CHAPTER-IV

GANDHI VIEWS ON BASIC EDUCATION

“Gandhiji has secured a unique place in the galaxy of the great teachers who

have brought fresh light in the field of Education”.

-Swaroop Sexana(Education Emerging in Indian Society ,Book)

Mohandas K. Gandhi was born in 1869 to a religious parents in the state of

Gujarat in Western India. His marriage was arranged with Kasturbai Makanji

when both were 13 years old. He went to London for his further study of law. In

Southern Africa he worked ceaselessly to improve the rights of the immigrant

Indians. It was there that he developed his creed of passive resistance against

injustice, he started satyagraha and was frequently jailed as a result of the protests

that he led. Before he returned to India with his wife and children in 1915, he had

radically changed the lives of Indians living in Southern Africa.1 (Swaroop

Sexana -Education Emerging in Indian Society , Page-167)

The concept of primary education is called as general form; here there is a

provision to achieve an objectives of skills. It is for only mind development. But

basic education including mind, body and spiritual development also given

importance.Totally it an all- round development of the child. The Basic concept

of education is to educate the children to extract village natural resource. This

85
leads to develop the village. Because India is a country of village. This concept

should be a root cause of in all aspects of successes.

So it called as milestone in the history of education. It rebelled against the

prevailing passive, book-centered and examination dominated system. It revolt

against the traditional educational pattern, implemented by British

government.Gandhi realized fully that the traditional system is unreal and

artificial. He said I am convinced that the present system of education is not only

wistful but positively harmful Here Gandiji s concern there will be a gap between

parents and the children and also not able to understand the occupation to which

they were born. The words of Gandhiji the present system of education do not

meet the present requirement of the country in any shape or form. English has

been made medium of education in all the highest branches of learning‘s and has

created a permanent gulf or barrier between the highly educated few and the

uneducated many.2 (A new Approach to teacher and Education emerging Indian

society, M.K.Gandhi, Page-302).

The term education has been derived from the term base this is called a

basic scheme of education this is initially related with the basic needs and the

interest of the Indian children. It is emphasis on the innate potentialities of the

children it is closely related to the basic occupation of the people living in the

villages irrespective of caste, creed, colour, sex and religion. This scheme is based

86
on the ancient culture of India. The main feature of basic education or free and

compulsory education the curriculum mainly given importance to the craft, mother

tongue, mathematics, social studies, general science, drawing and music,

Hindustani means combination of Hindi and Urdu.

On the occasion of silver jubilee of the Shiksha mandala founded by the

late Jamandal Bajaj, a national educational conference was convincing of Wardha

on the 22nd 23rd October 1937. These deliberations, presided over by the Gandhiji

himself gave birth to the system of basic education which Mahatma with regarded

as is last and best to the nation. This pattern attached the highest value to the

importing of all-round education to children through creative and productive

activities which promoted in them the qualities of self-reliance and dignity of

labour for non-exploitative social order.3 (Education for Development, Sriman

Narayana, India Needs Gandhi, Page-32).

Basic education, new term like work experience and vocalization have been

kind for replacing the word basic declared as Nai-Talim. Unfortunately the Central

and State Government did not consider as it is worthwhile and proper trial.4 (Nai-

Talim, Sriman Narayana, India Needs Gandhi, Page-5).

After independence government had a responsibility to develop the

educational field it became a basic priority to fulfill the basic needs of the country.

Education development related to the basic needs of political, economic and social

87
requirement in the society. For the society has to undergone the change, many

commissions are formulated concern to the development of education system,

unfortunately these 3 commissions could not able to give a definite decision which

is very much suitable to Indian education system. In 1986 the parliament of India

during its budget and sessions adopted the National Policy of Education.

This Programme of Action was undertaken by eminent educationalists,

experts and senior representatives of Central and State governments.

Universalization of Elementary Education(UEE) has been accepted as a

national goal since 1950. It has been reinforced by constitutional provisions too.

The NPE 1986 defines Universalization of Elementary Education broadly, giving

equal emphasis to enrolment as well as retention of children.

The National Policy on Education (NPE) states ―…. up to a given level all

students should have equal access to education of comparable quality, that

whatever the socio economic background of the children, they get opportunities to

achieve success of a level, which is equal to the level of the children from

comparatively better off sections of society and the country moves pace in the

direction of a common school system‖.

88
 The NPE 1986 further makes a significant shift in emphasis from enrolment

to participation and retention. The goal of UEE has been enlarged to include

provision of education of a satisfactory quality. The NPE emphasizes the fact that

all eligible children are to be covered by mainstream learning activities and those

who are not enrolled are to be covered through alternative learning processes,

which are designed to suit the needs of various types of children.

The 1986 policy was reviewed by a committee constituted in 1990 under the

chairmanship of Acharya Ramamurti. On the basis of the recommendations of this

committee, certain provisions of the 1986 policy were modified in 1992.

The followings are some major recommendations made in the revised NPE,

1992. ―Education for All‖ should be the main aim of education which would help

in all round development, material and spiritual.

According to the NPE, 1992, education has an accelerating role. It refines

sensitivities and perceptions that contribute to national cohesion, a scientific

temper and independence of mind and spirit, thus furthering the goals of socialism,

secularism and democracy enshrined in our constitution.

Education develops manpower for different levels of the economy. It is also

the substrate on which research and development flourish, being the ultimate

guarantee of national self-reliance.

89
 In sum, education is a unique investment in the present and the future. This

cardinal principle is the key to the National Policy on Education.

The NPE 1992 also aim at developing a National System of Education up to

a given level on universal basis. It further recommends for the removal of

disparities and to equalize educational opportunities.

Apart from these above National Policy on Education, in order to ensure

quality education following initiatives have been developed.

1 Operation Blackboard (1987-8) aimed to improve the human and physical

resources available in primary schools.

2 Restructuring and Reorganization of teacher education (1987) created a

resource for the continuous upgrading of teachers knowledge and competence.

3 Minimum levels of learning (1991) laid down levels of achievement at various

stages and revised textbooks.

4 National program me for nutritional support to primary education (1995)

provided a cooked meal every day for children in classes 1-5 of al government,

government-aided and local body schools. In some cases grain was distributed

on a monthly basis, subject to a minimum attendance.

5 District Primary Education Program (DPEL) (1993) emphasized decentralized

planning and management, improves teaching and learning materials, and

school effectiveness.

90
6 Movement to educate all (2000) aimed to achieve universal primary education

by 2010 through micro planning and school-mapping exercises, bridging

gender and social gaps.

7 Fundamental Right (2001) involved the provision of free and compulsory

education, declared to be a basic right for children aged between 6 and 14 year.

National Program me for Nutritional Support to Primary Education (1995)

Examination System

Regarding examination system the NPE, 1992 states, assessment of

performance is an integral part of any process of learning and teaching. As part of

sound education strategy, examinations should be employed to bring about

qualitative improvements in education.

The objective will be to re-cast the examination system so as to ensure a

method of assessment that is a valid and reliable measure of student development

and a powerful instrument for improving teaching and learning. In functional

terms, this would mean

i. The elimination of excessive element of chance and subjectivity;

ii. The de-emphasis of memorization;

iii. Continuous and comprehensive evaluation that incorporates both

scholastic and non-scholastic aspects of education, spread over the total

span of instructional time;

iv. Effective use of the evaluation process by teachers, students and parents;

91
 v. Improvement in the conduct of examination;

vi. The interdiction of concomitant changes in instructional materials and

methodology;

vii. Interdiction of the semester system from the secondary stage in a phased

manner; and

viii. The use of grades in place of marks.

The above goals are relevant both for external examinations and evaluation

within education institutions. Evaluation at the institution level will be streamlined

and the pre-dominance of external examinations reduced. A national examination

reform Framework would be prepared to serve as a set of guidelines to the

examining bodies which would have the freedom to innovate and adapt the

framework to suit the specific situations.

Now it has been realized that education plays an important role in human

resource development. Hence the main task of the National System of Education is

implementing the recommendation made by the learned commissions, as states

above.

India‘s concern equity and opportunities for diversity is reflected in the wide

scope of education, which covers all the formal and non-formal levels and form of

education while the educational policy provides for free and compulsory education

for all children between the ages of six to fourteen.

92
 ―Education for All‖ is the basic thrust of the educational policy, and

elementary education has been assigned the highest priority, as enshrined in the

country‘s Constitution.

One hundred and eighty-nine countries have committed themselves to eight

millennium development goals, aimed at eradicating extreme poverty and

improving the welfare of their people by the year 2015.the second of the goals is

to achieve universal primary education‖, with the specific target of ensuring that,

by 2015.

Primary education develops the capacity to learn, read and use mathematics, to

acquire information and to think critically about information. Primary education is

also the gateway to higher education improves individual income. Research also

indicates the contribution of primary education to better natural resource

management and more rapid technological adaptation and innovation. When a

large share of children do not complete primary education, the productivity of the

labor force and the human potential from which the society and economy can

draw, are limited. In several developing religions, the average level of schooling

of the labour is still less than primary education. Researches in this area have

brought out that such low levels of human capital are fundamentally inadequate

for sustained development and poverty eradication. It also has been pointed out

that without six years of schooling, the development goals cannot be achieved.

93
 The role of primary education in reducing poverty and inequality has been

strongly established. Illiteracy is the one of the strongest predictors of poverty and

in equal access to educational opportunity is one of the correlates of income

inequality. It is clearly visible in societies in respect to girls, ethnic minorities,

orphans, people with disabilities and people living in rural areas. Extending

adequate quality primary education to these vulnerable groups is crucial to equip

them to contribute to and benefit from the economic growth. The international

literacy survey reveals high correlation between income inequalities in the

distribution of literacy.

Ultimately the case for universal primary education goes beyond economic

consideration. Noble laureate Amratya Sen has called for human capabilities – the

essential and individual power to reflect, make better choice, seek a voice and

enjoy better life. Primary education promotes the achievement of all the

millennium development goals. Education for girls is one of the strongest movers

of improvement in fertility, health and nutritional outcomes. Its impact is also felt

on infant and child mortality and enhanced family welfare. It has been found that

mothers who have completed primary education are 50 percent more like to ensure

that their infants are immunized, that illiterate mothers. Research data also

indicates that for boys and girls education may be the single most effective

weapon against HIV/AIDS. However, primary education completion should not be

94
regarded as terminal education. It is only the 1st step towards the ultimate goal of

lifelong learning.

A large number of researches suggest that completion of at least to six years of

schooling is a critical threshold for sustainable mastery of basic competencies such

as literacy and numeracy. In less than five to six years of schooling, children

remain functionally illiterate for the rest of their lives. It is also interesting to note

that among the lowest income quintile the dropout rate is very high. In India,

among several section of the population such as scheduled castes and tribes, there

is a dramatic disparity in the school completion rate on account of heavy dropouts,

largely on account of economic reasons. We assume that given all facilities every

child can learn. If this does not happen, the oncus is on the school system to

prepare teachers with diverse pedagogical strategy to meet children‘s diverse

learning needs. The school system has to allocate resources so that special support

is provided to slower learners, children with physical or emotional disabilities or

children who cannot attend school regularly on account of poverty on account of

poverty. The school system has to devise methods of learning assessment to

ensure that children, grade progression actually reflects mastery of primary

curriculum.

In the Indian constitution, school education was included in the state list.

As such it was responsibility of the state government to provide universalization of

elementary education. At the policy level the situation changed with the

95
constitutional change made in 1976 by which school education was put in the

concurrent list. UEE became a shared responsibility of the central and state

government. The national government realized its direct responsibility in this field

after the adoption of national policy of education in 1986. In the 1990s there was

very intensive activity in the field of literacy in elementary education. Issues of

adult literacy in elementary education and its direct relationship to development

entered public discourse. This led the union government to procure and

channallise funds from international agencies for initiatives and intervention in a

big way in different states. The stress in recent decades is now to sustain and new

management strategies. It is recognized that growth in elementary education is

largely determined by state specific conditions. Mere funds and schemes from the

center will not guarantee the achievement of UEE goals. It is very much dependent

on the tradition and values of local communities, commitment and enthusiasm of

state governments and the capacity to adopt innovative approaches. It is on

account of these factors that differential success has been achieved in different

states.5(A Comprahensive study of the progress of Education in Karnataka-

UBSPD 2009-by D.Jagannath Rao)

The state governments enhance the affordability of text books for the

disadvantaged section of the society. On account of the spread of total literacy

campaign environment building for primary education has accelerated massive

96
community mobilization. There is now a demand for education as one of the

primary needs even among families in which there was no education earlier.

Karnataka state put on effort achieve the goal of universal elementary

education. These are the objectives for all children in the age group of 6-14 years.

1. Universel access to primary schools for all children;

2. Universel enrolment

3. Universel retention ; and

4. Universel achivment of minimum assential levels of learning.

5. Community managament of school.

6. Social equity and regional in universelisation

Access :

The policy of the state government - primary school within 1 Km in

habitations where the population is more than 100 will be provided within 1 Km.

Feeder school will be started in small and sparsely populated habitations or

transportation facility will be provided to nearby primary or upper primary

schools. State‘s policy is that LPS is provided in area of 1 Km radius, HPS by

within every3 Km radius and High schools in 5Km radius. Up gradation of HPS

by adding 8th Standard class is taken up wherever there are no High Schools within

3 Km area. A total of 4146 out of a target figure of 5545 has been upgraded so for.

The increase in Access facilities over the years.

97
 Increase in Access facilities over the years
102
100
98
96
94
LPS
92
90 HPS
88
86
84
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

LPS 93.7 94.26 94.58 98.98 99.03 99.13 99.29 100 100

HPS 89.39 90.48 96.25 99.19 99.61 99.61 99.07 100 100

Under Sarva Shikshana Abhiyana (SSA), The state has adopted five

strategies for achieving 100% per cent access. These are;

1. Opening of new schools

2. Upgrading EGS centres into schools

3. School grant for Government schools

4. Teaching- learning material

5. School grants to Aided primary schools. The achivement in access is

evident from rapid growth of primary schools in the state.

Enrolment:

98
 The enrolment ration between boys and girls at primary and upper

primary stages is 52:48. Both gender parity and gender equity are nearing unity in

the state. The proportion of SC/ ST children in class I to VII in the State is 27.22

percent and more than 75.0 per cent of these children are enrolled in schools run

by the State. The Detailed enrollment statistics for gender and social group are

given in Appendix.

Schools/ Environment 2008-09 2009-10 2010-11

(provisional)

Lower Primary School (in 26644 26254 25889

Number)

Higher Primary School (in 30876 32041 33000

Number)

Enrolment Class I-V- Total 55.42 54.6 53.27

(in lakhs)

Boys (in Lakhs) 28.6 28.2 27.49

Girls (in lakhs) 26.82 26.4 25.78

Enrolment Class VI- VII- 20.28 19.97 19.87

Total (in Lakhs)

Boys (in lakhs) 10.48 10.33 10.27

Girls (in lakhs) 9.8 9.64 9.6

99
 Gross Enrollment Ratio and Net Enrollment Ration GER &NER. It is noted

that overall GFR ratios have marginally declined both at primary and upper

primary level which is a positive sign. The net enrolment ratio in the state for

boys, girls 95.21 as well as 96.07, 95.01 and 95.15 percent respectively. In some

district as Bangalore South citythe NER has crossed the figure of 100 percent as

children enumerated elsewhere have migrated to the city abd enrolled in the city

schools.

Improvement in GER & NER over the year

year Primary level Upper Primary

level

GER NER GFR NFR

2004-05 109 97.81 117 98.11

2005-06 121.83 97.51 103.04 98.75

2006-07 108.28 98.43 107.25 98.52

2007-08 110.93 96.1 107.53 95.61

2008-09 107.15 97.33 107.48 98.09

2009-10 106.53 95.21 103.1 95.15

A total of 1,90,119 teachers out of the sanctioned 2,04,808 Teachers

(92.8%) are working in the lower primary and upper primary school of the

department of education and other schools under the state government of (2009-

100
10) . In addition 16,521 teachers out of the sanctioned 20,401 are working in aided

schools at the elementary stage. 48.5 per cent of the teachers in government

schools at the elementary stage comprise of female teacher ratio is 1:22.85 at the

elementary stage. However, variations are seen across district , block and school

levels. The state has adopted a rational teacher deployment policy to correct such

imbalance.

Out of school children:

The major concern in primary education is out of the school children

(OOSC). These included the Drop outs and Never Enrolled children. The state

conducted a comprehensive household child census survey in December 2008,

which estimated a total of 66,26,413 children in the age group of 7 to 14 years.

Out of these children 35,637 children remained out of school which

included25.958 drop out and 9679 never enrolled. The number of OOSC as per the

child census conducted since 2001 to 2008 shows a decreasing trend over the

years. The percentage has declined from 10.22 % to 0.54 % between 2001-2009.

The children of 6and below & years have been mainstreamed during the enrolment

drive conducted in June 2009

101
Note:

1. Figures for 2001 to 2004 correspond to 6 to 14 years age group

2. Figures for 2005,2006,2007,2008 January and 2008 December correspond

to 7 to 14 years age-group.

Dropout rate has reduced from 11.18 to 4.6 in Lower primary schools and

from 32.98 to 8.10 to Higher primary schools.

Dropout rate

35

30

25

20
primary
15

10 upper primary

0
2001-2 2008-9 2009-10

The state has set up a policy planning unit in collaboration with the Azim

premji Foundation for the purpose of universalizing quality education in the state.

The PPU enables and facilitates quality initiatives driven by the state policy

through advising and undertaking evidence based research. The major focus areas

of the PPU include enhancing administrative and technical capabilities, social and

102
community mobilization and academic and pedagogical capabilities. Some of the

key programs launched by the PPU are management development program and

namma shale. It also coordinated the preparations of school academic plan.6

(Economic Survey 2009,2010,2011,2012-13)

Different programmes and Schemes undertaken by the Department to bring

back the out of school children were

1. Sarva Shikshana Abhiyana(SSA).

Under this serva shikana Abhiyana many programs are taken by the

stategovernment according to the norms of state. The SSA has sponsored a

variety of school/ cluster/ block/ district/ state level quality initiatives

through the Department of Education. Cluster level monthly, children‘s

magazine is being published in all 2700+ clusters of the state where in

children‘s creativity; innovativeness, talents and potentials are regularly

captured. Inter-school quiz competitions are organized at Hobli/ block/

district/ state levels. There is participation of schools in this programme

from all over the state.

2. Nali-Kali – A Recipe for Joyful Learning.

In 1995 under the district primary education project on a pilot basis in order

to enhance quality of learning in schools. The state had initiative child

centered and activity based learning in schools known as nali-kali(joyfull

learning). This was later expanded on a large scale from 2008 to 2009 for

103
 class I and II. During the year 2010 to 2011 this methodology is being

implemented in class I, II , and III in all 45476 government schools.

Teachers undergo 6 days of nali-kali training during summer vacation. A

minimum of 2 teachers and a headmaster of all the schools and additional

teachers depending on the enrollment in classes I and 2 are trained for nali-

kali methodology.

3. Chinnara Angala – A Course to the Mainstream.

Chinnara Angala Two moths Bridge Course was conducted during the

summer vacation to bring the out of school children into the mainstream.

369 centers were started and 6308 children of age group 7-14 were enrolled

in these camps.

4. Baa Bale Shalege & Beediyinda Shalege Campaign.

Under the Sarva Shiksha Abhiyaan (SSA) programme all out-of-school

children in the age group6-14 are to be enrolled by the end of 2003.

Towards this end, Chinnara Angala, Baa Marali Shaalege (Come Back to

School), Cooliyinda Shaalege (from labour to school) and the Enrollment

Campaign have helped draw lakhs of children to school. Through

programmes such as Akshara Daasoha (Free hot mid-day meals scheme),

supply of free textbooks, free school uniforms, etc., efforts have been made

to see that these children don‘t leave the school. In spite of these efforts

about 300,000 children are still outside the school system. About 50% of

these are girls. There is a gender gap of about 19% between male and

104
 female literacy in the state. Baa Baale Shaalege is yet another special drive

to bridge this gender gap.

The main strategies being adopted under this campaign are:

• To make women officials of the education department motivate

themselves to adopt an educational block each and evince special interest in

the education of girls in that block

• To make the women officials adopting a block to meet women teachers in

the particular block and motivate them to achieve the aims of this

programme voluntarily

• To make all voluntary organizations such as stree-shakti /self-help groups,

mahila/yuvathi mandals and women representatives to evince interest and

take responsibility for the tasks

• To ensure that girls participate effectively in the 20-point programme

under the Learning Achievement Year

5. Cooliyinda Shalege Programme [Labour to School].

To free them from the bondage of child labour and admit them to school is

the mainobject of the Coolienda Shalege campaign.

It is against the law, to engage children as child labour with in the age

group 6 or 14and it is the constitutional fundament al right to Primary

Education.

So under the SSA during February-March 2003, a state level publicity

campaign was taken up and during this campaign the teachers, educationist

105
non-government organisation, Labour Department, Social Welfare

Department, Department of women, child welfare and Police participated.

With this effort should be made to bring them back to school. Around 3261

children brought to school fold. While publicity have been given to TV and

AIR for this purpose.

Due to the efforts of teachers and supporters of educational initiatives the

Baa Marali Shaalege campaign succeeded in bringing back to school about

224,000 children in the age group 6-14. Even then, about 340,000 children

remained out of reach of the school system. Many of them are children

doing hard and demeaning menial jobs for their livelihood when they

should actually be involved in some productive and joyful learning. They

are the victims of a cruel society that tolerates and puts up with child labour

that is plainly illegal as well as officially forbidden. The basic aim of the

Coolyinda Shaalege campaign is to liberate such children from the bondage

of labour and bring them to the school.

The First Step :

Most people seem to be unaware of the fact that it is illegal to employ

children below 14 years of age for any purpose. Eight years of elementary

is a fundamental right of all children. Employing them would amount to

denying this right and is therefore unconstitutional. As a first step it is nece

ssary to warn employers of child labour through wide publicity to the

relevant laws and court judgments on the issue. During

106
6. Listen & Learn & Mobile Schools.

The "Keli-Kali" (listen-learn) programme is being broadcast from Gulbarga

and Dharwar on All India Radio since August 2001. This is intended to

encourage students of IV standard and also to bring about novelty in their

learning process. About 5 lakhs students and teachers are enjoying the

benefits of this scheme.

It may not always be possible to bring children to the school. So, a novel

and experimental scheme of taking the school to the children has been

introduced in some slum areas of urban Bangalore. It is a mobile school

built into a bus that is equipped fully as a classroom with attractive and

colourful teaching aids and a blackboard.

Started in July 1999, the mobile school has been serving the needs of

underprivileged slum children in two colonies of south Bangalore district. It

is a heartening experienceto see children rushing towards the bus when they

hear its horn blowing and calling them to school. The facility has been

expanded to four mobile schools and a small team of pre-school and

elementary school teachers and supporting staff is involved in the

endeavour full time.

Children attending mobile schools learn the same way as children in

other schools. They are provided with free textbooks, slates, notebooks,

uniforms and play materials. They are also being provided with free mid-

day meals. The programme has the enthusiastic support of the people and

107
 several institutions.

The programme aims to mainstream the children into regular schools

after providing up to one year of mobile schooling. 262 children are

enrolled in the current year. The success story has prompted the Bangalore

Metropolitan Transport Corporation to donate four more buses for

expanding this novel idea to cover more children in the slum areas.

7. Tribal Education – Special Drive in a Forest.

To see children rushing towards the bus when they hear its horn blowing

and calling them to school. The facility has been expanded to four mobile

schools and a small team of pre-school and elementary school teachers and

supporting staff is involved in the endeavour full time.

Children attending mobile schools learn the same way as children in

other schools. They are provided with free textbooks, slates, notebooks,

uniforms and play materials. They are also being provided with free mid-

day meals. The programme has the enthusiastic support of the people and

several institutions.

The programme aims to mainstream the children into regular schools

after providing up to one year of mobile schooling. 262 children are

enrolled in the current year. The success story has prompted the Bangalore

Metropolitan Transport Corporation to donate four more buses for

expanding this novel idea to cover more children in the slum areas.

108
 8. Program for the backward districts of North East Karnataka

(NEK)education. The later has been consolidated as shaping education in

Karnataka (Eduvision).

― Pre School and elementary education‖ is a sub sector in which following areas

have been identified as key priority areas.

(1) Policy for pre school education for 4-5 year old.

(2) Quality improvement in elementary education.

(3) Program and strategy for small schools and multi grade teaching.

(4) Program for the backward districts of North East Karnataka(NEK)

(5) Effecting transition from 4 + 3 + 3 to 5 + 3+ 2.

At the first instance Programme for the backward districts of North Eastern

Karnataka has been taken up for which the Action plan is prepared based on the

‗eduvision‘ document, the other relevant studies and other departmental

documents. Several key problems and issues specific to this region have been

discussed in the document. Problems of teacher attendance; student attendance;

student incentives not reaching on time, lack of access in school less habitations,

lack of adequate infrastructure and learning aids; lack of transactional skills and

remedial measures have been dealt with.

109
 9. Providing Hot Cooked Food to the Students studying in Government

Primary Schools (Akshara Dasoha).

10. Tent School.

11. Bridge course.

12. Sammudayadatta School.

13. Distribution of Uniforms, School Bags & Text Books under Vidya Vikasa

Scheme.7(Programmes Reference-SSA report 2010-11

In the present situation government has adopted school education instead of

basic education. The main objectives of the basic education, is to inculcate to get

the opportunity to job through the craft Centre education. But according to our

constitution The child Labour (Prohibition and regulation) Act 1986 is not

permitted to adopt basic craft centre education at the age of 6 to 14 years. The

Present education system is knowledge based education instead of basic concept

of craft education that is all-round development of the child.8

(http://www.schooleducation.kar.nic.in/primaryeducation/Pdfdocument

Uniform_statistics.pdf)

Though, the state government has put on effort to develop education system,

but the programmes are not reached up to the mark because there is no soul only

knowledge. These are the main reasons not to implement basic education in

present education system.

110
 DATA ANALYSIS AND INTERPRETATION

This chapter deals with the results of selected socio economic factors with the

problem under investigation. It is considered relevant to probe into underlying

social and economic factors. It is well known that people's response to

interventions tended to differ depending upon their placement in social and

structural framework of society. - This is a field study chapter. For the purpose of

field study Chamarajnagar district is selected. The following are the main reasons

for the selection of this district. This district is educationally backward. This is a

border district in southeast part of Karnataka, geographically surrounded by two

states Tamil Nadu and Kerala. This district consists of tribal people also.

This detail is neatly formed in beginning of the chapter. A brief profile of

Chamarajnagar district provided and this followed by brief presentation, objectives

of field study, methodology adopted for field study drawing of sample, people for

the field study. This chapter consist detail statistical illustration of the information

collected in field study with suitable table and graphic illustrate

CHAMARAJANAGAR DISTRICT PROFILE

The Chamarajanagar District was carved out of Mysore District.The Total

Extent of Chamarajanagar District 5686 Sq. Kms consisting of 4 Taluks and 16

Hobli's, 446 Habitated Villages, 66 Non Habitated Villages, 461 Revenue

Villages. The 4 Taluks are namely Chamarajanagar, Gundlupet, Kollegal and

111
Yelandur. The Chamarajanagar Parliamentary Constitutency consists of

Chamarajanagar, Gundlupet, Kollegal, Yelandur, T. Narsipur and Nanjangud. The

Chamarajanagar Legislative Assembly Costitutency consists of Chamarajnagar ,

Santhemarhalli, Gundlupet, Kollegal and Hanur.

The District is predominantly agrarian; agriculture is the backbone of the

economy. Net sown area is 1.75 lakh ha. With about 30% having irrigation

facilities; cropping intensity is 122%; 38507ha. Sown more than once. Ragi,

maize, jowar, paddy, horse gram, black gram, red gram, cowpea, groundnut,

cotton, sunflower, sugarcane are the major crops grown. Croping pattern

excluding Sericulture and other Horticulture crops.the district is traditionally

known for Sericulture activities with a total area of 8,601.59 ha. Under mulberry

cultivation. Coconut, banana, turmeric, vegetables and sugercane are also grown.

Total Geographical Area of the District 5676 Sq. Kms

Total Taluks 4
Total Hobli's 16
Total Habitated Villages 428
Total Non-Habitated Villages 85
Total Revenue Villages 513 (53are forest beats related to
kollegal taluk out of 513)
Total Gram Panchayath 120
Total Population 1020962

112
Name of the Taluk Total Geographi Number of No. Of villages
Populati cal Area Gram Habit Non-
on in Panchayath ated habitated
SQ.KMS
Chamarajanagar 358084 1226.67 42 175 13

Gundlupet 222932 1392.88 30 140 18

Kollegal 357776 2785.82 37 85 54
Yelandur 82170 266.34 11 28 0
Total 1020962 5101.00 120 446 85

Sericulture is a traditional activity in the district. In terms of number of

families engaged in rearing silk worms as also the area under mulberry crops,

Chamarajanagar district occupies a prominent place. The district is having 431

Sericulture villages/hamlets with 11032 Sericulturists of which 5,358 were small

and marginal farmers respectively(48%). The integrated rural cottage industries

ancillary to sericulture supports large number of families and provides direct and

indirect employment. Average size of sericulture farms in the district is 1.5 to 2

acres. The area under mulberry cultivation during 2005-06 was 8601.59 ha. as

against 8313.44 ha. During 2004-05 and as against 8097 ha.in 2003-04. About

82% of 7067.90 ha.of the area under mulberry was rain fed. The taluk wise

analysis revealed that the area under mulberry cultivation in Chamarajanagar

Taluk under rain fed condition was 5635.00 ha. (80%) out of the total area

7067.40 ha. during 2005-06. Under irrigated condition, the total area was 1533.69

113
and Chamarajanagar and Kollegal Taluks had 646.38 ha. and 614.97 ha.

Respectively during the year 2005-06.

Health Profile

No. of Taluks - Chamarajanagar, Gundlupet, Kollegal, Yelandur

04
Size of the Villages
Less than 500 092
500 to 1999 182
2000 to 4999 086
5000 to 9999 032
10000 above 002

As can be seen from the above, while the district is well placed

comparatively with regard to PHCs which are functional in their own buildings

(57 PHCs) 3 PHCs in rented building providing Rural Health Care. Secondary and

Tertiary Care is being provided by 3 CHC's, 3 Taluka level Hospital and One

District Level Hospital. Remote areas are being covered by 2 tribal and one

Mobile Health Units.

There are 262 sanctioned ANM subcentres, but only 82 are provided with

buildings. These results in difficulty in headquarters stay, as also service delivery -

private dwelling owner objects to service delivery (Conducting of deliveries).

DISTRICT LEVEL

At the District level all existing Societies have been merged into the District

Health Society, the Apex body. It executes the activities of the Mission. NRHM

114
envisages financial autonomy and delegation of powers at the district level, to the

District Health Mission led by the Zilla Panchayat. The DHM will control, guide,

and manage all public health institutions in the District. The NRHM will assist in

setting up the full time secretariat of the DHS. The Secretariat of the District

Health Society Should has a small but dedicated unit for inter-sect oral co-

ordination, which will directly report to the CEO, Zilla Panchayat with regard to.

 District Health Planning, implementation and monitoring.

 Coordination across relevant Departments.

 Management of each flow.

 Financial accounting/Administration.

Preamble

GOI in 12 national surveys conducted in the decade of 90s established certain

facts relating to health sector which needed correction and in short an overhaul of

the existing health system. The facts brought out in the survey where

1. The Govt. spending on public health had actually come down from 1.33%

of the GDP to 0.99% of GDP in one decade.

2. The public expectation from the existing health system had increased

during the same period

3. The rural population had difficulty in accessing the Health care

establishments.

115
 4. Majority of curative Services were concentrated in urban areas.

5. A Medical event in a rural poor family threw it into debt. And some time‘s

was a cataphrope for the family.

6. NRHM was born as a corrective, of which, the following is a part.

NRHM VISION

 The National Rural Health Mission (2005-2012) seeks to provide effective

healthcare to rural population throughout the country with special focus on

18 states, which have weak Public Health Indicators and weak

infrastructure.

 The Mission is an articulation of the commitment of the government to

raise public spending on health from 0.9% of GDP to 2-3% of GDP

 It aims to undertake architectural correction of the health system to enable

it to effectively handle increased allocations and promote policies that

strengthen public health management and service in the country.

 It has as its key components, (1) Provision of female health activist in each

village (ASHA). (2) A village health plan prepared through a local team

headed by the health & sanitation Committee of the zilla panchayath.

(3)Strengthening of the rural hospital for effective curative care and be

made measurable and accountable to the community through Indian public

health standards (IPHS). and integration of vertical health & Family

Welfare programmes and Funds for optimal utilization of funds and

116
 infrastructure and strengthening of quality and delivery of primary

healthcare.

 It seeks to define time-bound goals and report publicly on their progress.

 It seeks to improve access of rural people, especially poor woman and

children, to equitable, affordable, accountable, quality and effective

primary healthcare.

STRATEGIES

 Train and enhance capacity of Panchayath raj institutions (PRIs) to own,

control and mange public health services.

 Promote access to improved health care at household level through the

female health activist (ASHA)

 Health plan for each village through village health Committees of the

Panchayaths.

 Strengthening sub-centre through an untied fund to enable local planning

and action.

 Strengthening existing PHCs and CHCs and provision of 30-50 bedded

CHC per lakh population, for improved curative care to a normative

standard (Indian Public Health standards defining personnel, equipment and

management standards)

117
  Preparation and Implementation of an inter-sectoral District Health Plan

prepared by the District Health Mission, including drinking water,

sanitation & hygiene and nutrition.

 Strengthening capacities for data collection, assessment and review for

evidence based planning, monitoring and supervision.

 Formulation of transparent policies for deployment and career development

of human resources for health.

 Promoting non - profit sector particularly in underserved areas. (PPP)

GOALS

 Reduction in Infant Mortality Rate (IMR) and Maternal Mortality rate

(MMR).

 Universal access to public health services such as child health, adolescent

health, women‘s health, safe drinking water, sanitation & hygiene,

immunization and nutrition.

 Prevention and control of communicable and non-communicable diseases,

including locally endemic diseases.

 Access to integrated comprehensive primary healthcare.

 Population stabilization, gender and demographic balance.

 Revitalize local health traditions and mainstream AYUSH

 Promotion of healthy life styles.

118
 GOALS

Population - Census 9.65462 (2001) + growth rate 10,19,527

NRHM Present Present status 2009-

Goals status Chamarajanagar 10
present Karnataka
Birth Rate - 23.1 12.13 12.2
Death Rate - 07.8 6.8 6.8
Total Fertility 2.1 2.13 2.1 2.1
Rate
MMR 100/100,000 225/100,000 97.44 200
AN Care 100% 31.5 93% 100%
Coverage
Immunization 100% 31% 93.5% 91%
(Pregnant
Woman)
Institutional 80% 51.1 97% 90.6%
Delivery
IMR 30 52 22.98 26.6
Immunization 100% 74.1 93% 91%
Polio, DPT,
BCG
Measles 100% 78.2 92% 90%
Source: DHO Office Chamarajanagar

Education Profile

The Deputy Director of Public Instructions is looking after the primary and

secondary education in the District. In this District there are Five blocks namely

Chamarajanagar, Kollegal, Gundlupet, Yelandur and Hanur. This System is

looking after the implementation of following Schemes namely

119
 1. Recruitment of Primary and High School Teacher.
2. Distribution of free textbooks, uniforms and bicycles to the students and
Mid-Day meals.

This system is looking after the implementation of Orientation courses for the

teachers of Primary and High Schools in the Department. DDPI under Serva

Shikshana Abhiyan (SSA) is looking after Kindergarden, the improvements to the

existing infrastructure of schools by construction works like new school buildings,

up gradation of schools, training programmes to the teacher, improving drinking

water facilities and lavatories to the schools and other infrastructure development

works are being implemented under the said scheme.

List of Schools & College in Chamarajanagar District

Primary Schools
Taluk Name Schools Boys Girls Total Strength
Chamarajanagar 393 17739 16933 34672
Gundlupet 257 11328 10780 22108
Kollegal 171 10307 9726 20033
Hanur 250 12195 10936 23131
Yelandur 93 4431 4162 8593
Total 1164 56000 52537 108537

High Schools
Taluk Name Schools Boys Girls Total Strength
Chamarajanagar 60 5859 5691 11550
Gundlupet 43 4161 3888 8049
Kollegal 37 3281 3168 6449
Hanur 40 3298 2966 6264
Yelandur 19 1325 1295 2620
Total 199 17924 17008 34932

120
Pre-University
Taluk Name Colleges Boys Girls Total Strength
Chamarajanagar 18 1906 2334 4240
Gundlupet 11 1497 1550 3047
Kollegal 26 2996 2957 5953
Yelandur 03 263 446 709
Total 58 6662 7287 13949

Degree Colleges
Taluk Name Colleges Boys Girls Total Strength
Chamarajanagar 2 1714
Gundlupet 1 664
Kollegal 3 760
Yelandur - -
Total 6 3138

Polytechnic Colleges
Taluk Name Colleges Boys Girls Total Strength
Chamarajanagar 1 201 33 234
Gundlupet - - - -
Kollegal - - - -
Yelandur - - - -
Total 1 201 33 234

Engineering Colleges
Taluk Name Colleges Boys Girls Total Strength
Chamarajanagar 2 - - -
Gundlupet - - - -
Kollegal - - - -
Yelandur - - - -
Total 2

121
 I Socio – Demographic details of respondents

Table No.1

The Age wise Distribution of the Respondents

Sl-No Age Frequency Percentage

01 Lessthan27 years 99 61.87%
02 28-37years 37 23.12%
03 38-47years 18 11.25%
04 48years and above 06 3.75%
Total 160 100%

70.00%
61.87%
60.00%
50.00%
40.00% 48 years and above

30.00% 23.12% 38-47 years

20.00% 28-37 years

11.25% 3.75%
10.00% lessthan 27 years

0.00%
Lessthan27 28-37years 38-47years 48years and
years above

The respondent's age is defined in terms of age groups, less than 27 years, 28-37
years, 38-47 years, 48 years and above.It can be seen from data in the above table,
61.87% of the Respondents young aged less than 27 years. Over 23.12% of the
respondents were in between the age group of 28-37 years, over 11% of the
respondents were in between the age group of 38-47 years, and the rest i.e., 3.75%
of the respondents were in between the age group above 48 years. Likewise,
majority of the respondents belonging to less than 27 years of age.

122
 Table No.2

Education level of the Respondents

Sl-No Education Frequency Percentage

01 TCH/ D Ed 118 73.75
02 TCH/ D Ed and Above 42 26.25
Total 160 100

Educational qualification
00

26.25% Below Pre university

Pre university and

73.75% above

The above table reveals the educational level of the respondents. According
to the data shown in the above table Over 73% of the respondents have an
education up to TCH/ D Ed and rest of i.e. ., over 26% of the respondents have
qualified with TCH/ D Ed and above level of education.

123
 Table No.3

Marital Status of the Respondents

SL-No Marital status Frequency Percentage

01 Married 118 73.75
02 Widow 42 26.25
Total 160 100%

The Marital Status of the Respondents

46% Separated
Married
54%

Data in the table provides details relating to marital status. As indicated in

the above table, Majority i.e., over 50% of the respondents have married where as
43.75 % of the respondents have separated, over 5.62% of the respondents are
widow so, it is concluded that the majority of the respondents belonging to
married group.

124
 Table No.4

The Religion wise Distribution of the Respondents

Sl No Religion Frequency Percentage

01 Hindu 122 76.25
02 Muslim 26 16.25
03 Christian 12 7.5
Total 160 100%

Religion of the respondents

Hindu
76.25%
Muslim
1.2

16.25%
7.50%

Many thinkers said that religion is the most influential factor.The above
table reveals the religions of the respondents, majority i.e., 76.25% of the
respondents were belonging to Hindu religion. Over 16.25% of the respondents
wereMuslim religion and rest i.e., 7.5% of the respondents were Christian religion.
So, it is concluded that the majority of the respondents belonging to Hindu religion
only

125
 Table No.5

Type of family of the Respondents

Sl No Type of family Frequency Percentage

01 Joint family 30 18.75
02 Nuclear family 130 81.17
Total 160 100%

Type of family of the Respondents

Joint family Nuclear family

81.17%

18.75%

0 0 0 0 0 0 0 0 0 0

Joint family Nuclear family

The above table depicts that the type of the family of the respondents. The
above table reveals that type of the family of the respondent majority of the
respondents i.e., 81.17% of the respondents having a Nuclear family, rest of
18.75 % of the respondents having a joint family. So, it is concluded that the
majority of the respondents belonging Nuclear family.

126
 Table No.6

The class of family of the Respondents

Sl No Class of family Frequency Percentage

01 Upper class 00 00%
02 Middle class 97 60.62%
03 Lower class 63 39.37%
Total 160 100%

70%

60%

50%

40% Upper class

30% Middle class

Lower class
20%

10%

0%

Upper class
Middle class
Lower class

The above table shows the level of living style of the respondents. It was
the personal observation of the researcher that he observed many parameters such
as BPL/ APL card, nature of the house and other external assets that was referred
as indicators of the class. Based on this Majority i.e., over 60% were middle class
family. Over 39% of the respondents were Lower class family. Thus majority of
the respondents are lies in the middle class family.

127
 Table No.7

The Number of total dependents to the Respondents

Sl. No Number of total Frequency Percentage

Dependents
01 1to3 108 67.5
02 4to6 52 32.5
Total 160 100%

Number of total dependents to the

Respondents

38%
1
2
62%

The above table depicts that the total number of the dependents to the
respondents to their regular life leading situation. Majority i.e., over 67.5% of the
respondents were having the dependents numbering i.e., up to 3 members. And
rest i.e., 32.5% of the respondents was having up to the 6 number of the
dependents. Thus they have a minimum 3 dependents who always expect the
earnings of the respondents.

128
 Table No.8

The Number of earning Members of the Respondent family

SL-NO Number of earning Members Frequency Percentage

01 One member 56 35.00
02 Two members 49 30.62
03 Three members 32 20.00
04 4&above 23 14.37
Total 160 100%

Number of earning Members of the

Respondent family
14%
35% One member

20% Two members

Three members

4&above
31%

The above table shows that the earning members presently living with the
respondent residency. Majority (35%) of the respondents have single earning
member along with them. Most of them are their husbands only. The result had no
much variation and over 30.62% of the respondents have two earning member
along with them in the family. 20% of the respondents have three supported
earning members in their family. And rest i.e., over 14% of the respondents have
more than four earning members. But as per the researcher personal observation,
most of the family members earning the money through by doing coolie and other
type of daily wages.

129
 Table No.9

The Nature of community the Respondents

SL-NO Nature of community Frequency Percentage

01 Urban 35 21.875%
02 Semi urban 35 21.875%
03 Rural 71 44.375%
04 Slum 19 11.875%
Total 160 100%

Nature of community the Respondents

80 71
70
60
Название оси

50 4437.50%
40 35 35
Ряд1
30 2187.50% 2187.50% 19 Ряд2
20 1187.50%
10
0
Urban Semi urban Rural Slum

It has been asked by the researcher that, most of the respondents that the
Geographical background of respondents Geographical is impressionable variable
which can cause to their both personal and professional life. From the above
table it can be analyzed that majority i, e.., 44.37% of the respondents were
belonging to rural community Background. Over 21% of the respondents have
equally shared their community native that they hail from urban and semi urban
community .It also considered that over 11% of respondents are living the Slum
areas in the urban community.

130
 Table 10

The Occupational Background of the Respondents

Sl No Type of community Frequency Percentage

01 Agriculture 126 78.75%
02 Business 27 16.875%
03 Industrial 07 4.375%
Total 160 100%

Occupational Background of the

Respondents Ряд1 Ряд2

150

100

50

0
Agriculture Business Industrial

The researcher has collected the information about the occupational

background of respondents family the data shown in the above table depicts that
majority i.e.., over 78% of the respondents family members still doing agro based
occupations. Over 16 % of the respondents family occupation is business, so that
they can shift in to industrial setting without getting much confusion and only
4.37% of the respondent‘s family is fully based on the industrial occupation,
henceforth they trained as worker women in an industrial settings

131
 Table 11

The Type of residence the Respondents

SL-NO Type of residence Frequency Percentage

01 Own House 30 18.75%
02 Rented House 130 81.25%
Total 160 100%

Type of Residence the Respondents

19%

1
81%
2

The table represent the respondents type of residency, as indicated in the data

majority i.e.., over 81% percent of the respondents are living the rented type of

house, and or 18% of the respondents are living their own house.

132
 Table 12

The Durability work of the Respondents

SL-NO Nature of job Frequency Percentage

01 Permanent 160 100%
02 Temporary 00 00%
03 Contract 00 00%
Total 160 100%

It can be confine by the above table that all respondents have been working

in the company has permanent employees industries have certain critical

announce the job or the respondents once they undergone with rules and

regulations of the respondents they will considered as permanent under terms and

conditions. Here as per the data all working women are doing their occupations

permanent mode.

TO KNOW THE GANDHIAN VIEWS OF EDUCATION SYSTEM.

Dr A R Seetharam, Principal, B Ed Section, Ramakrishna Institute of Moral

and Spiritual Education, Mysore has rightly pointed out about the concept of value

education as mentioned hereunder; Value Education, as it is generally used, refers

to a wide gamut of learning and activities ranging from training in physical health,

mental hygiene, etiquette and manners, appropriate social behavior, civic rights

and duties to aesthetic and even religious training. To some, value education is

simply a matter of developing appropriate behavior and habits involving

133
inculcation of certain virtues and habits. In opposition to such a conception, it is

pointed out that value education has an essentially cognitive component in it and

that this should not be ignored. Actually the ability to make moral judgment based

on sound reasoning is a very important aim of value education and has to be

deliberately cultivated.

Moral development of a child, according to some, results automatically

from the social life of the school. The child as a member of the group imbibes the

attitudes, values and general behavior of the group and continually tries to mould

himself according to the group norm. Such adjustment to life constitutes his moral

development. Value Education is a process of aiding the child in such adjustment.

Such a view is contested on the ground that although children learn the rules of

group living from the social life of the school, such learning does not constitute

value education. For morality, it is pointed out, is not concerned so much with

`what is' as with `what ought to be' and `what ought to be done'.

Value Education, according to one more view, is essentially a matter of

educating the feelings and emotions. It is the `training of the heart' and consists in

developing the right feelings and emotions. It does not involve any cognitive

abilities that can be trained. Like poetry, it is `caught' rather than taught. It is

essentially a matter of creating the right atmosphere, imitation and learning by

example communion with nature or modelingoneself after an ideal. Such a view is

countered by saying that mere imitation of a `good' person and modeling oneself

134
after an ideal does not confer any morality on an individual. Morality is not a thing

that simply `radiates' from one person to another. Moral development includes

both thinking morally and behaving morally. Moral thinking is a distinct type of

thinking characterized by the exercise of rational choice. A moral person is not

only a person who does the `right' thing but also one who does the `right' thing for

the `right' reason.

Objectives of Value Education

Educational objectives refer to explicit formulations of the ways in which

students are expected to be changed by the educative process. That is, the ways in

which they will change in their thinking, their feelings and their actions.

Objectives whether of value education or of any other curricular area depend on a

variety of factors, psychological, sociological, epistemological.

Objectives of value education in the modern context

Objectives, especially in value education, have a temporal dimension.

Traditionally the objectives of value education were based on religion and

philosophy. There was no secular value education and very little scope for the

development of moral thinking and the capacity for independent moral decision. In

the modern world these are varieties of social demands made on the people. A

civilized individual must possess certain minimum social skills. He has to

establish decent relationship with people with whom he may come across for a

short while or for a long duration. He may have to transact business in his private

135
or public capacity. He has to function as a citizen of his state, or his country and of

the world, all at the same time playing appropriate roles in each of these contexts.

There are also many other demands made on him that need not be enumerated.

Value education should therefore, it is pointed out, prepare an individual to meet

these demands. That these cannot be accomplished in the form of a few do's and

don'ts of the traditional form is quite evident.

The Working Group on value oriented education has identified five

dimensions on value education, these being physical education, emotional

education, mental development, aesthetic development and the moral and spiritual

domain. The values to be pursued in the moral and spiritual realm, according to

them are:

Sincerity, faithfulness, obedience to what one conceives to be the highest,

gratitude, honesty, benevolence, generosity, cheerfulness, selflessness, freedom

from egoism, equanimity in joy and suffering, in honor and dishonor, success and

failure, pursuit of the deepest and the highest of the absolute and ultimate and the

progressive expression of this pursuit in thought, feeling and action.

In many countries today the emphasis is on socio-economic reconstruction

with the declared intention of a more equitable distribution of the benefits brought

about by modernisation. Traditional cultural values have had little time to adjust to

certain attributes of modernisation. Planners of value education curriculum then

136
are faced with the problems of identifying values and character traits that will best

equip the individual to take to his place in modern society. The objectives of value

education should be such that the curriculum should recognize the tensions that are

brought about by the conflicts between tradition and change. The planned

programme should aim at developing a critical value perspective in our pupils that

will enable them to employ modern skills for the betterment of mankind while

helping them renew their commitment to fundamental traditional values.

The Religious Dimension in Objectives

In countries where strong religious education programmes are supported

either by religious bodies or by the government, it is clearly desirable even where

schools follow different religious programmes, to have a common value education

programme agreeable to all bodies engaged in education.

Value education programmes for separate religious groups may lead to

religious, cultural, social and political prejudice that in pluralist societies may

disrupt national unity. In countries with a secular education system, the

government should consider the contribution which religions can make in

developing an effective value education programme. It is believed that a good

value education programme can be developed without relying on religion. This

may be necessary in multi-religious societies and in those where the population is

a mixed one of believers and non-believers. At the same time, common teachings

of all religions can be used to reinforce values and also teach religious tolerance

137
and understanding to children. For this purpose it is necessary to make a study of

the common teachings of different religions and the religious phenomenon as a

whole that might be conducive to the value development of children.

The Spatial Dimension

An important aspect of value education programmes in all countries relates

to the development of the spirit of national identity and patriotism in children. This

is necessary for the purpose of integrating and strengthening a nation, especially if

it has won its freedom only recently or if its security is threatened in some form.

But this concern for national identity may occasionally take the form of national

chauvinism and the citizens of a country may develop a feeling that their country

is always right. It has been argued therefore that it should be an important

objective of value education to make children aware of the fact that the whole

world is now a community of interdependent nations that the survival and well-

being of the people of the world depends on mutual cooperation. Children should

be enabled to develop a world-view and appreciate the contributions made to the

world's progress by different cultures and made to realize that in the case of

various countries coming in conflict with one another, the world would be a very

unsafe place to live in.

The Cognitive and Affective Dimensions of Value Education objectives

To be educated in the real sense of the term is to be able to think right, to

feel the right kind of emotions and to act in the desirable manner. Objectives of

138
value education should therefore be concerned with all the three phases of
personality development as they relate to the right kind of behavior. As these
phases are themselves inter related, it would be erroneous to think that value
education is exclusively concerned with knowledge, emotion or action alone. To
say that `morality is caught' is to do injustice to the cognitive abilities and training
involved in it. Similarly to equate value education with making students observe
certain do's and don'ts would amount to ignoring education of feelings and moral
reasoning. The point of mentioning this here is only to draw attention to the multi-
dimensional nature of the value education enterprise. The Philosophical view of
Gnadhiji on education is also similar to the above given information.

The above objective is intended to know the Gandhian views of Education

System. Here, the researcher is tried to explore the respondents‘ knowledge about

Philosophical views of Gandhiji, Social Philosophy of Gandhiji, Educational

Philosophy of Gandhiji, Gandhiji advised Method of Teaching, Gandhiji

ideologies of Education, Gandhiji‘s Wardha Schemes of Education. Data has been

mentioned and explained in detailed as below;

139
 Table No-13
Respondents knowledge about Philosophical views of Gandhiji
Sl. Yes No Total
Philosophical views of Gandhi
No Fre % Fre % Fre %
1 Belief in God 132 82.5 28 17.5 160 100
2 Individual as a spiritual being 128 80 32 20 160 100
3 God realization as the god of life 116 72.5 44 27.5 160 100
4 Truth 160 100 00 00 160 100
5 Love 160 100 00 00 160 100
6 Ahimsa 160 100 00 00 160 100

Belief in God

Individual as a spiritual being

God realization as the god of

life
Truth

Love

Ahimsa

The world philosophy means lore of wisdom, Here wisdom is not same thing as
knowledge. It is more than knowledge. Knowledge can be acquired but wisdom is
realised truth. It includes enquiry, but goes beyond it to find relationship and to
discover implications. Philosophy provides a consistent and comprehensive
interpretation of life and define its goals. It explores the basic source and aims of
life. It is a logical enquiry into the nature of reality (Henderson). Philosophy
indicates a certain way of life and also attempt to explain and appreciate life and
the universe as a whole.

Gandhiji as man of wisdom believed in the philosophy of truth and

nonviolence. Here education, according to Gandhi is nothing but human effort and

140
actirty. Philosophy therefore is inseparable from education. He also stressed that
one can never be thought of with the other. The presence of one is incomplete
cuthont the other. The art of education cannot be completed without philosophy,
and philosophy cannot concert others to its aims and values authant education.

Here in this research, the education --- teacher, who has to deal with the
real facts of life, is different from more sectors. Philosophy and education states
that, education is not to be equal quoted with instruction of school ling, but is
more inclusive and goes informally around institution so; the teachers are not more
information managers. They are the agents for initiating changes in the individual
in a desirable way to say, what is desirable is provided by the philosophy of
education.

The above table depicts that the Respondents knowledge about

Philosophical views of Gandhiji. The above table depicts that the Respondents

knowledge about Philosophical views of Gandhiji. Majority i.e, 82.5% of the

respondents have opined that they have knowledge about Gandhian philosophical

view of Belief in God, and rest i.e., 17.5% of the respondents have no idea about

this point. Majority i.e, 80 % of the respondents have opined that they have

knowledge about Gandhian philosophical view of Individual as a spiritual being,

and rest i.e., 20% of the respondents have no idea about this. Majority i.e, 72.5 %

of the respondents have opined that they have knowledge about Gandhian

philosophical views of Belief in God, and rest i.e., 27.5% of the respondents have

not cleared about this. All respondents have agreed that they were known about

the Gandhian philosophical view of ie., Truth, Love, Ahimsa.

141
 Table No-14

Respondents‟ knowledge about Social Philosophy of Gandhiji

Sl. Yes No Total

Social Philosophy of Gandhiji
No Fre % Fre % Fre %
1 Brotherhood 160 100 00 00 160 100
2 Citizenship 160 100 00 00 160 100
3 Economic Equality 160 100 00 00 160 100
4 Sarvodaya Samaj 160 100 00 00 160 100
The socio-economic philosophy of Gandhi is though seems to be more

speculating in their outlook, but the latent understand is very practical and also

practicable, if this present world is to be achieved peaceful coexistence. Universal

fraternity is basic thought of Gandhi, through when we can avoid most of the ill

healthy trends. Under the Social philosophy, according to Gandhi, the aim of

economic activity is to guarantee to all members of the community, the five

primary requisite, namely food, clothing, housing, education and health care.

Gandhi also emphasised on the sarvodaya samaj. Which means the upliftment of

all this is because in Gandhji is conception of a stable and desirable society. All

have to be equal.

The above table depicts that the Respondents knowledge about Social

Philosophies of Gandhiji. All Respondents have agreed that they have knowledge

of Brotherhood, Citizenship, Economic Equality, Sarvodaya Samaj.

142
 Table No-15

Respondents‟ knowledge about Educational Philosophy of Gandhiji

Sl. Educational Philosophy of Yes No Total

No Gandhiji Fre % Fre % Fre %
1 All-round Development 160 100 00 00 160 100
2 Character Building 160 100 00 00 160 100
3 Self Sufficiency 136 85 24 15 160 100
4 Cultural Development 124 77.5 28 17.5 160 100
5 Social uplift and welfare 88 55 72 45 160 100

180 160 160

160 136
140 124
120 100 100
100 85 88
77.5
80 55
60
40
Ряд1
20
0 Ряд2

Educational philosophy explains the modes of thinking in deciding

educational issues. Gandhiji emphasised a system of what he called basic

education for all. And he wanted this basic education to be a lifelong process. He

thought that high literary competence and high degree of speclured knowledge in

science do not necessarily constitute education. On the other hand some so called

educated persons may be illiterate (Gandhi). Interestingly, Gandhi as a for thinker

of haply and lively society.Stressed for basic education. This basic education is

143
primarily the inculcation of all social values, which includes even understanding

of the laws of nature and environment. It is also an understanding about the area of

knowledge to influence individual behaviour one social system for effecting

harmony and social cohesiveness.

Researches have classified the inner philosophy of Gandhian scheme of basic

education as all-round development of individual which includes moral, material

ethical and philosophical etc. Latently these values could be expressed in the form

of character building, self-sufficiency and self-control, and also Socio-cultural

development

In this regard, the researcher has taken up the above mentioned educational

philosophy of Gandhiji. The table scrutinized that the Respondents knowledge

about Educational Philosophy of Gandhiji. The above table depicts that the

Respondents knowledge about Gandhiji Ideology All Round Development and

Character Building is known by all respondents. Majority i.e., 85% of the

respondents have an idea about self-sufficiency, Cultural development (77.5%)

(55%is the Gandhian educational ideology; All Respondents have agreed that they

have knowledge of Brotherhood, Citizenship, Economic Equality, Sarvodaya

Samaj.

144
 Table No-16

Respondents‟ knowledge about Gandhiji advised Method of Teaching

Sl. Gandhiji advised Method of Yes No Total

No Teaching Fre % Fre % Fre %
1 Correlation 44 27.5 116 72.5 160 00
2 Teaching through Craft 160 00 160 00 160 00
3 Learning by living 140 87.5 20 12.5 160 00

Correlation
100
Teaching through Craft
80
60 Learning by living
40
20
0
Correlation Teaching Learning by
through living
Craft

Gandhi also advised the method of teaching for pupil. Keeping collage in
his view, he thought that, basic education be imparted through vocation such as
cultivation of croups, dairy, spinning, weaving, carpentry, black smith and so on.
Gandhiji advocated some of the conventional methods of teaching. He stressed for
(a) education through crafts. Here it is around this craft that all other subjects in
the school will be thought. (b) Mother tongue to be the medium of instruction
here this makes the process of education natural and meaningful. (c) Learning by
doing is the key slogan of Gandhian system of education. Thus the child
participates in some activity and learn though experience.

The above table represents the Respondents‘ knowledge about Gandhiji

advised Method of Teaching Gandhiji advised method teaching. As per the data
shown, majority i.e., 72.5% of the respondents have not known about the

145
Correlation as method of teaching. 87.5% of the respondents have understood the
Learning by living as the method of teaching.

Table No-17

Respondents‟ knowledge about Gandhiji ideologies of Education

Sl. Gandhiji ideologies of Yes No Total

No Education Fre % Fre % Fre %
1 Free and Compulsory Education 160 100 00 00 160 100
2 Religious and Moral Education 160 100 00 00 160 100

The above table represents the Respondents‘ knowledge about Gandhiji

ideologies of Education. As per the data shown, all respondents have knowledge

about Gandhiji ideologies of Education.

Table No-18

Respondents‟ knowledge about Gandhiji‟s Wardha Schemes of Education

Sl. Yes No Total

Philosophical views of Gandhi
No Fre % Fre % Fre %
1 Free and Compulsory education
108 67.5 52 32.5 160 100
for all from 7 to 14
2 Craft as the centre of education 124 77.5 36 22.5 160 100
3 Self-supporting education 68 42.5 92 57.5 160 100
4 Mother tongue as medium of
72 45 88 55 160 100
instruction
5 Non violence culture 160 00 00 00 160 100
6 Ideal of citizenship 124 77.5 36 22.5 160 100
7 Cooperative living 160 100 00 00 160 100
,

146
 Free and Compulsory
education for all from 7 to
14
Craft as the centre of
education

Self-supporting education

Mother tongue as medium

of instruction

As mentioned in the above table the respondents have a knowledge of

Wardha Education in a following level as mentioned in the parenthesis; Free and
Compulsory education for all from 7 to 14 (67.5%) Craft as the centre of
education (77.5%), Self-supporting education (42.5%), Mother tongue as
medium of instruction (45%), Nonviolence culture (100%), Ideal of citizenship
(77.5%), Cooperative living(100%).

TO KNOW THE SIGNIFICANCE OF GANDHIAN EDUCATIONAL

VIEWS ON CONTEMPORARY PRIMARY EDUCATION
PROGRAMMES.
Table No-19

Respondents‘ opinion with regard to Philosophical views of Gandhiji as most

significant in the contemporary Education
Not
Sl. Philosophical views of Significant Total
Significant
No Gandhi
Fre % Fre % Fre %
1 Belief In God 122 76.25 38 23.75 160 100
2 Individual as a spiritual
138 86.25 22 13.75 160 100
being
3 God realization as the
116 72.5 44 27.5 160 100
god of life
4 Truth 160 100 00 00 160 100
5 Love 160 100 00 00 160 100
6 Ahimsa 160 100 00 00 160 100

147
 160 160 160
160 138
140 122 116
120 100 100 100
86.25
100 76.25 72.5
80
60
40
20
0 Ряд1
Ряд2

The above table depicts that the Respondents knowledge about

Philosophical views of Gandhiji. The above table depicts that the Respondents

knowledge about Philosophical views of Gandhiji. Majority i.e, 82.5% of the

respondents have opined that they have knowledge about Gandhian philosophical

view of Belief in God, and rest i.e., 17.5% of the respondents have no idea about

this point. Majority i.e, 80 % of the respondents have opined that they have

knowledge about Gandhian philosophical view of Individual as a spiritual being,

and rest i.e., 20% of the respondents have no idea about this. Majority i.e, 72.5 %

of the respondents have opined that they have knowledge about Gandhian

philosophical views of Belief in God, and rest i.e., 27.5% of the respondents have

not cleared about this. All respondents have agreed that they were known about

the Gandhian philosophical view of ie., Truth, Love, Ahimsa.

148
 Table No-20
Respondents‘ opinion with regard to Social Philosophy of Gandhiji as most
significant in the contemporary Education
Not
Sl. Social Philosophy of Significant Total
Significant
No Gandhiji
Fre % Fre % Fre %
1 Brotherhood 160 100 00 00 160 100
2 Citizenship 138 86.25 22 13.75 160 100
3 Economic Equality 116 72.5 44 27.5 160 100
4 Sarvodaya Samaj 160 100 00 00 160 100

Brotherhood
100 28
Citizenship

Economic Equality
72.5 100
Sarvodaya Samaj

The above table depicts that the Respondents knowledge about Social
Philosophy of Gandhiji. As mentioned in the chapter three, the social philosophy
of M. K. Gandhi may be termed as Sarvodaya. This was the foundation of his
philosophy of education.Sarvodaya aims at all round development of all without
distinction of caste, creed, sex and nationality. Gandhi wanted to establish a
welfare state in India which he called Ramarajya. The ideal of Sarvodaya does not
aim at the maximum number but maximum good of all without exception. While
Marx aimed at the welfare of the proletariat, Gandhi aimed even at the welfare of
the capitalist. According to Vinoba Bhave the important characteristic of the
Sarvodaya society are the abolition of all monopoly, emphasis on social welfare
and equal, moral, social and economic importance of honest work. There is no

149
place for the any type of exploitation in Sarvodaya society. Sarvodaya requires
decentralization. This social decentralization means the abolition of all types of
untouchability and social distinctions. The present table intended to know the
respondents knowledge about social philosophy. All respondents have agreed that
Brotherhood and Sarvodaya Samaj are known by them. Citizenship 86.25% and
Economic equality 72.5% were also known by them.

Table No-21

Respondents‟ opinion with regard to Educational Philosophy of Gandhiji as

most significant in the contemporary Education

Not
Sl. Educational Philosophical of Significant Total
Significant
No Gandhiji
Fre % Fre % Fre %
1 All-round Development 160 100 00 00 160 100
2 Character Building 160 100 00 00 160 100
3 Self Sufficiency 160 100 00 00 160 100
4 Cultural Development 160 100 00 00 160 100
5 Social uplift and welfare 160 100 00 00 160 100

Educational philosophy is based upon ancient Indian idealism. While

reformist did not restrict the scope of physical education his attention was mainly

directed towards spiritual growth. It is the intention of the researcher that to

Respondents‘ opinion with regard to Educational Philosophy of Gandhiji as most

significant in the contemporary Education. As per the data shown in the above

tale, all respondents were knew about the educational philosophy of Gandhiji such

as All-round Development, Character Building, Self Sufficiency, Cultural

Development, Social uplift and welfare.

150
 Table No-22

Respondents‘ opinion with regard to Gandhiji advised Method of Teaching

is the most significant in the contemporary Education
Not
Sl. Gandhiji advised Method of Significant Total
Significant
No Teaching
Fre % Fre % Fre %
1 Correlation 116 72.5 44 27.5 160 100
2 Teaching through Craft 138 86.25 22 13.75 160 100
3 Learning by living 122 76.25 38 23.75 160 100

122 116

Correlation
Teaching through Craft
138 Learning by living

The above table depicts that the respondents‘ opinion with regard to

Gandhiji advised Method of Teaching is the most significant in the contemporary

Education. As per the data Correlation (72.5%), Teaching through Craft (86.25%),

Learning by living (76.25%), are the most significant in the contemporary

education.

151
 Table No-23

Respondents‟ opinion with regard to Gandhiji ideology of Education is

the most significant in the contemporary Education

Not
Sl. Gandhiji ideologies of Significant Total
Significant
No Education
Fre % Fre % Fre %

1 Free and Compulsory Education 124 77.5 28 17.5 160 100

2 Religious and Moral Education 88 55 72 45 160 100

55 Free and Compulsory

Education
Religious and Moral
Education

The above table intended to understand the respondents‘ opinion with

regard to Gandhiji ideology of Education is the most significant in the

contemporary Education. According the table, Free and Compulsory

Education77.5% Religious and Moral Education 55% are most significant to the

respondents

152
 Table No-24

Respondents‟ opinion with regard to Gandhiji‟s Wardha Schemes of

Education is the most significant in the contemporary Education

Not
Sl. Significant Total
Details Significant
No
Fre % Fre % Fre %
1 Free and Compulsory education 160 100 00 00 160 100
for all from 7 to 14
2 Craft as the centre of education 160 100 00 00 160 100
3 Self-supporting education 160 100 00 00 160 100
4 Mother tongue as medium of 160 100 00 00 160 100
instruction
5 Nonviolence culture 160 100 00 00 160 100
6 Ideal of citizenship 160 100 00 00 160 100
7 Cooperative living 160 100 00 00 160 100

As mentioned in the table 6.12, all respondents have agreed that Gandhiji‘s

Wardha Schemes of Education is the most significant in the contemporary

Education

153
 TO ASSESS THE PRESENT PRIMARY EDUCATION PROGRAMMES.

Table No-25

Respondents‟ knowledge of Primary Education Programmes in Karnataka

Not
Sl. Primary Education Significant Total
Significant
No Programmes
Fre % Fre % Fre %
1 Sarva Shiksha Abhiyana(SSA). 160 100 00 00 160 100
2 Nali-Kali – A Recipe for Joyful 160 100 00 00 160 100
Learning.
3 Chinnara Angala – A Course to 160 100 00 00 160 100
the Mainstream.
4 Baa Bale Shalege & Beediyinda 160 100 00 00 160 100
Shalege Campaign.
5 Cooliyinda Shalege Programme 160 100 00 00 160 100
[Labour to School].
6 Listen & Learn & Mobile 160 100 00 00 160 100
Schools.

The above table is portrayed that the Respondents‘ knowledge of Primary

Education Programmes in Karnataka. All respondents are having a knowledge of
the Primary Education Programmes such as, Sarva Shiksha Abhiyana(SSA),Nali-
Kali – A Recipe for Joyful Learning,Chinnara Angala – A Course to the
Mainstream, Baa Bale Shalege & Beediyinda Shalege Campaign,Cooliyinda
Shalege Programme [Labour to School],Listen & Learn & Mobile Schools. This is
expected that all respondents are working as a teacher.

154
 Table No-26

Respondents‟ knowledge of Primary Education Programmes in Karnataka

Not
Sl. Primary Education Significant Total
Significant
No Programmes in Karnataka
Fre % Fre % Fre %
1 Tribal Education – Special 160 100 00 00 160 100
Drive in a Forest.
2 Program for the backward 160 100 00 00 160 100
districts of North East
Karnataka (NEK)
3 Akshara Dasoha 160 100 00 00 160 100
4 Text Books. 160 100 00 00 160 100
5 Integrated Education. 160 100 00 00 160 100
6 Distribution of Uniforms, 160 100 00 00 160 100
School Bags & Text Books
under Vidya Vikasa Scheme.

The above table is revealed that the Respondents‘ knowledge of Primary

Education Programmes in Karnataka. According to the table, all respondents are

enough understandings of the primary education programmes such asTribal

Education – Special Drive in a Forest.Program for the backward districts of North

East Karnataka (NEK), Akshara Dasoha, Text Books.Integrated

Education.Distribution of Uniforms, School Bags & Text Books under Vidya

Vikasa Scheme.

155
 Table No-27

Values input in the curriculum of Primary education- Respondents‟

observation

To Great To Some
Sl. Not known
Details Extent Extent
No
Fre % Fre % Fre %
1 All-round Development 160 100 00 00 160 100
2 Character Building 160 100 00 00 160 100
3 Self Sufficiency 160 100 00 00 160 100
4 Cultural Development 160 100 00 00 160 100
5 Social uplift and welfare 160 100 00 00 160 100
6 Moral Education 160 100 00 00 160 100

The above table is revealed that the Respondents‘ with regard tothe curriculum of
Primary education. In this research, the researcher wanted to know whether the
respondents have an idea of value education in the curriculum or not According to
the table, all respondents are enough understandings of the primary education
input the value education such as All-round Development, Character Building,
Self Sufficiency, Cultural Development, Social uplift and welfare, Social uplift
and welfare, Moral Education, etc., these values are very much relevant to the
Gandhian value of education.

156
 Table No-28

Respondents‟ understandings in using the Teaching Methods

Sl. Yes No Total

Teaching Method
No Fre % Fre % Fre %
1 Play way Method 160 100 00 00 160 100
2 Narrative 160 100 00 00 160 100
3 Storytelling method 160 100 00 00 160 100
4 Drama Method 160 100 00 00 160 100
5 Dancing 160 100 00 00 160 100
6 Singing 160 100 00 00 160 100
7 Explaining Method 160 100 00 00 160 100

The above table is revealed that the Respondents‘ with regard to

the Respondents‘ understandings in using the Teaching Methods in their daily

teaching. According to the table, all respondents are enough understandings in

using the teaching methods such as, Play way Method, Narrative, Storytelling

method, Drama Method, Dancing, Singing, and Explaining Method.

157
 Table No-29

Respondents‟ knowledge in using Teaching aids

Sl. Yes No Total

Teaching aids
No Fre % Fre % Fre %
1 Charts 160 100 00 00 160 100
2 Graph 160 100 00 00 160 100
3 Models 160 100 00 00 160 100
4 Flip charts 160 100 00 00 160 100
5 Flash cards 160 100 00 00 160 100
6 Computer 160 100 00 00 160 100
7 Pictures 160 100 00 00 160 100
8 Audio 160 100 00 00 160 100
9 Video 160 100 00 00 160 100
10 Audio-Visual 160 100 00 00 160 100

The above table is revealed that the Respondents‘ with regard to the
Respondents‘ understandings in using the Teaching aids in their daily teaching.
According to the table, all respondents are enough understandings in using the
teaching aids such as, charts, Graph, Models, Flip charts, Flash cards, computer,
Pictures, Audio, video, Audio-Video aids.

158
 Table No-30
Level of satisfaction of the respondents‟ with regard to school infrastructure
Not Total
Sl. Satisfactory
infrastructure Satisfactory
No Fre % Fre % Fre %
1 Teaching Resources 132 82.5 28 17.5 160 100
2 Supporting Staff 128 80 32 20 160 100
3 Counseling and Guidance 116 72.5 44 27.5 160 100
Facility
4 Medical Unit 136 85 24 15 160 100
5 Canteen Facility 124 77.5 28 17.5 160 100
6 Building 88 55 72 45 160 100
7 Library 132 82.5 28 17.5 160 100

Teaching
Resources

Library

Building Supporting Staff

Canteen
Facility

Medical
Unit Counseling and
Guidance
Facility

The above table shows the level of satisfaction of the respondents with regard to
the school infrastructure. According to the table, Respondents were satisfied in
having Teaching Resources (82.5%), Supporting Staff (80%), Counseling and
Guidance Facility (72.5%), Medical Unit (85%), Canteen Facility (77.5%),
Building (55%) and Library (82.5%).

159
 Table No-31

Level of satisfaction of the respondents‟ with regard to school infrastructure

Not Total
Sl. Satisfactory
Infrastructure Satisfactory
No
Fre % Fre % Fre %
1 Play- Ground 160 100 00 00 160 100
2 Water Facility 160 100 00 00 160 100
3 A V Technology Room 36 22.5 124 77.5 160 100
4 Girls Rest Room 20 12.5 140 87.5 160 100
5 Sufficient Class rooms 160 100 00 00 160 100
6 Ventilation 160 100 00 00 160 100
7 Toilets 160 100 00 00 160 100

The above table shows the level of satisfaction of the respondents with regard to
the school infrastructure. According to the table, all respondents were satisfied in
their school playground, water facility, sufficient class rooms, ventilation, Toilets.
Sarva Shiksha Abhiyan program is the casual factor for having these
infrastructures. But still 77.5% and 87.5 of the respondents have not satisfied with
regard to the A V Technology Room and Girls Rest Room respectively.

160
 Table No. 32

Gandhiji Views on Education is most often identified as being stressed within

the school

Sl. Details Frequency percentage

No
1 Caring/concern for others 72 45
2 Honesty/integrity 24 15
3 Self-esteem 28 17.5
4 Good manners 10 6.25
5 Respect others 5 3.12
6 Consideration for others 12 7.5
7 Co-operate/ be helpful 9 5.62
Total 160 100

Gandhiji Views on Education is most often identified

as being stressed within the school

3% 6% Caring/concern for
8%
6% others
45%
Honesty
17%
Self-esteem
15%
Good manners

Respect others

OnthewholetheseGandhiji Views on
EducationwereidentifiedtoasimilarextentbyrespondentsfromCatholic,non-
denominationalandindependentschools.Howeverrespondentsfromtheschoolswere
morelikelytoidentify‗caring‘asavaluetheystressed(45%didso)A rathersmaller

161
proportionofrespondentsfromschools(17.5%)identified‗self-esteem‘asavaluethey
stressedcomparedwiththestatesector.

There were only small differences, mainly of emphasis, between the

responses of teachers.Theteachersincluded‗goodmanners‘ in their list (6.25%).
Conversely, 3.12%included ‗respect others‘ (29%). Consideration for others
(7.5%), Honesty/integrity (15%), and cooperative/ be helpful (5.62). Overall,
however, thesevenGandhiji Views on Education listed in the earlier tablewere
theonemostoftenidentifiedbyteachers indicating a strong common rhetoric
concerning what Gandhiji Views on Educationthey are
fosteringwithprimaryagechildren.

TheseGandhiji Views on
Educationmostoftenidentifiedbytheteachersrespondingtoour questionnaire are
largely ones which encourage students‘ development as social beings.
Theycontributetosocialcohesionwithintheschool,tendingtobenefitthegroupbefore
theindividual.Onlyself-esteeminTableisfocusedprimarilyonstudentsas individuals,
while honesty/integrity has both individual and social aspects.

A striking omission from the list of most frequently identified Gandhiji

Views on Educationis any which
relatetothevalueoflearning.Thisisnottosaythatnoteachersor identifiedany Gandhiji
Views on Educationreferring to learning. Almost 10% of the respondents
identified ―a positive attitude to learning‖ or similar among the Gandhiji Views
on Educationstressed in their schools, and
smallernumbersidentifiedsuchthingsas―discoveryandenjoyment
intheireducation‖,―achieving potential‖and―think critically‖.There sons for
andimplicationsoftheidentificationof suchrelativelysmallnumbersofGandhiji Views
on Educationrelatingtolearningwill beconsideredinthelight of other information later
in this report.
162
 Table No- 33

Gandhiji Views on Education fostered by teachers in their classrooms

Sl. Frequency percentage

Details
No
1 Consideration for others 72 45
2 Honesty/integrity 24 15
3 Self-esteem 28 17.5
4 Good manners 10 6.25
5 Independence 5 3.12
6 Consideration for others 12 7.5
7 Co-operate/ be helpful 9 5.62
Total 160 100

Co-operate/
Consideration for
be helpful
Independence others 6%
1%
Good 6%
manners
6%
Consideration
Self-esteem for others
20% 53%

Honesty/integ
rity
8%

163
 Table6.20showsthesevenGandhiji Views on

Educationmostoftenidentifiedbyteachersashavingbeenrecently fostered with their

class. The list is almost identical with that in although the

smallernumberofresponsesgivenbyeachteachermeansthatthepercentagesfallaway

more sharply in earlier table ‗Independence‘, which appears

wasthenAtmostfrequentlyidentifiedvaluestressedinthewholeschoolafterthose listed.

Consideration for others(45%), Honesty/integrity(15%), Self-esteem(17.5%), Good

manners(6.25%), Independence(3.12%), Consideration for others, (7.5%), Co-

operate/ be helpful (5.62%).

Reasons of Gandhiji Views on Education important

Teachers were asked, with respect to the particular Gandhiji Views on

Educationthat they had identified as having been recently fostered by them in

their class, why each of these Gandhiji Views on Educationwas important for

the students or a specific student. The responses to this open question were

groupunderanumberofbroadheadingsandthespreadofresponsesis showninTable

6.21.Theresponsessometimesincludedelementswhichmeantheycameunderthan just

one of the broad headings.

164
 Table No-34
Reasons of Gandhiji Views on Education important for students
Sl. No Details Frequency Percentage

1 Individual development 52 32.5

2 Social cohesion 47 29.37

3 Gandhiji Views on Education for life 46 28.75

4 Maximise learning 15 9.37

Total 160 100

The above table 6.21 depicts four statements. They are Individual

development, Social Cohesion, Gandhiji views on Education for life and

maximize learning. in that statements Individual development (32.5%) and

Maximize learning (9.37%) is highest and least responses in respondents. So

individual development based on the vocational skill and Moral and spiritual

value of Gandhian education. In globalization period Gandhian view of education

can achieve maximize learning in the students.

165
 Table No-35
Ways of adults in the school demonstrate and foster these Gandhiji Views on
Education
Sl. Yes No Total
Details
No Fre % Fre % Fre %
1 Example/role model 90 56.25 70 43.75 160 100
2 Promoting the positive/praise 135 84.37 25 15.62 160 100
3 Happy atmosphere/good
136 85 24 15 160 100
relationships
4 Teaching scheme/curriculum 139 86.87 21 13.12 160 100
5 Draw attention often/incidents 142 88.75 18 11.25 160 100
6 Students respected as individuals 142 88.75 18 11.25 160 100
7 Consistency of approach 142 88.75 18 11.25 160 100
8 Respondents respect/good attitude 145 90.625 15 9.37 160 100
9 Varietyofclassroom-
148 92.5 12 7.5 160 100
basedapproaches
10 School get- together eg. Assemblies 149 93.125 11 6.875 160 100
The table 6.22 depicts

perhapsthemostnoticeablefeatureoftheseresponsesishowmanyofthemethods

whichuseinformapproachesandthehiddencurriculum,ratherthanformallyplanned

activities mentioned in the table no 6.22.

Example/role model (56.25%), Promoting the positive/praise (84.375%), Happy

atmosphere/good relationships (85%), Teaching scheme/curriculum (86.875%),

Draw attention often/incidents (88.75%), Students respected as individuals

(88.75%), Consistency of approach (88.75%), Respondents respect/good attitude

166
(90.625%), Varietyofclassroom-basedapproaches (92.5%), School get- together eg.

Assemblies (93.125%).Responses coded as classroom-based approaches

encompassed a range of ideas, which are exemplified by quotations from the

responses:

Setting up problem solving that must be achieved by working together.

Teachers are involved in team teaching to demonstrate their working together.

Discussion.Topic work.Listening.Doing Role play.Literature.We gained more

insight into the methods of fostering Gandhiji Views on Education being used in the

classroom from a question to the teachers asking them to specify, with respect to the

specific Gandhiji Views on Education they had fostered in their class recently, what

methods they had used. The four methods they were to choose from where: planned

curriculum segment, classroom management/ hidden curriculum, extra-curricular

activities, and building on incidents.

167
 Table No- 36
Place of students learn most about Gandhiji Views on Education in school?
Sl. No Details Frequency Percentage
1 Classroom/class teachers 63 39.375
2 Day-to-day interactions 18 11.25
3 Formal curriculum/assemblies 29 18.125
4 Playground/dinner time 21 13.125
5 Throughout 12 7.5
6 Peers 11 6.875
7 Extra-curricular activities 6 3.75
Total 160 100

7% Place of students learn about Gandhiji

Views on Education
Classroom/class
4% teachers
8%
Day-to-day interactions

39% Formal
13% curriculum/assemblies
Playground/dinner
time
Throughout
18%
Peers
11%

The fact that teachers believe (Over 39%) most Gandhiji Views on

Educationhappens in the classroomsetting providesacontextin

whichtounderstandtheconsistencybetweenthewhole-

schoolandclassroomperspectivesonthekeyGandhiji Views on

Educationbeingfostered.However,it isinrelationto this

168
responsethataparticulardifferenceinemphasisonteachersemerges.

The teachers as a body show a strong common understanding of the classroom as

the main focus of Gandhiji Views on Education learning in school. However, the

teachers‘ responses are more broadly spread between the classroom and other

parts of the school, both in the informal context of day-to-day interactions with

respondents and other adults (11.25%), and in more formal settings, particularly

assemblies(18.12%), Playground/dinner time (13.125%), Peers(6.875%), Extra-

curricular activities(3.75%) as an occasion where Gandhiji Views on Education

are fostered.

Students acquire these Gandhiji Views on Education

Earlier in this chapter, in connection with the methods of fostering

Gandhiji Views on Educationfavoredby

teachers,theindicatedthattheirpreferenceforinformalmethodsmighthaveimplications

for the assessment of Gandhiji Views on Educationacquisition. Teachers were

asked whether there were any

waysinwhichtheycouldjudgethesuccessoftheirfosteringofGandhiji Views on

Educationintheirclasses.Of the160teachersrespondingtothissurvey,By

monitoring/observing student behavior (65.625%), By how students interact with

others, (88.125%), Through student motivation/standards of work(89.375%),

Change in students‘ attitude to each other (90%), By how happy students are/good

169
atmosphere (91.25%), Success of group activities (92.5%), Comments from other

people(92.5%), By what students say/write(93.125%), Through discussions with

students (94.375%), Reduction in number of ‗incidents‘(95%) , How students

play together in the playground(95%). A summary of their responses using

headings derived from the teachers‘ own words is given in Table 6.24

Table No- 37
Ways of teachers judge success in fostering Gandhiji Views on Education
Sl. Yes No Total
Details
No Fre % Fre % Fre %
1 By monitoring/observing student 55 34.375 160 100
behaviour 105 65.62
2 By how students interact with 19 11.875 160 100
others 141 88.12
3 Through student 17 10.625 160 100
motivation/standards of work 143 89.37
4 Change in students‘ attitude to 16 10 160 100
each other 144 90
5 By how happy students are/good 14 8.75 160 100
atmosphere 146 91.2
6 Success of group 12 7.5 160 100
activities 148 92.5
7 Comments from other 12 7.5 160 100
people 148 92.5
8 By what students 11 6.875 160 100
say/write 149 93.12
9 Through discussions 9 5.625 160 100
with students 151 94.37
10 Reduction in number of 8 5 160 100
‗incidents‘ 152 95
11 How students play together in the 8 5 160 100
playground 152 95

170
 The above table 6.24 depicts have 11 statements for teachers

judgements for Gandhian view of education. In that Reduction in number of

‗incidents‘ and How students play together in the playground are highest

responses (95%) for teachers agree to yes responses. Because Gandhian view of

education specially learn to moral, spiritual and value education, so reduction of

incidents and students freely play together in the playground. Education to learn

play to learn for students.

By monitoring/ Observing student behavior is least (65.62%) of

responses for teachers side.

171
 Table No- 38
Mode of teachers tell students are aware of school‟s Gandhiji Views on
Education
Sl. Yes No Total
Details Fre % Fre % Fre %
No
1 Gandhiji Views on Education are 59 160 100
constantly reinforced 101 63.12 36.87
2 through the students behave 133 83.12 27 16.87 160 100
3 Students aware but don‘t always act 22 160 100
accordingly 138 86.25 13.7
4 Through discussions with 17 160 100
students 143 89.37 10.62
5 Students have copy of or know code of 4 160 100
conduct 156 97.5 2.5

It is striking how far down this list ‗discussions with students‘ comes, and

how relatively small

thepercentagesidentifyingthismethodwerewhenitistheonlycategoryofresponse

whichtapsdirectlyintothestudents‘awareness.Eventhen,atleastsomeoftheresponses

under this heading were really describing discussions which followed the

teacher‘s agenda, rather than occasions when the students were being listened to.

The following quotations illustrate each of these two approaches.

Gandhiji Views on Education are constantly reinforced (63.12%) through

172
the students behave (83.12%) Students aware but don‘t always act accordingly

(86.25%), through discussions with students (89.37%) Students have copy of, or

know code of conduct (97.5%). The children know what the expectations are. At

the beginning of term we discuss ground rules and the reasons why. I know that

they are aware of the Gandhiji Views on Education in my own class. The children

are encouraged to express and discuss their feelings in these areas.

END NOTES

1. Swaroop Sexana -Education Emerging in Indian Society , Page-167

2. M.K.Gandhi , A new Approach to teacher and Education emerging Indian
society, , Page-302
3. Sriman Narayana , Education for Development, India Needs Gandhi, Page-
32
4. Sriman Narayana Nai-Talim, India Needs Gandhi, Page-5
5. D.Jagannath Rao , A Comprahensive study of the progress of Education in
Karnataka-UBSPD 2009
6. Govt of Karnataka, Economic Survey 2009,2010,2011,2012-13
7. SSA report 2010-11 (Programmes Reference)

173