4.0 introduction:-shodhganga.inflibnet.ac.in/bitstream/10603/34967/13/13...114 4.0 introduction:-...

114

4.0 INTRODUCTION:-

After the independence India has progressively marched ahead in many

fields, in which education is exceedingly important. Apart from getting

information about any particular thing, education is noble penance about

learning. Education positively influence the development of body, intelligence,

sentiments, emotions, skills and various latent strength present in every human

being. In short education is the process which betterly glorifies all round

development of each and every person.

The process of education has been differently defined by many

educationists, thinkers. More simplified definition of education is, ‘The

knowledge acquired by learning and instruction’. (www.thefreedictionary.com)

Education is extremely important in human life because with the help of

education we can think, work and decide properly. There are certain objectives

of education such as to provide the mean of knowledge to every person, to

develop the scientific attitude, to transfer the cultural inheritance towards the

next generation, to avail the means of subsidence, to properly shape the human

character etc. Because of these fundamental objectives education is also called

as, ‘The mean of social change or transformation’. Education also accelerates

the process of Social control, Social justice, women empowerment etc.

Nelson Mandela has quoted that, ‘Education is the most powerful

weapon which you can use to change the world. (www.brainyquote.com)

Education is closely related to society because the main aim of the

education is to make human being as a valuable constituent of the society. For

the inculcation of new ideals, values, goals among the new generation

education is extremely important. The fundamental work of education is to

develop the future of society by creativity without forgetting the present

problems as well as the past cultural inheritance.

Thus for the well cultured, innovative, controlled society education is

significant, hence every person male or female should receive the right of

education.

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It is said that education is preparation for life, but education is more than

preparation for future, it is a part of life. A person being educated is also a

person who is alive, with all the rights of an individual to have his needs

satisfied, whatever age he is (Walter & Castle 1970)

In one sense we are all being educated all the time, we learn from the

circumstances in which we live, the work we do. In fact everything that

surrounds us and of which we have experience, is educating us and our children

all the time. (Walter and Castle Ibid)

Family of every person is the first institute of education from where the

process of education starts. But apart from family there are certain formal

institutes in the society which are designed for the purpose of serving the

education to society and these institutes are commonly known as schools.

Today life has become much more complex, there is so much more to be

learned, so many possibilities opening out before each child, that parents can

no longer take responsibility for all their teaching. Children therefore spend a

good part of their lives in places set apart for them, schools, with specially

appointed adults – teachers – whose profession is to help the children grow and

learn. (Walter and Castle Ibid)

In India during the ancient period the same task of serving the education

to society was performed by the institutes called as ‘Gurukuls’. But in the

course of time the whole education system has been radically changed and

revised. Numbers of educational facilities have been significantly increased.

Now days we can find various types of educational institutes in the society

govern by different managements such as governmental, semi-governmental,

public, private etc. And the quality of education served in different types of

educational institutes – particularly known as schools also differs from each

other. So the trend of educational system changes according to the type of

schools and this changing trend influence the quality of education as well as the

level of literacy – particularly female literacy. Especially primary education is

necessary for the prevalence of literacy.

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In this chapter an attempt has been made to analyze the different aspects

of educational facilities within the Satara district.

4.1 EARLY HISTORY OF EDUCATION IN THE DISTRICT:

Satara district is one of the developed districts of Maharashtra state in

terms of agriculture, industrialization, transport, trade and last but not the least

education.

In fact Satara district is enriched by very glorious educational history.

Many great personalities, pioneers in the field of education belong to Satara

district in many terms such as Karmaveer Bhaurao Patil, Savitribai Phule,

Great educationist Bapuji Salunkhe etc. These lustrous people have devoted

their whole life for the prevalence of education among the society and due to

their fundamental work in the field of education these people are being known

as ‘educational pillars.’ Our society is still educationally marching ahead on the

foot prints of these people. These people have differently contributed in the

field of education but yes their different educational contribution is very much

precious, Valuable for the entire – all round development of the human society.

The Krantijyoti herself – the first women teacher Savitribai Phule was

born at Naigaon village of Khandala taluka of Satara district on 3rd

January

1831. She has sacrificed her whole life for the empowerment of women

through education. Smt. Savitribai Phule was not only an initial founder of

women liberation movement but she has done fundamental work of prevalence

of truth, equality and humanity among the society by facing several straits,

hence she is being known as the lady of an era epoch. (Maharashtra Rajya

Sahitya Aani Sanskruti Mandal 1998)

Dr. Babasaheb Ambedkar, founder of Indian constitution had completed

primary education of four years during the period of year 1900 to 1904 at

Satara high school, now known as ‘Pratapsinha High School’. (DISE Data

2011)

Karmveer Bhaurao Patil, the Dnyan Maharshi and founder of Rayat

Shikshan Sanstha was born on 22nd

September at Kumbhoj village of

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Hatkangle taluka of Kolhapur district (Pawar 1887). But he did his educational

work in Satara District. He has always believed that students who are getting

education by self reliant and self respecting way can make the nation strong

and prosperous and for the fruitfulness of his believe he has established the

‘Rayat Shikshan Sanstha’ in Satara district.

Karmaveer Bhaurao Patil has announced the commencement of Rayat

Shikshan Sanstha at the huge conference of Satya Shodhak Samaj arranged at

Kale village of Karad taluka of Satara district on the date of 5-9-1919. And on

an auspicious moment of vijayadashmi Rayat Shikshan Sanstha has been

established by Karmaveer Bhaurao Patil (Pawar Ibid).

Rayat means people community and the emancipation of people

community including farmer, piteous, miserable, poor people through

education was the main objective of Rayat Shikshan Sanstha placed by

Karmaveer Bhaurao Patil. ‘Where there is a village there will be a school.’ this

was the main key, formula of Bhaurao’s work and he has produced many

diligent students by taking away the flow of self-reliant, self-respecting

education towards villages and in true aspect Bhaurao has started rural

education movement in Maharashtra.

Hence he is known as the founder of rural education movement. (Pawar

Ibid) The extent of Rayat Shikshan Sanstha has been rapidly grown under the

guidance of Karmaveer Bhaurao Patil. Sardar Vallabhabhai Patel has been

quoted one sentence regarding this, “Rayat Shikshan Sanstha has been

rendering invaluable services to the district and province. Bhaurao Patil

deserves to be congratulated for the splendid growth of the institution from a

modest beginning in a short time.” (Pawar Ibid)

Because of this significant educational work Bhaurao has been honoured

by the degree of ‘Karmaveer’ which is given to him by people. Along with this

he has also been honoured by the degree of ‘Padmabhushan’ and ‘DLit’ (Pawar

Ibid).

The great educationist Bapuji Salunkhe, the founder of Shri. Swami

Vivekanand Shikshan Sanstha, formerly known as Govind was also born in

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Ramapur village of Patan taluka of Satara district on 1919. Karmaveer

Bhaurao Patil has also established Rayat Shikshan Sanstha in the same year and

due to this beautiful coincidence the year of 1919 can also be called as ‘Good

fortune year’. (Survey 2002)

During those years Satara district student congress actively use to

support the educational work of Karmveer Bhaurao Patil and in 1945 Bapuji

has become the president of Satara district student congress as well as the

Karmveer Bhaurao Patil Gouravnidhi Commity. And before donating the

Gouravnidhi to Rayat Shikshan Sanstha Bapuji has entered in Rayat Shikshan

Sanstha and worked as a teacher there with full devotion. (Survey Ibid)

Bapuji has independently registered Shri. Swami Vivekanand Shikshan

Sanstha at Kolhapur on 31st December 1954 and started five secondary schools

at Kolhapur, Tasgaon, Chaphal, Tarale, and Undale, one teachers school for

women at Karad, two student hostels at Kolhapur and Chaphal.

Maharshi Karve Stree Shikshan Sanstha has also established Kanyashala

in Satara in the year 1922. The school has now entered in its 91th year.

(Lokmat2012)

The founder of Maharashtra and first chief minister of Maharashtra State

Yashwantrao Chavan, who has introduced many concession schemes in the

field of education, also belong to Karad taluka of Satara district.

Due to the national security threat in 1961, the then defense minister of

India V. K. Krishnmenon and Chief Minister of Maharashtra Shri. Yashvantrao

Chavan started one Sainik school on 23rd

June 1961 at Satara. In India, there

are around 18 Sainik Schools but this school was established first in India.

(DISE Data 2011)

All these historical events show that the district of Satara was truly

blessed by an extraordinary educational history.

4.2 IMPORTANCE OF FEMALE LITERACY:

Development of any society is based on many factors among which

education is considered as an important one and educated society is considered

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as a progressive society in many aspects. Literate society is very much

necessary for the emergence of the developed nation.

Mahatma Gandhi have quoted that, “Illiteracy is our sin and shame and

must be liquidated” (www.SSA. nic.in )

Literacy has traditionally been described as, ‘the ability of read and

write with understanding in any language.’ Indian census has also accepted the

same definition of literacy.

Whereas the United Nation has defined literacy, ‘As the ability of a

person to read and write with understanding a short simple statement on his

everyday life.’( Bhende and Kanitkar1978)

In broad terms, ‘literacy is the ability to make and communicate

meaning form and by the use of a variety of socially contextual symbols.’

(www.bridgew.edu / library.com).

Literacy is a tool that can play a vital role in improving socio-economic

conditions of the nation, but in the literacy the equal share of male and female

literates is significantly important for the bright future of the society, as these

two are fundamental pillars of the society. In our Indian culture mother is

considered as a first teacher of a child. So if this mother is literate she would

definitely inculcate many good values to the next generation and because of

this it can be said that when women gets educated entire family gets educated

and when entire family gets educated naturally entire society gets educated.

Vaidik Indian society use to consider women as adorable, respectable

constituent of the society. In Vadik period women like Reva, Roha, Madhavi,

Shakti etc. has proved their existence. (Sapkal 2012)

But in the course of time somehow the social and domestic status of the

women has been crumbled, due to the dominance of many undesirable

customs. Most probably instead of regarding women as a better half men use

to treat her like servant, like as an object of enjoyment. Women are mainly

confined to birth, rear the children as well as to do the household work. In this

male dominant society women have always given secondary importance and

hence their education too.

120

When we perusal the history of women education in India we came to

know that several attempts have been made for the empowerment of women

through education. In past many social reformers in India have realized that

women illiteracy is the significant cause behind social and economic weakness

of our country and they have significantly contributed for the women literacy.

Mainly Mahatma Phule, Savitribai Phule, Pandita Ramabai, Maharshi Dhondo

Keshav Karve etc. these people has established the base of women literacy. So

women have got the right of education through long struggle.

Though women have received the right of education still there are

inequalities in the literacy rate of male and female. Still women are lagging

behind than men in terms of literacy. Many factors such as negative approach

of the society towards women education, economy of people, customs,

traditions etc. are mainly responsible for female illiteracy. In India in urban

area we can find satisfactory female literacy rate but in villages the scenario is

just the reverse. In villages the cultivators and other ruralities due to their

financial constraints still want their girl child to do household work. They

don’t want to spend their money on girl’s education because they have to leave

their parental home after marriage, hence they cannot get the benefits of girls

education unlike boys education. This attitude of society needs to be revised as

well as the governments of India have to introduce some concrete plans in

order to encourage female literacy rate.

In regard of importance of female education the educational policy of

1986 quoted that, ‘The education of women should receive emphasis not only

on grounds of social justice but also because it accelerates social

transformation.

(Patil 2012)

Because of such remarkable importance of female education there is a

strong need of cumulative, concrete efforts of society and government for

enhancing female literacy rate.

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4.3 COMPARISON BETWEEN MALE AND FEMALE LITERACY:

Great difference in Socio-economic status of Male and Female can be

find. The difference in literacy is majorly responsible for this different socio-

economic status. Generally females are always given secondary importance in

many aspects. Hence females are having low literacy rate in comparison with

male literacy rate. Female literacy rate is generally influenced by social,

economic, physical etc. factors.

4.3.1 General Comparison of Male and Female Literacy:

Equal share of Male and Female literates in total population is

significantly important for the Socio-economic development of the nation but

we find variations in the male and female literacy rate.

In the state of Maharashtra also the literacy rate is affected by diverse

Socio-economic, physical conditions. In Maharashtra among 35 districts

Mumbai (Suburban) ranks 1st.

While Nandurbar ranks 35th

in terms of total

Male and female literacy. Whereas Satara district ranks 10th

in terms of total

literacy and 13th

in terms of male and female literacy, as per the census of

2011.

Following table gives idea general idea about the distribution of male

and female and total literacy.

Table 4.1

Satara District and Maharashtra State :

General Distribution of literacy 1971-2011(In Percent)

Satara District Maharashtra State Sr.

No.

Census

Year Total

literacy

Male

literacy

Female

literacy

Total

literacy

Male

literacy

Female

literacy

1. 1971 39 52 25 NA NA NA

2. 1981 49 61 35 47 59 35

3. 1991 67 81 53 65 77 52

4. 2001 78 88 68 77 86 67

5. 2011 84 92 76 83 90 75 Source – District Census Handbook of Satara: 1971, 1981,1991,2001,2011

As per the data of table given above the total and male, female literacy

of Satara district and Maharashtra state is continuously increasing. But female

122

literacy in Satara district and Maharashtra state is always lower than male

literacy in all decades.

4.3.2 Talukawise Comparison Between Male and Female literacy :

We can find out variations in total, male and female literacy in eleven

talukas of Satara district also. Satara district is having heterogeneous

physiography, which majorly influence the socio-economic development of the

district and literacy of is one of the important social indicators which is

affected by diverse physiographic conditions.

Following table show takulawise comparison between male and female

literacy in Satara district from 1971-2011.

124

As per the data of table given earlier all talukas total, male and female

literacy has been increased from 1971 to 2011. But female literacy has been

continuously registered lower than male literacy in all talukas and in all

decades.

During the decade 1971 the male and female and total literacy of Man,

Jaoli, Patan and Khatav, Phaltan Was lower than that of district average of 52

percent, 25 percent and 39 percent respectively. This condition remains same

almost in all decades.

Male and female literacy of Satara, Wai, Koregaon and Mahabaleshwar

taluka is satisfactory in all decades from 1971 to 2011.

Where as the remaining talukas have moderate total, male and female

literacy rates.The difference or variation among male and female literacy has

been definitely reduced from 1971 to 2011.

With the help of co-efficient of variation formula this changing variation

among male and female literacy during the decades of 1971 to 2011 can be

easily calculated.

The formula for calculating the co-efficient of variation is as follows

SM

C. V. for Male literacy =

X 100

XM

Here, SM = Standard Deviation for male literacy

XM = Mean for Male literacy.

SF

C. V. for Female literacy = X 100

YF

Here, SF = Standard Deviation for female literacy

YF = Mean for female literacy.

SM = Standard deviation for male literacy is calculated by using

following formula.

N

XXSM

∑ −

=

2)(

Here, X = Male literacy

X = Mean of Male literacy

125

N = Numbers of Male literacy

SF = Standard deviation for female literacy is calculated by

using following formula.

N

YYSF

∑ −

=

2)(

Here Y = Female literacy

Y = Mean of female literacy

N = Numbers of female literacy.

By putting values in the formulas C.V. for male and female literacy has

been calculated from 1971 to 2011.

128

1971 C.V FOR MALE AND FEMALE LITERACY

C.V FOR MALE LITERACY:

n

xX

∑=

11

575=

= 52.27

27.52=XM

N

XXSM

∑ −

=

2)(

=11

15.416

= 83.37

SM = 6.15

∴C.V for male literacy

100XXM

SM=

10027.52

15.6X=

C.V. = 11.76

C.V FOR FEMALE LITERACY:

n

yY∑

=

11

274=

= 24.90

90.24=YF

129

N

YYSF

∑ −

=

2)(

=11

91.454

= 35.41

SF = 6.43

∴C.V for Female literacy

100XYF

SF=

10090.24

43.6X=

C.V. = 25.82



n

xX

∑=

11

675=

= 61.36

36.61=XM

N

XXSM

∑ −

=

2)(

=11

44.398

= 22.36

SM = 6.01

130


100XXM

SM=

10036.61

01.6X=

C.V. = 9.79


n

yY∑

=

11

389=

= 35.36

36.35=YF

N

YYSF

∑ −

=

2)(

= 11

44.592

= 85.53

SF = 7.33


100XYF

SF=

10036.35

33.7X=

C.V. = 20.72

131



n

xX

∑=

11

887=

= 80.63

63.80=XM

N

XXSM

∑ −

=

2)(

= 11

47.246

40.22

SM = 4.73


100XXM

SM=

10063.80

73.4X=

C.V. = 5.86


n

yY∑

=

11

582=

= 52.90

132

90.52=YF

N

YYSF

∑ −

=

2)(

=11

91.642

= 44.58

SF = 7.64


100XYF

SF=

10090.52

64.7X=

C.V. = 14.44



n

xX

∑=

11

970=

= 88.18

18.88=XM

N

XXSM

∑ −

=

2)(

133

= 11

61.129

= 78.11

SM = 3.43


100XXM

SM=

10018.88

43.3X=

C.V. = 3.88


n

yY∑

=

11

751=

= 68.27

27.68=YF

N

YYSF

∑ −

=

2)(

=11

15.358

= 55.32

SF = 5.70

134


100XYF

SF=

10027.68

70.5X=

C.V. = 8.34



n

xX

∑=

11

1101=

= 100.09

09.100=XM

N

XXSM

∑ −

=

2)(

= 11

82.88

= 07.8

SM = 2.84


100XXM

SM=

10009.100

84.2X=

C.V. = 2.83

135


n

yY∑

=

11

909=

= 82.63

63.82=YF

N

YYSF

∑ −

=

2)(

=11

47.336

= 58.30

SF = 5.52


100XYF

SF=

10063.82

52.5X=

C.V. = 6.68

In all decades from 1971 to 2011 female literacy rate has greater relative

variation than male literacy rate. In 1971 the co-efficient of variation for male

literacy rate and female literacy rate was 11.76 and 25.82 respectively. In 1981

and 1991 the respective figures for variation of male and female literacy were

9.79, 5.86 and 20.72, 14.44 while in 2001 and 2011 the co-efficient of variation

for male and female literacy rate was 3.88, 2.83 and 8.34, 6.68 respectively.

136

Observation of table shows that the variation in both of the literacy rate

is continuously decreasing because of continuously increasing literacy rates.

But still variation in female literacy rate is greater than that of the male literacy

rate. Which shows that still female literacy rate is lower than the male literacy

rate.

Location, proximity to urban centers, caste composition, settlement

pattern, level of social and economic development, attitude of villagers towards

literacy and female education, availability of schools and teachers are some of

the important factors having an influence on the level of literacy in general and

on the level of female literacy in particular.

So efforts should be made to improve literacy rate in general and female

literacy rate in particular for the socio-economic equilibrium of the country.

There is no doubt that the literacy rates of male and female have been increased

in recent period than that of the past period. Increased educational facilities are

one of the dominant reasons behind this. Particularly increased primary

educational facilities due to the free and compulsory education act for every

child between the ages of 6 and 14 is significantly responsible for improving

literacy rates.

4.4 GROWTH OF SCHOOLS IN THE DISTRICT

In Satara district in order to meet the need of education of frequently

growing population the number of schools are also increased.

Following table gives information of talukawise growth of schools in

Satara district from 1971 to 2011.

137

Table 4.4

Satara District: Talukawise Growth of Schools 1971 to 2011( In Percent.)

Sr.

No.

Taluka 1971 1981 1991 2001 2011

1. Satara

%

230

12.42

12

287

11.11

11

398

13.38

13

494

13.15

13

701

13.00

13

2. Wai

%

138

7.45

7

196

7.59

8

255

8.57

9

306

8.14

8

360

6.67

7

3. Khandala

%

61

3.29

3

77

2.98

3

99

3.32

3

161

4.28

4

228

4.23

4

4. Koregaon

%

149

8.04

8

223

8.64

9

291

9.78

10

319

8.49

8

374

6.93

7

5. Phaltan

%

190

10.26

10

267

10.35

10

301

10.12

10

380

10.11

10

556

10.31

10

6. Man

%

93

5.02

5

165

6.39

6

212

7.13

7

252

6.70

7

461

8.55

9

7. Khatav

%

139

7.50

8

239

9.26

9

262

8.81

9

331

8.81

9

451

8.36

8

8. Karad

%

248

13.39

13

311

12.05

12

339

11.40

11

502

13.36

13

715

13.26

13

9. Patan

%

320

17.28

17

465

18.03

18

415

13.95

14

534

14.21

14

858

15.91

16

10. Jaoli

%

199

10.75

11

248

9.61

10

304

10.22

10

321

8.54

9

363

6.73

7

11. Mahabaleshwar

%

84

4.53

5

101

3.91

4

97

3.26

3

156

4.15

4

323

5.99

6

Total 1851 2579 2973 3756 5390

Source: District census Handbook of Satara 1971, 1981, 1991, 2001 and DISE Data of Satara

District 2011.

As per the data of table given earlier almost all talukas in Satara District

shows continuous growth in number of Schools except Patan and

Mahabaleshwar Taluka in 1991.

Patan Taluka always ranks first in terms of numbers of schools from

1971 to 2011.Where as in 1971, 1981 Khandala taluka and in 1991, 2001, 2011

Mahabaleshwar taluka ranks last in terms of numbers of Schools. Satara and

Karad these talukas are having satisfactory number of schools in all decades.

Other talukas in the district are having moderate number of schools.

138

Satara District: Talukawise Growth of Schools 1971 to 2011

0

100

200

300

400

500

600

700

800

900

No

. o

f S

ch

oo

ls

Sa

tara

Wa

i

Kh

an

da

la

Ko

reg

ao

n

Ph

alta

n

Ma

n

Kh

ata

v

Ka

rad

Pa

tan

Ja

oli

Ma

ha

ba

lesh

wa

r

Taluka

1971 1981 1991 2001 2011

Fig. 4.1

4.4.1 Classwise Growth of Schools In The District:

Satara District registered continuous increase in the number of schools

including different classes. Schools are generally grouped in to the classes like

primary schools, middle schools, secondary or matriculation school. Schools up

to class IV are included in primary or elementary schools.

Schools up to class VII are regarded as middle or junior secondary

schools. Schools up to Class X are considered as matriculation or secondary

schools. These all type of schools can be found in eleven talukas of Satara

district.

Following table gives detail information about the class wise growth of

schools in different talukas of Satara district from 1971 to 2011.

141

According to the table all talukas in Satara district registered constant

increase in the number of primary, middle and secondary schools. Off course

there are variation in percentage sharing of primary, middle and secondary

school among eleven talukas of the district.

Primary Schools always registered high share of percentage in

comparison with middle and secondary schools. Patan and Jaoli these talukas

shows almost high share of primary schools in all decades. Whereas Khandala,

Man, Mahableshwar these talukas are having less number of primary schools,

in all decades from 1971 to 2011. In terms of middle schools Patan, Karad,

Phaltan these talukas shows higher number of middle schools that are 35, 50,

65 respectively in 1971. From 1981 to 2011 Patan, Satara, Karad, Phaltan

these talukas have constantly registered high numbers of middle schools.

With reference to secondary schools Karad and Satara talukas have

registered highest numbers of secondary schools from 1971 to 2011. Whereas

Khandala and Jaoli talukas have registered lowest numbers of secondary

schools from 1971 to 2001.

The percentage shares of primary schools are always greater than middle

and secondary schools in all talukas and in all decades from 1971 to 2011.

The highest share of primary schools is the result of universalization of

elementary or primary education through free and compulsory education act for

every child of 6 to 14 years age.

For enhancing the literacy rate the government of India has introduced

such programmes like, ‘free and compulsory primary education’. Because

primary education is considered as the base of the whole education system.

These programmes have positively influenced the number of primary schools

in every taluka because primary, elementary education is regarded as the basic,

fundamental right of every child.

4.5 IMPORTANCE OF PRIMARY EDUCATION:

It is universally accepted that ‘Education is the most important

instrument for human resource development.’(.Meenakshi J 2007) And the

142

commencement of this process of human resource development is being done

at primary or elementary education. Hence primary education is considered as

indispensable in human life.

Primary education is the first stage of compulsory education. Schools up

to class IV are treated as primary or elementary schools. These include nursery

schools, Kindergarten schools, Pre-primary schools, junior basic school and

primary school up to class IV. (Census 2001)

The main purpose of primary education is to give children a strong

foundation in the basic of general curriculum with an emphasis on reading and

math [www.ehow.com]

‘A person who can both read and write with understanding in any

language’ has been taken as literate by the Indian census. (Census 2001)

So the basic requirements, condition for considering the person as

literate can be fairly fulfilled by the primary education. For national progress

primary education is extremely important because the seed sowing of future

life is being done here as well as the foundation of social education is being

composed at this stage of education. Responsible citizens can be produced

with the help of primary education. Primary education properly develops the

social qualities like patriotism, freedom of deliberation, discriminating and co-

operative attitude etc. Individual creativity which is the symbol of modern life,

society is also being inculcated among the students during the course of

primary education. (Choudhary 1970)

Hence the enormous prevalence of primary education among the society

is significantly important. Traditional superstition, vexatious customs can be

removed and new virtuous modern society with social equilibrium can be

created with this prevalence of primary education.

Because of various advantages of primary education in the country of

India many efforts have been made for the universalization of primary

education. Since independence this process of generalization of elementary

education has being done rapidly and still it is going on. But during the pre-

independence period also many people have gave significant contribution for

143

the prevalence of primary education and they have introduced many remedies

for it.

In 1882, Dadabhai Naoroji and Jyotiba Phule demanded State Sponsored

free education for all children for at least 4 year. Then law on compulsory

education was introduced by the state of Baroda in 1906. Gopal Krishna

Gokhale in 1911 moved a bill for compulsory education in the imperial

legislative assembly, albeit unsuccessfully. Control over school education was

transferred to Indian ministers under the government India act 1919. Then the

idea of compulsory education was reiterated in 1937. The next landmark

development in the history of free and compulsory education in India was the

post war plan of education development of 1944, also called the Sargent Plan,

which recommended free and compulsory education for 8 years.

After that Kothari commission, National policy on education, Acharya

Ramamurti Committee etc. have also given fundamental contribution for

elementary education.

Currently under article 21-A of the constitution every child between the

ages of 6 and 14 has a fundamental right to free and compulsory education

which the state shall provide. (www.ncpcr.gov.in/fundamental_right_to_

education.)

Hence primary education is extremely important for every child – male

or female. Just as a gardener needs to know the best soil for different plants, the

right amount of water and sunshine, if they are to grow as well as possible, so

we must know what children need for their growth and development. (Walters

and Castle1970)

And primary education is very much necessary for the growth and

development of every child.

4.5.1 Trend of Primary schools:

Education and literacy are closely related to each other. Especially

primary or elementary education is significantly important in terms of literacy.

Because with the help of primary education a person can become able to read

and write, which is the basic term for regarding the person as a literate. Hence

144

in order to improve the literacy status of the country by increasing literacy rates

the government of India has gave special attention towards the primary

education in the country. Now days the universalization of primary education

has being done in the various states of the country in order to give free and

compulsory elementary education to every child. Which has been considered as

a basic, essential right of every child in the country

In order to universalize primary or elementary education, which has a

mandate in the country right from the independence and is also a constitutional

directive, at the outset it is necessary to provide primary schools everywhere.

(www.dise.in)

Following table gives detail information of the talukawise trend of

primary schools in Satara district from 1971 to 2011.

146

Satara District : Talukawise Trend of Primary Schools 1971-2011

0

100

200

300

400

500

600

No

. o

f P

rim

ary

Sc

ho

ols

Sa

tara

Wa

i

Kh

an

da

la

Ko

reg

ao

n

Ph

alta

n

Ma

n

Kh

ata

v

Ka

rad

Pa

tan

Ja

oli

Ma

ha

ba

lesh

wa

r

Taluka

1971 1981 1991 2001 2011

Fig. 4.2

As per the data of table given above every taluka of Satara district have

higher number of primary schools than the number of villages except Man

taluka in 1971. And every taluka of Satara district shows constant increase in

the number of primary schools except Satara and Patan Taluka in 1991. Patan

taluka always rank first in terms of the number of primary schools from 1971 to

2011, as this taluka always registered higher number of villages.

Khandala taluka almost registered lower number of primary schools

followed by Mahabaleshwar taluka up to year 1981. In the decade of 1991 to

2001 Mahabaleshwar taluka registered lower number of primary schools

followed by khandala takula. And in 2011 again Khandala taluka recorded

lower number of primary schools in the district which is followed by

Mahabaleshwar taluka, because these 2 talukas always registered lower number

of villages.

147

Man taluka ranks third in terms of number of villages and primary

schools up to 2001, but the number of primary schools are considerably

increased in Man taluka during the period of 2001-2011.

Satara and Karad taluka have always occupied second or third position

in terms of primary schools because they have always occupied second or third

position in terms of number of villages also from 1971 to 2011.

Other talukas in the district including Jaoli, Wai, Koregaon, Khatav,

Phaltan are also registered satisfactory number of primary schools in relation

with the number of villages from 1971 to 2011.

So for the generalization of primary education the numbers of primary

schools have been definitely grown in every taluka of Satara district from 1971

to 2011. And in these numbers of schools obviously there is a large share of

governmental schools. Because government has established schools

everywhere, in every village in order to provide free and compulsory education

to every child in 6 to 14 age group whether male or female.

4.6 TREND OF FEMALE LITERACY

Government has introduced many programs like Sarv Shiksha Abhiyan,

free and compulsory elementary education etc. for improving literacy rates and

thereby for improving socio-economic status of the society.

It is necessary to find out the impact of these programs on female

literacy because females are significant pillar of our society and constitute

nearly half of our population. Though many programs have been implemented

for advancement of the literacy rate in recent period also females are lagging

behind than males in terms of literacy and consequently in every sector of

economy.

Number of primary school has been definitely increased everywhere, in

every region. But still we have not achieved a satisfactory figure of female

literacy in every region. Some regions are still registered unsatisfactory female

literacy rate, though they have satisfactory number of primary schools. So the

148

study of trend of female literacy is as necessary as the study of trend of primary

schools.

Following table gives information of talukawise trend of female literacy

in Satara district from 1971 to 2011.

Table 4.7

Satara District : Talukawise Trend of Female Literacy 1971-2011

(In Percent)

Sr.No. Taluka 1971 1981 1991 2001 2011(estimated)

1. Satara 34 45 64 77 91

2. Wai 29 41 59 71 85

3. Khandala 25 38 56 71 86

4. Koregaon 32 43 60 73 87

5. Phaltan 22 33 51 66 81

6. Man 15 23 39 58 72

7. Khatav 24 35 52 67 81

8. Karad 27 39 56 69 83

9. Patan 14 24 41 60 75

10. Jaoli 20 27 46 64 79

11. Mahabaleshwar 32 41 58 75 89

Total 25 35 53 68 83

Source : District Census Handbook of Satara 1971, 1981, 1991, 2001

149

Satara District : Talukawise Trend of Female Literacy 1971-2011

(In Percent)

0

10

20

30

40

50

60

70

80

90

100F

em

ale

Lit

era

cy

in

Pe

rce

nt

Sa

tara

Wa

i

Kh

an

da

la

Ko

reg

ao

n

Ph

alta

n

Ma

n

Kh

ata

v

Ka

rad

Pa

tan

Ja

oli

Ma

ha

ba

lesh

wa

r

Taluka

1971

1981

1991

2001

2011(estima

ted)

Fig. 4.3

According to the data of table given above Satara taluka have always

registered high female literacy from 1971 to 2011. Followed by Koregaon and

Mahabaleshwar taluka in 1971, by Koregaon, Wai and Mahabaleshwar talukas

in 1981, by Wai, Koregaon, Mahabaleshwar, Karad and Khandala talukas in

1991 and 2001. By Mahabaleshwar, Koregaon, Khandala talukas in 2011. In

short these talukas have registered satisfactory female literacy. Khandala

taluka is also having good female literacy rate though this taluka is having

lowest number of primary schools in the district.

Where as Patan, Man, Jaoli these talukas have registered lowest female

literacy rate continuously from 1971 to 2011. Though Patan taluka is having

highest number of primary schools and Man and Jaoli talukas are having

Satisfactory numbers of primary schools. So these talukas represents inverse

relationship between the number of schools and female literacy.

Other talukas in the district such as Phaltan, Khatav are having moderate

female literacy as well as moderate numbers of primary schools.

150

So only by improving number of primary schools female literacy rate

cannot be improved. But the quality of primary schools, facilities provided

there etc. these things are also important in terms of literacy in general and in

female literacy in particular.

Location of quality educational institute also gets influenced by the

location of the region as well as the socio-economic status of the region.

Where there is a large numbers of such institutes it will positively influenced

general literacy and particularly female literacy, which ultimately results in to

the socio-economic development.

4.6.1 Zoning of Female Literacy:

Zoning of female literacy provides accurate picture of the trend of

female literacy. For making the zoning of female literacy eleven talukas of the

Satara district having different female literacy are being grouped in to different

classes.

The district average of female literacy is considered as a fundamental

factor while making the framework for zoning of the female literacy of Satara

district. And according to the average of female literacy the eleven talukas of

the Satara district are grouped in to two zones that are.

A. More Than District Average

B. Less Than District Average.

With the help of such zoning it can be find that which talukas

continuously fall in the category of more than district average or in the

category of less than district average in terms of female literacy. Accordingly

reasons behind this could also be investigated.

Following table gives detail information about the zoning of female

literacy in Satara district from 1971 to 2011.

152

Fig. 4.4

Fig. 4.5

153

Fig. 4.6

Fig. 4.7

154

Fig. 4.8

The graphs and maps have been drawn from the data of table given above.

Above table, graphs and maps gives detail information about the zoning

of female literacy in Satara district from 1971 to 2011.

A. Position of 1971.

In 1971 the district average of female literacy was 25 Percent

A. Less Than district Average: [<25Percent]

Talukas having female literacy less than 25 Percent are included in this

zone. Patan, Man, Jaoli, Phaltan, Khatav talukas with 14 Percent, 15 Percent,

20 Percent 22 Percent 24 Percent female literacy respectively are being

grouped in to this category.

B. More Than District Average [> 25 Percent]

Talukas registered female literacy more than 25 Percent are being

confined in this zone. Khandala taluka with 25 Percent, Karad taluka with 27

Percent, Wai taluka with 29 Percent, Koregaon and Mahabaleshwar Taluka

with 32 Percent, Satara taluka with 34 Percent female literacy are being

included in this zone.

155

B. Position of 1981.


A. Less Than District Average [< 35 Percent]

Talukas registered female literacy less than 35 Percent are being

confined in this zone. Man, Patan, Jaoli, Phaltan talukas with 23 Percent, 24

Percent, 27 Percent, 33 Percent female literacy respectively are included in this

zone.


Talukas having female literacy more than 35 Percent are being included

in this zone. Khatav, Khandala, Karad, Wai, Mahabaleshwar, Koregaon,

Satara these talukas with 35 Percent, 38 Percent, 39 Percent, 41 Percent,

41Percent, 43 Percent,45 Percent female literacy are included in this zone.

C. Position of 1991.


A. Less Than District Average [<53 Percent]

Talukas having female litercy less than 53 Percent are being included in

this zone. Man, Patan, Jaoli, Phaltan, Khatav with 39 Percent, 41 Percent, 46

Percent, 51 Percent, 52 Percent female literacy respectively are included in this

zone.



in this zone. Khandala, Karad, Mahabaleshwar, Wai, Koregaon, Satara these

talukas with 56 Percent, 56 Percent, 58 Percent, 59 Percent, 60 Percent, 64

Percent female literacy are confined in this zone.

D. Position of 2001.


A. Less Than District Average [< 68 Percent]


included in this zone. Man with 58 Percent, Patan with 60 Percent, Jaoli with

156

64 Percent, Phaltan with 66 Percent, Khatav with 67 Percent female literacy are




in this zone. Karad, Wai, Khandala, Koregaon, Mahabaleshwar, Satara talukas

with 69 Percent, 71 Percent, 71 Percent, 73 Percent, 75 Percent, 77 Percent

female literacy are included in this zone.

E. Position of 2011:-


A. Less Than District Average [<83 Percent]


included in this zone. Man with 72 Percent, Patan with 75 Percent, Jaoli with

79 Percent, Phaltan with 81 Percent, Khatav with 81 Percent female literacy are


B More Than District Average [> 83 Percent]


in this zone. Karad, Wai, Khandala, Koregaon, Mahabaleshwar, Satara these

talukas with 83 Percent, 85 Percent, 86 Percent, 87 Percent, 89 Percent, 91

Percent female literacy are confined in this zone.

Clear observation of this zones of female literacy in varying decades

from 1971 to 2011 shows that Patan, Man, Jaoli, Phaltan, Khatav these talukas

constantly comes under the category of less than district average in terms of

female literacy except Khatav taluka in 1981.Man taluka ranks 11th

in terms of

female literacy in all decades except in 1971.

Man taluka falls in the severe drought prone zone of the Satara district.

The severe drought conditions of the taluka have adversely affected the socio-

economic conditions of the taluka including agriculture, industrialization, trade

and also education. In Man taluka number of primary schools were good

enough up to 2001 but after 2001 the number of primary schools in Man taluka

have suddenly increased due to the concern of government about literacy rate

in general and female literacy rate in particular. Looking at the availability of

157

primary schools is not a major issue here because government has provided

primary school everywhere. But issue arises by looking at the facilities

provided in governmental primary schools. Such as the availability of

building, infrastructure, administrative and cleaning staff etc. Teachers in the

governmental school have to perform the job of teacher as well as the job of

clerk due to the unavailability of respective staff. Along with this teachers are

forced to do many tasks by government other than teaching such as census,

election duty etc. All these things consequently affects on the quality of

teaching. The declining quality of teaching ultimately results in student’s

apathy towards learning which results in declining enrolment of students. Lack

of sanitation amenities in governmental schools particularly results in drop out

of female students. Parents are also very much concerned about their girl child

and instead of sending girls in to the governmental school they want their girls

to stay back at home and do household work.

In Man Taluka private schools are less because private schools cannot

get proper intake of student to drive themselves due to socio-economic

backwardness of the taluka. Due to customs and traditions parents want to

send their male child in available private schools and give quality education.

They have to pay extra fees for it. Instead of spending money on girl’s

education they want to spend it on boy’s education. These things result in low

female literacy rate of Man taluka.

Considerable proportion of Khatav and Phaltan talukas also comes under

drought prone zone so these talukas also use to suffer from the same issues like

Man taluka Because of this these talukas have always registered low female

literacy than district average, though they have satisfactory number of primary

schools.

Patan Taluka always registered low female literacy than district average.

This taluka is also socio-economically backward as it comes under hilly,

earthquake prone zone. Such topographical, natural obstacles have adversely

affected on many socio-economic factors in which education and consequently

literacy is an important one. Patan taluka have always recorded highest

158

number of governmental schools due to highest number of villages. But

scenario about governmental and private school in Patan taluka is similar to

that of Man Taluka. Parents due to their economical constraints, traditions, and

customs want to give quality education to their male child only which causes

low female literacy of Patan taluka.

Jaoli taluka also registered constant low female literacy than district

average from 1971-2011. This taluka also prevails in hilly zone. Rigid

topography of Jaoli taluka influenced the socio-economic development of

taluka in negative manners. Private schools which use to serve quality

education to the student don’t want to localize themselves in such socio-

economically backward regions which are having physical extremities. There

are governmental schools in Jaoli taluka which are suffering from many

administrative as well as from many physical barriers. Hence these schools are

unable to provide quality education to children which results in low female

literacy particularly.

Khandala, Karad, Mahabaleshwar, Wai, Koregaon, Satara these talukas

almost registered high female literacy than district average.

Though Khandala taluka has registered lowest number of primary

schools it has registered good female literacy rate. This has happened because

of its location in plain zonw as well as its proximity to Satara and Pune through

National Highway No. 4. So students can be facilitated by the quality

education centre there. The socio-economic conditions of Khandala have also

improved to some extent though it comes in drought prone zone due to the easy

accessibility to Pune and Satara which has been reflected in good female

literacy rate.

Karad taluka also recorded satisfactory female literacy. Karad taluka is

located in Plain zone. Especially the basin area of Karad taluka is very much

developed which majorly responsible behind the socio-economic progress of

the taluka. Because of this Karad taluka is having satisfactory number of

private schools as these schools can get better student intake here to drive

themselves which have resulted in satisfactory female literacy.

159

Wai taluka also prevails in plain zone this taluka have enough number of

primary schools. Along with this wai is the biggest tourist and cultural centre

of the satara district. So it has better socio-economic status. Here women are

also engaged in many tourist and cultural activities. So here people are very

much concern about female education which resulted in good female literacy.

Koregaon taluka also lies in plain zone It is having satisfactory number

of primary schools as well as satisfactory socio-economic conditions. This has

being responsible for good female literacy rate.

Mahabaleshwar taluka is also having good female literacy rate though it

is having hilly topography, high rainfall and comparatively low number of

primary schools.

But the recognition of Mahabaleshwar taluka as an ‘International Tourist

Centre’ has become beneficial for the socio-economic growth of the taluka.

Here female are also engaged in many economic activities like tourist agent,

guides, marketing and in hotel industry and with education they can

systematically perform these economic activity. So for this female education is

considered as an important here which has positively affected the female

literacy of Mahabaleshwar taluka.

Satara taluka constantly registered an excellent female literacy rate. The

fundamental reason behind this is the district headquarter is located here, So

different amenities are concentrated within this taluka in a large number in

which number of primary schools, private schools are also significant. Along

with this Satara taluka is located in plain zone so there are no barriers in socio-

economic development of the taluka. All these factors have dominantly

responsible for an excellent female literacy rate of satara taluka.

So in order to improve female literacy in backward talukas it is not only

necessary to provided primary schools everywhere but it is also necessary to

provide all needed facilities to all schools so they can serve quality education to

every child.

160

4.7 TREND OF EDUCATIONAL SYSTEM:

Trend of educational system changes from governmental to semi

governmental schools, public to private schools, general education to quality

education, lifelong education to professional education. These changing trends

of educational system influence the quality of education as well as the level of

literacy. Hence the study of trend of educational system is very important.

4.7.1. Governmental To Semi Governmental School:

Off course the trend of education changes from governmental schools to

semi governmental schools. In governmental schools and semi governmental

schools teachers are being appointed in order to the enrolment of the student

once teachers gets appointed in these school they get a secure life time job.

Along with this teachers in these schools are confined to do many other tasks

by government hence teachers use to show apathy towards teaching. These

schools also lacks in the availability of infrastructure. All these factors badly

influence the quality of education served in these schools.

Although the quality of education in semi governmental school is good

than that of the governmental school.

4.7.2 Public To Private Schools :-

Education is provided by public as well as private schools. Public

schools are controlled by government to some extent and they also get some

funding from central, state and local government. Public schools are usually

govern by some institution which are having their board of directors so teachers

in these schools have to answer this board and these schools are very much

concerns about their student enrolment because sufficient student enrolment is

necessary to drive these schools. Hence these schools use to provide quality

education. Similarly private schools are govern by any particular person or

institution Existence of these schools completely depends upon student

enrolment hence teachers in private schools are not forced to do any other task

instead of teaching these schools have separate administrative, teaching and

cleaning staff, many high quality physical elements like digital classrooms,

161

opulent library, laboratory, advanced play ground etc. in order to encourage

student enrolment. Hence these schools provide quality education to students

but they use to charge higher fees.

4.7.3 General Education To Quality Education :-

General education provides the foundation for future, particularly

general education is the program of education that typically developing

children should receive, based on state standards and evaluated by the annual

state educational standard test.

(www.fullerton.edu/aac/GE... /inde.asp.)

This general education should be given qualitatively. The term quality

has been defined differently. According to the Oxford dictionary the quality

has been defined as “The nature, Kind or character (of something), now

restricted to cases in which there is comparison (expressed or implied) with

other things of the some kind, hence, the degree or grade of excellence, etc.

possessed by a thing.” (Mukhapadhyay 2001)

In this context quality education means education that provide

environments that are healthy, safe, protective, gender sensitive and provide

adequate resource facilities (www.unicef. org/ education)

In this manner private and public schools use to impart quality education

to students as compare to governmental schools. So governmental school

should improve their quality of education in order to improve literacy rate.

4.7.4 Lifelong Education To Professional Education:-

Life long education is ongoing, voluntary and self motivated education.”

The term recognizes that learning is not confined to childhood or the

classroom but take place throughout life and in a range of situations.

(en. wikipedia. org/wiki/lifelong_learning.)

In short life long education continuous for the whole life. The simplest

fact that a person always gets educated from the surrounding environment,

through self experience is being used in this concept of lifelong education.

162

Where as professional education means the education which provides

professional Knowledge about any specific profession. Students can improve

their skills related to any profession by taking deep professional education,

nursing, journalism, teaching these are the some examples of professional

education. Professional education is considered as an important in terms of

achieving lifelong means of earning. Especially for women empowerment

professional education is very much necessary because women can also earn

through professional education and can become an important part of the

economy.

4.8 SUMMARRY:

The detail study of educational facilities of the Satara district is being

made under this chapter. With this study we come to know the fact that only

by increasing the number of educational facilities the aim of appropriate

literacy in general and female literacy in particular cannot be achieved. The

quality of primary education should be necessarily improved for improving the

female literacy rate.

163

4.9 REFERENCES:-

Bhende Asha and Kanitkar Tara, (1978) : “Principles Of Population

Studies”,Himalaya Publishing House Bombay,P.No184

Census Handbook : Satara District 1971-2001

Chaudhary Madhukar Rao, (1970): “Shikshan Vichar”, Sindhu Publication Pvt.

Ltd., Mumbai pp. P.No1

DISE (District Information System for Education) Data of Satara District 2011.

Lokmat, (Satara) (October, 26, 2012) P. No. 2

Maharashtra Rajya Sahitya ani Sanskriti Mandal, (1998): “Savitribai Phule Kal

Aani Kartutwa”, Snehesh Printers, Mumbai P. No. 37.

Meenakshi J ,(2007): “Women Literacy in India”, Omega Publication New

Delhi, pp. iii

Mukhopadhyay Marmar, (2001): “Shikshanatil Sarvangin Gunvatta

Wyavsthapan”, Mudrankan Offset Pvt. Ltd, Pune P.No. 1.

Patil Priyaj, (2012): “Shikshan Sankraman”, Maharashtra Rajya, Madhyamik

Ani Uccha Madhyamik Shiksham Mandal, Pune. P. No.18

Pawar B.G., (1987): “Gramin Shikshan Chalvaliche Janak- Karmaveer

Bhaurao Patil”, Matrubhumi Publication, Pune pp.

10,42,98,99,258,259,392.

Sapkal D.M., (2012) “Shikshan Sankraman”, Maharashtra Rajya, Madhyamik

Ani Uccha Madhyamik Shiksham Mandal, Pune. P. No.35.

Surve Gajanan, (2001): “Shikshan Maharshi Dr. Bapuji Salunkhe –Wyakti and

Karya”, Sri Murari Press, Kolhapur pp 5,58,75,90,99,117

Walter H E. and Castle E.B., (1970): “Principles of Education”, Oxford

University Press, pp. 18.19,184.

www.bridgew.edu/library.com

www.brainyquote.com

164

www.dise.in

www.ehow.com

www.en.wikipedia.org/wiki/lifelong_learninng

www.fullerton.edu/aac/GE..../index.asp

www.ncpcr.gov.in/fundamental_Right_to_Edu.

www.SSA.nic.in

www.thefreedictionarhy.co

www.unicef.org/education

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