A

RESEARCH STUDY
ON
DECLINING ELEMENTARY SCHOOL ENROLMENT:
AN EXPLOARATION OF CAUSES

HIMACHAL PRADESH SCHOOL EDUCATION SOCIETY

(SARVA SHIKSHA ABHIYAN)
DPEP BHAWAN LALPANI SHIMLA-171001
 Index
Sr. No. Contents Page No.

1 Preface (i)

2 Chapter- 1 1-18
Introduction

3 Chapter -2 19-23
Methodology

4 Chapter- 3 20-48
Data Analysis

5 Chapter-4 49-57
Findings, Discussion and Suggestions

6 References 58-59

7 Appendix-I 1-4

8 Appendix-II 5-8
 CHAPTER 1

INTRODUCTION

Education is a deliberate enterprise and all nations aim at providing good

quality educational programmes to its citizens so as to significantly contribute
towards the development of the nation. It plays an important role in the socio-
economic development of a country. It accelerates economic growth through
knowledge and skill development. It also improves productive capacity and
helps in reducing proverty by improving efficiency of the poorer sections. It
enables a man to be real and perfect. It is just like a diamond which appears to
be of different colours when seen from different angles.

The Indian educational panorama consists of a variety of schools. While

schools run by central, state and local governments comprise a clear
“government” sector, the private sector consists of three types of schools: i).
schools which receive grant–in-aid but are privately run; ii). Schools that receive
little government funding but are recognized based on certain regulations and:
iii). Schools which are unrecognized and might not meet the criteria-such as
infrastructure or teacher salaries- needed for recognition.

Private schools represent a significant part of the education sector and

provide an opportunity for children to attend school at cost that may offer
benefits unavailable in government schools system. Parents might choose to
send their children to private schools for a variety of reasons including
availability of academic programmes and extra co-curricular activities,
dissatisfaction with the working of government system, class size and student
teacher ratio.

The number of private and un-aided – and in an increasingly large number

of cases, unrecognized-schools in India has increased rapidly in last few years.
In the beginning they were established in urban areas but now have spread for
and wide in the rural areas as well. Such schools provide an alternative to
government schools, often perceived as low quality, to those who can afford
them. Yet the quality of these private institutions is often questionable,

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particularly in the case of the hand-to-mouth establishments that have sprung up
all over. While the phrase ‘private school’ evokes images of upper crust Doon
School-like clones, the fact is that a significant number are little more than
teaching shops, run by poorly qualified and untrained staff for whom the school
is the source of meager livelihood. Despite this, such schools continue to attract
increasing numbers of children, leading at times to closure of existing
government schools for want of students.

Within over all education, primary education is quite crucial as it makes

people literate on one hand and also serves as the foundation on which any
individual can acquire higher education. It is primarily because of this crucial
role played by the primary education that Government has set before it the goal
of achieving universalization of primary education. Two major goals towards
which the government has focused its attention are: achieving 100 per cent
enrolment and eliminate drop-out rates upto primary level of education.

First National Policy on Education (1968) included aspects such as free

and compulsory primary education etc. However, a major portion of this policy
could not be implemented because of paucity of funds and lack of initiative
among those who were to implement these schemes. In 1977, the Janta
Government formulated its own policy to reorganize the educational system.
Elementary education was to be made free and complulsory and provisions were
to be made for mid-day meals, free text-books, stationery and uniform. Besides
this a common school system was to be developed. However, Janta Government
fell in 1980. In 1986, the Government of India came out with two documents
viz. National Policy on Education and Programme of Action. The Policy laid
stress on greater role of the Central Government in Education. The National
Front Government (1990) reviewed this policy and it was pointed out that outlay
for primary eduducation needs to be hiked significantly. Stress was laid on a
common system within a period of ten years so as to attain as comparable
quality of education all over.

The Revised Programme of Action 1992 of National Policy on Education

aimed at ensuring free and compulsory education of satisfactory quality to all
children up to 14 years before the dawn of 21st century. Thus, in an attempt to
universalize elementary education, the Government of India launched the

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District Primary Education Programme (DPEP) in 1993. The objectives of the
programme were: i). to increase the enrollment and retention; ii). Raise the
quality of primary education in the country through district designed activities:
and iii). Make performance-based resource allocation specially tailored to meet
local needs.

DPEP objectives were consistent with the goals of primary education in

the country of increasing access, raising learning achievement and reducing
inequalities and gaps among states and various sub-sections of the society.

Primary education has been a priority for the Indian government for many
decades. Successive Five Year Plans have emphasized the importance of
investing in primary schooling with a plethora of government programmes
(Govinda, 2002).

In further attempt to universalize Elementary Education in the country, the

Government of India launched Sarva Shiksha Abhiyan (SSA) in 2001-02. It was
launched with the objectives: (a) all children of 6-14 age group in school; (b) all
children complete five years of primary schooling by 2010; (c) focus on
elementary education of satisfactory quality with emphesis on education for life
and; (d) bridge all gender and social category gaps at primary stage by 2007 and
universal retention by 2010.

As a result of the investments made in the field of primary education,

there has been a considerable rise in the number of schools as well as in teachers
since the commencement of planning in India to the present period. The Indian
primary education system has become one of the largest systems in the world
providing education facilities within one to one and half kilometers walking
distance in 8.25 lac habitations covering 94 percent of the population.

DRS & RESU-TSG (2009) in a study on the assessment of state-wise

dropout rates at the elementary level of education in 20 major states and Delhi
found that the overall (annual) dropout rate for all studends at Upper Primary
level was 2.47 percent in 2006-07 and 1.50 percent in 2007-08. The over all
(grades 6 to 8) repetition rate in 2006-07 was 4.43 percent; it marginally
increased to 4.73 percent in 2007-08. The coefficient of internal efficiency for

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upper primary level was 90.4 percent in 2006-07 and marginally increased to
91.9 percent in 2007-08.

The Human Resource Development (HRD) Ministry is worried over a

dramaticfall in the numbers of primary enrolments country wide by more than
10 lakh.

The enrollment in classes I-V dropped nationwide approximately 134 million in

2008-09 to 133 million in 2009-10. The sharpest decline in the number of
enrollments has been reported from Uttar Pradesh. This has been attributed to
bogus enrolments and declining birth rate in states like Kerala, where the birth
rate has been on the decline, school enrollments also have shown a decreasing
trend over the years. The primary figures for Kerala have dipped from 20 lakh in
the year 2010 to 19 lakh in the year 2011. Falling birth rates have affected
enrollment in Karnatka, where more than 3200 schools have less than 10
students each.

Over the last five years, while the enrolment in government schools decreased,
the numbers in government-aided schools showed a significant rise, according to
the Comptroller and Auditor General of India's (CAG) report, 2012. The report
showed a decrease of 11.40 percent in the enrolment in government schools in
the state and noted an increase of 13.77 percent registered in government-aided
institutions. As observed by CAG (2012), the decrease in enrolment was due to
people’s inclination towards English medium schools, insufficient infrastructure
and lack of basic amenities in government schools. State officials attributed this
trend to parents' preference for city schools and migration of labourers to other
areas.
It has been observed that when the enrollment in government and private aided
schools have begun dropping down the number of private unaided English
medium schools have been spurting up even in the remote areas.

This decline in enrolment is said to be the result of fertility decline and might
have reduced the demand for education because of lesser and lesser number of

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children. But the private unaided sector is growing fast both in terms of number
of schools and total enrolment of students.

One of the most important ways in which parents are involved in their children’s
Education is through choosing the school they attend. Parents typically choose a
school de facto, according to where they live. They choose private schools for
their academic and curricula emphases, discipline, and safety (Bauch, 1988;
Erickson, 1986; Greeley, McCready & McCourt, 1976; Kraushaa, 1972).

As family income and parents’ levels of education rise, so does the propensity to
choose a private school (Buddin, Cordes, & Kirby, 1998).

According to Nair and Perianayagan (2006), fertility decline is the main reason
for school decline. Aside from fertility decline, the poor quality of teaching in
government funded schools and resultant exodus to private unaided English-
medium schools is significant in accounting for decline in enrolments.

In their effort to attract the students, schools have come up with different
strategies which include: canvassing of students by the teachers; installment fee
schemes, free transport, free text books and the supply of free uniform etc.

According to 2009 Annual Status of Education Report (ASER), roughly one-

fifth of all elementary schools in India are under private management. In fact, 50
percent of urban children and 20 percent of children in the rural India go to
private schools (Murlidharan, 2009), while in urban India 61 percent of the total
increase in primary school enrolment in the period 1986-1993 was absorbed by
the private school (Kingdon, 2005).

Although the government of every Indian State provides free education through
age 14, in many Indian States over half of school age children attend private
schools (National Institute of Education Awareness and Planning, 2007).

A preference for English-medium teaching and growing dissatisfaction with

government schools have led to a “dramatic” rise in the number of parents in
Andhra Pradesh, including those as low-incomes, opting for private schools over
state schools according to a new research by Oxford University. The number of
children attending private schools had almost doubled in seven years from 24

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percent in 2002 to 44 percent in 2009. The parents perceived that children will
make better educational progress in private schools. Parents valued English-
medium teaching offered by private schools, whereas government schools
mostly teach in the regional Language Telugu.

Radhkrishanan(2009) found that the strength of the primary and middle schools
run by the government, local bodies etc. in various parts of the Nilgiris districts
has for some time now not been what it used to be. In the study it was revealed
that the parents- including plantation labourers, construction workers and auto
rikshaw drivers- preferred to admit their children to private primary and middle
schools in the towns or near their villages even if there were government- run
schools at walking distance. The main reason according to some of the parents
was the fear of their children growing up without English knowledge. “We don’t
mind making any sacrifice to ensure that our children learn to read and write
English” they said. The views item further says that growing concern over the
students’ inability to speak good English was forcing parents to seek admission
in private schools.

Abdi (2012) in a study found that performance was one of the factors that
influenced parents’ preference for private schools.

Private school enrollment in India has been rising rapidly with 20.24 percent of
the rural students being reportedly enrolled in private schools (Pratham, 2005).

The five states that reported increase in ASER 2008 are, in decreasing order
Nagaland, Kerala, Goa, Jammu and Kashmir, and Himachal Pradesh. In
Himachal Pradesh, enrollments in private schools during the same period have
increades from 7 percent in 2005 to 24 percent in 2008.

According to ASER (2012), nationally private school enrollment has risen year
after year for the 6-14 age groups, from 18.70 percent in 2006 to 28.30 percent
in 2012. In the last three years, the rate of growth of private school enrollment
has been nearly 10.00 percent per year. If this trend continues, by 2018, India
may have 50 percent children attending private schools even in rural areas.
Increases in enrollment are seen in almost all states. In 2012, more than 40
percent of children (age 6-14 years) in Jammu and Kashmir, Punjab, Haryana,

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Rajasthan, Uttar Pradesh, Goaand Meghalaya were enrolled in private schools.
This percentage was 60 percent or more in Kerala and Manipur.

It is a wakeup call for the government and its efforts to improve the quality of
schooling through the Right to Education. The number of children enrolled in
government primary schools has dropped by 21 lakh between 2009-10 and
2010-11 while there has been an increase of 11 lakh in enrolment in private
schools.

The biggest decline in government primary school enrollment was in Jammu and
Kashmir, Jharkhand, Kerala, Maharashtra, Rajasthan, Uttarakhand, Uttar
Pradesh and Tamil Nadu. States like Punjab saw a rise of 70,000 students in
government primary schools, the increase in private school enrollment was
much smaller, about 25,000 students. Other states that registered increase in
enrollment were Manipur and Mizoram.

Even in Delhi, which saw a rise in enrollment in both the government and
private primary schools, the preference was clearly for the private. While
enrollment in government schools increased by about 14,000, the increase in
private school enrollment was about 30,000.

This decline in enrollment in government schools could, in part, be explained by

the decline in percentage share of government schools - from 80.37 percent in
2009-10 to 78.15 percent in 2010-11 - even though roughly 16,000 new
government schools have been set up in the year. Interestingly, the share
of private schools in the total schools continues to hold steady at 19.4 percent.

The statistics brought out by NUEPA in the year 2012 on the state of education
and school enrolment in the country shows a dismaying trend from the point of
view of government schools. Between 2009-10 and 2010-11, enrolment in
government primary schools fell by 21 lakh while that in private primary schools
rose by 11 lakh.

Child’s lack of interest in study has been mentioned as reason for non-
enrollment which indirectly points out poor quality of education (Tilak, 2000;

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Raina, 2007). The next important reason for non-enrolment is their engagement
in household activities and sibling care.

Official data from the Seventh All India Survey of Education show that
the share of private schools in primary enrollment is about six percent in rural
areas and about 29 percent in urban areas. However, there are good reasons to
believe that this is a substantial underestimate (Kingdon, 2007).

The 1993-94 household survey by NCAER (Shariff, 1999) found that

about ten percent of the primary school students in rural India were in private
schools while the comparable figures from the Sixth All India Survey by
NCERT conducted in 1993 recorded only 3 percent in private unaided schools.

There is growing difference in quality of education within the Indian

states between government and private schools, which have not received
attention in reality. There are substantiate differences between Private and
government schools in various aspects of input like: teaching learning process,
infrastructure facilities, transportation facilities, pre- primary classes, pupil-
teacher ratio and achievement level of the students.

Various achievement survey / research studies have been conducted at

elementary level in the country. Most of the studies have reflected that there is
lot of gap in the performance of students between government and private
schools. Reasons may be various in different states, like economic growth of the
population, status symbol, geographical conditions syllabus and curriculum,
activities based teaching, child centered teaching etc. Every state will have their
own reasons for declining enrollment and low performance of the students in
government schools.

The reasons for shift to private schools include any or all of the following:
a perception that private schools are better than government ones, improved or
enhanced disposable incomes, increased availability of private schools in the
neighbourhood, and a demand for so-called English medium education,
especially in the globalised economy (Kaushik, 2008).

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 Rahi (2012) in Daily Post writes: ‘Teacher absenteeism’ and dismal
conditions of the majority of the Punjab government schools across the state are
discouraging the parents to send their children to government schools for
studies. Constantly decreasing enrolment percentage in the government schools
since past three years is speaking volumes about it.

Contrary to this, the private schools across the state are witnessing
increase in the admission process. For the year 2011 enrolment percentage in
private schools is calculated as 38.38 per cent. It saw an increase of 2.11 per cent
as compared to year 2010 which recorded 36.27 per cent enrolment.

In 2009, the percentage was recorded as 30.08 per cent in the private
schools. Analysis of the data is predicting that as the years are passing enrolment
percentage in the government and private schools are witnessing an inverse
proportion.

Talking to Daily Post, noted educationist and former Registrar of Baba

Farid University of Health Sciences Pyare Lal Said, “Teachers remain absent in
the rural government schools most of the time and take little interest in teaching.
These are the reasons that discourage the parents to opt for government schools
for their children’s better future.”

In the recent study being conducted by Punjab Agriculture University

(PAU) Ludhiana, it was noticed that against the sanctioned posts as many as 73
per cent teachers are teaching out of which in the rural areas 30 to 40 per cent
teachers remain absent. Lack of supervision by the state government in case of
education sector is making it the worse sector.

An interesting study (Dreze and Gazer 1996) reports the finding of an

informal field investigation of the functioning of Private and Government
primary schools in rural Uttar Pradesh, covering 16 villages in four districts.
Gazer noted only 50 percent attendance in the agriculture cycle. Female
enrollment and attendance was about one third of all children. In contrast Private
schools (only recognized) had high attendance and low dropout rates chartered
by significant dominance of male students.

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 In the context of Himachal Pradesh the situation is also alarming. Over the
last decade government statistics in various surveys/research studies have shown
that there is considerable decline in the enrolment of government schools. Many
parents seem to be looking for quality education at whatever cost, economically
and otherwise and regardless of who is providing it. Absenteeism and retention
had not been reflected as major problem by any of the feedback mechanism at
elementary level in Himachal Pradesh.

The above mentioned facts give rise to following major research question
followed by subsidiary questions:

Why is the enrolment in Government schools declining despite a number

of facilities and incentives being provided by the Governments?

- Is the quality of education provided by Private Schools superior to

Government schools?
- Do private schools have superior infrastructure facilities?
- Do private schools have more qualified and experienced teachers?
- Are people losing faith in Government schools?
- Is it matter of prestige for parents to admit their children in private
schools?
- Is English as the medium of instruction the main attraction for admitting
children in private schools?
- Does attractive dress code in private schools attract children and parents?
- Are parents admitting their children in private schools only because their
neighbours have also admitted their wards in these schools?
- Does admitting children in private schools enhance the self-esteem of
parents and children?

Rationale of the study

Government of Himachal Pradesh is making best possible efforts to

ensure 100 percent enrollment. All the teachers working at grass root level have
been strictly directed to update village education registers and ensure the
enrollment of every child. Village education register not only ensures the
enrollment of every child but also monitors the drop out.

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 The Public Report on Basic Education (PROBE, 1999) brought the
achievements of Himachal Pradesh in public domain. Himachal Pradesh has
been presented ‘a surprising exception’ to the general pattern, one can observe in
India (Dreze, 1999). It was noted that the status of elementary education was not
different than in Uttar Pradesh or Bihar or any other North Indian State three-
four decades back but now it is in the league of few states that achieved
universal elementary education. Drawing on The Public Report on Basic
Education (PROBE), the achievements of Himachal Pradesh were described as
‘quite leap forwards’ (Mander, 1999). The PROBE survey reported persistence
of higher achievements of Himachal Pradesh and described it as, an going
Schooling Revolution in Himachal Pradesh (De, et al, 2011).

Government of Himachal Pradesh has made lot of efforts for bringing

back children to school and has been very much successful in the mission. It has
made a tremendous progress in the field of enrolment of students, reduction in
the dropout rate, improvement in the literacy rate, reduction in the gap of male
and female literacy rate etc., despite the fact that the state is having peculiar
economic, social and geographical complexities. Various studies reflect that
there is less than 1percent dropout rate in the state.

Compared to many Indian States, Himachal Pradesh is better placed in

terms of its achievement to reach the goals of UEE. The literacy rate in the state
has gone up from a mere 8.9 percent in 1951 to 83.78 percent in 2011. Girls and
women have benefitted the most from literacy and basic education programmes.
According to 2011Census, the literacy rate for female is 76.6 percent, which was
just 2.7 percent in 1951. Paritcipation in primary education has increased
significantly in Himachal Pradesh in the last five decades. The GER and NER at
primary level in the year 2008-09 were 131.98 and 92.34 percent respectively.
Compared to several other states in the country, very few children in the age
group 6-10 were not attending primary schools in Himachal Pradesh. Not only
that, most children who attended primary schools ( around 95 percent in 2008-
09) remained in the system till the end of primary schooling cycle. Transition
rate from grade V to VI was also high in the state (around 98 percent in 2008-
09). Even after these break throughs in the basic education, internal efficiency,
particularly in terms of repetition rate, remained a major concern in the state.

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However, the state has a relatively more efficient system of school education as
compared to several other states in the country.

The report of ASER from the year 2006 to 2012, shows the following
trend of enrollment in the schools:

Table-1.1
ASER Report on enrollment trend of children of 6 years of age in different
types of institutions
Year Balwadi Anganwadi Govt. Private Other Not
(Pvt.) school enrolled
2006 2.1 - 67.2 28.7 0.0 2.1
2007 1.6 - 66.1 31.4 0.1 0.8
2008 1.0 - 62.9 35.7 0.0 0.4
2009 1.5 2.1 65.7 29.8 0.1 0.9
2010 1.3 3.1 57.7 37.6 0.0 0.4
2011 0.7 3.8 56.8 38.1 0.1 0.4
2012 0.6 0.9 54.8 42.4 0.0 1.3

The above figures are indicative of the fact that enrollment of the children
of the age of six years at which they should be in first class, showed declining
trend from the year 2006 to 2008. In comparison to this, the enrollment of the
children increased in the private schools. However, during the year 2009, the
enrollment of these children showed an increasing trend of enrollment in
government schools and decreasing trend in private schools. During the year
2010, there was a sharp decline in enrollment in government schools, and vice-
versa in private schools. From the year 2010, the enrollment in government
schools has been showing declining trend where as it is increasing in private
schools.

DISE Data as given in Table-1.2 below from year 2008 onwards indicate
that the enrollment of the children is showing a declining trend in the

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government schools where as there is an increasing trend of enrollment in the
private schools.

Table-1.2
Trends of enrollment of the children in different educational institutions
(DISE data)
Year Total number of Enrolled in Enrolled in
Students Government Schools Private Schools
2008 130539 89175 41364
2009 126867 86487 40380
2010 126693 80971 45722
2011 120049 71664 48385
2012 113403 63284 50119

Similar picture has been given by Lohumi (2010) where it has been
pointed out that in spite of the best efforts of the government, the enrollment in
government schools is decreasing every year where as it is increasing in private
schools. The following Table 1.3 and Figure 1.3 show the trend of enrollment at
primary level.

Table 1.3

Year Boys Girls Total Boys Girls Total

2012-13 320761 322689 643450 -6.63 -5.75 -6.19
2011-12 342031 341236 683267 -8.03 -6.92 -7.48
2010-11 369516 364881 734397 -4.87 -4.24 -4.56
2009-10 387522 380350 767872 -4.83 -4.19 -4.52
2008-09 406253 396294 802547 -4.96 -4.27 -4.62
2007-08 426385 413230 839615 -2.51 -2.13 -2.32

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 Trend of enrollment in government schools

Figure 1.3 : Trend of enrolment in government

schools
S 900000
T 800000
U 700000
D 600000
E 500000
400000 Boys
N
T 300000 Girls
S 200000 Total
100000
0
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Year

Table- 1.3 and Figure- 1.3 clearly indicate the declining trend of enrollment of
boys and girls in government schools.
DIET, Kullu (2013) conducted a study to see the trend of enrollment of boys and
girls in government schools of Anni Block of District Kullu, Himachal Pradesh.
The enrollment in different schools of the block is shown in Table 1.4 and
Figure 1.4 as under:

Table-1.4
Number of boys and girls enrolled in schools of Anni Block since 2003-04
Year Boys Girls Total %age decrease
2003-04 4669 4844 9513 0
2004-05 4484 4664 9148 3.83
2005-06 4248 4424 8672 8.84
2006-07 3883 4195 8078 15.08
2007-08 3797 4003 7800 18.00
2008-09 3581 3823 7404 22.16
2009-10 3396 3617 7013 26.27
2010-11 3343 3487 6830 28.20

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 2011-12 3122 3225 6347 33.28

Figure 1.4: Enrolment of students in Anni Block

of District Kullu
10000
S
T
8000
U boys
D
6000
E Girls
N
4000
T Total
S
2000

Year

The findings indicate that there has been a decline in the enrollment of boys and
girls in the government schools of Anni block from the year 2003-04 to 2011-
2012.The decline was from 3.83 percent in the year 2004-05 to 33.28 percent in
the year 2011-12.

Lohumi (2013) reported, ” Despite free text books, uniforms, shoes and mid-
day meals, enrolment in government schools is declining sharply and more and
more people are sending their children to private schools. At the same time,
enrolment in 2,300 private schools has increased from 2, 44,620 to 3, 44,039
students. There has been an increase of 63,898 students up to Class V and
34,621 students from Class VI to VIII. The alarming shift also reflects on the
quality of teaching in government and private institutions. It is common
knowledge that teachers of government schools are sending their children to
private schools. It is obvious that ill-paid teachers of private schools, which lack
requisite infrastructure, are doing a much better job than their highly paid
counterparts in government schools. Enrolment in government schools, which

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was as high as 90 per cent in the 1990s, came down to 78 per cent in 2008-09
and has declining by a whopping 10 per cent to 67.93 per cent over the last five
years”.

Consequently, more and more private schools are coming up in rural areas and
are considered a better option as they teach in English medium, enforce
discipline, have a dress code and more importantly, there is one teacher for each
class unlike government schools.

Enrolment at government schools is down by 1.96 lakh in the last five years and
the number of students at private institutions is up by over 1 lakh. In 2002, the
strength of the students enrolled in private schools was only 32,528. In over 10
years it has increased nearly ten fold to 3, 05,420 whereas there are only around
2,900 private schools in the state. On the other hand, there are 10,573
government primary schools and 1056 middle schools and the enrolments in
government schools is 6, 83,267. There being not enough students has already
let the government to close 150 government and many are proposed to be closed
in the student enrolment strength did not increase.

Despite a declining enrolment, the government is opening more schools and the
Congress State Government (2012) decided to reopen a few schools closed by
the Bhartiya Janata Government with an enrolment in single digit only as part of
its election promise. Such schools are being retained just to accommodate
“political influential” teachers.

Chauhan (2013) reported that big spending to provide education for all children
has no effect on retaining children in Government schools of Himachal Pradesh.
Enrolment in Himachal Government schools is dropping at a fast rate and is
rising in private schools, given the preference public school education is getting.

Making free and compulsory education for students up to 14 years, providing

mid-day meals, distributing free dresses twice in a year and from this year
having added free travel in Himachal Roadways buses, have not proved enough
to stop students moving towards private schools. Contrary to it, the fee structure
in private schools is rising very fast every year, yet the number of children being
enrolled keeps increasing. It is hardly surprising that more people are shifting
their children in private schools.

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From the above discussion, it is evident that in spite of the best efforts of the
Government of Himachal Pradesh, the enrollment in government elementary
schools is decreasing every year and there is regular exodus of the children
towards private schools.

In view of this, an attempt has been made in the present study to explore the
causative factors responsible for declining trend of enrollment in the government
schools at first grade.

Objectives:-

The following were the objectives of the present study:

1. To study the availability of primary schools within the walk able distance
from the habitations of the students.
2. To study the trend of enrolment in first standard in the sample districts
from the year 2008 to 2012 as per the record in VERs.

3. To study the perceptions of the head teachers about the trend of

enrollment of students at first grade in government schools.

4. To study the perceptions of the head teachers and parents about the causes
responsible for declining enrolment in government schools in terms of :

a. Decreasing birth rate and admission age in government schools.

b. Sharing responsibility of working parents for looking after children in
young age by private schools.
c. Taking responsibility of education of the children till its completion by
private schools.
d. Missing linkage between pre-schools and schools education in
government schools.
e. Private schools better off in terms of physical facilities
f. Attitude of parents towards private institutions
g. Private schools better staffed in quality and quantity than government
schools,
h. Curriculum standards in government schools.

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Operational definition of the terms:

1. Enrolment: The numbers of the school going age children who have taken
admission in first grade.

2. Government Schools: The schools wholly owned by the Government of

Himachal Pradesh

3. Elementary Level: First grade of primary wing of elementary level i.e.

class 1st – 8th.

18 | P a g e
 CHAPTER 2

METHODOLOGY

The primary objectives of the present investigation were to study the trend
of enrolment of school going age children in first grade in government primary
schools and the causative factors for declining enrollment, if any, in the
government schools. For achieving these objectives, it was necessary to develop
proper research design.

The present study was conducted as under:

Method used:

For attaining the objectives, ‘Survey method of research’ was used.

Population:

All the primary schools constituted the population of the study. The
parents of the children admitted in the first grade in private schools were also
taken as the population.

Sample:

Out of all the 12 districts, six districts were selected for the conduct of the
present study. The head teachers of the primary schools of the selected districts
constituted the sample of the head teachers/administrators. Further, parents of
the students who had been admitted in first grade in private schools were also
taken in the sample. The distribution of the sample is shown as under:

19 | P a g e
 Table-2.1
Distribution of the sample of head teachers/administrators and parents
district wise
Sr. No. Name of the Number of Headmasters/ Number of
district Administrators Parents/guardians
1. Chamba 30 30
2. Kangra 30 100
3. Kullu 25 100
4. Mandi 26 114
5. Sirmour 28 60
6. Una 25 100
Total 164 504

The final sample consisted of 164 head teachers/administrators and 504

parents/guardians from all the selected districts.

Tool Used

To collect the desired necessary data following tools were used

1. Questionnaire for teacher cum administrator

2. Questionnaire for parents/guardians.
3. Village Education Register
1. Questionnaire for Head teachers/administrators

Development of the questionnaire

To seek information from head teachers/administrators, a questionnaire was

developed by the District Research Coordinators in the workshop at SIEMAT
Shimla. A number of items were written by each participant which were then
discussed in the group. The items which were thought not relevant were
discarded. The language of the questionnaire was made as simple as possible.
After thorough discussion and deliberations, a final draft of the questionnaire
was prepared.

20 | P a g e
 Structure of the Questionnaire

The initial part of the questionnaire was designed to seek demographic

information about the head teachers/administrators. Part (Ka) of the
questionnaire consisted of 23 items. Item No. 1 sought information about the
distance of the school from the habitations. Item No. 2 was to seek information
about the school age going children, number of students enrolled in government
schools and number of students not enrolled in government schools from the
Village Education Registers maintained in the schools. Item No. 3 was about the
perception of teachers about trend of enrolment along with reasons for decline in
enrollment, if any, in first grade in government schools. The number of items, in
each part of this section, was as under:

Table-2.2
Structure of the Part Ka of the questionnaire
Sr. No Particulars No. of items
1. Age at admission and birth rate 5
2. Linkage between pre schooling and schooling 2
3. Prevalence of Private schools 3
4. Attitude of Parents 5
5. Preference for Private schools 8

Part III (Kha) consisted of 8 items out of which 7 were closed ended and
one was open ended. The items were concerned about the quality and quantity of
teachers in government schools.

Part IV (Ga) sought information about the availability of physical

facilities in government schools. It consisted 8 closed ended items.

The information about the curriculum standards in government schools

was sought in part V (Gha) part of the questionnaire. It consisted of 11 items,
out of which 10 were closed ended and one as open ended.

Thus the questionnaire for teachers/administrator consisted of five parts.

21 | P a g e
 2. Questionnaire for Parents /guardians

Development of the questionnaire

The demographic information about the parents/guardians was sought in

the beginning of the questionnaire. Part (Ka) of the questionnaire consisted of 23
items. Item No. 1 sought information from the parents who admitted their wards
in the private schools and Item No. 2 was about the perception of
parents/guardian about decline of enrolment along with reasons for items No. 3
to 23. The number of Items was as under:

Table-2.3
Structure of the Part Ka of the questionnaire
Sr. No Particular No. of items
1. Age at admission and birth rate 5
2. Linkage between pre-schooling and schooling 2
3. Prevalence of Private schools 3
4. Attitude of Parents 5
5. Preference for Private schools 8

Part III (Kha) consisted of 8 items out of which 7 were closed ended and
one was open ended. The items were concerned about the quality and quantity of
teachers in government’s schools.

Part IV (Ga) sought information about the availability of physical

facilities in government schools. It consisted 8 closed ended items.

The information about the curriculum standards in government schools

was sought in part V (Gha) of the questionnaire. It consisted of 11 items out of
which 10 were closed ended and one as open ended.

Thus the questionnaire for Parents /guardians consisted of five parts.

22 | P a g e
Procedure

The data were collected by the DIET personnel. Each field investigator
contacted the head teachers/ administrators of the selected schools and requested
them to fill up the questionnaire. It was ascertained that no item remained
unresponded in the questionnaire.

The data from the parents, whose wards were enrolled in the adjoining
private schools, were also collected. The investigators first of all identified those
parents and then collected their views about putting their wards in private
schools.

The information thus collected was analyzed and recorded for further
analysis.

23 | P a g e
 CHAPTER 3

DATA ANALYSIS

The data for the present study have been collected from the head
teachers/administrators of 142 Government primary schools and 504 parents of
the children studying in the private schools. The percentages were collected. The
analysis of the data is as under:

3.1 PERCEPTIONS OF THE HEAD TEACHERS ABOUT THE

DISTANCE OF THE AVAILABE SCHOOLS

The percentages of the perceptions of the head teachers about the distance of the
available school are given in Table 4.1 as under:

Table 3.1

Perceptions of head teachers about the distance of available school

Distance of the school in Kms

0-1 1-3 3-7 7 >
N % N % N % N %
142 100 -- -- -- -- -- --

Table 3.1 shows that hundred percent of the head teachers were of the view that
the distance of the available government schools to the children is within a
distance of 0-1 kilometers.

From this, it may be said that:

Government schools are available to the children within the walk able
distance.

3.2 TREND OF ENROLMENT IN FIRST CLASS FROM THE YEAR

2008 TO 2012

The number of the school going age children enrolled in the government
schools and enrolled in other schools as per the VER registers are given in Table
4.2:

24 | P a g e
 Table 3.2

District wise number and percentages of the school going age group
children, enrolled in government and private schools in the selected districts
District Year School going Enrolled in Government Enrolled in Private
age group Schools Schools
N % N %
2008 324 224 69.14 100 30.86
2009 306 204 66.67 102 33.33
Chamba 2010 302 188 62.25 114 37.75
2011 270 155 57.41 115 42.59
2012 261 117 44.83 144 55.17
2008 2684 1252 46.65 1432 53.35
2009 2562 1187 46.33 1375 53.67
Kangra 2010 2493 1108 44.44 1385 55.56
2011 2448 1083 44.24 1365 55.76
2012 2402 973 40.51 1429 59.49
2008 1396 963 68.98 433 31.02
2009 1340 906 67.61 434 32.39
Kullu 2010 1373 896 65.26 477 34.76
2011 1644 883 53.71 761 46.29
2012 1337 715 53.48 622 46.52
2008 1591 1203 75.61 388 24.39
2009 1522 1077 70.76 445 29.24
Mandi 2010 1604 1032 64.34 572 35.66
2011 1452 934 64.32 518 35.68
2012 1487 924 62.14 563 37.86
2008 1266 1064 84.04 202 15.96
2009 1244 950 76.37 294 23.63
Sirmaur 2010 1189 891 74.94 298 25.06
2011 1098 802 73.04 296 26.96
2012 1120 790 70.54 330 29.46
2008 1273 768 60.33 505 39.67
2009 1251 747 59.71 504 40.29
Una 2010 1236 717 58.01 519 41.99
2011 1205 657 54.52 548 45.48
2012 988 524 53.04 464 46.96
2008 8534 5474 64.14 3060 35.86
2009 8225 5071 61.65 3154 38.35
Total 2010 8197 4832 58.95 3365 41.05
2011 8117 4514 55.61 3603 44.39
2012 7595 4043 53.23 3552 46.77

25 | P a g e
The trend of the enrollment in the sampled districts and all taken together is
shown graphically as under:

Figure 3.1 Trend of Enrolmnet at First Grade in

District Chamba
350

S 300
T 250
U
D 200
School going
E 150
N Govt. School
100
T Pvt. School
S 50

0
2008 2009 2010 2011 2012
Year

Figure 3.2 Trend of Enrolmnet at First Grade

in District Kangra
3000

2500
S
T 2000
U
D 1500
E School going
N Govt. School
1000
T
Pvt. School
S
500

0
2008 2009 2010 2011 2012
Year

26 | P a g e
 Figure 3.3 Trend of Enrolmnet at First Grade
in District Kullu

1800
1600
S 1400
T
1200
U
D 1000
School going
E 800
N 600 Govt. School
T Pvt. School
400
S
200
0
2008 2009 2010 2011 2012
Year

Figure 3.4 Trend of Enrolment at First Grade

in District Mandi
1800
1600
S
T 1400
U 1200
D 1000
School going
E 800
N 600 Govt. School
T 400 Pvt. School
S 200
0
2008 2009 2010 2011 2012
Year

27 | P a g e
 Figure 3.5 Trend of Enrolment at First Grade
in Distric Sirmaur
1400

S 1200
T 1000
U
D 800
School going
E 600
N Govt. School
400
T Pvt. School
S 200
0
2008 2009 2010 2011 2012
Year

Figure 3.6 Trend of Enrolment at First Grade

in District Una
1400

S 1200
T 1000
U
D 800
School going
E 600
N Govt. School
400
T Pvt. School
S 200
0
2008 2009 2010 2011 2012
Year

28 | P a g e
 Figure 3.7 Trend of Enrolment at First Grade
in Selected Districts
9000
8000
S 7000
T
6000
U
D 5000
School going
E 4000
N Govt. School
3000
T Pvt. School
2000
S
1000
0
2008 2009 2010 2011 2012

Year

Table 3.2 and Figures 3.1 to 3.7 are indicative of the fact that there had been a
decrease in the number of students enrolled in first grade in government schools
in all the sampled districts as compared to private schools where the number has
been on increase since 2008. This leads to say that:

There has been decrease in the enrolment in the government schools of the
sampled districts in first grade as compared to the private schools from
year 2008 onwards.

3.3 Perceptions of the Head teachers and parents about the decreasing birth
rate and age of admission in government schools as causative factor for
declining enrolment

The percentages of the views of the head teachers and the parents whose wards
are studying in private schools are given in Table 3.3 and Figure 3.3 as under:

29 | P a g e
 Table-3.3

Perceptions of the Head teachers and parents about the decreasing birth
rate and age of admission in government schools as causative factor for
declining enrolment
Sr. Reason Head teachers Parents
No. Agree Disagree Agree Disagree
N % N % N % N %
1. Decreasing Birth Rate 107 75.35 35 24.65 312 61.90 192 38.10
2. Higher Age for Admission in
Government Schools than in Private
Schools 125 88.03 17 11.97 314 62.30 190 37.70
3. Enrolment of Children with age 3
years or below in Private Schools
128 90.14 14 9.86 391 77.58 113 22.42
4. Sending of Children with 3 years to
Private Schools by Working Parents
105 73.94 37 26.06 267 52.98 237 47.02
5. Completion of Education of a Child
by a Private School Once the Child
is Admitted to that School 86 60.56 56 39.44 274 54.37 230 45.63

Figure 3. 8 Decreasing birth rate and age at

admission as causative factors

100
P 90
E
80
R
70
C
60
E
N 50 Headteacher
T 40
Parents
A 30
G 20
E 10
0
Decreasing Higher age in 3 or < in private Working Education
birth rate Govt. Schools aschools Parents completion
Factors

30 | P a g e
From the above Table and Figure, it may be seen that 75.35, 88.03, 90.14, 73.94
and 60.56 of the head teachers and 61.90, 62.30, 77.58, 52.98 and 54.37 of the
parents were of the view that decreasing birth rate, higher age of admission in
government schools as compared to private schools, admission of children at 3
or less years of age, care of the wards of working parents during working hours
and responsibility taken by the private schools till the completion of school
education were the main causative factors for decling enrolment at first grade in
government schools.

From the above analysis, it may be inferred that:

The causative factors for the declining enrolment in elementary school at

first grade are in the order of: admission of children with three or less age
in private schools, Higher age for admission in government schools than
private schools, decreasing birth rate as per the views of headteachers and
parents . Care of wards of working parents during working hours and
taking responsibility of the children till the completion of school
education are the other reasons as per the headteachers whereas, taking
responsibility of the children till the completion of school education and
Care of wards of working parents during working hours have emerged the
other causative factors in the next order.

3.4 Linkage between Anganwadi preschool education and Government

school education

The frequencies and percentages of the responses of the headteachers and

parents about the linkage between Anganwadi preschool education and
Government school education are given as under in Table 3.4 as under:

31 | P a g e
 Table 3.4

Linkage between Anganwadi preschool education and Government school

education

Sr. Reasons Headteachers Parents

No Agree Disagree Agree Disagree
. N % N % N % N %
1. Sub-standard pre-school
education under
Anganwadis 105 73.94 37 26.06 337 66.87 167 33.13
2. Lack of coordination
between anganwadi and
government schools 109 76.76 33 23.24 340 67.46 164 32.54

Figure 3. 9: Sub-standard pre-school

education and lack of coordinastion
78
P 76
E 74
R 72
C 70
E
68
N Head teachers
66
T
64 Parents
A
G 62
E 60
Sub-standard pre-school Lack of coordination
education
Factors

It can be seen from Table 3.4 that 73.94 and 76.76 percent of the headteachers
and 66.87 and 67.46 percent of the parents were of the view that sub-
substandard pre-school education under anganwadis and lack of the coordination
between anganwadis and government schools are the main reasons for declining
enrolment in government schools at first grade.

From the above, it may be said that:

32 | P a g e
 Lack of coordination between anganwadis and government schools and
sub-standard preschool education under anganwadis are the causative
factors for declining enrolment in government schools at first grade.

3.5 Perceptions of the Head teachers and parents about the Prevalence of
Private schools

The frequencies and percentages of the responses of the headteachers and

parents about prevalence of private schools are given in Table 3.5 as under:

Table 3.5

Perceptions of the Head teachers and parents about the Prevalence of

Private schools

Head teacher Parents

Sr. Agree Disagree Agree Disagree
No. Reason % % % %
Availability of private school
with all facilities near the
1 government school 81.69 18.31 75.20 24.80
More distance of government
school as compared to private
2 school 38.03 62.68 37.70 62.30
Difficult path for government
3 school 42.96 57.04 23.21 76.79

Table 3.5 is indicative of the fact that 81.69 and 75.20 percent of the head
teachers and parents respectively were of the opinion that availability of a
private school with all facilities near the government school, where the facilities
are not available is the main cause, whereas more distance of the government
school as compared to private school and difficult access to government school
are other minor causes.

33 | P a g e
From the above analysis, it may be said that:

Availability of a private school with all facilities near the government

school, where there is lack of facilities, is the major cause for declining
enrolment in government schools in first grade.

3.6 Perceptions of the Head teachers and parents about the education in the
private schools

The views of the head teachers and parents about the education in the private
schools are given in Table 3.6.

Table 3.6
Perceptions of the Head teachers and parents about the education in the
private schools
Sl. Head teachers Parents
No. Factor Agree Disagree Agree Disagree
1. Quality Education in private
schools 24.23 75.77 65.48 34.52
2. English language as the
medium of instruction in
private schools 77.46 22.54 85.91 14.09
3. Attractive uniform adopted
by the private schools 67.61 32.39 67.46 32.54
4. Making children disciplined
by the Private Schools 42.25 57.75 64.88 35.12
5. Ensuring each child’s
participation in each activity
in the private schools 29.58 70.42 74.01 25.99

From Table 3.6, it can be seen that 77.46, 67.61, 42.25, 29.58 and 24.23 percent
of the head teachers were of the view that English language as the medium of
instruction in private schools, attractive uniform, discipline, ensuring
participation of each child in each activity and quality education are the reasons
for enrolling of children in private schools by the parents whereas 85.91, 67.46,
64.88, 74.01, and 65.48 percent of the parents agreed to these causes.

34 | P a g e
From the above, it may be said that:

English language as the medium of instruction in private schools and

attractive uniform in private schools are the causative factors as per the
opinion of head teachers whereas quality education in private schools,
ensuring participation of each child’s participation in each activity and
keeping children under discipline in private schools are also the causative
factors for declining enrolment at first grade in government schools.

3.7 Perceptions of the head teachers and parents about Preference of

parents for Private schools

The frequencies and percentages of the head teachers and parents for enrolling
wards in the private schools are given in Table 3.7 and Figures under:

Table 3.7
Preference for private schools by the parents
Sl. Factor Head teachers Parents
No. Agree Disagree Agree Disagree
1. Improving Economic
Conditions of the parents 80.28 19.72 65.28 34.72
2. Better Educational activities in
private schools 44.37 55.63 60.52 39.48
3. Lack of tables and chairs for
children in government schools 40.85 59.15 78.57 21.43
4. Transportation facilities by
Private schools for children 68.31 31.69 80.56 19.44
5. Absence of Helper for taking
care of small children in
government schools 67.61 32.39 78.77 21.23
6. Absence of security guard for
children in government schools 57.75 42.25 60.12 39.88
7. Suggestions by private schools
on healthy food for children 26.06 73.94 58.93 41.07
8. Feedback by private schools
about the progress of children 37.32 62.68 62.70 17.46

35 | P a g e
 Figure 3. 10: Preferences of the parents for
private schools
P 90
E 80
R 70
C 60
E 50
N 40
T 30
20
10
0

Head teachers
Parents

Factors

80.56 percent of the parents were of the views that transport facilities
provided by the private schools for children is also a preference for private
schools whereas 68.31percent of head teachers have endorsed for this
perception. 80.28 percent of head teachers of the institutions agreed with the
reason of improving economic condition of parents attracting them for private
schooling, whereas 65.28 percent of parents agreed with this view. 78.77 percent
of the parents had viewed that there is no attendant available in government
schools for taking care of their wards and 67.61 percent of head teachers were
also of the same view. 60.12 percent of parents and 57.75 percent of head
teachers have opined the non availability of security guards in government
schools. Lack of availability of tables and chairs for children in government
schools was also viewed as one of the reason by 78.57 percent of the parents
and 40.85 percent of the head teachers. 58.93 percent of parents preferred
private schools as they provide tips to parent’s nutritious food for good health to
the children whereas 26.06 percent of the head teachers agreed with the same.

36 | P a g e
 The table further shows that 62.70 percent of parents were of the opinion,
that the regular feedback given by the private schools about the progress of the
wards, is the causative factor for preferring towards private schools whereas
only 37.32 percent of head teachers agreed with this view.

From the above analysis, it can be said that:

Improving economic conditions of the parents, transportation facilities in

private schools, helper and security guards in private schools, table and
chair for children in private schools are the causative factors for the
preferences of the parents for enrolling their wards in private schools and
not in government schools leading to low enrolment in government
schools.

3.8 Perceptions of the head teachers and parents about the quality and
quantity of teachers in the government schools

The frequencies and percentages of the perceptions of the head teachers and
parents about the quality and quantity of teachers in the government schools are
given in Table 3.8 and the Figure:

Table 3.8
Perceptions of the head teachers and parents about the quality and quantity
of teachers in the government schools
Sl. Head teachers Parents
No. Statement Agree Disagree Agree Disagree
Non-availability of one teacher per
1 class 77.44 22.56 82.54 17.46
2 Lethargic attitude of Teachers 39.63 60.37 69.84 30.16
Too much involvement of teachers in
3 non-academic activities 74.39 25.61 68.85 31.15
4 Vacant posts of teachers 80.49 19.51 88.69 11.31
5 Transfer of teachers in mid-session 67.68 32.32 82.54 17.46
Too much participation of teachers in
6 workshops or seminars 82.93 17.07 84.72 15.28
7 Less dedicated and responsible teachers 27.44 72.56 85.91 14.09

37 | P a g e
 Figure 3.11: Quality and quantity of teachers
P 100
E 90
R 80
C 70
E 60
50
N
40
T 30
A 20
G 10 Head teachers
E 0 Parents

Factors

Table 3.8 reveals that 82.93 percent of head teachers were of the view that too
much engagement of government school teachers in workshops/ seminars is
contributing towards declining enrolment in government schools whereas 84.72
percent of parents agree with this reason as a cause for decline in enrolment.

80.49 percent of head teachers and 88.69 percent of parents agreed with the view
that the unfilled vacancies of the teachers in government schools affect the
quality of education which makes the parents to enroll their wards in private
schools and not in government schools.

Non availability of teacher per class in government schools has also emerged
one of the reasons for declining enrolment in government schools as opined by
77.44 percent of head teachers and 82.54 percent of parents.

74.39 and 68.85 percent of head teachers and parents respectively were of the
view that too much involvement of the government school teachers in non
academic activities affects the classroom teaching which leads to the enrolment
of the children in private schools and not in government schools.

38 | P a g e
Mid-session transfers of the government school teachers was also opined as one
of the reasons for declining enrolment in government schools by 67.68 percent
of head teachers and 82.54 percent of the parents.

39.63 percent of head teachers and 69.84 percent of the parents were of the view
that lethargic attitude of the teachers in government schools leads to low
enrolment in government schools.

27.44 percent of head teachers and 85.91 percent of parents were of the view
that the government school are teachers are less dedicated and responsible as
compared to private schools. This contributes towards low enrolment in
government schools.

From the above analysis it may be inferred that:

Too much participation of government school teachers in workshops,

seminars and non-academic activities, vacant posts of teachers, non-
availability of one teacher per class and midsession transfer of teachers
are the causes as viewed by the head teachers whereas the reasons as
viewed by the parents are in the order of vacant posts, less dedicated and
responsible teachers, too much participation in workshops and seminars,
non-availability of one teacher per class, lethargic attitude of teachers and
involvement in academic activities of the teachers in the government
schools.

39 | P a g e
3.9 Perceptions of the head teachers and parents about physical facilities in
the government schools

The percentages of the perceptions of the head teachers and parents physical
facilities in the government schools are presented in following Table 3.9 and
Figure:

Table 3.9
Percentages of the perceptions about physical facilities in government
schools
Sl. Head teachers Parents
No. Statement Agree Disagree Agree Disagree
Non-availability Well equipped
1 classrooms 43.29 56.71 77.98 22.02
2 Non-availability Functional library 26.22 73.78 69.84 30.16
3 Well furnished and clean toilets 20.00 80.00 55.75 44.25
4 Lack of adequate playground 40.85 59.15 40.87 59.13
Non-availability of Safe boundary
5 walls 26.22 73.78 35.32 64.68
Non-availability Safe drinking
6 water 16.46 83.54 37.70 62.30
Better learning environments in
7 private schools 36.59 63.41 63.29 36.71

40 | P a g e
 Figure 3.12 Physical facilities in government
schools
P 90
E 80 Head teachers
R 70 Parents
C 60
E 50
N 40
T 30
A 20
G 10
E 0

Factors

43.29, 26.22, 20.00, 40.85, 26.22, 16.46 and 36.59 percent of the head teachers
and 77.98, 69.84, 55.75, 40.87, 35.32, 37.70 and 63.29 of the parents were of the
opinion that non-availability of well equipped classrooms, functional libraries,
furnished and clean toilets, proper playgrounds, safe boundary walls, safe
drinking water and better learning environment may be the reasons for low
enrolment in government schools.

From this analysis it may be said that:

Non-availability of well equipped classrooms, functional libraries,

furnished and clean toilets and lack of conducive learning environment in
government schools are the reasons for declining enrolment.

3.10 Perception of head teachers and parents about the lack of modern
equipments in classrooms of government schools

The percentages of the responses of head teachers and parents about the lack of
modern equipments in classrooms of government schools are given in Table
3.10 and Figure.

41 | P a g e
 Table 3.10
Percentages of the perceptions of head teachers and parents about the lack
of modern equipments in classrooms
Sl. No. Statement Head teachers Parents
Agree Disagree Agree Disagree
1 Audio player 67.68 32.32 60.71 39.29
2 Computers 79.27 20.73 89.29 10.71
3 LCD/LED Projectors 69.51 30.49 58.33 41.67
4 DVD/VCD Player 70.12 29.88 54.76 45.24

Figure 3. 13: Lack of modern equipments

in government schools
100
P
90
E 80
R 70
C 60
E 50
N 40 Head teachers
T 30
20 Parents
A 10
G 0
E Audio player Computers LCD/LED DVD/VCD
Projectors Player
Factors

From the Table and figure given above, it may be seen that 67.68, 79.27,
69.51and 70.12 percent of head teachers and 60.71, 89.29, 58.33 and 54.76
percent of the parents were of the view that lack of modern equipments like
audio player, computers, LCD/LED projectors and DVD/VCD player is the
cause of low enrolment of the children in government schools.

It can be said that:

Lack of modern equipments in the classrooms of the government schools

is a cause for the low enrolment in the government schools.

42 | P a g e
3.11 Perceptions of the head teachers and parents about curriculum
standards

The percentages of the responses of the head teachers and parents about
curriculum standards are presented in Table 3.11 as below:

Table 3.11

Percentages of the responses of the head teachers and parents about curriculum
standards

Sl. No Factor Head teachers Parents

Agree Disagree Agree Disagree
1. Flexibility and Vividness of
curriculum in private schools 57.32 42.68 71.03 28.97
2. Government school textbooks
not as per the level of
students 43.29 56.71 50.20 49.80
3. Lack of student centered
curriculum in government
schools 41.46 58.54 51.98 48.02

Figure 3.14: Curriculum standards

80
P 70
E 60
R 50
C 40
E 30
20 Head teachers
N
T 10 Parents
0
Flexibility and Textbooks not as Lack of student
Vividness of per the level of centered
curriculum students curriculum
Factors

Table 3.11 is indicative of the fact that flexibility and vividness of the
curriculum of private schools, government school textbooks not as per the level
of the students and lack of student centered curriculum are the reasons for the

43 | P a g e
decline of enrolment in government schools as per the views of 57.32, 43.29 and
41.46 percent of the head teachers and 71.03, 50.20 and 51.98 percent of the
parents.

From the above it may be said that:

Flexibility and vividness of the curriculum in private schools is the reason

for declining enrolment in government schools as compared to private
schools.

3.12 Perceptions of the head teachers and parents about inadequacies in

text-books prescribed in the curriculum

The percentages of the responses of the head teachers and parents about
adequacies in the text books prescribed in the curricum are presented in Table
3.12 and Figure 3.15.

Table 3.12

Percentages of the responses of the head teachers and parents about the
inadequacies in text books prescribed in curriculum.
Head teachers Parents
Sr. No. Statement Agree Disagree Agree Disagree
1. Lack of pictures 60.37 39.63 59.92 40.08
2. No natural colours of pictures 59.76 40.24 58.93 41.07
3. Lack of simple language 42.68 57.32 42.66 57.34
4. Lack of guidelines for teachers 43.90 56.10 54.56 45.44
5. Lack of work books 68.29 31.71 66.67 33.33
No Compatibility of Contents for
6. competitive exams 68.29 31.71 63.10 36.90
Lack of general knowledge books
7. in the curriculum 67.68 32.32 67.06 32.94
Lack of general objectives of
8. teaching 43.90 56.10 59.13 40.87
9. Lack of specific teaching objectives 39.02 60.98 55.36 44.64
No clarity of Evaluation
10. Procedures 53.66 46.34 64.48 35.52

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 Figure 3.15: Inadequacies in text books prescribed in
curriculum

P 80
E 70
R 60
C 50
E 40
N 30
T
20
10
0

Head teachers
Parents

Factors

From Table 3.12, it can be seen that 60.37, 42.68, 43.90, 68.29, 67.68, 43.90,
39.02 and 53.66 percent of the head teachers and 59.92, 42.66, 54.56, 66.67,
67.06, 59.13, 55.36 and 64.48 percent of the parents have opined that the text
books prescribed in the curriculum of the government schools lack legible and
clear pictures and diagrams, simple language, guidelines for teachers, work
books, and lack of general knowledge books in the curriculum. Further 59.76,
68.29 and 53.66 percent of the headteachers and 58.93, 63.10 and 64.48
percent of the parents were of the view that there are no natural colours of the
pictures/diagrams, no compatibility of the content for competitive
examinations and clarity of evaluation procedures in the government school
text books.

Figure 3.15 clearly shows the weightages given by the headteachers and
parents to different causes responsible for not enrolling the children in the first
grade in government schools.

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From the above analysis, it can be said that:

Lack of work books, non-compatibility of content with competitive

examinations, lack of general knowledge books in the curriculum, lack of
pictures and no natural colours of the pictures/diagrams are the main
reasons as per the views of head teachers and parents due to which the
children are not enrolled in first grade in government schools.

3.13 Perceptions of the head teachers and parents about other inadequacies

Percentages of the responses of the head teachers and parents about other
adequacies in the government schools which become the causative factors in the
decline in enrolment are given in Table 3.13.

Table 3.13
Percentages of the responses of the head teachers and parents about other
adequacies in the government schools
Sl. Factor Head teachers Parents
No. Agree Disagree Agree Disagree
1. More opportunities for co-
curricular activities in private
schools 48.17 51.83 73.81 26.19
2. Taking children only to MLL
in government schools 41.46 58.54 60.52 39.48
3. Better curriculum transaction
in private schools 43.29 56.71 79.37 20.63
4. Less stress on developing
different skills among the
children in government schools 33.54 66.46 63.49 36.51
5. Use of old traditional methods
by the teachers in government
schools 21.34 78.66 61.71 38.29
6. No feedback about the monthly
achievements of the child to
the parents by the government
schools 29.27 70.73 63.29 36.71
7. Development of feeling of
competition among the
children in private schools 76.14 23.86 80.16 19.84

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 Figure 3.16: Other inadequacies in
government schools
P 90
E 80
R 70
C 60
50
E
40 Head teachers
N
30 Parents
T
20
10
0

Factors

Table-3.13 is indicative of the fact that development of a feeling of

competitiveness among the children is the main causative factor for putting
children in private schools as perceived by 76.14 percent of the headteachers and
80.16 percent of the parents. The other causes which are responsible for low
enrollment in government school namely: less opportunities for the children to
participate in co-curricular, taking children to only MLL levels, bad curriculum
transaction, less stress on developing different skills, use of traditional methods
of teaching by teachers, no feedback about the monthly achievements of the
children to parents have been perceived by 73.81, 60.52, 79.37, 63.49, 61.71,
and 63.29 percent of the parents wheras a little percentage of the headteachers
agree with these factors.

47 | P a g e
From the above, it may be said that:

i) The development of the feeling of competitiveness among the children

in private schools is the main causative factor for declining trend of
enrollment in government schoolsas perceived by the head teachers
and parents.
ii) The other factor for declining enrolment in government schools are in
the order of: Bad curriculum transaction in the government schools,
less opportunities for co-curricular activities, less stress on developing
different skills among the children, no feedback about the monthly
achievements of the child to the parents and taking children up to MLL
only. This leads to the enrolment of children in the private schools and
not in government schools.

48 | P a g e
 CHAPTER 4

FINDINGS, DISCUSSION AND SUGGESTIONS

4.1 FINDINGS:

On the basis of the analysis of the data, following are the findings of the study:

1. Availability of government schools to the children

Government schools are available to the children within the walk able
distance.

2. Trend of enrolment in government schools since 2008

There has been decrease in the enrolment in the government schools in first
grade as compared to the private schools from year 2008 onwards.

3. Birth rate and Age at admission

The causative factors for the declining enrolment in elementary school at
first grade are in the order of admission of children with three or less age in
private schools, Higher age for admission in government schools than
private schools, decreasing birth rate as per the views of headteachers and
parents . Care of wards of working parents during working hours and taking
responsibility of the children till the completion of school education, and
Care of wards of working parents during working hours have also emerged
as the other causative factors in the next order.
4. Linkage between pre-school education through Aanganwadis and
school education through government schools:

Lack of coordination between anganwadis and government schools and

sub-standard pre-school education under balwadis are the causative factors
for declining enrolment in government schools at first grade.

5. Prevalence of Private schools

Availability of a private school with all facilities near the government
school, where there is supposed to be lack of facilities, is the major cause
for declining enrolment in government schools at first grade.

49 | P a g e
6. Education in the private schools

English language as the medium of instruction in private schools and

attractive uniforms, quality education in private schools, ensuring
participation of each child’s participation in each activity and keeping
children under discipline in private schools are the causative factors for
declining enrolment at first grade in government schools.

7. Preference of parents for Private schools

Improving economic conditions of the parents, transportation facilities by

the private schools, helper and security guards in schools, table and chair
for children in private schools are the causative factors for the preferences
of the parents for enrolling their wards in private schools and not in
government schools leading to low enrolment in government schools.

8. Quality and quantity of teachers in the government schools

Too much participation of government school teachers in workshops,

seminars and non-academic activities during teaching days, vacant posts
of teachers, non-availability of one teacher per class and midsession
transfer of teachers are the causes as viewed by the head teachers whereas
the reasons as viewed by the parents are in the order of vacant posts, less
dedicated and responsible teachers, too much participation in workshops
and seminars, non-availability of one teacher per class, lethargic attitude
of teachers and involvement in non-academic activities of the teachers in
the government schools.

9. Physical facilities in the government schools

Non-availability of well equipped classrooms, functional libraries,

furnished and clean toilets and lack of conducive learning environment in
government schools are the reasons for declining enrolment.

10. Lack of modern equipments in classrooms of government schools

Lack of modern equipments in the classrooms of the government schools
is a cause for the low enrolment in the government schools.

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11. Curriculum standards:

Flexibility and vividness of the curriculum in private schools is the reason

for declining enrolment in government schools as compared to private
schools.

12. Inadequacies in the curriculum of government schools:

Lack of pictures, work books, non-compatibility of content with

competitive examinations are the main reasons as per the views of head
teachers and parents due to which the children are not enrolled in
government schools.

13. Other inadequacies in the government schools

Development of the feeling of competitiveness among the children in

private schools as per the views of the head teachers and parents and
better curriculum transaction in the private schools, More opportunities
for co-curricular activities in private schools, Less stress on developing
different skills among the children in government schools, No feedback
about the monthly achievements of the child to the parents by the
government schools are the other causes as per the views of the parents
for not enrolling their wards in government schools.

4.2 Discussion of the findings:

i). The findings of the present study indicate that primary schools are
available to all school going age group children within the walkable
distance. However, in the presence of decent transport, for concerns
related to quality, parents are not hesitant to send children to schools
within the reasonable distance. Hence, the non-availability of a school
within the walkable distance cannot be taken as a causative factor for
decline in enrollment at first grade in government schools.

ii). The enrollment at first grade in government schools has been showing a
declining trend every year. The enrollment has fallen to a single digit in
some of the schools. The dwindling enrollments at first grade affect
strength in higher grades which in turn affect small size schools. This is

51 | P a g e
 indicative of the fact that there is a shift of the enrollment of the school
going age group children from the government schools to the private
schools.

iii). Lower birth rates in general can gradually decrease school enrollments as
there is decline in the number of the school going age group children. The
data show that the birth rate has fallen in the state of Himachal Pradesh
due to which the population of the school going age group children has
decreased or stagnated. This is resulting in decline in enrollment at first
grade in the government schools.

iv). The private schools admit the children at the age of 3 plus where as the
age for admissions in government schools is 6 years. The private schools
have to create their own resources, so they allure and motivate the parents
to send their wards to schools in the name of education as LKG and UKG.
As the students are made to join private schools at the small age, the
parents keep them in the same schools for further education. Hence, when
the children come of the age for admission in the government schools,
they are already in private schools and parents also prefer to keep them in
the same schools. Due to this, the government schools donot get children
for enrolment at first grade.
Further, the private schools are also helpful to working parents as their
wards remain in the custody of the school during working hours. This
avoids the parents to worry about the safety and security of their wards.
Thus, the parents prefer to admit their wards in private schools and not in
government schools as this facility is not available in government schools.

v). Early childhood care and education is being undertaken care by ICDS in
government sector through Balwadis centers. However, these centers are
being run in isolation to government schools. They are not being run in
the premises of the government schools and where ever, they are run,
there is no linkage between the two agencies. The pre-school component
under ICDS is not linked to school education. The wells off parents send
their children at early age to private schools where as what remains in the
government schools are poor and disadvantaged groups. As the children

52 | P a g e
 coming to government schools are mostly from these groups, a decline is
observed in enrollment at first grade in government schools.

vi). There is mushroom growth of private schools adjoining to the government

schools in both the rural and urban areas of Himachal Pradesh. These
schools are thought to be well equipped with all facilities by the parents as
compared to the government schools. Therefore, the parents prefer to
admit their wards in private schools and not in government schools.

vii). All the private schools have adopted English as the medium of instruction
from the very beginning of the education. They have prescribed an
attractive and smarter dress code, ensure participation of each and every
child in one or the other curricular and co-curricular activity and train
them to remain as disciplined students. The parents think that these
provisions do not exist in government schools. Due to this, the parents are
more attracted towards private schools and admit their wards in these
schools. The government schools fail to find students for admission in
them leading to decline in enrolment.

viii). The private schools have the provision of their own transport facilities,
helper for the small children to help them in their activities, security
guards for the security and safety of the children within the school campus
and age specific table and chair for each child in the school. However, the
government schools lack these facilities. Further, as the socio-economic
conditions and affordability of the parents is improving, parents prefer to
admit their wards in private schools and not in government schools.

ix). The government school teachers remain absent from the schools during
teaching days for attending work-shops and seminars. They have to
perform some other non-academic activities also. A number of teaching
posts are lying vacant in schools. One teacher per class is not available in
most of the schools and teachers are also transferred during midsession. In
private schools, the teachers have to remain present in school during all
teaching days. The teachers are not assigned any non-academic activity as
compared to government schools. As every private school has only one

53 | P a g e
 establishment, the teachers are not transferred. One teacher is assigned to
each class. Therefore, the parents find government schools less attractive
and admit their wards in private schools.

x). The parents think that there is non-availability of well equipped

classrooms in terms of furniture, classroom equipment, modern
equipments and functional libraries in government schools. The toilets are
not well cleaned and maintained as there is no provision of person for
their cleanliness and maintenance. The environment is also not conducive
for learning. With these perceptions, they do not enrol their school going
age group children in government schools.

xi). The curriculum in private schools is very flexible and vivid where as it is
static in government schools. The curriculum is not student centred and
text books are also not as per the levels of the students. The flexibility and
vividness of the curriculum, its student centeredness and the text books as
per the levels of the students attract the parents for enrolling their wards in
the private schools and not in government schools.

xii). The textbooks prescribed in the curriculum of government schools lack

workbooks. There is no compatibility of prescribed content with
competitive examinations. There is lack of general knowledge books in
the curriculum. The pictures/diagrams are not adequate and coloured with
natural colours. Due to this, the students and indirectly the parents are not
attracted towards government schools. This leads to less enrolment in
government schools as compared to private schools.

xiii). The parents of the children perceive that government schools lay less
emphasis on the development of a feeling of competetiveness among the
students. The parents are not satisfied with the curriculum transaction by
the government school teachers. The teachers do not lay more stress on
the development of different skills and provide any feed back about the
progrees of the children. Moreover, the main emphasis of the government
schools is to take the children up to minimum levels of learning only. As
the parents feel concerned about the education of their children and the
competetiveness everywhere, prefer to admit their wards in private

54 | P a g e
 schools than in government schools. This all gives rise to few enrollments
in government schools.

4.3 Suggestions:

On the basis of the findings of the present study and discussion, it is

suggested that Government of Himachal Pradesh may take following steps
to enhance the enrollment and sustain its schools for providing free and
compulsory education to all children:

i). The Government of Himachal Pradesh has made all efforts to provide a
school to the children within a walkable distance. It must prioritise
provision of quality education in all these schools so that the students and
their parents prefer them. It would increase the enrollment in these
achools.

ii). The decline in class I enrollment in government schools can be attributed

to decline in the intake. The schools in which the intake has gone to single
digit can be merged with nearby schools, keeping in mind the access
criteria. Where ever it is not possible due to natural barriers or such other
conditions, only such schools should be allowed to continue. The services
of the teachers of the merging schools can be utilized in the same merged
school.

iii). The birth rate is decreasing due to which the population of the school
going age group children is decreasing or stagnating. The school teachers
and school management committee members must conduct awreness
drives in the catchment areas of the school about the quality inputs in the
government schools like well trained and qualified staff, infrastructure
and incentives like free education, uniform and scholarships to the
students. The parents must be motivated to admit their wards in
government schools.

iv). The pre-school component of ICDS must be attached to the adjoining

school and it should be imparted in the same campus where the child is to
continue school education. There should be an umbrella body to bring
different departments like Women and Child Development and

55 | P a g e
 Elementary Education together to work towards a common goal. The
tracking of the child from the age 3 years should be started by this body to
catch the child for admission in government school.

v). The Umbrella body should be responsible for establishing a strong link
and coordination between various fuctionaries and implementing
departments for pre-school and school education.

vi). The Government of Himachal Pradesh has introduced teaching of English

language as a subject from grade I. However, the medium of instruction is
optional. As per the emerging need/demand, the medium of instruction
could be changed. The government must take steps to introduce softer
aspects like ‘smarter uniform’ and greater discipline in its schools. It must
ensure that each and every child gets a chance to participate in all the
activities organized in the school.

vii). There must be the provision of a helper for helping, assisting and taking
the care of children and a security guard for the security and safety of the
children in the government schools. Proper age specific furniture i. e.
table and chair should be provided to each student in the government
schools.

viii). The physical presence of the teachers during teaching days must be
ensured by the Education Department. Different programmes like
workshops and seminars etc. should be planned and organized during
vacations and teachers attending the programmes should be compensated
for the same. The government ha started the process of filling the vacant
posts. Well trained, professionally qualified and competent candidates
should only be appointed at this crucial stage of education. The policy of
multi-grade or single teacher schools should be discouraged. One teacher
per class/section must be provided in the schools. The transfer of the
teachers after the completion of the session is a good step taken by the
government. It should not be violated at the cost of the education of the
children.

ix). The government should take steps to equip the classrooms with modern
teaching facilities to make classroom teaching more attractive in its

56 | P a g e
 schools. The libraries should be made fuctional so that the students may
take advantage of the same. It must engage agencies for the cleanliness
and maintenance of the toilets in the schools. The government should
ensure that all government schools are well equipped to take in students,
so that students are not left with the sole choice of going to private
schools.

x). The curriculum of the different classes must be revised from time to time.
It should be as per the market forces. The teachers should be well trained
to make it student centered by employing participatory approaches. The
Academic Authority of the state must conduct workshops and engage
subject experts having expertise in text book writiing to design curriculum
and text books as per the levels of the students.

xi). The Academic Authoruity of the state must incorporate the provision of
work books. The content in the syllabus must be prescribed in such a way
that it may prove helpful to the students in their competitive examinations.
General knowledge/awreness material should be incorporated in the
curriculum and should be up dated from time to time. The printing of the
text books should be of good quality.

xii). The learning out comes of the students at the lower stages play important
role in the future learning of the students. Steps must be taken for the
enhancement of the learning in the government schools. All the students
must be taken to mastery level rather than to minimum levels of learning.
More emphasis needs to be laid upon the development of the wholesome
personality of the children in the schools.

57 | P a g e
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