Disadvantages Of Primary Education

• Jain (1985) found that before 1963 all the primary schools were financed and administrated by the State education department. In 1964-66 the receipts of less local fund became available; as a result a large number of primary schools were opened and maintained from the fewer funds. Till 1960 there were variations in the administrative setup of primary education in three zones of the state i.e., Western Maharashtra, Vidarbha and Marathwada, the expenditure on primary education had been increasing during 1960-61 and it was expected to rise further. The case studies of the local authorities undertaking in Pune district reflected on both the advantages and disadvantages of having local bodies carry out the administrative functions of primary education.

There were 5337 teachers and in 1987-88, the number rose to 47493 and since independence, the methods and procedures of supervision and inspection had not undergone much change.

• Ambashat and Rath(1995) revealed that the school curriculum was not suited to the needs of tribal children, parent’s education and help received from the family had sufficient effect on the achievement of student’s attendance, home work and mid-day meal was found to be positively related to tribal students enrollment.

• Paul and Gupta (1998) revealed that all round development of children was not possible without providing them primary education of satisfactory quality.

• In a study conducted by Metha, A C in 2007 to review the progress made between 1990 & 2000 in the elementary education. Different components such as, universal enrolment, access, retention and quality of education have been critically analyzed. He found that in twelve states primary education consists of class I to IV where as in rest of the states it is class I to V. The National Policy supports class I to V at the primary and VI to VIII at the upper primary level of

has increased significantly over a period of time from 1965 to 1993. Of the total 1,061 thousand rural habitations in the country, 528 thousand (about 50 per cent) habitations had a primary school/section within the habitation itself in 1993-94 (NCERT, 1998). On the other hand, about 83.4 per cent habitations had a primary school/section within a distance of one kilometre, against which about 177 thousand habitations, though eligible did not have schooling facilities. There were about 581 thousand habitations in 1993-94 that had a population of 300 & more of which more than 40 thousand habitations (7 per cent) did not have access to schooling facilities within a distance of 1 km. It may be noted that the number of unserved habitations in 1986-87 (population 300 & more) was 142 thousand (26.76 per