A

DfID GOI

Project

Report on Education Sector in Jammu and Kashmir State

Jammu & Kashmir Institute of Management, Public Administration & Rural Development

FOREWORD The Government of India DfID Project Capacity Building for Poverty Reduction aims at improving the service delivery by capacity building through intensive training of the front-line, cutting edge personnel. In the sectors of Elementary Education and Social Welfare selected in our State for capacity building and confined to the two districts of Budgam and Udhampur, commendable work has already been done. One of the important activities to be undertaken was formulation of the Sector Reports. On the basis of the information provided by the concerned Departments, an attempt has been made to prepare reports on both the sectors. The reports include the strengths, weaknesses, threats and challenges beset with the respective sectors. This report converges basic data and highlights issues and problems in the sector, connected as they are with the achievement of the sectoral objectives leading broadly to speedy attainment of the development goals. This will be a good starting point for training and development in this sector relating as it does to the twin goals of capacity building and poverty reduction. The efforts put in by the Core Group in bringing out this report are appreciated and acknowledged. (Pramod Jain)IAS Director General, J&K IMPA Place: Srinagar Date: 12-09-2008

1.1.

Introduction

Education, one of the thrust areas, is a critical input in development in general and in human resource development in particular and is a catalyst for empowerment, poverty reduction and growth per se. In the national educational scenario, J&K is subsumed as educationally backward with reference to the established indices namely, literacy rate, teacher - pupil ratio, drop-out rate and the absorption pattern of the educated persons. The Government from time to time has taken various initiatives, in the form of Centre/State - supported schemes, especially for backward/underprivileged sections of the society to boost education in the State. Broadly speaking, this sector has the following commitments on the part of the State: to eradicate illiteracy to work for overall educational development of the State to implement various educational policies, programmes and schemes to administer and monitor schools to provide teachers training to work for behavioural modifications.

In the fulfillment of these commitments, the Department is planned in the following administrative structural arrangement: 1.2 State Level

The Department of Education is under the administrative control of the Secretary to Govt., School Education at the State level and Directors at the divisional level. The Secretary is assisted by 2 Special Secretaries, 1 Deputy Secretary, 1 Joint Director (P&S), 1 Financial Advisor and 1 Under - Secretary.

The existing organizational structure at the State level is given below:

MINISTER INCHARGE SCHOOL EDUCATION

MOS FOR SCHOOL EDUCATION

SECRETARY TO GOVT. SCHOOL EDUCATION

Special Secretary

Deputy Secretary

Section Officer

Special Secretary

Under Secretary

Section Officer

Financial Advisor

Joint Director (Planning)

* Advisor to Governor during the Governors Rule

The functions assigned to the school education at the Secretariat level include: overall control of the Department policy formulation finalization of the annual budget and annual plan administrative sanctions for various projects and programmes coordination with other departments. 1.3 Divisional Level

The Director School Education is assisted by 4 Joint Directors (Secondary Education, Elementary Education, Principal Training SIE and SSA), 1 Deputy Director (Planning), 1 Personnel Officer and 1 Accounts Officer. The existing organizational structure at the Directorate level is as follows:

Secretary to Govt. , School Education

Director (K)

Director (J)

JD (Sec. Edu.)

CEOS

JD ( Elmn. Edu.)

JD (Principal)Trgs.SIE

JD SSA

DD (P)

A.O

Personnel officer

The functions assigned to the school education at the Directorate level include: formulation of plans overall control and supervision at the divisional level in the field 1.4 implementation of plans, programmes and schemes human resource management District Level

Every District has a Chief Education Officer who is assisted by one Deputy Chief Education Officer at District level and Zonal Education Officers and Zonal Education Planning Officers at the Zonal level. The existing organizational structure at the district level is as follows:

Chief Education Officer

Sr. H.M.

ZEOs

DCEOs

Principals of HSS

Head Masters (HSS)

Sr. Lectures

Masters ( M.S)

Sr. Teacher

Teachers

ZEPOs

The functions assigned to the school education at the District and Zonal level include: formulation of plans administration and control implementation of plans , programmes and schemes monitoring of schemes financial management supervision and coordination

Each School is headed by one Head Master/ Senior Teacher. The Head of the Institution is solely responsible for institutional planning and management mobilizations of resources supervision and control maintenance of records conduct of educational surveys conduct of examination and evaluation execution of schemes financial management

Elementary education mostly deals with the primary and middle school education and is the foundation on which the development of every citizen and the nation as a whole hinges. The major

indicators of socio-economic development viz., the growth rate of the economy, birth rate, death rate, infant mortality rate (IMR) and literacy rate are interconnected. But the literacy rate has been the major determinant of the rise or fall in the other indicators, especially in the case of women, it co-relates with low birth rate, IMR and increase in the rate of life expectancy. According to the National Policy on Education, 1986 (revised in 1992), the new thrust areas in elementary education emphasized the following three aspects: 1. universal access and enrolment i.e. making education accessible to children 2. universal retention of children upto 14 years of age i.e. making sure that they continue education and 3. universal achievement i.e. a substantial improvement in the quality of education to enable all children to achieve the

essential levels of learning As a result of education programmes, by the end of 2000, 94% of India's rural population had primary schools within one km and 84% had upper primary schools within 3 km. Special efforts were made to enrol SC/ ST children and girls. The enrolment in

primary and upper-primary schools has gone up considerably since

10

the first five-year plan. In 1950-51, only 3.1 million students had enrolled for primary education. In 1997-98, this figure was 39.5 million. The number of primary and upper-primary schools was 0.223 million in 1950-51. This figure was 0.775 million in 199697.

In 2002-2003, an estimated 82% of children in the age group of 614 were enrolled in school. The Government of India aims to increase this to 100% by the end of the decade. To achieve this Government launched a programme called Sarva Shiksha Abhiyan.

1.5

Review of Past Performance

Article 45 of the Constitution stipulates that the State shall endeavour to provide within a period of ten years from the commencement of the Constitution, for free and compulsory education for all children until they complete the age of 14 years. However, the task of providing basic education for all gained greater momentum only after the National Policy of Education (NPE), 1986 (revised in 1992) was launched. The World Declaration on Education for All (EFA) adopted in Jomtein in 1990 was an important milestone in the march towards universal

11

elementary education and girls and womens access to basic education. These international developments together with several positive developments within the country brought the need for recognizing basic education as a fundamental right of every citizen. The 9th Plan period has been the most crucial period regarding the development of education and as such over all human development. The Prime Ministers Special Action Plan

emphasized the total eradication of illiteracy, equal access to and opportunity of education up to the school-leaving stage, improvement in the quality of education at all levels, and the need for expansion and improvement of infrastructural facilities. The thrust areas in the 9th plan included universalization of elementary education (UEE), full adult literacy, raising the quality of education at all levels and improving learner achievement.

Elementary education was given the highest priority in subsectoral allocations with the education sector, indicating a strong reiteration of the countrys resolve to achieve the goal of EFA during the plan period. The goal was sought to be achieved through several measures which included:

12

amendment of the Constitution to make elementary education a fundamental right decentralization of planning, supervision and management of education through local bodies at the district, block and village levels social mobilization of local communities for adult literacy through campaigns and for promotion of primary education convergence of different schemes for UEE stronger partnership with Non-Govt. Organizations

(NGOs) and VOs advocacy and media campaign for UEE provision of opportunities for non-formal and alternative education for out of school children in the most backward areas and for unreached segment of the population in response to local needs and demands and universal participation and retention rather than universal enrolment. The goal of UEE was enlarged to include provision of education of a satisfactory quality to all children. But the goal of universalization of elementary education has been very difficult till now. The government has initiated a number of

13

programmes to fulfill the constitutional obligation and national aspirations. The Constitutional 86th Amendment enacted in

December 2002 made elementary education a fundamental right for all children in the age group of 6-14 years. The amendment also makes elementary education free and compulsory in this age group (Article 21 A). 1.6 Growth of Literacy

Literacy is an effective instrument for social and economic development and national integration. It is defined in census operations as the ability to read and write with understanding in any language. In modern context, the word refers to reading and writing at a level adequate for communication or at level that lets one understand and communicate ideas in a literate society, so as to take part in that society. The United Nations Educational, Scientific and Cultural Organization (UNESCO) defined literacy as the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential and to participate fully in the society.

14

The educational backwardness of the State was more or less before independence. Appreciating the urgent need of providing greater facilities for education, the State Government decided as early as in 1930 to introduce a scheme of compulsory education for boys up to the primary standard. Accordingly a law entitled The Primary Education Act (Act 3 of 1986 was enacted and was made applicable to only few districts but was not implemented. The very low percentage of literacy in the State is a legacy of the past and the cumulative effect of several factors i.e., the dearth of educational institutions, the economic backwardness of the people to finance the cost of educating their children and, above all, the preachings of religious leaders. It was only during the post independence period that the government launched a campaign of building up a network of educational institutions. At the time of independence only 7% of the population was literate. The need for universal education for all children in the age group of 6-14 years recognized as crucial input for nation - building, was given due consideration in successive five - year plans. This resulted in a manifold increase of spatial spread, infrastructure facilities and increased coverage of various social groups; but the goal of providing basic education to all continues to be elusive. Even

15

today our state has the lowest literacy as compared to major states and Union Territories. As per 2001 Census, our State ranks 33rd in literacy among the states of India just above Bihar and Jharkhand.

Literacy Rates in J&K (1901-2001)

70

60

50

40

Persons Male Female

30

20

10

1901

1911

1921

1931

1941

1961

1971

1981

1991

(For Table See Annexure A)

2001

Fig 1.1

Despite intensive efforts by the State over the decades to improve the literacy level, achievement has not been satisfactory. The literacy has shown a substantial increase from 12.95 % in 1961 to 54.46% in 2001. The literacy rate has grown at an average annual rate of 10.99% during the post - independence period as compared 16

to 4.95% during the pre - independence period. The sex differentials in literacy, however, have been throughout constant and pronounced. Over the last four decades (1961-2001), female literacy has gone up more than four times i.e., from 19.28 in 1961 to 41.82 in 2001. The male - female literacy gap has increased from 20.41% in 1981 to 23.93% in 2001, which indicates that females are still lagging behind. Percentage of male- female literacy in total / rural / urban population 1981 and 2001

90 80 70 60 50 40 30 20 10 0 1981 2001 Persons 1981 2001 Male 1981 Female 2001

Total Rural Urban

(For Table See Annexure B)

Fig 2.1

Rural urban differentials in literacy are also wide. The above table reveals that educational development has remained urban-centric both among males and females in the State. The literacy rate for rural areas is 48.22 % against 72.17% for urban areas according to 2001. Again female

17

literacy in rural areas at 35.09 % is very low and is less than half of the literacy in urban areas. Literacy Rate of Districts in Descending Order (2001 Census)

Literacy Rate of Districts

Kupwara Budgam Anantnag Barmulla Doda Pulwama Districts Udhampur Punch Rajouri Kargil Srinagar Leh Kathua Jammu 0 20 40 60 80 100 Female Male Total

Literacy Rate
(For Table See Annexure C)

18

District Jammu has recorded the highest increase in the literacy rate among all the districts of the State. It showed substantial increase from 42.86% in 1981 to 77.30% in 2001. While district Kupwara ranks last in terms of literacy rate i.e., 40.80% followed by District Badgam i.e.40.94%. One glaring fact is that female literacy lags behind male literacy in all the districts. The differential is large in almost all the districts, which shows a considerable disparity between males and females. Moreover, the sex differential in literacy rate (9.01 to 23. 92) has more than doubled during the post-independence period. Education Facilities The availability of schooling facilities is measured by a set of indicators concerning access. Existing norms stipulate that a habitation (cluster of households) is entitled to have a primary school if it has a population of 300 and more and has no school within a distance of one kilometer. Upper primary schools are to be located at a distance of three kilometers from habitation with a population of 500 and more. These norms are often relaxed in case of hilly and tribal areas, difficult terrains and border districts. Since independence there has been a substantial increase in the number of educational institutions.

19

No. of Educational Institutions (1950 51 to 2005 2006)

No. of Primary(IV) Educational Institutions

Educational Institutions

15000 10000 5000 0

-5 1 -6 1 -6 9 -8 1 -9 1 -9 4 -9 6 -0 2 -0 3 -0 4 50 60 68 80 90 93 95 01 02 03 04 05 -0 5 -0 6

Boys Girls Total

19

19

19

19

19

19

19

20

20

20

Year

No. of Middle (VI-VIII) Educational Institutions

Educational institutions

6000 4000 2000 0

19 -51 60 19 -61 68 19 -69 80 19 -81 90 19 -91 93 19 -94 95 20 -96 01 20 -02 02 20 -03 03 20 -04 04 20 -05 05 -06 50

20

20

19

Boys Girls Total

Year
(For Tables See Annexure D

20

During the period 1950-1951 to 2005-06, the number of primary schools increased by more than 17 times from 1,115 in 1950-51 to 19,178 in 2006-07, whereas the number of upper primary schools increased by more than 41 times from 139 in 1950-1951 to 5,788 in 2006-07. In terms of overall annual growth rate, the increase was to the tune of 19.61% for primary level and 65.29 per cent for middle level institutions.

Educational Facilities Available (2006-07)

Educational Facilities Available (2006-07)

Institution Type

15000 10000 5000 0 EGS Centres Primary Schools Middle Schools High Schools Hr.Sec. Sanik Schools Kendriya Jawahar Schools Vidyalayas Navodalayas

Govt Private Total

Institutions

(For Table See Annexure E)

21

District wise Schooling Facility available at Primary Level (2007-08)

Districtwise Population

Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupw ara Pulw ama Leh Kargil

Schooling Facilities at Primary Level

Kargil Leh Pulwama Kupwara Budgam Barmulla No. of Educational Institutions Area in Km Population/Institution Udhampur Rajouri Poonch Kathua Doda Jammu 0 10000 20000 30000 40000 50000 Facilities

Districts

Anantnag Srinagar

22

Schooling Facility available at Primary Level

210 200 190 180 170 160 150 140 130 120 110 100 90 80 70 60 50 40 30 20 10 0

Facilities

Educational Institutions/Km

Udhampur

Jammu

Anantnag

Kathua

Poonch

Barmulla

Budgam

Rajouri

Pulwama

Srinagar

Leh

Districts

(For Tables See Annexure F)

District wise Schooling Facility available at Upper Primary Level (2007-08)

Schooling Facilities at Upper Primary Level

50000 45000 40000 35000
Facilities

30000 25000 20000 15000 10000 5000 0 Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulw ama Leh Kargil

Kupwara

Kargil

Doda

No. of Educational Institutions Area in Km Population /Institution

Districts

23

Schooling Facilities at Upper Primary Level

2000 1800 1600 1400
Facilities

1200 1000 800 600 400 200 0 Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulw ama Leh Kargil Educational Institutions/Km

Districts

(For Tables See Annexure G)

Despite an increase in the schooling facilities both at primary and upper primary level, the coverage is not in tune with the norms set for the purpose. Enrolment Trends The school enrolment (Primary and Upper Primary) increased from 0.980 lac in 1950-51 as compared to 17.13 lac children in 2005-06. Girls enrolment in schools has increased greatly and constantly at all levels. At the primary stage, the enrolment has been increased 16 times from 0.780 in 1950-51 to 12.36 lacs in 2005-06 and at the upper primary/ middle stage over 24 -fold from 0.200 lacs in 1950-51 to 4.77 lacs again in 2005-06.

24

School Enrolment by Stages/ Classes for Boys and Girls (1951-2002) Figures in lakhs
School Enrolment of Primary (IV)
14 12 10
Students

8 6 4 2 0 1950-51 1960-61 1968-69 1980-81 1990-91 1993-94 1995-96 2001-02 2002-03 2003-04 2004-05 2005-06

Boys Girls Total

Year

School Enrollment of Middle (VI-VIII)

5 4.5 4 3.5 3
Students

2.5 2 1.5 1 0.5 0 1950-51 1960-61 1968-69 1980-81 1990-91 1993-94 1995-96 2001-02 2002-03 2003-04 2004-05 2005-06

Boys Girls Total

Year

(For Table See Annexure H) The girls share in total enrolment, both at primary at upper primary levels, has increased constantly from 0.120 lacs in 195051 to 5.78 lacs in 2005-06 at the primary stage and from 0.20 lacs to 2.08 lacs at upper primary/ middle stage for the same period. 25

The efficiency of an education system is determined not only by enrolling more and more but also by ensuring their retention in the system. Enrolment at Elementary Level 2006-07
Enrollment at Elementary Level
180000

160000

140000

120000

Students

100000 Boys Girls 80000 Total

60000

40000

20000

0 Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulw ama Leh Kargil

Districts

(For Table See Annexure I) The official figures (2006-07) show that again almost in 90% of the districts of the State, the girls share in total enrolment at the elementary level continues to be lower than boys at the primary level. Despite significant achievements in the recent years, it is realized that there are serious problems of gender and regional 26

disparities in UEE. A significant proportion of children continue to drop out due to socio-economic and cultural factors and also due to lack of adequate infrastructure, shortage of teachers and unsatisfactory quality of education provided. About 5.9 per cent children in the age group 6 to 14 are out of school, out of which 3.9 per cent are never enrolled and 2.2 per cent are drop-outs. Again, the ratio of girls in case of neverenrolled as well as in drop- outs is higher than boy. Information regarding OOSC Children

Information regarding OOSC Children

2000000 1800000 1600000 1400000

Children

1200000 1000000 800000 600000 400000 200000 0 (6-11) years (11-14) Years (6-14) Years

Child population OOSC Enrollment Dropped Out Never Enrolled

Age Group

(For Table See Annexure J)

27

Programmes/ Schemes The Central Government in conjunction with the State Governments initiated a number of programmes to fulfill the constitutional obligation and national aspirations. schemes launched in J&K State so far are as follows: 1. Operation Blackboard This Scheme, started in 1987-88, aimed at improving the class room environment by providing infrastructural facilities, additional teachers and teaching- learning material to primary schools. The Scheme was implemented in 197 educational blocks in the State. Under the scheme about 2,450 schools were constructed. 2. Mid-Day Meal Scheme The National Programme of Nutritional Support to Primary Education, commonly know as the Mid-Day Meal Programme was launched on 15th August, 1995. It aims to give a boost to universalisation of primary education by increasing enrolment, retention and attendance and simultaneously improving the nutritional status of students in primary classes. The Scheme was started with an initial coverage of one lakh children but subsequently all the children from classes I to V were covered under the Scheme. They are provided with cooked and hot meals The various

28

comprising a minimum of 450 calories and 12 grams of protein content.

Resource Support for MDMS

Rupees in lacs
Resource Support for MDMS
4500 4000 3500 3000
Contribution

2500 2000 1500 1000 500 0 2004-05 2005-06 2006-07 2007-08

Central Assistance State Share Total

Yearwise

(For Table See Annexure K) Despite the fact that the Scheme has increased enrolment as well as retention of students, it has not been successful in achieving the goal. Some of the weaknesses of the scheme are: lack of community participation in implementation because of poor awareness and advocacy among other things.

29

inability of the State to arrange the timely delivery of food- grains because of non-availability of funds with the implementing agencies to meet the initial expenditure.

close monitoring and supervision of the programme is negligible.

3.

Sarva Shiksha Abhiyan The Sarva Shiksha Abhiyan was launched towards the end of the 9th Plan to achieve the goal of UEE through a time -bound

integrated approach, in partnership with states. The main objectives of the Scheme are: a. all children to be in schools, Education Guarantee Scheme centers, alternate schools, back to schools campus by 2003 b. all children to complete 8 years of schooling by 2010 c. focus on elementary education of satisfactory quality with emphasis on education for life d. bridge all gender and social disparities at the primary stage by 2007 and at the upper primary level by 2010 and e. universal retention by 2010

These goals are more ambitious than the Millennium Development Goals on Education or the Global Education for All goals, which

30

are supposed to be achieved by 2015. The programme is an effort to improve the performance of the school system and provide community- owned quality elementary education in the mission mode. The programme has a special focus on the educational needs of girls, SCs/ STs and other children in difficult circumstances. Keeping in view the objectives of the programme, following steps have been taken: a) Expansion of Access 3542 new primary schools established 6798 Education Guarantee Scheme centers (EGS) set up 2760 primary schools upgraded to the level of middle schools 401 middle schools upgraded to the level of high schools 295 high schools upgraded as higher secondary schools Up-gradation of 4661 Education Guarantee Scheme centers (EGS) to the level of primary school approved by the Project Approval Board (PAB) in the Ministry of Human Resource Development for the year, 2007-08 Up-gradation of 711 more primary schools to the level of

31

middle schools approved by the Project Approval Board (PAB) in the Ministry of Human Resource Development for the year 2007-08 51 Kasturba Gandhi Balika Vidyalayas (KGBVs)

sanctioned to provide residential cum schooling facility for adolescent girls from the disadvantaged sections of the society. b) Infrastructure Development 1334 primary school buildings constructed and 2100 such buildings under construction 134 middle school buildings constructed and 394 such buildings under construction 1882 additional class rooms constructed. The construction of 3204 more such class rooms in progress 62 Block Resource Centers constructed and 54 under construction 292 Cluster Resource Centers constructed and 319 in the process of construction construction of 2661 primary school buildings for proposed upgraded EGS centers approved by the Project Approval Board (PAB) in the Ministry of Human Resource

32

Development for the year 2007-08 involving a cost of Rs.241.97 lacs The construction of 2000 primary school buildings for the balance upgraded EGS centers approved by PAB for the year 2008-09. c) Quality Education 1, 35,587 Teachers trained in various capacity building programmes of short and long term durations 1017 teachers trained in computer education 126 Computer Aided Learning (CAL) centers established covering 378 upper primary schools Hole in the Wall Project Started and 28 learning stations established up-scaling of training institutions has been the mainstay of the strategy for impart of quality education. The Project Approval Board (PAB) of Ministry of Human Resource Development has sanctioned the following programmes for the year 2007-08 establishment of 8 new District Institutes of Education and Trainings (DIETs) for 8 newly created districts during

33

2007-08 at an estimated cost of 1648.00 lacs as non recurring assistance and 452.00 lacs as recurring assistance establishment of 2 new Colleges of Education (CTEs) during 2007-08 at an estimated cost of 100.00 lacs as non recurring assistance and 34.00 lacs as recurring assistance. upgradation of college of Education, Srinagar to Institute of Advanced Studies in Education (IASE) during 2007-08 at Rs.225.00 lacs as central assistance for 11th plan period. upgradation of State Institute of Education (SIE) Srinagar to State Council of Educational Research and Trainings (SCERT) during 2007-08 at Rs.200.00 lacs for eleventh plan period on 50:50 basis. upgradation of State Institute of Education (SIE) Jammu to State Institute of Educational Management and Trainings (SIEMAT) during 2007-08 at Rs.250.00 lacs. Impact Assessment: Verifiable Parameters reduction in the number of out of school children from the level of 3.67 lacs in 2002-03 to 1.08 in the year 2006-07 reduction in the overall drop - out rate from 18.50% in the year 2002-03 to 2.47% in 2005-06. (1.45% in primary schooling and 3.50% in upper primary schooling)

34

favourable trend in reduction of gender disparity in enrolment particularly in EGS centers transition rate from primary to upper primary reaching a level of 95.73% and upper primary to Secondary level 81.63% Employment Generation R-e-Ts appointed under SSA R-e-Ts appointed as 3rd teacher R-e-Ts appointed under State Scheme Total Teachers promoted as Masters under SSA 16318 6919 7695 30932 1768

4. Gender Specific Programmes 1. National Programmes for Education of girls at Elementary Level (NPEGEL) 2. Kasturba Gandhi Balika Vidyalaya (KGBV)

The former provides for adopting one girls middle school at cluster level as a model school and certain gender focused interventions at the cluster level, which include enrolment drive especially the enrolment of drop-out and never-enrolled girls. Kasturba Gandhi Balika Vidyalaya (KGBV) aims at establishing one residential girls school for adolescent girls who

35

are drop-outs. The scheme is centered at block level with one school provided for each block. Progress of KGBV 11 KGBVs have been operationalized against the target of 14 KGBVs as on 21.05-2007. The remaining 3 KGBVs were expected to be made operational by the end of June 2007. All the KGBVs are operating in rented accommodation. The construction programme of the KGBV shall be taken up after the receipt of funds from Govt. of India. Efforts are on to acquire land at suitable and convenient locations so that the construction of KGBVs is taken up accordingly for which the requisite funds have been already released to the district implementation agencies. Progress of NPEGEL 302 MCS have been established and additional classroom to equal number has been provided besides drinking water and toilet facility 9,983 girls have been benefited during 2006-07 and 21,022 girls during 2005-06

36

261 MCS have been approved during 2007-08 thereby taking the total number of MCSs to 563. Year wise Status of Funds Received

Status of Funds Received

30000

25000

20000
Funds Received

15000

SSA NPEGEL KGBV State Total

10000

5000

0 2002-03 2003-04 2004-05 2005-06 2006-07

Yearwise

(For Table See Annexure L)

Allocation and Expenditures under Plan Scheme Adequate financial resources constitute the backbone of all developmental activities particularly for major programmes like Universalisation of Elementary Education. Insufficient funds, apart from parental cooperation and societal mobilization, have been the main reasons for the obstruction of universalisation of elementary education.

37

Financial achievements during the year 1996-2007 (Plan Sector) (Rupees In lacs)

Financial achievements (Plan Sector)

35000

30000

25000
Financial Achievem ents

20000 Outlay Expenditure

15000

10000

5000

0 1996-97 1997-98 1998-99 1999-2000 2000-2001 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

Yearwise

Fig13.1 For Table See Annexure M

38

Financial achievements (Non-Plan Sector) (Rupees In lacs)

Financial achievements (Non-Plan Sector)

25000

20000
Financial achievem ents

15000 Releases Expenditure 10000

5000

0 Elementary (Jammu) Secondary (Jammu) SIE (Jammu) Secondary (Kashmir) Elementary (Kashmir) SIE (Kashmir)

Year 2005-06

Fig14.1
Financial achievements (Non-Plan Sector)
25000

20000
Financial achievem ents

15000 Expenditure Releases 10000

5000

0 Elementary (Jammu) Secondary (Jammu) SIE (Jammu) Elementary (Kashmir) Secondary (Kashmir) SIE (Kashmur)

Year 2006-07

Fig14.2 For Table See Annexure N

39

Capacity Building The capacity building of key resource persons and some selected teachers is done at the State and District levels. SIEs, DIETs, & CTEs have been entrusted with the teacher training programmes. These institutions provide training on different subjects regarding education. No training module is available with these two departments.

Challenges increasing the number of teachers prerequisite for achieving UEE teachers work environment needs effective Government Village Education Committees to be made functional encouraging community participation in promoting enrolment, retention and other aspects of education evolving a community based monitoring system proper educational planning and school management ensuring the availability of quality learning materials and infrastructural development and retention of girls in the schools Conclusion Despite all the efforts of the government, Universalization of Elementary Education remains a distant dream. This is because of the action by the in primary schools is a

40

ignorance of community, persistent poverty and various prejudices prevailing in our society. While the growth of literacy in females is increasing at a faster rate than male literacy, the gap in the male female literacy has been a major hindrance in the Universalization of Elementary Education in the country. Another area of concern is to reduce the gap between the rural and urban literacy rate. Thus reduction in Poverty, Promotion of female education providing incentives for retaining the children from weaker sections of society would have to go together so that it can achieve the goal set by SSA and also the Millennium Development Goal by 2015 set by UNESCO. Further more, the challenge for providing quality education at the elementary level involves improvements in the preparation, motivation and deployment of teachers, the quality of text books and of infrastructural facilities. It also involves making education relevant to societies needs and to sustain and deepen current reforms in education and encourage local planning and management of strategies for expanding and improving elementary education in the State. This has to be achieved through effective and sustained advocacy, massive community mobilization and awareness programmes. Improving the performance of the teachers is the most important challenge as they are the principal instruments of education.

41

Annexure A
Literacy Rates in J&K (1901-2001) Census Year 1901 1911 Persons 2.40 2.67 Male 4.26 4.84 Female 0.11 0.13

1921 1931 1941 1961 1971 1981 1991 2001

2.79 4.28 7.17 12.95 18.58 30.64

38.00

4.90 7.34 11.32 19.75 26.75 41.46 46.00 65.75

0.33 0.67 2.31 5.05

9.28
18.37 29.00 41.82

54.46

Source: 1981and 2001 Census

42

Annexure B
Percentage of Male - Female Literacy in Total / Rural / Urban Population 1981 and 2001

Total/Rural/Urban

Persons

Male

Female

1981 Total 30.64

2001 54.46

1981 41.46

2001 65.75

1981 18.37

2001 41.82

Rural

25.01

48.22

36.35

60.34

12.19

35.09

Urban

51.12

72.17

59.87

80.3

41.05

62.22

Source: 2001 Census

43

Annexure C
Literacy Rate of Districts in Descending Order

District

Total Male

Literacy Rate Female 68.79 53.92 50.03 47.97 40.96 44.14 35.30 39.89 35.40 28.35 31.42 31.51 28.14 26.83 Ranks I II III IV V VI VII VIII IX X XI XII XIII IVX

Jammu Kathua Leh Srinagar Kargil Rajouri Punch Udhampur Pulwama Doda Barmulla Anantnag Budgam Kupwara

77.30 65.29 62.24 59.18 58.21 57.65 51.07 54.16 47.76 46.92 44.57 44.10 40.94 40.80

84.92 75.73 71.98 68.85 73.58 69.64 65.41 66.43 59.24 63.56 56.39 55.56 52.51 53.55

Source: 2001 Census

44

Annexure D
No. of Educational Institutions (1950 51 to 2005 2006) Year Primary(IV) Boys Girls Total Middle (VI-VIII) Boys Girls Total

1950-51 1960-61 1968-69 1980-81 1990-91 1993-94 1995-96 2001-02 2002-03 2003-04 2004-05 2005-06

940 2314 3524 4725 6200 6795 7456 8114 -

175 545 1431 2681 3042 3251 3005 2820 -

1115 2859 4955 7406 9242 10046 10461 10934 10972 10608 12049 13144

102 461 1017 1509 1855 2214 2471 4052 -

37 72 292 537 583 697 611 988 -

139 533 1309 2046 2438 2911 3082 5040 2369 1268 4239 5131

Source: Digest of Statistics 2005-06

45

Annexure E
Educational Facilities Available (2006-07)

Institutions EGS Centres Primary Schools Middle Schools High Schools

Govt 6798 10703 4552 1029

Private Nil 1677 1236 594

Total 6798 12380 5788 1623

Hr.Sec. Schools Sanik Schools Kendriya Vidyalayas Jawahar Navodalayas

479 2 36 14

127 Nil Nil Nil

606 2 36 14

Source: Education Department

46

Annexure F
District wise Schooling Facility available at Primary Level (2007-08)

District

No. of Educational Institutions

Area in Kms

Educational Institutions/Km

Population

Population /Institution

Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulwama Leh Kargil

1325 2345 1086 1102 1250 1258 691 1583 2195 979 1220 921 235 391

3097.0 11691.0 2651.0 1674.0 2630.0 4550.0 2228.0 3984.0 4588.0 1371.0 2379.0 1398.0 45110.0 14036.0

2.33 4.98 2.44 1.51 2.10 3.61 3.22 2.51 2.09 1.40 1.95 1.51 191.95 35.89

1,58,9000 69,2000 5,50,000 3,73,000 4,83,000 7,44,000 1,20,2000 1,17,2000 11,70,000 6,29,000 6,50,000 6,53,000 1,17,000 1,19,000

1199.24 295.09 506.44 338.47 386.04 591.41 1739.50 740.36 533.02 642.49 532.78 709.01 497.87 304.34

47

Annexure G
District wise Schooling Facility available at Upper Primary Level (2007-08)
District No. of Educational Institutions Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulwama Leh Kargil 357 378 328 310 366 426 219 415 541 279 376 260 71 122 3097.0 11691.0 2651.0 1674.0 2630.0 4550.0 2228.0 3984.0 4588.0 1371.0 2379.0 1398.0 45110.0 14036.0 26.02 92.78 24.24 16.2 21.55 32.04 30.52 28.8 25.44 14.74 18.98 16.13 1906.05 345.14 1,58,9000 69,2000 5,50,000 3,73,000 4,83,000 7,44,000 1,20,2000 1,17,2000 11,70,000 6,29,000 6,50,000 6,53,000 1,17,000 1,19,000 4450.98 1830.68 1676.82 1203.22 1319.67 1746.47 5488.58 2824.09 2162.66 2254.48 1728.72 2511.53 1647.88 975.40 Area in Kms Educational Institutions/Km Population Population /Institution

48

Annexure H

School Enrolment by Stages/Classes for Boys and Girls (1951-2002) Figures in Lacs

Year Boys

Primary(IV) Girls Total

Middle (VI-VIII) Boys Girls Total

Secondary (IX-X) Boys Girls Total

1950-51 1960-61 1968-69 1980-81 1990-91 1993-94 1995-96 2001-02 2002-03 2003-04 2004-05 2005-06

0.660 1.610 2.570 3.432 4.575 4.786 5.034 5.993 3.57 4.30 5.61 6.58

0.120 0.550 0.050 1.946 3.048 3.280 3.646 4.874 3.08 3.13 5.12 5.78

0.780 2.160 2.620 5.378 7.623 8.066 8.580 10.867 6.65 7.43 10.73 12.36

0.180 0.480 0.750 1.147 1.943 1.981 2.351 2.747 1.94 1.96 2.54 2.69

0.20 0.120 0.300 0.525 1.27 1.411 1.373 2.150 1.47 1.56 2.03 2.08

0.200 0.600 1.050 1.672 3.070 3.392 3.724 4.897 3.41 3.51 4.57 4.77

0.053 0.170 0.410 0.574 1.102 1.311 1.547 2.091 1.94 1.77 2.02 2.03

0.003 0.050 0.100 0.262 0.543 0.697 0.897 1.502 1.32 1.27 1.53 1.57

0.056 0.220 0.510 0.836 1.645 2.007 2.443 3.593 3.26 3.04 3.55 3.60

Source: Digest of Statistics 2005-06

49

Annexure I
Enrolment at Elementary Level 2006-07

District Jammu Doda Kathua Poonch Rajouri Udhampur Srinagar Anantnag Barmulla Budgam Kupwara Pulwama Leh Kargil Total

Boys 37150 45145 31230 37377 31608 60517 25852 125677 78125 42180 48996 57941 2855 6030 630683

Girls 36653 45628 29416 40757 30536 52641 27012 37619 76239 41830 47226 48598 3241 7939 525335

Total 73803 90773 53247 78134 62144 113158 52864 163296 154364 84010 96222 106539 6096 13969 1156916

50

Annexure J
Information regarding OOSC Children
S.No. Age Group (6-11) years Child Population OOSC %age to total Child Population in 6-11 group Child Population OOSC % age to total Child Population in 11-14 years Child Population B 626376 24196 3.9 350798 2502 6.4 977174 Total Child Population G 558142 32199 5.8 308557 29663 9.6 866699 61862 7.1 T 1184518 56396 4.8 659355 52165 7.9 1843873 108560 5.9

1.

(11-14) Years

(6-14) Years

(6-11) Years

OOSC 46698 % age to total Child Po;ulation in 4.8 6-14 group Information regarding Never Enrolled Children Child Population 626376 Never Enrolled % age to total Child Population in 6-11 group Child Population Never Enrolled % age to total Child Population 11-14 group Child Population 16642 2.7 350798 12298 3.5 977174

558142 23472 4.2 308557 18752 6.1 866699 42224 4.9

1184518 40114 3.4 659355 31050 4.7 1843873 71164 3.9

(11-14) Years

(6-14) years)

(6-11) Years

Never Enrolled 28940 % age to total Child Population in 3.0 6-11 group Information regarding Dropped out Children Enrollment 602180 Dropped Out % agfe to total Enrolment in 6-11 group Enrolment Dropped out % age to total Enrolment in 11-14 group Enrolment Dropped Out % age to total Enrolment in 6-11 group 7554 1.3 328296 10204 3.1 930476 17758 1.9

525943 8727 1.7 278894 10911 3.9 804837 19638 2.4

1128123 16281 1.4 607190 21115 3.5 1735313 37396 2.2

(11-14) years

(6-14) years

51

Annexure K Resource Support for MDMS

( Rs. in Lacs )
Year 2004-05 2005-06 Central Assistance Nil Rs.433.46 + Rs.1282.23 Rs.500.00 State Share Rs.210.00 Total Rs.210.00 Rs.933.46 + Rs.1282.23

2006-07 2007-08 Total

Rs.1147.29 Rs.2743.94 Rs.5606.92

Rs.627.79 Rs.1400.00 Rs.2737.00

Rs.1775.08 Rs.4143.94 Rs.8344.71

52

Annexure L
Year wise Status of Funds Received Year SSA NPEGEL KGBV State Total

2002-03

2112.84

2112.84

2003-04

5272.85

1969.73

7242.58

2004-05

6793.34

114.9

1000

7908.24

2005-06

18870.95

558.6

190.57

6138.7

25758.82

2006-07

22048.57

34.75

5989

28072.32

53

Annexure M
Financial achievements during the year 1996-2007 (Plan Sector) (Rupees In lacs)
S. No. Year Revenue 1. 2. 3. 4. 1996-97 1997-98 1998-99 19992000 5. 20002001 6. 7. 8. 9. 10. 11. 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 14771.03 15067.02 16338.64 18394.38 24726.25 16166.97 2042.60 36-7.86 3268.55 5417.75 7814.78 8569.00 16813.63 18674.87 19607.19 23812.13 32541.03 24735.97 13769.09 14596.94 15678.88 18171.37 23127.59 13882.26 1498.23 2041.54 23451.67 3272.00 5335.40 6711.23 15265.32 16638.48 18028.55 21443.37 28462.99 20593.49 14639.32 2308.91 16948.23 13752.74 1342.18 15094.92 7438.17 6497.00 11960-18 14913.37 Outlay Capital 2572.64 2604.00 3409.84 1798.73 Total 10010.81 9678.00 15370.02 15992.10 Revenue 6876.05 6207.66 11493.62 13053.38 Expenditure Capital 2241.08 2214.61 3077-21 1771.555 Total 9117.13 8422.27 14570.83 14824.93

Source: Education Department

54

Annexure N
Financial achievements (Non-Plan Sector) (Rs. In lacs)

Year 2005-06

Releases 17414.32 15090.17 94.90 15675.85 20135.38 82.50

Expenditure 15713.39 14001.68 84.98 13595.72 17641.52 68.17 16643.27 21845.38 103.38 19851.91 20938.59 107.56

Scheme Elementary (Jammu) Secondary (Jammu) SIE (Jammu) Secondary (Kashmir) Elementary (Kashmir) SIE (Kashmir) Elementary 9Jammu) Secondary (Jammu) SIE (Jammu) Elementary (Kashmir) Secondary (Kashmir) SIE (Kashmur)

2006-07

17407.34 22549. 10 107.75 21748.30 21048.24 110.05

Source: Education Department

55