of rooms and their use:
3. Classroom observation 3.1 Teacher attendance on day of visit (tick one or more boxes for each class)
Teacher absent Teacher present& actively teaching
Teacher presentbut not teaching
Teacher arrived late
Total Teachers
Class 9
3.2 Children’s attendance:
Numbers enrolled in each class Numbers present in each class (headcount)
Class 9
3.3 Textbooks and stationery
Do all children have textbooks? 1=yes 2=no
Sufficiency of stationery per child 1=not close 2=nearly 3=sufficient
Slates used instead of notebook 1=yes 2=no
English First Language
Maths Science
Class 9
Enrolment
4.1 Number of Registered Pupils per class:
Boys Girls Total SC/ST Muslims/ Christian
No. of sections
Class 9
4.2 Repeaters in 2015/16 Dropouts after 2014/15
Boys Girls Total Boys Girls total9 9
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Incentive schemes:
5.1 Does your school provide any scholarship to children? (1=yes
2=no)
If 5.1 is 1 ‐ Explain
5.2 Amount (in Rs) How often? (1=monthly 2=yearly)
5.3 Is there any effect of this scholarship on enrolment? (1=yes, very much 2=some 3=no)
5.4 Is there any effect of this scholarship on attendance? (1=yes, very much 2=some 3=no)
5.5 Do you provide any other cash incentive for parents to send their children to your school?
_______________(1=yes 2=no)
6: Teachers teaching secondary section–
6.1 What is total strength of staff? ________________
6.2 Is there any surplus/ shortage of staff?________________
6.3 How many teachers are in the school? _______________ of which numbers trained? ___________
6.4 How many hours a day do the teachers work? Total work hours in a week: ____________
6.5 Teachers’ details: Qualification codes: 1=PhD 2=M.Ed. 3=B.Ed. 4=M.A. 5=MSc. 6=B.A. 7=Inter School 8=High School 9 =BTC
Name Male Female Trained(1=yes 2=no)
Classestaught
Years of experience
Qualification
Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8 Teacher 9 Teacher 10 Teacher 11 Teacher 12
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6.6 Do all teachers have access to the requisite teaching aids and materials every day ? ________
(use code : 1=yes 2=mostly 3=few 4=no)
6.7 What other observation you wish to make with respect to your teachers/school ?
'kkyk voyksdu izi= Section :-2
¼A½ 'kkyk ,oa ifjlj dk ifjn`’;
1- Ldwy rd igqapus dh lM+d Bhd&Bkd gS ;k leL;kxzLr gS A
¼;fn leL;kxzLr gS rks mldk fooj.k fy[ks --------------------------------------------------½
2- Ldwy dk izos’k }kj gS A ¼gka@ugh½
3- Ldwy dh ckÅ.Mjh ckWy gS A ¼gka@ugh½
¼;fn gS rks dPph@iDdh@QSfUlx ----------------------------------------------------------------------½
4- Ldwy dk ckgjh ifjn`’; dSlk gS A ¼lqUnj@lkQ&lqFkjk@gjk&Hkjk@xank½
5- 'kkyk ifjlj dh lkQ&lQkbZ larks"ktud gS A ¼gka@ugh½
6- 'kkyk esa fctyh dusD’ku gS A ¼gka@ugh½
(B) ewyHkwr lqfo/kk,a
1- 'kkyk esa iz;ksx’kkyk miyC/k Nk=ks }kjk iz;ksx dh tk jgh gS
A- foKku gka@ugh gka@ugh
B- xf.kr gka@ugh gka@ugh
C- Hkk"kk gka@ugh gka@ugh
D- Lkk- foKku gka@ugh gka@ugh
2- 'kkyk esa vkbZ-lh-Vh- ¼ICT½ lqfo/kk miyC/k gS A ¼gka@ugh½
2¼A) 'kkyk esa vkbZ-lh-Vh- lqfo/kkvksa dk mi;ksx Nk=ks }kjk fd;k tk jgk gS A
¼gka@ugh½
3- 'kkyk esa [ksy eSnku miyC/k gS A ¼gka@ugh½ ¼2-20½
4
4- 'kkyk esa Ik;kZIr [ksy lkexzh miyC/k gS A ¼gka@ugh½
5- 'kkyk eas 'kkSpky; dh miyC/krk %
A- yM+dks ds fy, Ik;kZIr gS & gka@ugh ¼2-16] 2-17] 2-18½
A¼1½ yM+dks ds }kjk 'kkSpky; dk mi;ksx fd;k tk jgk gS & ¼gka@ugh½
B- yM+fd;ksa ds fy, Ik;kZIr gS & gka@ugh
B¼1½ yM+fd;ksa ds }kjk 'kkSpky; dk mi;ksx fd;k tk jgk gS &
¼gka@ugh½
C- f’k{kd ¼efgyk@iq:"kks½ i`Fkd&i`Fkd gS & gka@ugh
C¼1½ efgyk@iq:"kksa ds }kjk 'kkSpky; dk mi;ksx fd;k tk jgk gS &
¼gka@ugh½
D- fodykaxks ds i`Fkd ls gS & gka@ugh
D¼1½ fodykaxks ds }kjk 'kkSpky; dk mi;ksx fd;k tk jgk gS &
¼gka@ugh½
E- 'kkSpky; dh lkQ&lQkbZ j[kh xbZ gS & gka@ugh
6- D;k 'kkyk esa jSEi vkfn cuk pqds gS A ¼gka@ugh½
7- 'kkyk esa is; ty O;oLFkk gS A ¼gka@ugh½
¼;fn gka rks fdl izdkj dh O;oLFkk ---------------------------------------------------------------½
8- 'kkyk dk le; -------------------------------------------------------------- ¼,d ikyh@nks ikyh½
9- 'kkyk esa iqLrdky; gS & gka@ugh
10- 'kkyk esa U;wt isij@if=dk,a Ø; fd;k tk jgk gS & gka@ugh
11- 'kkyk esa izkpk;Z i`Fkd d{k@LVkQ d{k miyC/k gS & gka@ugh
12- 'kkyk esa QLVZ&,M ckWDl@vfXu’kked ;a= miyC/k gS A ¼gka@ugh½
13- 'kkyk esa n`’;&J`O; miyC/k ¼vkWfM;ks½ gS A ¼gka@ugh½
14- 'kkyk ds lqj{kk gsrq O;oLFkk gS A ¼gka@ugh½
15- 'kkyk esa lekos’kh f’k{kk gsrq Ik;kZIr lqfo/kk gS A ¼gka@ugh½
¼C½ d{kk d{k ls lacaf/kr tkudkjh
4
1- d{kk esa fo|kFkhZ ntZ gS A ----------------------------------- ntZ la[;k ------------------------
2- Nk= la[;k ds eku ls d{kk d{k dk vkdkj i;kZIr gS A ¼gka@ugh½
3- d{kk essa Nk=ksa dks cSBus dh O;oLFkk D;k gS A
¼VkV iV~Vh@Vscy dqlhZ@csap@MsLd@---------------------------------------------------------½
4- d{kk esa ,d casp ij fdrus fo|kFkhZ cSB jgs gS A ---------------------------------------
5- d{kk esa izdk’k ,oa gok dh D;k O;oLFkk gS A --------------------------------------------
6- d{kk ds CySd cksMZ@xzhu cksMZ dh fLFkfr dSlh gS A --------------------------------------
¼lkbZt i;kZIr@jaxkbZ vkfn -----------------------------------------------------------------------------½
7- d{kk es Nk= dks cSBkus dk jksVs’ku flLVe gS A ¼gka@ugh½
8- d{kk esa lkQ&lQkbZ gS A ¼gka@ugh½
9- d{kk esa f’k{kd ds fy, Vscy@dqlhZ gS A ¼gka@ugh½
10- d{kk esa Nk=ksa dh cSBd O;oLFkk %&
1- cPpksa ds chp i;kZIr txg gS A ¼gka@ugh½
2- f’k{kdksa dks d{kk esa xfrfof/k [email protected] ds fy, i;kZIr txg gS
A ¼gka@ugh½
11- Ldwy esa d{kks dh la[;k fdruh gS A la[;k ----------------------------------------------------------
¼Nk= la[;k ds eku ls d{kks dh la[;k i;kZIr gS & gka@ugh½
¼D½ vU; fcUnq
1- 'kkyk esa ,l-,e-Mh-lh- ¼SMDC½ lfØ; gS A ¼gka@ugh½
2- foxr o"kZ fdruh cSBd gqbZ la[;k -----------------------------------
3- ikydks dk 'kkyk lapkyu@i<+kbZ esa :fp ysrs gS A ¼gka@ugh½
4- ikyd vius cPpksa dh i<+kbZ ds laca/k esa tkudkjh izkIr djrs gS A ¼gka@ugh½
5- 'kkyk esa lkaLd`frd xfrfof/k;ka gksrh gS A ¼gka@ugh½
6- D;k ikyd blesa ;ksxnku nsrs gS A ¼gka@ugh½
¼uksV% fcUnq dzekad 01 ls 06 dh tkudkjh lfefr jftLVj iath ls vafdr dh tk;s½
7- ikB~;sRrj xfrfof/k;ksa gsrq lfefr;ka cuk;h xbZ gS & gka ;k ugh
8- 'kkyk esa ikB~;sRrj xfrfof/k;ksa gsrq ewyHkwr lqfo/kk,a miyC/k gS ;k ugh \
9- 'kkyk dh ikB~;sRrj xfrfof/k;ksa esa izkIr dh x;h miyfC/k;ka ,oa f’k{kd dk
4
;ksxnku & gka ;k ugh
d{kk voyksdu Section :-3
1- f'k{kd dk uke %&
fo"k; %&
2-
1- d{kk esa f’k{kd dh izfo"Vh eqLdqjkrs gq,@ruko
iw.kZ@mnkl
2- f’k{k.k ds le; f’k{kd dh fLFkfr dksus esa@chp esa@?kwers gq,
3- i<+krs le; f’k{kd dk vkbZ dkUVsDV lHkh vksj@,d vksj@dqN Nk=ks
ij
4- f’k{k.k ds le; f’k{kd dh vkokt Ik;kZIr@/kheh@rst
5- f’k{k.k ds le; f’k{kd dk gko&Hkko gS@ugh@mnklhu
6- f’k{k.k ds le; vkokt esa mrkj p<+ko gS@ugh
7- f’k{kd Nk=ksa ls jhfM+x djkrs gS gS@ugh
8- f’k{k.kfof/k O;k[;ku
fof/k@lgHkkfxrk@xfrfof/k
vk/kkfjr@iz’uksRrj
9- d{kk esa f’k{k.k ds le; ekgkSy [kq’kuqek@’kkar@mnklhu
10- d{kk esa f’k{k.k esa lewg ppkZ ds fy,
le; fn;k x;k gka@ugh
11- D;k f’k{kd Nk=ksa mRrj nsus ds fy,
izksRlkfgr dj jgs Fks gka@ugh
12- xyr mRrj nsus ij Nk= ds izfr
f’k{kd dh izfrfØ;k &&&&&&
13- d{kk esa iz’u iwNs tkus dh fØ;k O;fDrxr@lkewfgd
14- D;k f’k{kd us ';keiV~V ij O;ofLFkr
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:i ls fy[kk gS gka@ugh
15- D;k f’k{kd ds }kjk iqujko`fRr iz’u iwNs x,&gka@ugh
16- D;k Nk=ksa ds fy, x`g dk;Z fn;k gka@ugh
17- voyksdu ds nkSjku f’k{kd dSlk lgt@rukoxzLr
eglwl dj jgs Fks
3- f’k{k.k dq’kyrk &
1- 'kSf{kd Mk;jh dk la/kkj.k gka@ugh
2- f'k{kd }kjk Nk=ksa dh x`g dk;Z dkWfi;ks
dk voyksdu fd;k tkrk gS gka@ugh
3- d{kk esa v/;kiu dk voyksdu %&
Nk= lgHkkfxrk gka@ugh
vuq'kklu gka@ugh
lgk;d lkexzh dk mi;ksx gka@ugh
';keiV~V dk;Z gka@ugh
iz;ksx’kkyk dk;Z dk voyksdu iz’u iwNdj
4. Nk=ksa ds voyksdu ds fcUnq cPps d{kk es dSls gS \ ¼ruko xzLr@lgt½
cPpksa ds psgjs ds Hkko D;k gS \ ¼izlUu@du¶;wt½
fo|kfFkZ;ks dh O;fDrxr LoPNrk dh fLFkfr ¼LoPN diMs+] cLrk] dkWih&fdrkc] cky] uk[kwu vkfn½ A
cPpksa dh d{kk o 'kkyk es lgHkkfxrk dk Lrj A
izkFkZuk esa cPpksa dh mifLFkfr ,oa :fp A
cPpksa dk fo?kky; o d{kk esa vuq’kklu A
cPpksa ds }kjk ijLij ckrphr djrs le; la;r Hkk"kk dk iz;ksx A
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cPpksa ds lkFk lkewfgd ppkZ Section :-4
¼1½ cPpksa dh lkekftd vkfZFkZd fLFkfr A fof/k & cPpksa o f’k{kdks ls ppkZ dj cPpks dh lkekftd vkfFkZd fLFkfr dh tkudkjh
yh tk,xh A iz’u & 1 vkids ekrk firk D;k dk;Z djrs gS \ iz’u & 2 vki fo?kky; le; ds igys o ckn esa D;k&D;k dk;Z djrs gS \
iz’u & 3 D;k ;g dk;Z vki izfrfnu djrs gS ;k dHkh&dHkh \ D;k blds dkj.k fo?kky; esa foyac ls vk ikrs gS \
iz’u & 4 vki fdl eghus esa fo?kky; vkus esa vleFkZ eglwl djrs gS \ ¼2½ cPpksa dh i<-us esa :fp &
iz'u & 1 vkidks dkSu lk fo"k; i<+us esa vklku yxrk gS vkSj D;ksa \ iz’u & 2 vkidks dkSu lk fo"k; lcls dfBu yxrk gS vkSj D;ksa \ Ikz’u & 3 vkidks v/;;u ds fy, fo?kky; esa vkSj D;k&D;k lqfo/kk,a pkfg,
\ iz'u & 4 D;k vkids fy, i<+kbZ t:jh gS \ ;fn gka rks D;kas \
¼3½ ikjLifjd laca/k & iz'u & 1 vkidks d{kk esas fdl ds lkFk i<+uk vPNk yxrk gS \ vkSj fdl
ds lkFk ugh \ ugh rks D;ksa \ iz’u & 2 vkidks fo?kky; ifjlj ds vkl&ikl jgus okys yksxks dk O;ogkj
vPNk yxrk gS ;k ugh \ ;fn ugh rks D;ksa \ ¼4½ 'kS{kf.kd xfrfof/k;ka &
iz'u & 1 vki fo?kky; esa vk;ksftr gksus okyh xfrfof/k;ksa ¼fuca/k] Hkk"k.k] [ksydwn] cky lHkk vkfn½ esa Hkkx ysrs gS \
iz'u & 2 vki iz;ksx’kkyk esa lIrkg esa fdrus fnu tkrs gS \ iz’u & 3 vki lIrkg esa fdrus fnu iqLrdky; esa tkrs gS \ iz’u & 4 vkidks dkSu&lh xfrfof/k lcls vPNh yxrh gS vkSj D;ksa \ iz’u & 5 vki i<+kbZ ds ckn D;k djuk pkgrs gS \
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