education sector report by naseem nazir
TRANSCRIPT
-
7/29/2019 Education Sector Report by naseem nazir
1/56
A Df I D GOI Pr oj ect
Repor t
onEducat i on Sect ori n
J ammu and Kashmi r St at e
J ammu & Kashmi r I nst i t ut e ofManagement ,
Publ i c Admi ni st r at i on & Rur alDevel opment
-
7/29/2019 Education Sector Report by naseem nazir
2/56
1
FOREWORD
The Government of India DfID Project
Capacity Building for Poverty Reduction aims at
improving the service delivery by capacity building
through intensive training of the front-line, cutting
edge personnel. In the sectors of Elementary
Education and Social Welfare selected in our State
for capacity building and confined to the two districts of Budgam and
Udhampur, commendable work has already been done.
One of the important activities to be undertaken was formulationof the Sector Reports. On the basis of the information provided by the
concerned Departments, an attempt has been made to prepare reports on
both the sectors. The reports include the strengths, weaknesses, threats and
challenges beset with the respective sectors.
This report converges basic data and highlights issues and
problems in the sector, connected as they are with the achievement of
the sectoral objectives leading broadly to speedy attainment of the
development goals. This will be a good starting point for training and
development in this sector relating as it does to the twin goals of capacity
building and poverty reduction.
The efforts put in by the Core Group in bringing out this report are
appreciated and acknowledged.
(Pramod Jain)IAS
Director General,J&K IMPA
Place: SrinagarDate: 12-09-2008
-
7/29/2019 Education Sector Report by naseem nazir
3/56
2
1.1. Introduction
Education, one of the thrust areas, is a critical input in
development in general and in human resource development in
particular and is a catalyst for empowerment, poverty reduction
and growth per se. In the national educational scenario, J&K is
subsumed as educationally backward with reference to the
established indices namely, literacy rate, teacher - pupil ratio,
drop-out rate and the absorption pattern of the educated persons.
The Government from time to time has taken various initiatives, in
the form of Centre/State - supported schemes, especially for
backward/underprivileged sections of the society to boost
education in the State. Broadly speaking, this sector has the
following commitments on the part of the State:
to eradicate illiteracy
to work for overall educational development of the State
to implement various educational policies, programmes
and schemes
to administer and monitor schools
to provide teachers training
to work for behavioural modifications.
-
7/29/2019 Education Sector Report by naseem nazir
4/56
3
In the fulfillment of these commitments, the Department is planned
in the following administrative structural arrangement:
1.2 State Level
The Department of Education is under the administrative control
of the Secretary to Govt., School Education at the State level and
Directors at the divisional level. The Secretary is assisted by 2
Special Secretaries, 1 Deputy Secretary, 1 Joint Director (P&S), 1
Financial Advisor and 1 Under - Secretary.
-
7/29/2019 Education Sector Report by naseem nazir
5/56
4
The existing organizational structure at the State level is given below:
* Advisor to Governor during the Governors Rule
MINISTER INCHARGE SCHOOL EDUCATION
MOS FOR SCHOOL EDUCATION
SECRETARY TO GOVT.SCHOOL EDUCATION
Special Secretary
Special Secretary
Deputy Secretary
Section Officer
Under Secretary
Section Officer
Financial Advisor
Joint Director (Planning)
-
7/29/2019 Education Sector Report by naseem nazir
6/56
5
The functions assigned to the school education at the Secretariat
level include:
overall control of the Department
policy formulation
finalization of the annual budget and annual plan
administrative sanctions for various projects and
programmes
coordination with other departments.
1.3 Divisional Level
The Director School Education is assisted by 4 Joint Directors
(Secondary Education, Elementary Education, Principal Training
SIE and SSA), 1 Deputy Director (Planning), 1 Personnel Officer
and 1 Accounts Officer.
The existing organizational structure at the Directorate level is as
follows:
-
7/29/2019 Education Sector Report by naseem nazir
7/56
6
Secretary to Govt. , School Education
Director (K) Director (J)
JD (Sec. Edu.)
CEOS
JD (Principal)Trgs.SIE
JD ( Elmn. Edu.)
Personnel officer
A.O
DD (P)
JD SSA
-
7/29/2019 Education Sector Report by naseem nazir
8/56
7
The functions assigned to the school education at the Directorate
level include:
formulation of plans
overall control and supervision at the divisional level
in the field
implementation of plans, programmes and schemes
human resource management
1.4 District Level
Every District has a Chief Education Officer who is assisted by
one Deputy Chief Education Officer at District level and Zonal
Education Officers and Zonal Education Planning Officers at the
Zonal level. The existing organizational structure at the district
level is as follows:
-
7/29/2019 Education Sector Report by naseem nazir
9/56
8
Chief Education Officer
Sr. H.M. ZEOs DCEOs Principals of HSS
Head Masters (HSS)
ZEPOs
Masters ( M.S)
Teachers
Sr. Teacher
Sr. Lectures
-
7/29/2019 Education Sector Report by naseem nazir
10/56
9
The functions assigned to the school education at the District and
Zonal level include:
formulation of plans
administration and control
implementation of plans , programmes and schemes
monitoring of schemes
financial management
supervision and coordination
Each School is headed by one Head Master/ Senior Teacher. The
Head of the Institution is solely responsible for
institutional planning and management
mobilizations of resources
supervision and control
maintenance of records
conduct of educational surveys
conduct of examination and evaluation
execution of schemes
financial management
Elementary education mostly deals with the primary and middle
school education and is the foundation on which the development
of every citizen and the nation as a whole hinges. The major
-
7/29/2019 Education Sector Report by naseem nazir
11/56
10
indicators of socio-economic development viz., the growth rate of
the economy, birth rate, death rate, infant mortality rate (IMR) and
literacy rate are interconnected. But the literacy rate has been the
major determinant of the rise or fall in the other indicators,
especially in the case of women, it co-relates with low birth rate,
IMR and increase in the rate of life expectancy. According to the
National Policy on Education, 1986 (revised in 1992), the new
thrust areas in elementary education emphasized the following
three aspects:
1. universal access and enrolment i.e. making education
accessible to children
2. universal retention of children upto 14 years of age i.e.
making sure that they continue education and
3. universal achievement i.e. a substantial improvement in the
quality of education to enable all children to achieve the
essential levels of learning
As a result of education programmes, by the end of 2000, 94% of
India's rural population had primary schools within one km and
84% had upper primary schools within 3 km. Special efforts were
made to enrol SC/ ST children and girls. The enrolment in
primary and upper-primary schools has gone up considerably since
-
7/29/2019 Education Sector Report by naseem nazir
12/56
11
the first five-year plan. In 1950-51, only 3.1 million students had
enrolled for primary education. In 1997-98, this figure was 39.5
million. The number of primary and upper-primary schools was
0.223 million in 1950-51. This figure was 0.775 million in 1996-
97.
In 2002-2003, an estimated 82% of children in the age group of 6-
14 were enrolled in school. The Government of India aims to
increase this to 100% by the end of the decade. To achieve this
Government launched a programme called Sarva Shiksha
Abhiyan.
1.5 Review of Past Performance
Article 45 of the Constitution stipulates that the State shall
endeavour to provide within a period of ten years from the
commencement of the Constitution, for free and compulsory
education for all children until they complete the age of 14
years. However, the task of providing basic education for all
gained greater momentum only after the National Policy of
Education (NPE), 1986 (revised in 1992) was launched. The
World Declaration on Education for All (EFA) adopted in Jomtein
in 1990 was an important milestone in the march towards universal
-
7/29/2019 Education Sector Report by naseem nazir
13/56
12
elementary education and girls and womens access to basic
education. These international developments together with several
positive developments within the country brought the need for
recognizing basic education as a fundamental right of every
citizen.
The 9th Plan period has been the most crucial period regarding the
development of education and as such over all human
development. The Prime Ministers Special Action Plan
emphasized the total eradication of illiteracy, equal access to and
opportunity of education up to the school-leaving stage,
improvement in the quality of education at all levels, and the need
for expansion and improvement of infrastructural facilities. The
thrust areas in the 9th plan included universalization of elementary
education (UEE), full adult literacy, raising the quality of
education at all levels and improving learner achievement.
Elementary education was given the highest priority in sub-
sectoral allocations with the education sector, indicating a strong
reiteration of the countrys resolve to achieve the goal of EFA
during the plan period. The goal was sought to be achieved
through several measures which included:
-
7/29/2019 Education Sector Report by naseem nazir
14/56
13
amendment of the Constitution to make elementary
education a fundamental right
decentralization of planning, supervision and management
of education through local bodies at the district, block and
village levels
social mobilization of local communities for adult literacy
through campaigns and for promotion of primary education
convergence of different schemes for UEE
stronger partnership with Non-Govt. Organizations
(NGOs) and VOs
advocacy and media campaign for UEE
provision of opportunities for non-formal and alternative
education for out of school children in the most backward
areas and for unreached segment of the population in
response to local needs and demands and
universal participation and retention rather than universal
enrolment. The goal of UEE was enlarged to include
provision of education of a satisfactory quality to all
children.
But the goal of universalization of elementary education has been
very difficult till now. The government has initiated a number of
-
7/29/2019 Education Sector Report by naseem nazir
15/56
14
programmes to fulfill the constitutional obligation and national
aspirations. The Constitutional 86th Amendment enacted in
December 2002 made elementary education a fundamental right
for all children in the age group of 6-14 years. The amendment
also makes elementary education free and compulsory in this age
group (Article 21 A).
1.6 Growth of Literacy
Literacy is an effective instrument for social and economic
development and national integration. It is defined in census
operations as the ability to read and write with understanding in
any language. In modern context, the word refers to reading and
writing at a level adequate for communication or at level that lets
one understand and communicate ideas in a literate society, so as
to take part in that society. The United Nations Educational,
Scientific and Cultural Organization (UNESCO) defined literacy
as the ability to identify, understand, interpret, create,
communicate and compute, using printed and written materials
associated with varying contexts. Literacy involves a continuum
of learning to enable an individual to achieve his or her goals, to
develop his or her knowledge and potential and to participate
fully in the society.
-
7/29/2019 Education Sector Report by naseem nazir
16/56
15
The educational backwardness of the State was more or less before
independence. Appreciating the urgent need of providing greater
facilities for education, the State Government decided as early as
in 1930 to introduce a scheme of compulsory education for boys
up to the primary standard. Accordingly a law entitled The
Primary Education Act (Act 3 of 1986 was enacted and was made
applicable to only few districts but was not implemented.
The very low percentage of literacy in the State is a legacy of the
past and the cumulative effect of several factors i.e., the dearth of
educational institutions, the economic backwardness of the people
to finance the cost of educating their children and, above all, the
preachings of religious leaders. It was only during the post -
independence period that the government launched a campaign of
building up a network of educational institutions. At the time of
independence only 7% of the population was literate. The need for
universal education for all children in the age group of 6-14 years
recognized as crucial input for nation - building, was given due
consideration in successive five - year plans. This resulted in a
manifold increase of spatial spread, infrastructure facilities and
increased coverage of various social groups; but the goal of
providing basic education to all continues to be elusive. Even
-
7/29/2019 Education Sector Report by naseem nazir
17/56
16
today our state has the lowest literacy as compared to major states
and Union Territories. As per 2001 Census, our State ranks 33rd in
literacy among the states of India just above Bihar and Jharkhand.
Literacy Rates in J &K (1901-2001)
(For Table See Annexure A) Fig 1.1
Despite intensive efforts by the State over the decades to improve
the literacy level, achievement has not been satisfactory. The
literacy has shown a substantial increase from 12.95 % in 1961 to
54.46% in 2001. The literacy rate has grown at an average annual
rate of 10.99% during the post - independence period as compared
0
10
20
30
40
50
60
70
1901
1911
1921
1931
1941
1961
1971
1981
1991
2001
Persons
Male
Female
-
7/29/2019 Education Sector Report by naseem nazir
18/56
17
to 4.95% during the pre - independence period. The sex
differentials in literacy, however, have been throughout constant
and pronounced. Over the last four decades (1961-2001), female
literacy has gone up more than four times i.e., from 19.28 in 1961
to 41.82 in 2001.The male - female literacy gap has increased
from 20.41% in 1981 to 23.93% in 2001, which indicates that
females are still lagging behind.
Percentage of male- female literacy in total / rural / urban population
1981 and 2001
(For Table See Annexure B) Fig 2.1
Rural urban differentials in literacy are also wide. The above table reveals
that educational development has remained urban-centric both among
males and females in the State.Theliteracy rate for rural areas is 48.22
% against 72.17% for urban areas according to 2001.Again female
0
10
20
30
40
50
60
70
80
90
1981 2001 1981 2001 1981 2001
Persons Male Female
Total
Rural
Urban
-
7/29/2019 Education Sector Report by naseem nazir
19/56
18
literacy in rural areas at 35.09 % is very low and is less than half of the
literacy in urban areas.
Literacy Rate of Districts in Descending Order (2001 Census)
(For Table See Annexure C)
Literacy Rate of Districts
0 20 40 60 80 100
J ammu
Kathua
Leh
Srinagar
Kargil
Rajouri
Punch
Udhampur
Pulwama
Doda
Barmulla
Anantnag
Budgam
Kupwara
Districts
Literacy Rate
Female
Male
Total
-
7/29/2019 Education Sector Report by naseem nazir
20/56
19
District Jammu has recorded the highest increase in the literacy rate
among all the districts of the State. It showed substantial increase from
42.86% in 1981 to 77.30% in 2001. While district Kupwara ranks last in
terms of literacy rate i.e., 40.80% followed by District Badgam
i.e.40.94%. One glaring fact is that female literacy lags behind male
literacy in all the districts. The differential is large in almost all the
districts, which shows a considerable disparity between males and
females. Moreover, the sex differential in literacy rate (9.01 to 23. 92) has
more than doubled during the post-independence period.
Education Facilities
The availability of schooling facilities is measured by a set of indicators
concerning access. Existing norms stipulate that a habitation (cluster of
households) is entitled to have a primary school if it has a population of
300 and more and has no school within a distance of one kilometer. Upper
primary schools are to be located at a distance of three kilometers from
habitation with a population of 500 and more. These norms are often
relaxed in case of hilly and tribal areas, difficult terrains and border
districts. Since independence there has been a substantial increase in the
number of educational institutions.
-
7/29/2019 Education Sector Report by naseem nazir
21/56
20
No. of Educational Institutions (1950 51 to 2005 2006)
(For Tables See Annexure D
No. of Primary(IV) Educational Inst itut ions
0
5000
10000
15000
1950
-51
1960
-61
1968
-69
1980
-81
1990
-91
1993
-94
1995
-96
2001
-02
2002
-03
2003
-04
2004-05
2005-06
Year
Educational
Institutions
Boys
Girls
Total
No. of Middle (VI-VIII) Educational Institutions
0
200040006000
1950
-51
1960
-61
1968
-69
1980
-81
1990
-91
1993
-94
1995
-96
2001
-02
2002
-03
2003
-04
2004-05
2005-06
Year
Ed
ucational
ins
titutions
BoysGirls
Total
-
7/29/2019 Education Sector Report by naseem nazir
22/56
21
During the period 1950-1951 to 2005-06, the number of primary schools
increased by more than 17 times from 1,115 in 1950-51 to 19,178 in
2006-07, whereas the number of upper primary schools increased by more
than 41 times from 139 in 1950-1951 to 5,788 in 2006-07. In terms of
overall annual growth rate, the increase was to the tune of 19.61% for
primary level and 65.29 per cent for middle level institutions.
Educational Facilities Available (2006-07)
(For Table See Annexure E)
Educational Facilities Available (2006-07)
0
5000
10000
15000
EGS Centres Primary
Schools
Middle
Schools
High Schools Hr.Sec.
Schools
Sanik Schools Kendriya
Vidyalayas
J awahar
Navodalayas
Institutions
Institution
Type
Govt
Private
Total
-
7/29/2019 Education Sector Report by naseem nazir
23/56
22
District wise Schooling Facility available at Primary Level (2007-08)
Districtwise PopulationJ ammu
Doda
Kathua
Poonch
Rajouri
Udhampur
Srinagar
Anantnag
Barmulla
Budgam
Kupwara
Pulwama
Leh
Kargil
Schooling Facili ties at Primary Level
0 10000 20000 30000 40000 50000
J ammu
Doda
Kathua
Poonch
Rajouri
Udhampur
Srinagar
Anantnag
Barmulla
Budgam
Kupwara
Pulwama
Leh
Kargil
Districts
Facilities
No. of EducationalInstitutions
Area in Km
Population/Institution
-
7/29/2019 Education Sector Report by naseem nazir
24/56
23
(For Tables See Annexure F)
District wise Schooling Facility available at Upper Primary Level (2007-08)
School ing Facil ity available at Primary Level
0
10
20
30
40
50
60
70
80
90
100
110120
130
140
150
160
170
180
190
200
210
Jammu
Doda
Kathua
Poonch
Rajouri
Udhampur
Srinagar
Anantnag
Barmulla
Budgam
Kupwara
Pulwama
Leh
Kargil
Districts
Facilities
EducationalInstitutions/Km
Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulwama Leh Kargil
0
5000
10000
15000
20000
25000
30000
35000
4000045000
50000
Schooling Facilities at Upper Primary Level
No. of Educational Institutions
Area in Km
Population /Institution
Districts
Facilities
-
7/29/2019 Education Sector Report by naseem nazir
25/56
24
(For Tables See Annexure G)
Despite an increase in the schooling facilities both at primary
and upper primary level, the coverage is not in tune with the
norms set for the purpose.
Enrolment Trends
The school enrolment (Primary and Upper Primary) increased
from 0.980 lac in 1950-51 as compared to 17.13 lac children in
2005-06. Girls enrolment in schools has increased greatly and
constantly at all levels. At the primary stage, the enrolment has
been increased 16 times from 0.780 in 1950-51 to 12.36 lacs in
2005-06 and at the upper primary/ middle stage over 24 -fold from
0.200 lacs in 1950-51 to 4.77 lacs again in 2005-06.
Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulwama Leh Kargil
0
200
400
600
800
10001200
1400
1600
1800
2000
Schooling Facilities at Upper Primary Level
EducationalInstitutions/Km
Districts
Facilities
-
7/29/2019 Education Sector Report by naseem nazir
26/56
25
(For Table See Annexure H)
The girls share in total enrolment, both at primary at upper
primary levels, has increased constantly from 0.120 lacs in 1950-
51 to 5.78 lacs in 2005-06 at the primary stage and from 0.20 lacs
to 2.08 lacs at upper primary/ middle stage for the same period.
School Enrolment by Stages/ Classes for Boys and Girls (1951-2002)Figures in lakhs
1950-51 1960-61 1968-69 1980-81 1990-91 1993-94 1995-96 2001-02 2002-03 2003-04 2004-05 2005-06
0
2
4
6
8
10
12
14
School Enrolment of Primary (IV)
Boys
Girls
Total
Year
Students
1950-51 1960-61 1968-69 1980-81 1990-91 1993-94 1995-96 2001-02 2002-03 2003-04 2004-05 2005-06
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
School Enrollment of Middle (VI-VIII)
Boys
Girls
Total
Year
Students
-
7/29/2019 Education Sector Report by naseem nazir
27/56
26
The efficiency of an education system is determined not only by
enrolling more and more but also by ensuring their retention in
the system.
Enrolment at Elementary Level 2006-07
(For Table See Annexure I)
The official figures (2006-07) show that again almost in 90% of
the districts of the State, the girls share in total enrolment at the
elementary level continues to be lower than boys at the primary
level. Despite significant achievements in the recent years, it is
realized that there are serious problems of gender and regional
Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulwama Leh Kargil
0
20000
40000
60000
80000
100000
120000
140000
160000
180000
Enrollment at Elementary Level
Boys
Girls
Total
Districts
Students
-
7/29/2019 Education Sector Report by naseem nazir
28/56
27
disparities in UEE. A significant proportion of children continue to
drop out due to socio-economic and cultural factors and also due to
lack of adequate infrastructure, shortage of teachers and
unsatisfactory quality of education provided.
About 5.9 per cent children in the age group 6 to 14 are out of
school, out of which 3.9 per cent are never enrolled and 2.2 per
cent are drop-outs. Again, the ratio of girls in case of never-
enrolled as well as in drop- outs is higher than boy.
Information regarding OOSC Children
(For Table See Annexure J )
(6-11) years (11-14) Years (6-14) Years
0
200000
400000
600000
800000
1000000
1200000
1400000
1600000
1800000
2000000
Information regarding OOSC Children
Childpopulation
OOSC
EnrollmentDroppedOut
Never Enrolled
Age Group
Children
-
7/29/2019 Education Sector Report by naseem nazir
29/56
28
Programmes/ Schemes
The Central Government in conjunction with the State
Governments initiated a number of programmes to fulfill the
constitutional obligation and national aspirations. The various
schemes launched in J&K State so far are as follows:
1. Operation Blackboard
This Scheme, started in 1987-88, aimed at improving the class
room environment by providing infrastructural facilities, additional
teachers and teaching- learning material to primary schools. The
Scheme was implemented in 197 educational blocks in the State.
Under the scheme about 2,450 schools were constructed.
2.Mid-Day Meal Scheme
The National Programme of Nutritional Support to Primary
Education, commonly know as the Mid-Day Meal Programme was
launched on 15th August, 1995. It aims to give a boost to
universalisation of primary education by increasing enrolment,
retention and attendance and simultaneously improving the
nutritional status of students in primary classes. The Scheme was
started with an initial coverage of one lakh children but
subsequently all the children from classes I to V were covered
under the Scheme. They are provided with cooked and hot meals
-
7/29/2019 Education Sector Report by naseem nazir
30/56
29
comprising a minimum of 450 calories and 12 grams of protein
content.
Resource Support for MDMSRupees in lacs
(For Table See Annexure K)
Despite the fact that the Scheme has increased enrolment as well
as retention of students, it has not been successful in achieving the
goal. Some of the weaknesses of the scheme are:
lack of community participation in implementation
because of poor awareness and advocacy among other
things.
2004-05 2005-06 2006-07 2007-08
0
500
1000
1500
2000
2500
3000
3500
4000
4500
Resource Support for MDMS
Central Assistance
State Share
Total
Yearwise
Contribution
-
7/29/2019 Education Sector Report by naseem nazir
31/56
30
inability of the State to arrange the timely delivery of
food- grains because of non-availability of funds with the
implementing agencies to meet the initial expenditure.
close monitoring and supervision of the programme is
negligible.
3. Sarva Shiksha Abhiyan
The Sarva Shiksha Abhiyan was launched towards the end of the
9th Plan to achieve the goal of UEE through a time -bound
integrated approach, in partnership with states. The main
objectives of the Scheme are:
a. all children to be in schools, Education Guarantee Scheme
centers, alternate schools, back to schools campus by 2003
b. all children to complete 8 years of schooling by 2010
c. focus on elementary education of satisfactory quality with
emphasis on education for life
d. bridge all gender and social disparities at the primary stage
by 2007 and at the upper primary level by 2010 and
e. universal retention by 2010
These goals are more ambitious than the Millennium Development
Goals on Education or the Global Education for All goals, which
-
7/29/2019 Education Sector Report by naseem nazir
32/56
31
are supposed to be achieved by 2015. The programme is an effort
to improve the performance of the school system and provide
community- owned quality elementary education in the mission
mode. The programme has a special focus on the educational
needs of girls, SCs/ STs and other children in difficult
circumstances. Keeping in view the objectives of the programme,
following steps have been taken:
a) Expansion of Access
3542 new primary schools established
6798 Education Guarantee Scheme centers (EGS) set up
2760 primary schools upgraded to the level of middle
schools
401 middle schools upgraded to the level of high schools
295 high schools upgraded as higher secondary schools
Up-gradation of 4661 Education Guarantee Scheme centers
(EGS) to the level of primary school approved by the
Project Approval Board (PAB) in the Ministry of Human
Resource Development for the year, 2007-08
Up-gradation of 711 more primary schools to the level of
-
7/29/2019 Education Sector Report by naseem nazir
33/56
32
middle schools approved by the Project Approval Board (PAB)
in the Ministry of Human Resource Development for the year
2007-08
51 Kasturba Gandhi Balika Vidyalayas (KGBVs)
sanctioned to provide residential cum schooling facility for
adolescent girls from the disadvantaged sections of the society.
b) Infrastructure Development
1334 primary school buildings constructed and 2100 such
buildings under construction
134 middle school buildings constructed and 394 such
buildings under construction
1882 additional class rooms constructed. The construction
of 3204 more such class rooms in progress
62 Block Resource Centers constructed and 54 under
construction
292 Cluster Resource Centers constructed and 319 in the
process of construction
construction of 2661 primary school buildings for proposed
upgraded EGS centers approved by the Project Approval
Board (PAB) in the Ministry of Human Resource
-
7/29/2019 Education Sector Report by naseem nazir
34/56
33
Development for the year 2007-08 involving a cost of
Rs.241.97 lacs
The construction of 2000 primary school buildings for the
balance upgraded EGS centers approved by PAB for the
year 2008-09.
c) Quality Education
1, 35,587 Teachers trained in various capacity building
programmes of short and long term durations
1017 teachers trained in computer education
126 Computer Aided Learning (CAL) centers established
covering 378 upper primary schools
Hole in the Wall Project Started and 28 learning stations
established
up-scaling of training institutions has been the mainstay of
the strategy for impart of quality education. The Project
Approval Board (PAB) of Ministry of Human Resource
Development has sanctioned the following programmes for
the year 2007-08
establishment of 8 new District Institutes of Education and
Trainings (DIETs) for 8 newly created districts during
-
7/29/2019 Education Sector Report by naseem nazir
35/56
34
2007-08 at an estimated cost of 1648.00 lacs as non
recurring assistance and 452.00 lacs as recurring assistance
establishment of 2 new Colleges of Education (CTEs)
during 2007-08 at an estimated cost of 100.00 lacs as non
recurring assistance and 34.00 lacs as recurring assistance.
upgradation of college of Education, Srinagar to Institute of
Advanced Studies in Education (IASE) during 2007-08 at
Rs.225.00 lacs as central assistance for 11th plan period.
upgradation of State Institute of Education (SIE) Srinagar
to State Council of Educational Research and Trainings
(SCERT) during 2007-08 at Rs.200.00 lacs for eleventh
plan period on 50:50 basis.
upgradation of State Institute of Education (SIE) Jammu to
State Institute of Educational Management and Trainings
(SIEMAT) during 2007-08 at Rs.250.00 lacs.
Impact Assessment: Verifiable Parameters
reduction in the number of out of school children from the
level of 3.67 lacs in 2002-03 to 1.08 in the year 2006-07
reduction in the overall drop - out rate from 18.50% in the
year 2002-03 to 2.47% in 2005-06. (1.45% in primary
schooling and 3.50% in upper primary schooling)
-
7/29/2019 Education Sector Report by naseem nazir
36/56
35
favourable trend in reduction of gender disparity in
enrolment particularly in EGS centers
transition rate from primary to upper primary reaching a
level of 95.73% and upper primary to Secondary level
81.63%
Employment Generation
R-e-Ts appointed under SSA 16318
R-e-Ts appointed as 3rdteacher 6919
R-e-Ts appointed under State Scheme 7695
Total 30932
Teachers promoted as Masters under SSA 1768
4. Gender Specific Programmes
1. National Programmes for Education of girls at
Elementary Level (NPEGEL)
2. Kasturba Gandhi Balika Vidyalaya (KGBV)
The former provides for adopting one girls middle school at cluster level
as a model school and certain gender focused interventions at the cluster
level, which include enrolment drive especially the enrolment of drop-out
and never-enrolled girls. Kasturba Gandhi Balika Vidyalaya (KGBV)
aims at establishing one residential girls school for adolescent girls who
-
7/29/2019 Education Sector Report by naseem nazir
37/56
36
are drop-outs. The scheme is centered at block level with one school
provided for each block.
Progress of KGBV
11 KGBVs have been operationalized against the target of 14
KGBVs as on 21.05-2007. The remaining 3 KGBVs were
expected to be made operational by the end of June 2007.
All the KGBVs are operating in rented accommodation. The
construction programme of the KGBV shall be taken up after the
receipt of funds from Govt. of India.
Efforts are on to acquire land at suitable and convenient locations
so that the construction of KGBVs is taken up accordingly for
which the requisite funds have been already released to the district
implementation agencies.
Progress of NPEGEL
302 MCS have been established and additional classroom to equal
number has been provided besides drinking water and toilet
facility
9,983 girls have been benefited during 2006-07 and 21,022 girls
during 2005-06
-
7/29/2019 Education Sector Report by naseem nazir
38/56
37
261 MCS have been approved during 2007-08 thereby taking the
total number of MCSs to 563.
Year wise Status of Funds Received
(For Table See Annexure L)
Allocation and Expenditures under Plan Scheme
Adequate financial resources constitute the backbone of all
developmental activities particularly for major programmes like
Universalisation of Elementary Education. Insufficient funds, apart from
parental cooperation and societal mobilization, have been the main
reasons for the obstruction of universalisation of elementary education.
2002-03 2003-04 2004-05 2005-06 2006-07
0
5000
10000
15000
20000
25000
30000
Status of Funds Received
SSA
NPEGELKGBV
State
Total
Yearwise
FundsReceived
-
7/29/2019 Education Sector Report by naseem nazir
39/56
38
Financial achievements during the year 1996-2007 (Plan Sector)(Rupees In lacs)
Fig13.1
For Table See Annexure M
1996-97 1997-98 1998-99 1999-2000 2000-2001 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
0
5000
10000
15000
20000
25000
30000
35000
Financial achievements (Plan Sector)
Outlay
Expenditure
Yearwise
Financial
Achievements
-
7/29/2019 Education Sector Report by naseem nazir
40/56
39
Financial achievements (Non-Plan Sector)(Rupees In lacs)
Fig14.1
Fig14.2
For Table See Annexure N
Elementary (Jammu) Secondary (Jammu) SIE (J ammu) Secondary (Kashmir) Elementary (Kashmir) SIE (Kashmir)
0
5000
10000
15000
20000
25000
Financial achievements (Non-Plan Sector)
Releases
Expenditure
Year 2005-06
Financialachievements
Elementary (Jammu) Secondary (Jammu) SIE (Jammu) Elementary (Kashmir) Secondary (Kashmir) SIE (Kashmur)
0
5000
10000
15000
20000
25000
Financial achievements (Non-Plan Sector)
Expenditure
Releases
Year 2006-07
Financialachievements
-
7/29/2019 Education Sector Report by naseem nazir
41/56
40
Capacity Building
The capacity building of key resource persons and some selected
teachers is done at the State and District levels. SIEs, DIETs, & CTEs
have been entrusted with the teacher training programmes. These
institutions provide training on different subjects regarding education. No
training module is available with these two departments.
Challenges
increasing the number of teachers in primary schools is a
prerequisite for achieving UEE
teachers work environment needs effective action by the
Government
Village Education Committees to be made functional
encouraging community participation in promoting enrolment,
retention and other aspects of education
evolving a community based monitoring system
proper educational planning and school management
ensuring the availability of quality learning materials and
infrastructural development and retention of girls in the schools
Conclusion
Despite all the efforts of the government, Universalization of
Elementary Education remains a distant dream. This is because of the
-
7/29/2019 Education Sector Report by naseem nazir
42/56
41
ignorance of community, persistent poverty and various prejudices
prevailing in our society. While the growth of literacy in females is
increasing at a faster rate than male literacy, the gap in the male female
literacy has been a major hindrance in the Universalization of Elementary
Education in the country. Another area of concern is to reduce the gap
between the rural and urban literacy rate.
Thus reduction in Poverty, Promotion of female education
providing incentives for retaining the children from weaker sections of
society would have to go together so that it can achieve the goal set by
SSA and also the Millennium Development Goal by 2015 set by
UNESCO. Further more, the challenge for providing quality education at
the elementary level involves improvements in the preparation, motivation
and deployment of teachers, the quality of text books and of infrastructural
facilities. It also involves making education relevant to societies needs and
to sustain and deepen current reforms in education and encourage local
planning and management of strategies for expanding and improving
elementary education in the State. This has to be achieved through
effective and sustained advocacy, massive community mobilization and
awareness programmes. Improving the performance of the teachers is the
most important challenge as they are the principal instruments of
education.
-
7/29/2019 Education Sector Report by naseem nazir
43/56
42
Annexure A
Literacy Rates in J &K (1901-2001)
Source: 1981and 2001 Census
Census Year Persons Male Female
1901 2.40 4.26 0.11
1911 2.67 4.84 0.13
1921 2.79 4.90 0.33
1931 4.28 7.34 0.67
1941 7.17 11.32 2.31
1961 12.95 19.75 5.05
1971 18.58 26.75 9.28
1981 30.64 41.46 18.37
1991 38.00 46.00 29.00
2001 54.46 65.75 41.82
-
7/29/2019 Education Sector Report by naseem nazir
44/56
43
Annexure B
Percentage of Male - Female Literacy in Total / Rural / Urban
Population 1981 and 2001
Source: 2001 Census
Persons Male FemaleTotal/Rural/Urban
1981 2001 1981 2001 1981 2001
Total 30.64 54.46 41.46 65.75 18.37 41.82
Rural 25.01 48.22 36.35 60.34 12.19 35.09
Urban 51.12 72.17 59.87 80.3 41.05 62.22
-
7/29/2019 Education Sector Report by naseem nazir
45/56
44
Annexure C
Literacy Rate of Districts in Descending Order
District Total Literacy Rate
Male Female Ranks
Jammu 77.30 84.92 68.79 I
Kathua 65.29 75.73 53.92 II
Leh 62.24 71.98 50.03 III
Srinagar 59.18 68.85 47.97 IV
Kargil 58.21 73.58 40.96 V
Rajouri 57.65 69.64 44.14 VI
Punch 51.07 65.41 35.30 VII
Udhampur 54.16 66.43 39.89 VIII
Pulwama 47.76 59.24 35.40 IX
Doda 46.92 63.56 28.35 X
Barmulla 44.57 56.39 31.42 XI
Anantnag 44.10 55.56 31.51 XII
Budgam 40.94 52.51 28.14 XIII
Kupwara 40.80 53.55 26.83 IVX
Source: 2001 Census
-
7/29/2019 Education Sector Report by naseem nazir
46/56
45
Annexure D
No. of Educational Institutions (1950 51 to 2005 2006)
Source: Digest of Statistics 2005-06
Year Primary(IV) Middle (VI -VIII)Boys Girls Total Boys Girls Total
1950-51 940 175 1115 102 37 139
1960-61 2314 545 2859 461 72 533
1968-69 3524 1431 4955 1017 292 1309
1980-81 4725 2681 7406 1509 537 2046
1990-91 6200 3042 9242 1855 583 2438
1993-94 6795 3251 10046 2214 697 2911
1995-96 7456 3005 10461 2471 611 3082
2001-02 8114 2820 10934 4052 988 50402002-03 - - 10972 - - 23692003-04 - - 10608 - - 1268
2004-05 - - 12049 - - 42392005-06 - - 13144 - - 5131
-
7/29/2019 Education Sector Report by naseem nazir
47/56
46
Annexure E
Educational Facilities Available (2006-07)
Institutions Govt Private Total
EGS Centres 6798 Nil 6798
Primary Schools 10703 1677 12380
Middle Schools 4552 1236 5788
High Schools 1029 594 1623
Hr.Sec. Schools 479 127 606
Sanik Schools 2 Nil 2
Kendriya Vidyalayas 36 Nil 36
Jawahar Navodalayas 14 Nil 14
Source: Education Department
-
7/29/2019 Education Sector Report by naseem nazir
48/56
47
Annexure F
District wise Schooling Facility available at Primary L evel (2007-08)
District No. ofEducational
Institutions
Area in Kms EducationalInstitutions/Km
Population Population/Institution
Jammu 1325 3097.0 2.33 1,58,9000 1199.24
Doda 2345 11691.0 4.98 69,2000 295.09
Kathua 1086 2651.0 2.44 5,50,000 506.44
Poonch 1102 1674.0 1.51 3,73,000 338.47
Rajouri 1250 2630.0 2.10 4,83,000 386.04
Udhampur 1258 4550.0 3.61 7,44,000 591.41
Srinagar 691 2228.0 3.22 1,20,2000 1739.50
Anantnag 1583 3984.0 2.51 1,17,2000 740.36
Barmulla 2195 4588.0 2.09 11,70,000 533.02
Budgam 979 1371.0 1.40 6,29,000 642.49
Kupwara 1220 2379.0 1.95 6,50,000 532.78
Pulwama 921 1398.0 1.51 6,53,000 709.01
Leh 235 45110.0 191.95 1,17,000 497.87
Kargil 391 14036.0 35.89 1,19,000 304.34
-
7/29/2019 Education Sector Report by naseem nazir
49/56
48
Annexure G
District wise Schooling Facility available at Upper Primary Level
(2007-08)
District No. ofEducational
Institutions
Area in Kms EducationalInstitutions/Km
Population Population/Institution
Jammu 357 3097.0 26.02 1,58,9000 4450.98
Doda 378 11691.0 92.78 69,2000 1830.68
Kathua 328 2651.0 24.24 5,50,000 1676.82
Poonch 310 1674.0 16.2 3,73,000 1203.22
Rajouri 366 2630.0 21.55 4,83,000 1319.67
Udhampur 426 4550.0 32.04 7,44,000 1746.47
Srinagar 219 2228.0 30.52 1,20,2000 5488.58
Anantnag 415 3984.0 28.8 1,17,2000 2824.09
Barmulla 541 4588.0 25.44 11,70,000 2162.66
Budgam 279 1371.0 14.74 6,29,000 2254.48
Kupwara 376 2379.0 18.98 6,50,000 1728.72
Pulwama 260 1398.0 16.13 6,53,000 2511.53
Leh 71 45110.0 1906.05 1,17,000 1647.88
Kargil 122 14036.0 345.14 1,19,000 975.40
-
7/29/2019 Education Sector Report by naseem nazir
50/56
49
Annexure H
School Enrolment by Stages/Classes for Boys and Girls (1951-2002)
Figures in Lacs
Source: Digest of Statistics 2005-06
Year Primary(IV) Middle (VI-VI II) Secondary (IX-X)
Boys Girls Total Boys Girls Total Boys Girls Total
1950-51 0.660 0.120 0.780 0.180 0.20 0.200 0.053 0.003 0.056
1960-61 1.610 0.550 2.160 0.480 0.120 0.600 0.170 0.050 0.220
1968-69 2.570 0.050 2.620 0.750 0.300 1.050 0.410 0.100 0.510
1980-81 3.432 1.946 5.378 1.147 0.525 1.672 0.574 0.262 0.836
1990-91 4.575 3.048 7.623 1.943 1.27 3.070 1.102 0.543 1.645
1993-94 4.786 3.280 8.066 1.981 1.411 3.392 1.311 0.697 2.007
1995-96 5.034 3.646 8.580 2.351 1.373 3.724 1.547 0.897 2.443
2001-02 5.993 4.874 10.867 2.747 2.150 4.897 2.091 1.502 3.593
2002-03 3.57 3.08 6.65 1.94 1.47 3.41 1.94 1.32 3.26
2003-04 4.30 3.13 7.43 1.96 1.56 3.51 1.77 1.27 3.04
2004-05 5.61 5.12 10.73 2.54 2.03 4.57 2.02 1.53 3.55
2005-06 6.58 5.78 12.36 2.69 2.08 4.77 2.03 1.57 3.60
-
7/29/2019 Education Sector Report by naseem nazir
51/56
50
Annexure I
Enrolment at Elementary Level 2006-07
District Boys Girls Total
Jammu 37150 36653 73803
Doda 45145 45628 90773
Kathua 31230 29416 53247
Poonch 37377 40757 78134
Rajouri 31608 30536 62144
Udhampur 60517 52641 113158
Srinagar 25852 27012 52864
Anantnag 125677 37619 163296
Barmulla 78125 76239 154364
Budgam 42180 41830 84010
Kupwara 48996 47226 96222
Pulwama 57941 48598 106539
Leh 2855 3241 6096
Kargil 6030 7939 13969
Total 630683 525335 1156916
-
7/29/2019 Education Sector Report by naseem nazir
52/56
51
Annexure J
Information regarding OOSC Children
S.No. AgeGroup
Total Child Population
B G T1. (6-11)
yearsChild Population 626376 558142 1184518
OOSC 24196 32199 56396
%age to total Child Population in6-11 group
3.9 5.8 4.8
(11-14)Years
Child Population 350798 308557 659355
OOSC 2502 29663 52165
% age to total Child Population in11-14 years
6.4 9.6 7.9
(6-14)
Years
Child Population 977174 866699 1843873
OOSC 46698 61862 108560
% age to total Child Po;ulation in6-14 group
4.8 7.1 5.9
Information regarding Never Enrolled Children(6-11)
YearsChild Population 626376 558142 1184518
Never Enrolled 16642 23472 40114% age to total Child Population in6-11 group
2.7 4.2 3.4
(11-14)Years
Child Population 350798 308557 659355
Never Enrolled 12298 18752 31050
% age to total Child Population11-14 group
3.5 6.1 4.7
(6-14)years)
Child Population 977174 866699 1843873
Never Enrolled 28940 42224 71164% age to total Child Population in6-11 group
3.0 4.9 3.9
Information regarding Dropped out Children(6-11)
YearsEnrollment 602180 525943 1128123
Dropped Out 7554 8727 16281% agfe to total Enrolment in 6-11group
1.3 1.7 1.4
(11-14)years
Enrolment 328296 278894 607190
Dropped out 10204 10911 21115
% age to total Enrolment in 11-14group
3.1 3.9 3.5
(6-14)years
Enrolment 930476 804837 1735313
Dropped Out 17758 19638 37396
% age to total Enrolment in 6-11group
1.9 2.4 2.2
-
7/29/2019 Education Sector Report by naseem nazir
53/56
52
Annexure K
Resource Support for MDMS
( Rs. in Lacs )
Year Central Assistance State Share Total
2004-05 Nil Rs.210.00 Rs.210.00
2005-06 Rs.433.46
+Rs.1282.23 Rs.500.00
Rs.933.46
+Rs.1282.23
2006-07 Rs.1147.29 Rs.627.79 Rs.1775.08
2007-08 Rs.2743.94 Rs.1400.00 Rs.4143.94
Total Rs.5606.92 Rs.2737.00 Rs.8344.71
-
7/29/2019 Education Sector Report by naseem nazir
54/56
53
Annexure L
Year wise Status of Funds Received
Year SSA NPEGEL KGBV State Total
2002-03 2112.84 0 0 0 2112.84
2003-04 5272.85 0 0 1969.73 7242.58
2004-05 6793.34 114.9 0 1000 7908.24
2005-06 18870.95 558.6 190.57 6138.7 25758.82
2006-07 22048.57 34.75 0 5989 28072.32
-
7/29/2019 Education Sector Report by naseem nazir
55/56
54
Annexure M
Financial achievements during the year 1996-2007 (Plan Sector)(Rupees In lacs)
S. No. Year Outlay Expenditure
Revenue Capital Total Revenue Capital Total
1. 1996-97 7438.17 2572.64 10010.81 6876.05 2241.08 9117.13
2. 1997-98 6497.00 2604.00 9678.00 6207.66 2214.61 8422.27
3. 1998-99 11960-18 3409.84 15370.02 11493.62 3077-21 14570.83
4. 1999-
2000
14913.37 1798.73 15992.10 13053.38 1771.555 14824.93
5. 2000-
2001
14639.32 2308.91 16948.23 13752.74 1342.18 15094.92
6. 2001-02 14771.03 2042.60 16813.63 13769.09 1498.23 15265.32
7. 2002-03 15067.02 36-7.86 18674.87 14596.94 2041.54 16638.48
8. 2003-04 16338.64 3268.55 19607.19 15678.88 23451.67 18028.55
9. 2004-05 18394.38 5417.75 23812.13 18171.37 3272.00 21443.37
10. 2005-06 24726.25 7814.78 32541.03 23127.59 5335.40 28462.99
11. 2006-07 16166.97 8569.00 24735.97 13882.26 6711.23 20593.49
Source: Education Department
-
7/29/2019 Education Sector Report by naseem nazir
56/56
Annexure N
Financial achievements (Non-Plan Sector)(Rs. In lacs)
Year Releases Expenditure Scheme
2005-06 17414.32 15713.39 Elementary (J ammu)
15090.17 14001.68 Secondary (J ammu)
94.90 84.98 SIE (Jammu)
15675.85 13595.72 Secondary (Kashmir)
20135.38 17641.52 Elementary (Kashmir)
82.50 68.17 SIE (Kashmir)
17407.34 16643.27 Elementary 9Jammu)
22549. 10 21845.38 Secondary (J ammu)
107.75 103.38 SIE (J ammu)
21748.30 19851.91 Elementary (Kashmir)
21048.24 20938.59 Secondary (Kashmir)
2006-07
110.05 107.56 SIE (Kashmur)
Source: Education Department