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| Enrolment: An Important Indicator To Understand The Educational Status Of Any Region | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Paper Id :
16814 Submission Date :
2022-12-13 Acceptance Date :
2022-12-19 Publication Date :
2022-12-23
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| Abstract |
This piece of study was designed to determine the students’ enrolment status in secondary and senior secondary level in Tawang district of Arunachal Pradesh. Studied population consisted of 11 secondary schools and 5 senior secondary schools. Sample consisted of 40% of secondary and senior secondary schools which was selected through simple random sampling technique. The data was analyzed using simple percentage. The findings revealed that the enrolment of students at the secondary school level decreased from 403 during the session 2017-18 to 299 and during the session 2021-22. The session (2019-20) showed a slight increase in the enrolment at the secondary level and at the senior secondary level the enrolment of students saw an increase from 566 during 2017-18 to 681 in 2021-22. The sessions, 2018-19 to 2020-21reveals fluctuating number in the enrolment of students. Further, the findings, the study found in both, the secondary and senior secondary levels the enrolment of girls outstripped the enrolment number of boys.
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| Keywords | Enrolment, Secondary level, Senior Secondary Level, Tawang District, Gender, Arunachal Pradesh. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Introduction |
Ibanga (2016) sees education as the process of constant reconstruction of experience, rather than transmission of past values, in order to make it more meaningful and capable of solving present problems. Education is indeed the key factor to overcome all barriers and to achieve a sustainable development. Education is an indispensable tool necessary for the growth and development of an individual from all spheres and this further contributes towards the large scale development of the society. Each person being the building block of the society, need to be provided, with a proper institutionalized and suitable education system, to not only mould him/her but, also to help others to do. Emphasizing the importance of education, the Kothari Commission report on number of persons coming out of our schools and colleges will depend on our success in the great enterprise of natural reconstruction whose principle objective is to raise the standard of living of our people. Education must be spread equally to all without any discrimination on the ground of caste, creed, colour etc. Unequal education can lead to have a negative impact on the economic efficiency and social consistency (Ozturk, 2001).
One of the primary goals of the schooling system must be to ensure that children are enrolled in and are attending school. Through initiatives such as the Sarva Shiksha Abhiyan (now the Samagra Shiksha) and the Right to Education Act, India has made remarkable strides in recent years in attaining near-universal enrolment in elementary education.
To study and understand the educational status of any region, one important indicator is its students’ enrolment. Enrolment refers to the number of persons enrolled in a school or any institution for completion of a course. In the present study the authors have tried to bring out the status of the enrolment of students at secondary and senior secondary levels in Tawang district of Arunachal Pradesh.
A Brief Profile of Tawang District
There are 25 districts in Arunachal Pradesh and Tawang district is one of the districts of the state covering an area of approximately 2172 sq.kms. Tawang became a full fledged district in the year 1984. The district is situated in the western part of Arunachal Pradesh. It shares an international border with China in the north and Bhutan to the south-west and Sela ranges separated from West Kameng district in the east. The total population of the district is 49,977, sex-ratio 714 and the density of the population is 23 persons per sq kms (as per 2011 census). The district is predominately inhabited by tribal people of the Indo- Mongoloid race. The major tribe residing here are the Monpa. They have distinct culture, customs, faith, dress and dialect of their own. Majority of the people are living in the rural areas in the mountainous and hilly parts of the district. Society is patriarchal in nature. Before 1950, there was virtually no school and not even a single person had been to modern school. Only monks, nuns and few laity had the privilege of learning Buddhist scriptures in monasteries and nunneries respectively. It was only in the dawn of 1950s, the government opened schools in this area. To increase enrollment of the children of this area, many incentives were given. As per 2011 census, the literacy rate of Tawang district is only 59 percent, which is much lower than the average literacy rate of Arunachal Pradesh 65.38 and the national level which is of 74.04. Inspite of being one of the most advanced tribe of Arunachal Pradesh, the Monpa, unfortunately, are backward educationally ( Tsewang Norbu, 2008). This district is one among, the other districts of Arunachal Pradesh that is deprived, due to the situational and geographical constraint they are displaced from their main land counterparts having access to early and advanced education. The deprivation of education is also because of their poverty and engagement in hard labour from a very early age which is indispensable for the household chores as well as production activities, like agricultural and animal husbandry, as these are the main subsistence of their livelihood.
Though various provisions and facilities have been initiated for education for the tribal students, yet they are not benefiting the opportunities at large and the enrollment of the tribal student is quite low.
With the modern development of science and technology, the world is moving forward. So, it very important, that for a country to develop itself in full, it needs to take along all the section of its people towards the development and for that education is the only weapon.
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| Objective of study | 1. To find out the enrolment pattern of students at secondary (Class – IX & X) and senior secondary (Class – XI & XII) school level in Tawang district for the last five academic sessions from 2017-18 to 2021-22.
2. To compare the enrolment status of boys and girls students at secondary and senior secondary level. |
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| Review of Literature |
1. Babudhan, (2005), in his study on Investigation into the problems of Kok Borok speaking tribal students studying in the secondary schools in Tripura found the percentage of enrollment of tribal children of the age group 6-14 years is 70.93% and 29.07% children have not enrolled themselves in schools. The rate of enrollment of boys was slightly better compared to the enrollment of girls. The study further found that the percentage 70.93 enrollment of tribal children indicated a significant change about the attitude of tribal people towards education.
2. Rupavat, (2011) Conducted a case study in the southern part of Nalgonda District, Andhra Pradesh, now in Telangana state, the 29th state of India, a tribal hamlet to provide insights and understanding of illiteracy educational policies in India, and to provide a perspective in the education system of India in general and Tribal in particular. The major finding were: (1) Most of the Tribal children didn’t even complete their primary education, (2) The student attendance level was defective, (3) Language was a problem, (4)There was indifferent attitude of the parents towards education of boys and girls, (5) Primary schools may play a crucial role in introducing change, (6) The major reasons for low involvement of the Tribal children in school were that majority of the children were expected to or even forced to work in fields or home. Socio-economic precariousness, alcohol consumption, etc. The study suggested education must, be given more attention from below to drive away the darkness of illiteracy from the society as a whole and from tribal society in particular.
3. Erigala, (2013) observed in his study that the school education is one of the most important aspects of a society. Children are the future of any society they need to be educated properly in order to become productive and healthy members of the society. Therefore they need to be enrolled in schools where they can be educated properly about the various skills and values necessary for life. The study further pointed out that the governmental and the non-governmental agencies have taken large number of initiatives in the form of policies, laws, educational infrastructures, facilities, incentives like mid-day meal, free uniforms ant textbooks, scholarships, training of teachers, etc. for the purpose of imparting education to the tribal section.
4. Yama, (2021) in her study on Study of Enrollment Pattern of Girls in Secondary and Higher Secondary level in Arunachal Pradesh found that Secondary and Higher Secondary Education is a crucial level of education as it is the bridge between the Primary level and the Higher Education level. As per 2011 census, the total literacy rate of Arunachal Pradesh was 66.95%, of which, male literacy was 73.69% and the female literacy was 59.57%. Comparative to 2001 census, there is a huge growth in the female literacy rate which was 43.53%. The total enrolment of girls in secondary and higher secondary level in the government schools was only 22,475, in the year 2013-14, which rose to 34,706 and 35,134 in the year 2014-15 and 2015-16 respectively. The state saw a dip in the year 2016-17 with only 29,239 girls enrolling themselves for the secondary and higher secondary level, which was 5895 girls fewer than the previous academic year. In 2017-18, the total number of enrolment of girls was 32,858 which again went down to 28,684 in the year 2018-19. The study found that, out of the total number of girls who had taken admission at the secondary level, only 50% of them moved forward and got themselves admitted at the higher secondary level, be it science, arts or commerce stream.
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| Methodology | The present study is based on secondary sources. The population of the study consisted of 11 secondary and 5 senior secondary schools. 40 percent each of secondary and senior secondary schools for secondary and senior secondary sections respectively were taken through simple random sampling technique and simple percentage was used for analysis of the data. |
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| Sampling |
Simple random sampling technique was used in the
study.
*Including both Humanities and Science stream |
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| Statistics Used in the Study |
Simple percentage was used for the analysis of data |
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| Result and Discussion |
Findings: Objective 1.To find out the enrolment pattern of students
at secondary (Class – IX & X) and senior secondary (Class – XI & XII)
school level in Tawang district for the last five academic sessions from
2017-18 to 2021-22 Table 1(a): Showing the
Students’ Enrolment pattern in the Secondary (IX-X) of Tawang District for the
Academic Sessions (2017-18 to 2021-22).
Source: Enrolment data
collected from the Deputy Director of School Education (DDSE) Office, Tawang.
Figure 1(i): Total Enrolment of Students at
Secondary Level in Tawang District. Table 1(b): Showing the
Students’ Enrolment pattern at Senior Secondary (XI-XII) school level of Tawang
District for the Academic Sessions (2017-18 to 2021-22).
Source: Enrolment data
collected from the Deputy Director of School Education (DDSE) Office, Tawang.
Figure 2(i): Total Enrolment of Students at
Senior Secondary Level in Tawang District. Table 1(b) and figure 1(b) shows the total enrolment of
students in the senior secondary level for the last 5 academic sessions
(2017-18 to 2021-22) of Tawang District, Arunachal Pradesh. During the session
2017-18, the total enrolment of students at senior secondary level was 566. The
enrolment of students saw a fall in the sessions 2018-19 and 2019-20 to 418 and
335 respectively. An increase of 211 students was observed during the session 2019-20
to 2020-21 and the total enrolment rose to 546. Further, the total enrolment
increased to 681 in 2021-22. Objective2. To compare the enrolment of boys and girls at
secondary and senior secondary level. Table 2(a): Showing enrolment of
students by gender at secondary level.
Figure 2(i): Percentage of students'
enrolment at secondary level (Class – IX & X) by gender in Tawang district
for the last 5 academic sessions. Table 2(a) and figure 2(i) shows that the enrolment status of the girls, at the secondary level were higher than the boys during all the 5 academic sessions. From the above table and figure we can see that 62.1% of the enroled students at the secondary level were girls while only 37.9% of the enroled students were boys. This shows that the majority of the student enroled at the secondary level were girls. Table 2(b): Showing enrolment of
students by gender at senior secondary level.
Table 2(b) and figure 2(ii) shows that the enrolment
status of the girls, at the senior secondary level was higher than the boys
during all the 5 academic sessions. From the above table and figure we can see
that 65.1% of the enroled students at the senior secondary level were girls
while only 34.9% of the enroled students were boys. This shows that the
majority of the student enroled at the senior secondary level were also girls. |
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| Conclusion |
The findings of the study revealed that status of enrolment of students at the secondary level decreased from 403 during the session 2017-18 to 299 during the session 2021-22. But at the senior secondary level, the enrolment saw an increase from 566 during 2017-18 to 681 in 2021-22. From the study it can also be concluded that in both the secondary and senior secondary levels the enrolment of the girls outstripped the enrolment of boys. One of the important reason for this is the strict cultural and tradition that is followed by the Monpa community, to send the second son of the family for monkhood life. Other reasons may be due to the parents showing more lenience towards boys for further studies outside of hometown district, students lacking motivation from elders since, most of them being the first generation learners, and also most of them entering the world of manual work at an early age to support the livelihood of the family, illiteracy of the parents, etc.
Many reasons are listed to the districts low literacy rate. The low density of 23 persons per square kilometer is one of the reasons. The population is scattered in small habitations and the schools are opened only in the bigger villages, it becomes difficult for the children from small villages to attend school regularly and eventually dropout. The districts extreme cold climate is another reason the cold winter starts from early November and lasts till mid April, poses a hindrance in regular functioning of various schools.
Poverty plays its own part in low literacy rate. With small land holdings and no other regular source of income, many children are either not sent to school, or are withdrawn from the school after few years to make them work under Border Roads Task Force, Public Works Department, and other works department or contractors as labourer to supplement the family income (Tsewang Norbu, 2008).
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| Limitation of the Study | The study was limited to the enrolment of secondary and senior secondary schools of Tawang district, Arunachal Pradesh. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Acknowledgement | 1. The Office of The Deputy Director of School Education, Tawang district, Arunachal Pradesh. 2. Smt. Tsepal Wangmu, TGT, Tawang, Arunachal Pradesh. 3. Shri. Tashi Wangchu, TGT, Tawang, Arunachal Pradesh. |
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| References | 1. Adejimi, S .A and Nzabalirwa, W (2021). Students’ enrolment trend in the school of Education, College of Education, University of Rwanda. International Journal of Educational Research. Vol-9, No1.
2. Arjun, J.V and Premkumar, A (2020). Tribal Education in North Eastern States of India. Research and Reflection on Education. Vol. 18 No.1.
3. Census of India 2011, Arunachal Pradesh, DISTRICT CENSUS HANDBOOK for Tawang.
4. Ibanga , F.D.A (2016) Julius Nyerer’s Philosophy of Education: Implication for Nigeria’s Educational System Reforms. Africology: The Journal of Pan African Studies, 9(3): 101-125.
5. Norbu Tsewang (2008), The Monpas of Tawang, Directorate of Research, Department of Cultural Affairs, Arunachal Pradesh, Frontier Printers & Publishers, Itanagar.
6. National Education Policy 2020 MHRD, Govt. of India.
7. Mwirigi and Mutha, G (2015). Impact of Enrolment on the Quality of Learning in Primary Schools in Imenti Central District, Kenya. Journal of Education and Practice. Vol.6, No.27, 156-160.
8. Rupavath, R. (2011). Tribal Education: A Perspective from Below South Asia Research.www.sagepublications.comDOI:10.11771026272801663718.Vol.36(2):206-228.
9. Yama Tage (2021). Study of Enrolment Pattern of Girls in Secondary and Higher Secondary Level in Arunachal Pradesh, Pp-11-21, in Pradhan, S.K & Yama, T (Eds.), Education in Emerging Indian Society, Rudra Publishers, New Delhi. |
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