PRESENT SCENARIO OF PRIMARY LEVEL EDUCATION IN KAMRUP RURAL:

A CASE STUDY AT SENATOL IN MAIHATI VILLAGE

Aparajita Neog
Ashmita Sharma
Upasana Madhukalya
M.Com 3rdsemester
Gauhati University
Abstract

Rural education is the key to a country’s development because more than half of the population
in India reside in villages. The foundation of education is laid at the primary level. The
Constitution of India has made education free and compulsory for children between the age
group of 6-14. However the moot question is whether everyone is privileged enough to avail the
basic right to education particularly girls. Educating children in remote areas is not an easy task
because various impediments exist, such as location of the school, admission fees, cost of
textbooks, uniform, meal expenses, inadequate infrastructure, drinking facility etc. Thus, this
paper tries to analyze the current scenario of primary level education at Senatol division of
Maihati village of Kamalpur Revenue circle (Kamrup district) and the perception of people
towards educating the girl child. It also attempts to capture the extent of prevalence of different
government schemes and initiatives and their awareness among the inhabitants of Maihati
village.

1. Introduction

In today’s time, education and knowledge are recognized as the two most powerful weapons to
welcome a positive change in society. Hence, the importance of education can never be
overemphasized or underestimated. However, coming to the issue of education, urban and rural
education both are equally essential for any nation to progress towards empowerment, equality
and prosperity. The “real” India lives in the villages i.e. more than half of the population of India
reside in villages which makes rural development a crucial ingredient in the development of
India as a nation. Education acts as a backbone for the progress of a rural region in the same way
credit and finance acts as lifeblood of business. It is considered to be one of the most effective
way of alleviating poverty and the obstacles that it creates towards the path of economic and
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social development. Although everyone is aware of this fact, we find too many instances where
children of underprivileged families are forced to keep themselves away from the education they
deserve or have a right to, only because their parents are financially not strong enough to send
them to schools. What they don’t understand is that they are trapped in the vicious circle of
poverty and the only way to come out of it is not by keeping their children at home or at work
but actually making an endeavor to give their children the right education. In addition, some age
old traditions and customs, denial of opportunity and equality to girl child in terms of education,
work is widely prevalent in rural areas.

The vision of education for India is contained in Article 45 of its Constitution: “free and
compulsory education for all children until they complete the age of 14”. The destiny of India
is shaped in the classroom. It is primary education that helps in eradication of adult illiteracy and
makes the most significant contribution towards the efficient functioning of our democracy.
Thus, one cannot deny the fact that the nation’s strength rests on the strong foundation of
primary education.

2. Review of Literature

Elementary education besides being a basic human need is vital for raising the standard of living,
providing employment, removal of regional backwardness, thereby ensuring overall
development and wellbeing of a country. It is therefore the need of the hour to review the
literature carried out by different academicians, educational thinkers, and researchers in the field
of education in India. We have examined the relevant published literature related to our study
with a view to find out further scope of our objectives of the research. The crux of the various
studies, views and comments on the aforesaid topic is as follows:

Naik (1964) reports that the local School Committees in Madras collected funds and gave free
uniforms to the poor and needy children. This was entirely a voluntary movement and received
no assistance from the state. This movement grew strength as it is reported by
Venkatasubramaniam (1982) that in an effort to introduce compulsory education in the
elementary stage, Tamil Nadu has introduced the scheme of free distribution of clothes and
uniforms to all primary school children.

Kaul, Rekha (2001) highlighted socio-economic condition of families, inappropriate location of

schools, gender factors, caste as the reasons for drop-out, non-enrolment and less number of
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children at primary level education in 93 schools at Karnataka. Stationery, uniform, text books,
transport expenses are borne by parents even in government run schools. Most of the girls were
engaged in domestic chores and looked after younger siblings while their parents were at work.
Desired education was not achieved due to poor infrastructure, few teachers and indifferent
teaching. Government projects reducing inequalities, poverty and the like must be undertaken to
improve the education scenario.

Thangaraj, (2002) studied the Impact of noon meal scheme that is Mid-day meal scheme on
enrolment and retention. The schemes helped to improve the strength and enrolment in schools
and remove malnutrition of children. The scheme also provided employment to many people
specially widows and destitutes, as it created jobs of aayas, cooks, balsevikas and noon meal
organizers, etc. The evaluation of the scheme clearly showed an upward trend in the health status
as well as education status of children. Weight of 90% the children increased, height increased,
anaemia came down (18.4% to 11%), and the incidence of eye diseases and dental problems
were also reduced. The dropout rates had also come down in Tamil Nadu. To achieve 100 per
cent attendance and 0 per cent dropout, eradication of poverty is essential.

Yadappanavar, (2002) used a case study approach to identify the major reasons for poor access
and retention of children in elementary education in Deodurg Block, Raichur district, Karnataka.
The study revealed that poverty was the main reason for children not being able to attend school.
Teachers faced the problem of student population migrating along with their parents looking for
jobs. Girls' education was not given importance as compared to boys. Infrastructure and facilities
like toilet, drinking water, and playground were not satisfactory. Casual parental attitude, poor
resource planning were also responsible for poor enrollment of children. Incentives to low
income families to encourage them to spare their daughters for school, provision of good
infrastructure, upgradation of lower primary schools into primary and higher primary school
were some of the recommendations made.

Chand, Vijiya Sherry and Amin - Choudhury, Geeta. (2006), narrated innovations under the
Sarva Shiksha Abhiyan. The Sarva Shiksha Abhiyan (SSA) is the flagship elementary education
programme of the Government of India and has been in operation since 2002. The innovative
Interventions identified in 13 states of the Nation played an important role in reducing the
number of out-of-school children. It was also observed that in 2006, about 3 million children
with disability have been identified and 1.83 million were enrolled. The linking of civil works to
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an educational purpose like teaching rainwater harvesting was also another innovation to be
encouraged. Strategies focusing on a problem area as well as establishment of monitoring and
assessment systems should facilitate modifications to the interventions.

J.G. Sreekanthachari and G. Nagaraja (2013) presented a picture of the current scenario of
rural education in India focusing mainly on the problems associated with rural education as well
as coverage of Government initiatives. Lack of infrastructure, basic amenities, transportation
facilities, low salary of teachers, less number of schools, lack are some of the root causes leading
to low educational standards in rural India. Shiksha Karmi Project covered 1,50,000 students in
1,785 schools and 3,250 Prehar Pathshalas. National programme of nutritional support to
primary education covered 110 million primary school children by 1997-98. Operation
blackboard covered 5,23,000 primary schools since its inception in 1987. Although various
incentives are taken by government yet they fail to reach all the schools in rural areas.
Application of visual aids; motivation of teachers and students; education awareness for parents
are some of the ways suggested to improve rural education.

Dipankar Das and Sugata Samanta (2014) emphasized on how rural education can act as an
engine of sustainable rural development. One of the ways of ensuring progress towards rural
development is through rural education. To ensure that every child residing in those areas are
availing their right to education, efforts should be made by everyone for the planned
implementation and success of projects and schemes initiated by the Government. Provision of
free school uniforms, text books, financial assistance for purchasing bicycles, increasing teacher
pupil ratio in the rural schools, offering scholarships either in the form of gifts or books to top
performers can act as a catalyst in rural education which will help create a better and brighter
future for rural India.

3. Objectives

The objectives of this study are as follows:

a) To study the existing status of primary level education at Maihati village;

b) To study the perception of the inhabitants of the study area towards girl child education;
c) To determine the awareness of the inhabitants of the study area about the Government
schemes and initiatives towards right to education;

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4. Research Methodology

4.1 Place of survey

The survey has been conducted at Senatol division of Maihati village consisting of 45
households. Maihati village is situated in Kamalpur Revenue circle of Kamrup district, Assam,
India. Kamalpur is a town located at a distance of 25 km from Jalukbari, Guwahati and is
surrounded by Rangia, Baihata Chariali, Kaniha, and Dimu Dobak villages. Maihati recorded a
higher literacy rate of 91.63% in 2011 in which male literacy rate stood at 95.34% compared to
88.35% female literacy rate while the literacy rate of Assam in 2011 was 72.19%.

4.2 Population size and sample design

The survey was conducted at Senatol in Maihati village comprising a total of 45 households. A
sample consisting of 20 households was selected via convenience sampling method, where
subjects were included based on the convenience, proximity and accessibility of the researchers.
Information was gathered with the help of well-designed structured schedule consisting of close
ended questions as well as interview method where respondents were asked to co-operate and
answer the questions honestly.

4.3 Sources of data

The purpose of study was fulfilled by using both primary and secondary data. Primary data was
collected in the form of responses from the respondents, i.e., parents of the children receiving
primary education. Secondary data was collected from research papers, journals, articles etc
available in websites.

4.4 Tools of Analysis

Data analysis has been done by using simple percentage method. Data collected has been
represented and compiled in tabular forms and were supported by bar diagrams and pie charts for
easier interpretation and arriving at a conclusion.

5. Rural Education

With the real India living in villages, the real development is to be observed in villages. Rural
education is of utmost importance because education awareness, number of schools are

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increasing but poverty, inadequate facilities, failure of government to implement schemes are
some of the impediments in the road towards progress. India has the privilege of having a young,
educated and fast growing population. At a time, when in comparison many of the world’s
economic superpowers are seeing an ageing population and increasing old age expenditure
leaving less for the enthusiastic and youthful workforce, India on the other hand will be enjoying
the benefits of having a strong human resource for the next 20-25 years. Thus, India should make
the best utilization of this growing population and make them the nation’s most valuable and
unique asset. Accordingly, the Indian rural education system needs a complete overhaul and
undergo transformational changes in its functioning and outcome to bring out the desired change
in the future.

Various initiatives have been taken by the government for the improvement of education
system. At primary level education, Sarva Shiksha Abhiyan and Mid-day meal scheme are
amongst the important schemes to be implemented. Sarva Shiksha Abhiyan aims at the
universalization of elementary education by making education free and compulsory for the
children of 6-14 years. Mid-day meal aims at improving the nutritional status of children from
class I-VIII, motivating them to attend primary school, concentrating more on classroom
activities and providing nutritional support to children at primary stage of drought affected areas
in summer vacation. The success of these schemes and initiatives like Free Education for Girl
Child and the implementation of the Right to Education Act cannot be evaluated in true sense
because they have not been implemented to a large extent to welcome a positive change in
remote areas. The education system is lacking behind in remote areas plagued with a myriad of
deep-rooted problems, some of which are mentioned below:

a) Lack of opportunities - A student living in urban area is at a much more advantageous

position when it comes to getting life changing opportunities. He has innumerous
platforms, means and medium to exploit his latent talents, hone his skills and become a
specialist in his chosen field. But similar opportunities are missing for a student living in
rural areas.
b) Lack of facilities- Rural India have poor infrastructure which has a direct impact on the
minimum standard required for proper education. Sometimes children are even made to
sit on the floor due to non-availability of desks and benches. Lack of proper windows,
ventilation, toilets and drinking water facilities act as a hindrance in receiving education.

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 c) Stark poverty - Poverty in villages is widespread. Rural economy is in crisis. It has to be
rejuvenated because if village economy suffers, cities will also starve because of
horizontal and vertical linkages.
d) Insufficient number of schools - In comparison to the number and quality of teaching in
schools located in urban areas, there are comparatively fewer schools in rural areas.
There might be a single school present in an entire village and children from different
locations of the village have to travel far and long to reach their school on time. The
transportation problem only adds to their woes.
e) Low compensation package for the school teacher - A teacher who teaches students in
rural areas is severely underpaid. His/her salary is highly irregular and monetary
incentives to improve the standard of teaching are almost absent. As a result the whole
rural education system suffers due to lack of quality teachers.

With the improvement of rural education like never before, we still have miles to go to
witness a developed phase of education system. The study has been conducted in an attempt to
understand the present status of primary level education and the extent of prevalence of
Government schemes and its awareness in the rural area of Senatol of Maihati village.

6. Findings of the study

Table 1 - Number and sex ratio of children of the respondents

Gender Frequency Percentage (%)
Boys 15 56
Girls 12 44
Total 27 100

The above table indicates that 56% of the children who are a part of the survey are boys and 44%
are girls.

Table 2 - Preference for Public School vs. Private school

Preference Frequency Percentage (%)
Public 18 68
Private 9 32
Total 27 100

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The above table shows a higher percentage i.e. 68% of the children opting for public school with
the remaining preferring private schools.

6.1 School Admission fees

Admission Fees

41% Free

59% Paid

Fig. 6.1 Percentage of students paying admission fees

Fig 6.1 gives a clear cut view that 59% of the students in rural areas are admitted in public
schools implementing Sarva Shiksha Abhiyan and having Aanganwadi Kendra where they are
not required to pay any fees on admission. Still a sizeable portion of the households opted for
private schools where they are required to pay admission fee which comes around to minimum
of Rs 1000 for a single child. It implies that an increasing number of households do not mind
paying higher admission fees for quality education of their children.

6.2 Expenditure on Meal

Meal

30%
Free
Paid
70%

Fig. 6.2 Percentage of students paying for their meal

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Fig 6.2 depicts that a discouragingly low number i.e. only 30% of the school goers are availing
free meals under Mid-day meal scheme from selective public sector schools while the rest of the
school goers either have to pay for their meals in their school canteens or carry home cooked
meals.

6.3 Mode of transportation

Mode of transportation

On foot
27% 34%
Cycle

Others
39%

Fig. 6.3 Mode of transportation of students

Fig 6.3 indicates 34% of the children go to school on foot and 39% on cycle which implies that
schools are located nearby around 500 m. However, schools of nearly 27% children are located
at faraway places or in another village for which they have to use other means of transport like
magic van, tempo etc. Even today spacing and no of schools in rural areas have a wide scope of
improvement and too much concentration of schools in populated areas needs to be relooked.

6.4 Monthly expenditure for children’s education

Monthly expenditure for children's education

42

24 22
7 5

500-1000 1000-1500 1500-2000 2000-2500 2500-3000

Monthly expenditure (%)

Fig. 6.4 Monthly expenditure of households for education of their children

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Fig 6.4 shows that average monthly expenditure of a major portion of the household (42%) for
educating their children comes around to Rs 1500 which includes transportation fees Rs 350-380,
monthly renewal fees of Rs 300-400 and the like. Only 5% of the household have a high monthly
expense owing to additional tuition fees and having comparatively more number of children. On
the other hand, households sending their children to schools charging no monthly fees (selective
public sector schools) have lower education expenses below Rs 1000 but they do have to incur a
minimum amount of Rs 500 per month for the same.

6.5 Uniform and books

Free provision of uniform and books (%)

61 65

39 35

UNIFORM BOOKS

Yes No

Fig. 6.5 Percentage of students getting provision of uniform and books free of cost

Fig 6.5 indicates that 39% of the students receive free uniform whereas 61% have to pay for it.
On the other hand 65% of the students receive free books whereas only 35% have to pay for
them. Survey revealed that Government schools has been more successful in providing free
uniforms and books as the Government bears this expenditure from its own budget but private
schools are unable to provide books and uniforms free of cost as they are profit making entities.

6.6 School attendees

100% of the respondents have mentioned that they have encouraged their children to go to
school. From the survey, we can say that atleast for that region concerned, parents are conscious
of the need of quality education. There is a positive sign for a safe future. However, owing to
limitations of sample size and population area, a generalized opinion for all other localities
cannot be formed.

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6.7 Drinking water facility

All the schools present in the Senatol division of Maihati village have drinking water facility for
its students.

6.8 School infrastructure

Majority of the parents have rated the quality of the school in terms of infrastructure as good.
Since they are not exposed to the urban schools, they are more than satisfied with the sub-par
level of infrastructure of the schools present in the rural area.

6.9 Standard of Performance of the Students

Data reveals that despite a significant portion of households sending their children to private
schools, parents have mentioned about their children showing mainly mediocre results.
Performance of their children in school studies and activities were nothing extraordinary. Lack of
technological aids for superior education has an impact on their academic performance.

6.10 Government Assistance

Results were all negative when it comes to disbursement of government aid. All the households
(including BPL households) have claimed that they have not received any form of assistance (in
the form of scholarship or fee waiver system) directly from the Government towards the
education of their children although the claims needs to be verified.

6.11 Awareness of Government schemes related to rural education

All the respondents stated that they are aware of only two schemes offered by the Government.
One being the Mid-day meal scheme where the quality of food was found to be average by the
respondents and other being the Sarva Shiksha Abhiyan.

6.12 Transportation facilities for reaching school

Findings revealed that Government has failed to fulfill its duty in providing adequate
transportation facilities for the children to reach their school safely and in time. In this regard
private schools located far and near have fared much better, providing hired vehicles (magic van,
tempo) to its students by charging nominal amount of Rs 360 pm for ease of travelling.
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6.13 Problems faced by the families in education of their children

The only problem majority of the families face is financial. Agriculture is a source of livelihood
for most of the households. As income from agricultural occupation is seasonal and profits
meagre, most of the families struggle to bear the expenses of educating their children with no aid
from the Government. However, parents are now aware of the worth of education due to constant
publicity in television and media, so they somehow manage to ensure that their children receive
the proper basic education they deserve.

6.14 School dropouts

Surprisingly there were no school dropouts found during the survey nor any children not being
sent to schools by their parents.

6.15 Education of girl child

Every household was conscious of educating their girl child and making them capable enough to
stand on their own feet. Parents were quite encouraging and supportive of their daughters. They
had a belief that women are no less than men as they can be at par with men in every field of life.
If a girl child is given right education and guidance she can surely become independent enough
to support her family. Their thoughts are quite progressive where they do not see girl child as a
burden anymore.

6.16 Child marriage or early marriage, a bar to the education of girl child

Findings showed that parents have become more liberal in terms of marriage of their daughters
and have allowed their daughters to exercise their own choice, have full freedom and say when it
comes to matters relating to their marriage and livelihood. Marriage or higher education is
entirely the prerogative of the girl child.

6.17 State Assistance for female education

Majority of the households are still neither happy nor satisfied with the State’s role and
contributions toward the education of the girl child. Their demands and expectations are much
higher from the State which has not been fulfilled till now. Suggestions were given that State
should start taking their roles seriously and make an endeavor to ensure that every girl child
residing in poor remote areas are able to get free education.
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6.18 Female education as a meaningless expenditure

All the households have shown forward thinking attitude with a progressive and broad outlook
towards education of girl child. Gone are the days where a women’s job was confined within the
four walls of the kitchen. Today, women are also the breadwinner of their family. Parents have
finally realized the worth and value of education after widespread awareness campaign by
government and non-government agencies.

6.19 Traditional work or staying at home, a better alternative than education for raising
the economic condition of the family

Rural folk want a complete homely and educated woman who can take care of all responsibilities
both at office and at home. They opined that understanding and having the right balance between
traditional work skills as well as professional skills is the ultimate solution to raise the economic
condition of the family and secure a better future.

6.20 Outlook of the rural environment towards education of the female child.

Findings revealed that the rural environment as a whole is quite encouraging and supportive of
girl child education except for a few skeptical families who still believe that their rural
background is a hindrance to provision of better education and that a daughter should be married
when she comes of age. This mindset stems from the fact that they have lived all their life in
villages. They have neither ventured out of the villages nor are exposed to a rich urban lifestyle
thus resulting in low self esteem. They themselves have failed to receive proper quality
education during childhood and also discourage other families to focus on the same.

Conclusion

It has been observed that both boys and girls of Maihati village are privileged enough to attend
school since the age of 3-5 years. Most of the households prefer public schools due to low
amount of fees, provision of free textbooks and meals. However, not all public schools provide
for free amenities. But private schools provide quality education, infrastructure and
transportation to their students for reaching school. According to most of the parents,
Government has the least role in implementation of any education schemes and scholarships with
exception of Sarva Shiksha Abhiyan and Mid-day meal. The performance of most of the children
are said to be average and parents face financial hardship, which is the main hurdle in education
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of their children. The positive sign is that Senatol division of Maihati village has zero drop-out
rate. Inhabitants of Maihati village have a strong belief that they need to equip their daughters
with life skills to build their careers which will help them in raising the economic standard of
their families. Hence for rural development, rural education system must be improved through
proper implementation of Government Support Programmes, provision of adequate infrastructure
and financial assistance to the underprivileged.

Reference

Chand, Vijiya Sherry and Amin - Choudhury, Geeta, (2006), Shikshasangam: Innovations under
the Sarva Shiksha Abhiyan., - Indian Institute of Management Ahmedabad, Ahmedabad.

Das, Dipankar and Samanta, Sugata (2014), Rural education in India: As an engine of
Sustainable Rural Development, Vol. 2, Issue 10, 75-80

Kaul, Rekha. (2001), Accessing primary education - going beyond the classroom. Economic
and Political Weekly, 36(2): 155-62.

Maihati Population - Kamrup, Assam retrieved from

https://www.census2011.co.in/data/village/302483-maihati-assam.html

Mid-Day-Meal Scheme retrieved from https://ssa.assam.gov.in/portlets/mid-day-meal-0

Naik; JP: Auxillary Services. In the Indian Year Book of Education. (Second Year Book):
Elementary Education, NCERT; New Delhi. 1964

Sarva Shiksha Abhiyan retrived fromhttps://en.wikipedia.org/wiki/Sarva_Shiksha_Abhiyan

Sreekanthachari, J.G. and Nagaraja, G. (2013). An overview of rural education in India, Adv.
Res. J.Soc. Sci., 4 (1): 115 - 119.

Thangaraj, M. (2002), Impact of noon meal scheme on enrolment and retention, Social Welfare,
Vol. 48(10), pp. 15-20.

Yadappanavar A V (2002): Case Study: Factors influencing elementary schools, Social Welfare
48 (10), January, p. 10- 14.

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