SRJIS/BIMONTHLY/ DR. NAGAPPA P. SHAHAPUR & DR. OMPRAKASH H. M.

(5268-5272)

RURAL EDUCATION IN INDIA: A SCENARIO

Nagappa P Shahapur1, Ph. D. & Omprakash H M2, Ph. D.

Abstract
India has the largest education system in the world after China. However, issues of Quality education
and access remain challenges in some parts of the Country. The role of education in facilitating social
and economic progress is well accepted. Access to education is critical to access emerging
opportunities that accompany economic growth. Keeping in view of this accepted fact there has been
a major thrust on education since independence, but as far as ensuring quality education in rural
India is concerned it has always been one of the biggest challenges for the governments. Indias rural
areas have been left behind in the wake of high growth in other cities in India. One cause of rural
poverty is the inability for children in rural areas to obtain basic education. India aspires for
universal compulsory primary Education, with its challenges of keeping poor children in school and
maintaining quality of education in rural areas, has been difficult to achieve. It is essential to
convince everyone in rural India that educating himself, children, parents, and even neighborhoods
must be. One way of spreading the education must be encourage every student and share the
knowledge with each other. Here rural education requires special attention to achieve rural
education policy.

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Introduction: Education is recognized as one of the keys to fighting poverty, but despite the
awareness of that fact too many children in rural India of which is poverty itself which forces
families to put children to work or into other situations because they cannot afford to keep
them at home and in school. In addition, some social customs deny education to girls, and
children who are orphaned are almost always placed in situations that reduce their chances
for education.
Some of the objectives of rural education are as follows.
To serve as a national advocate and representative for rural education at all levels:
Local State Regional National.

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To provide Co-ordination, at the national level, for rural education programs and
activities.
To provide leadership for rural education related conferences and workshops.
To provide a forum for all those involved in public education in rural areas
including teachers, administrators, board members, and members of the rural
community at large whereby they may come together professionally and exchange
ideas.
To promote state, regional and local delivery systems which bring about efficient and
effective education for children in rural areas.
To encourage the collection and dissemination of promising practices, statistical data,
and other appropriate information relating to rural education as well as co-ordinating
the sharing of services and resources among educational organizations and agencies.
To encourage colleges and universities to develop materials and resources specifically
for rural schools and to train personnel to work more effectively in small schools.
To stimulate discussion, research, and policy development regarding equal
educational opportunities for all students.
To stress the need for public or private agencies to develop specific educational
materials and technology appropriate to children in rural areas.
(BRC), Cluster Resource Centers (CRC), and in rural areas, Village Education
Committees (VEC).
Eighty-seven percent of the schools in India are in the countrys villages, government
statistics and independent surveys have revealed that over 90 percent of the rural schools at
elementary level are run by the government.
Present scenario:
Rural education condition in India has been still improving however; the rural schools
have to face a lot of suffering. The schools in rural regions are very few at different for off
places and children residing in one dont prefer traveling, considering it as a waste of their
time and money.
And also education in rural India is plagued by many problems like poor
infrastructure, access difficulties, lack of financial support and poor quality of educators are a
few of the most pressing of problems. The big question, however, is whether enrollment and
attendance is the right barometer for evaluating the progress of rural India education. In the
mad search for numbers, has quality been ignored? Secondly, families in rural India struggle

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to make ends meet. Their low income is hardly enough to cover daily supplies of food and
shelter last alone education. Children are needed to work in fields, which eventually means
that they dropout of school, usually after their primary education. A report by UNICEF
estimates that there is a 40 percentage point difference in attendance rate between primary
(69.4%) and secondary (39.1%) students whose coming from rural area. Also, more children
in the age group of 5-14, whose parents are not educated, seem to be outing to go for word
instead of staying in school (UNICEF report-2011).
Rural Education: Problem faced:
India is home to the largest numbers of illiterate people in the world. The Indian
educational system, especially sectors that rural poor, Continues to be plagued with a host of
enormous problems, so, here made an attempt to mention some of the problems which are
facing in rural area.
Problems of Rural Schools Teachers compensation
School Employees
School Buildings
Technology Funding
Promoting Technology private endowments from private and public
businesses.
Creative found rising by the School district
Showing the problems of Funding Centralize School finance so that the state,
rather than local districts, has the primary responsibility for funding schools.
Base school finding on an explicit assessment of the actual costs of educating
a child.
Urban Education Vs Rural Education:
Some of the comparisons between Urban Education to Rural Education.
Computer education is given high importance in urban areas where as very
few schools in villages give computers training.
School education in urban areas is more advanced especially since there is a
lot of computers aided teaching.
Basic amenities like no drinking waters in providing in some of the schools in
villages.

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Apart from the course curriculum rural schools are not wide to involve
children in other activates like sports, co- curricular activities and
competitions.
Level of education in urban schools is for advanced as compared to the basic
level thought in rural schools.
Recent Scenario of Indias Education Sector: At a Glance
Some of the recent scenarios are as follows.
96.5% of children in the 6 to 14 age group in rural India are enrolled in
school.
71.0 % of these children are enrolled in government schools, 24.3% are
enrolled in private schools.
The proportion of girls (age-11-14) who are still out of school has declined
from 6.8% in 2009 to 5.9 in 2010.
Enrollment in private schools in rural India increased from 21.8% in 2009 to
24.3% in 2010.
Nationally, the percentage of five years olds enrolled in schools increased
form 54.6% in 2009 to 62.8% in 2010.
For rural India as a whole, childrens attendance shows no change over the
period 2007-2010.Attendance remained at around 73% during this period.
(Source: Annual status of education report (ASER) -2010.)
Conclusion:
India has the second largest education system in the world after china. The scale of
operation involved to ensure quality of Education for all in the country is unique and
challenging. At the same time, the nature of problems affecting the education system are so
diverse and often deep rooted that the solution cannot lie in the alternation of any one single
factors it is not about just shortage of money or just shortage of trained teachers or lock of
political will; all these undeniably contribute to the problems, affecting the countrys systems.
Every village is not provided with school which means that students have to go to
other villages to get education. Owing to this parents usually do not send their daughters to
school, leading to a failure in achieving rural education in India. Poverty is another setback,
Government schools are not as good and private schools are expensive. Drop-out rate of the
secondary level is extremely high in Villages .Quality related issues are far powerful than
poverty Education and text books should be made interesting. For rural students textbooks

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related this culture, this traditions and values should also be there so as to create their interest
in studies. There is a different between city and village student not in terms of brain or
development but their initial environment, skills, learning ability availability of infrastructure
and access to different but how it is going to be taught would make the difference.
However, there is a need to look at the entire self of problems and deal with the issue
holistically taking into consideration, the specific contest of different sections of the society.
It will also require a constant and strong central support for policy, Strategy, technical
assistance, and monitoring and evaluation combined with increased decentralization with in
government, stronger public-private partnership, and improved accountability relationship
between the service providers, policy makers, and the target population.
References
http://www.yanta.org/componet/content/article
http://www..bihortimes.in/vewersvoice/2012/Dec
http://www.jagranjosh.com/ogneal-Kniwledge/rural-educational
http://vst.vc/yodates/indias-rural-education-an-oppartinity
http://www.mapxotindia.com/my-india/education/india-needs-education
http://en.wikipedia.org/woki/Rural-education
http://www.couterwoornts

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