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SCHOOL INFRASTRUCTURE IN URBAN AREAS
(A Study of school education in Hyderabad City)
Dr. K. ANJI REDDY *Prof. B.SHIVA REDDY*
I. Introduction:
Education can contribute to social and economic development. The
transformation of the globe from a growth-based economy to knowledge
based economy and increasing emphasis on human development has
brought education into the forefront of development debate.
The contribution of education to economic and social development
depends on the proper development of education itself. For proper
development of education, establishment of educational institutions,
provision of infrastructure facilities like sufficient classrooms, toilets for boys
and girls separately, drinking water, play ground and recruitment of teachers
are necessary. Generally there is a high increase in establishment of
educational institutions in urban areas due to demand from the migrating
people to urban areas for various reasons.
One of the important reasons for migration of people from rural areas
to urban areas is for better education facilities available in town and Cities.
Obviously the demand for schools increases resulting in establishment more
and more schools and colleges by the various education suppliers.
The enrolment of children depends, among other things, on the
availability of physical and academic facilities. Provision of physical andacademic facilities is the precondition for effective functioning of schools and
academic excellence. The serious efforts of different agencies to supply
education reflect the extent of provision of physical facilities and creating
appropriate teaching learning conditions.
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Availability of facilities in a school can be divided into physical and
ancillary facilities. Further, physical facilities are sub- divided as
infrastructure and academic facilities. As far as physical or physical
infrastructure is concerned one can include availability of permanent
buildings, adequate class rooms. A school building provides not only an
identity to school separating from others but also essential for effective
learning teaching-learning activity by sheltering teachers, students, records,materials from the vagaries of weather. Ancillary infrastructure refers to
presence of well-marked school compound, playground, drinking water,
urinals and separate toilets for girls, etc.
That there are rural-urban differences in educational development is well
established. The general conclusion is that urban areas are well developed
educationally when compared to rural areas. On the whole overall education
in urban areas may be good but there are differences within urban areas interms of alternatives and availability of school facilities. For example, there
are more alternatives in big towns and cities than other and within a city
between different types of institutions.
In Hyderabad city there are quite a large number of schools providing
education to millions of children and employing thousands of teachers (see
section III). But all the schools are not having the same infrastructure and
providing the quality education. Some are well established in terms ofphysical and other infrastructure while others lack of basic facilities.
It is not known what are the factors determining the school infrastructure and
how the infrastructure is affecting the enrolment of children in schools.
Therefore, an attempt is made to analyze these issues in the context of urban
areas by taking Hyderabad as a case study.
The main objective of this paper is to examine the school infrastructureand enrolment of children in urban schools in the urban context more
specifically the objective are
Examine of the Urbanization and availability of school facilities in
urban areas.
Analyse the availability of school infrastructure facilities in Hyderabad.
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Examinie the relation between school facilities available and
Enrolment.
Methodology:
The study is based only on secondary data. The first objective is
examined on the basis of secondary data collected from 7 th survey and DISE
information for AP and all India. The second objective is examined on theboth secondary and primary data. The third objective is based on the primary
data only. Primary data are collected from 20 sample schools. For the
selection of the sample, the Hyderabad is classified into four zones- North,
South, West and East- and five schools from each zone are selected
randomly. Only Government and Aided schools are included in the sample.
II. Urbanization and school facilities:
Now days people are migrating from rural areas to urban areas in
search of employment, better education and health facilities etc. In the
process urban population is increasing along with increased urbanization. The
percentage of urban population in India has increased from 19.91 percent in
1971 to 27.78 percentages by 2001 similarly in Andhra Pradesh it has
increased from 19.31 percentage in 1971 to 27.08 percentage by 2001 (See
Table), but the annual compound growth rate is in reverse direction i.e.
decline both in India and Andhra Pradesh. It has declined from 3.79 in 1971-
81 to 2.73 in 1991-2001 and in Andhra Pradesh the decline is from 3.94 to
1.37 in the same period. Though the urban percentage of population has
increase over the years but the growth rate declined significantly in spite of
continuous migration to urban areas due to increased cost of living, health
facilities etc.
Table-1
Percentage and Growth of Urban Population in AP & India
Percentage of urban populationYears 1971 1981 1991 2001India 19.91 23.33 25.72 27.78Andhra Pradesh 19.31 28.85 26.84 27.08
Annual Exponential growth rateYears 1971-
1981
1981-
1991
1991-2001
India 3.79 3.09 2.73Andhra Pradesh 3.94 3.55 1.37
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Source: Patterns of urbanization in India (Chandrashekarayya).
The increased growth of schools in Andhra Pradesh between 1993 and
2002 is presented in table below.
Table-2
Growth of Urban schools in Andhra Pradesh1993 2002 Growth (%)
Total schools 63773 91322 43.20Urban schools 9352 15885 69.86Rural schools 54421 75437 38.62
Source: 7th School education survey, C&SE, AP, Hyderabad.
It can be observed form the table that the growth rate in urban schools is
much higher than the rural school i.e. almost double in Andhra Pradesh
between 1993 and 2002. The urban schools have increased from 9352 in
1993 to 15885 by 2002 registering 69.86 percent of growth, whereas rural
schools have increased from 54421 to 75437 with a growth rate of 38.62
percent in the same period.
As the demand for education is high in towns and cities and school are
established in urban areas, the enrolment should also increase in
commensurate with increase in growth of schools. The growth of enrolment in
rural and urban schools is presented here under.
Table-3
Growth of enrolment in Urban schools in Andhra Pradesh
1993 2002 Growth (%)Total schools 10493724 14480480 37.99Urban schools 3337745 4462513 33.70Rural schools 7155979 10017967 58.50
Source: 7th School education survey, C&SE, AP, Hyderabad
Contrary to the expectations and growth rate of urban schools the growth
rate of enrolment in urban school is almost half of the growth rate of rural
schools enrolment between 1993 and 2002 in Andhra Pradesh. Mere
establishment of school does not sufficient for enrolment of children in
schools there are some more things to be provided in schools like sufficient
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and better infrastructure facilities, qualified teachers with quality of teaching
etc.
School requires sufficient infrastructure facilities like number of class rooms,
blackboards, toilets, drinking water, playground, etc according to the
enrolment of children and number of classes that a school has.
Table-4
School Infrastructure facilities in Urban AP & India
Andhra Pradesh India
FacilityPrimary
schools
Upper
Primary
High
schools
Primary
schools
Upper
Primary
High
schoolsAverage
classrooms6.2 8.6 10.9 4.3 7.3 11.0
%schoolswith Single
classroom
10.7 0.64 0.28 8.16 0.86 0.37
% schools
Enrolment
300
17.44 20.02 19.31 17.16 40.79 44.70
Student
classroom
ratio
30.52 25.62 18.87 40.43 4076 28.13
% schools
Enrolment
>60 per
classroom
13.43 8.61 1.83 17.71 14.39 9.66
% schools
functioning
in shift
2.25 1.74 3.53 10.28 18.09 15.54
% schools
not having
girls toilets
44.06 23.68 14.18 56.26 30.75 20.05
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Source: Elementary Education in Urban India, Where do we stand? NIEPA,
2005.
The infrastructure facilities like number of classrooms, blackboards, toilets,
drinking water, playground, etc available in urban schools of Andhra Pradesh
are relatively better than that all India averages in all categories of schools.The average classrooms available per primary, upper primary, high schools
are 6.2, 8.6, 10.9 and the same for all India is 4.3, 7.3, and 11.0 respectively.
Still schools running with single classrooms are more in Andhra Pradesh than
all India. The percentage of schools with single classrooms is 10.7, 0.64, and
0.28 in primary, upper primary, high schools respectively, the same for all
India is 8.16, 0.86, 0.37.
The average rooms available may be sufficient for the enrolment of students
less 300 per school. There are good number of school enrolled more 300students for which the average number rooms available are grossly
inadequate. Therefore, these schools are either forced not to enroll the
children in school or run in shift system. Either of the methods deprives the
students neither to enroll in school nor to learn quality of education. There is
good percentage of schools running with more than 300 students enrolled in
Andhra Pradesh an India as well. These schools are 17.44, 20.02, 19.31 of
primary, upper primary, high schools respectively and the same for all India is
17.16, 40.79, and 44.70.
Schools are supposed to run full time i.e. from morning to evening as per
timings given by the school authorities. It is happening in rural areas but
when it comes to urban areas schools running little differently from that of
the rural schools. Some of the urban schools are running in shift system
because of non availability of sufficient number classrooms for the students
enrolled in schools. In rural area the classes may be conducted under a tree
or a tent if number of classrooms is not sufficient but in urban area it is notpossible so to conduct classes under a tree or tent because of the non
availability of space. The percentage of schools running in shift system is
2.25, 1.74, and 3.53 of primary, upper primary, high schools respectively in
Andhra Pradesh the same for all India is 10.28, 18.09, and 15.54.
III. Education in Hyderabad City:
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Hyderabad has become the capital of Andhra Pradesh after formation
of the state in 1956. Before formation of the state Hyderabad it-self was the
state and all the Telangana districts and some parts of Maharastra and
Karnataka were under its administrative control. In 1978 Hyderabad district
was bifurcated in to two districts i.e Ranga Reddy and Hyderabad. All rural
places are brought under administrative control of Ranga Reddy and urbanareas are under control of Hyderabad district. Out of 23 districts in the state
Hyderabad is the only district consists of only urban areas.
Table-5
Demographic features of Hyderabad District
Year Population Growth
rate
Density Sex
ratio
Literacy
rate
2001 3829753 21.74 19149 933 78.80
1991 3145939 39.16 14499 933 71.52
1981 2260702 34.36 920 32.16
Source: selected educational statistics of various years
Hyderabad district is spread over 217 sq kilo meters and consists of 16
revenue mandals, two revenue divisions and 1104 (814 notified and 290 non-notified) slums. It is the fastest growing district in Andhra Pradesh largely
due to migration from all most all the district and also from neighboring
states. With the formation of greater Hyderabad the area of the district
increased to 625 sq kilometers covering neighboring areas (both towns and
villages) and population of the greater Hyderabad estimated to be around 60
lakhs.
Due to increase in population without increase in the area the densityof population has increased significantly, leading to urban congestion and
increase in the slums. About one-third of the population lives in slums.
The Hyderabad continues to be not only the capital of AP but also
educational capital of the state. Besides 8 universities, there are several
academic and research institutions of national and international fame located
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in and around Hyderabad city. About half of the colleges-both general and
professional-of Telangana region are located in and around Hyderabad city. It
is also place of concentration of corporate colleges and schools which are
increasing very fast.
Though the district is urban, it has not attained the status of total
literacy state, mainly due to immigration of uneducated rural poor in searchof better opportunities. However, the literacy rate increased quite
significantly in recent years and continues to be the highest literacy district in
the state.
One of the important factors of determining literacy rate is availability
of educational institution i.e. availability of school to people with in their
living place and its functioning includes number of teachers working,
availability of building with sufficient classrooms, drinking water, toilets,electricity, laboratory, library etc.
Here an attempt is made to analyze the growth of the institutions
during last 30 years in Hyderabad district. Further, the growth of these
institutions management wise also presented in the below table.
Table-6
Management wise schools in Hyderabad District %
Type of
schoolYear All Private Aided Govt.
Primaryschool
2006-07 100.0(1504) 53.6 10.6 35.8
1977-78 100.0 (394) 22.0 7.0 71.0
Upper
primary
2006-07 100.0 (621) 75.4 9.5 15.1
1977-78 100.0 (190) 41.0 12.0 48.0
High 2006-07 100.0 (1053) 69.9 13.7 16.4
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Sex All Private Aided Govt.
Boys100.00
(394171)76.00 9.62 14.38
Girls
100.00
(407965) 65.10 15.75 19.15
Total100.00
(802136)70.46 12.74 16.80
Enrolment(I-X classes) in Hyderabad District-1977-78
Boys 189029 - - -
Girls 158333 - - -
Total 347362 - - -
Source: DISE 2006-07 & Educational statistics 1988.
(Figures in parentheses are absolute numbers)
Enrolment in school education (classes I to X) has increases
significantly in Hyderabad district. The enrolment in 2006-07 is 2.3 times to
the enrolment in 1977-78. The most important feature of this increase is out
numbering of girls enrolment. No district except Hyderabad and Godavari
districts have more enrolment of girls than boys. The proportion of enrolment
in private unaided schools (70.46%) is more than their proportion in total
number of schools (64.0%) in the district.
School Infrastructure:
Physical infrastructure is the main concern for many schools in urban
areas in the state including Hyderabad city. Availability of land, the cost of
land and cost of construction are important factors in determining the
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availability of physical infrastructure exclusively for schools in urban areas.
Therefore, many schools including Government are functioning in rented
buildings in Hyderabad city. Of the 3178 schools in the city 51.66 percentage
of schools are running in rented accommodation, 37.91 percentage of schools
are in own accommodation and remaining 10.43 percentage of school are
running in community halls and other buildings (see table-6). There are
differences among the managements in providing type of accommodation toschools in the city. In fact it is the private un-aided managements are going
for highest (65.53%) rented accommodation followed by private-aided
management 45.60 % and Government 34.29%. It indicates that providing
own accommodation to the school is one of the biggest problem in urban
areas. Obviously when accommodation is rented, it will be insufficiently
available to the children and it will have the impact on physical and mental
growth of the children attend the school.
Table-8Ownership wise accommodation to school in Hyderabad city
Private
Un-aidedPrivate-Aided Government
Total
Type of
schools
OWN RENT OWN RENT OWN RENT
C.hall
sOthe
rPrimary
schools35.54 64.46 52.08 47.92 25.65 26.21 48.14 100(1504)
Upper
Primary
schools
30.33 69.67 52.73 47.27 43.62 23.40 32.98 100(621)
High
schools35.40 64.60 59.87 40.13 56.07 20.23 23.70
100(105
3)
Total 34.47 65.53 54.40 45.60 34.29 24.60 41.11100(317
8)Source: DISE 2006-07 (Figure in parentheses is absolute numbers)
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Private
Un-aidedPrivate-Aided Government
Total
Type of
schools
OWN RENT OWN RENTOW
NRENT
C.hall
sOthe
rPrimary
schools 17.15 31.12 8.31 7.65 9.18 9.37 17.22 100(1504)Upper
Primary
schools
17.87 40.42 14.01 12.56 6.60 3.54 4.99 100(621)
High
schools24.41 44.73 8.64 5.79 9.21 3.32 3.89
100(105
3)
Total 19.70 37.44 9.53 7.99 8.68 6.23 10.42100(317
8)Source: DISE 2006-07 (Figure in parentheses is absolute numbers)
After the accommodation is available then what kind of
accommodation provided is another important issue in providing
accommodation to the children attends the schools? Unlike in rural areas the
accommodation available in urban areas is 88.04 percentage is pucca
buildings, 9.87 percentage partially pucca and just 1.82 percentage kuchcha.
No school is running under tents or open space in urban areas. It is just
because of non availability of open space to put tent or run the school under
tree.
Table-9
Type of buildings schools functioning in Hyderabad city
pucca
partly
pucakuchcha Tent
open
spaceTotal
Primary schools 84.31 12.65 2.65 0 0.39100.0(1281
)
Upper Pimary
schools89.44 8.84 1.29 0 0.43 100.0(464)
High schools 92.96 6.21 0.84 0 0.00 100.0(838)
Total 88.04 9.87 1.82 0 0.27100.0(2583
)(Figures in parentheses are absolute numbers)
Source: VII All India educational survey.
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Once the pucca building is provided to a school then the managements
should also provide other infrastructure facilities like toilets, drinking water,
furniture and electricity. The facilities available in schools managements arepresented in table-8.
Table-10
Ownership wise facilities in schools in Hyderabad city
Private
Un-aidedPrivate-Aided Government
FacilitiesAvaila
ble
Not
availa
ble
Availa
ble
Not
available
AvailableNot
available
Toilet 87.28 12.72 83.17 16.83 55.28 44.72
Drinking
water94.68 5.32 86.20 13.80 86.00 14.00
Electricit
y78.00 22.00 76.25 23.75 48.65 51.35
Furniture 94.50 4.50 86.20 13.80 59.43 40.57
Source: DISE 2006-07
The facilities like toilets, drinking water, electricity and furniture
available and not available are calculated for all the schools management
wise. If the building is own of the school the management of that school is
supposed to provide and maintain the facilities. The building is rented one
then the owner of the building has to provide the facilities but managed by
the school management. The Govt schools running in community halls do not
have facility of toilet, drinking water and electricity. The community halls are
given to Government schools for running the school temporarily till the
permanent accommodation is provided. Even if the Government wanted to
provide the toilet facility there is no space to construct the toilet in the
premises of community hall on the other community is trying to evict the
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schools from the premises. Only 14 percent of the schools having own
building require the drinking water facility and 50 percent of the schools
require electricity facility.
Table-11
Status of infrastructure facilities in Govt. schools in Hyderabad
District 2006-07
S.
no
Type of
schoolOwn
Ren
ted
C.
hall &
other
s
Furniture
required
(Dual
Desks)
Facilities required for
own building schools
WaterElectr
icity
Addl
class
rooms
1Primary
schools138 141 259 2500 30 98 291
2
Upper
primary
schools
41 22 31 1500 3 20 32
3High
schools97 35 41 5900 6 20 86
Total276
(34)
198
(25)
331
(41)9900
39
(14)
138
(50)409
Source: DISE 2006-07 (Figure in parentheses is %)
IV.Results of primary survey of Government schools in Hyderabad
city:
Hyderabad is divided into four zones namely East zone, West zone,
North zone and South zone. Of the 805 Government school in the district 20
schools have been selected for collection of primary data to analyze issues of
schools in Hyderabad city. The 20 schools have been distributed equally
among the four zones at the rate of 5 schools per zone.
Table-12
Features of Selected schools in Hyderabad district
S.
no
School
Zone
Total
schools
Telug
u
Urd
u
Parallel
Mediu
m
OwnRente
d
C. hall
&
others
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1East
Zone5 1 0 4 0 3 2
2West
Zone5 3 2 0 4 0 1
3North
Zone5 3 0 2 4 1 0
4South
zone
5 0 5 0 3 1 1
Total 207
(35)
7
(35)
6
(30)
11
(55)
5
(25)
4
(20)Source: Primary Data (Figure in parentheses is %)
Out of 20 schools 7 schools are of Telugu medium of instruction, 7
schools Urdu medium of instruction and 6 schools are having parallel medium
of instruction i.e. Telugu & Urdu and Telugu and English. Further 11 schools
are running in own buildings 5 in rented buildings and 4 schools running in
community halls or other buildings (see table-12). In case of physical
infrastructure it is common among all the zones that about 50% of schools
have all the facilities and other 50% of schools do not have the facilities
except the electricity facility in East zone schools.
The highest enrolment is in North zone followed by East zone, West
zone and South zone. Further the highest enrolment in North zone dominated
by SC & ST and South zone by Muslim minority. Majority of the schools of
North zone are functioning in Government buildings with better infrastructure
facilities where as the schools in East zone are functioning in rented building
without any proper infrastructure facilities.
Table-13
Indicators of Selected schools in Hyderabad district
S.
no
Schoo
l
Zone
Total
schoo
ls
TPR
Teach
er per
schoo
l
Stude
nts
per
schoo
l
No of
schools
Water
require
d
No of
schools
Electricit
y
required
No of
schools
Toilets
required
1 East 5 21 13.8 285 4 0 2
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Zone
2West
Zone5 29 7.6 221 2 2 2
3North
Zone5 30 13.4 408 2 1 1
4South
zone5 25 7.8 193 3 2 2
Total 20 26 10.7 27711
(55)
5
(25)
7
(35)Source: Primary Data (Figure in parentheses is %)
While government taking private buildings on rent for running government
schools the building owners has to ensure to made available all the facilities
like drinking water, toilets, electricity etc, but the monthly charges for supply
of water and electricity must be paid by the user of the facility i.e. the school.
The schools do not have any money for making payments of the bills. The
schools have to get budget from the government. Generally government
releases the budget for these purposes every quarter based on the
availability of funds meantime water and electricity suppliers disconnect the
supply for want of payment though these providers also works under the
government control. Thereby the school children suffer from non availability
of the water and toilet facilities.
Some of the schools are running in rented buildings from decades and rents
for these buildings were fixed at the time of agreement, there after it was
supposed to revise the rent from time to time, but this is not happening. The
building owners have to bribe the office people for making payment of rents
and revision of rent. Some of the rented school buildings have reached to
dilapidated conditions, meantime time the demand for these buildings has
increased for commercial uses. Therefore, the owners of the buildings are not
taking any interest to take up any maintenance repairs to the buildings on
the other hand they trying to vacate schools from their buildings.
Generally it is believed that the private schools provide better infrastructure
facilities to the students, but they are not exception in lacking basic facilities.
There are about 5 to 20 percent of schools do not have drinking water,
toilets or electricity and about 30 to 40 percent of schools are functioning in
rented buildings and these buildings not suitable for running schools but the
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managements are continuously running in such buildings by paying less rent
for making profits on schools.
Conclusion:
Development of Education leads to migration of people in search
better employment and other facilities for comfortable living. The betterfacilities are available in cities and towns. In the first instance rich and
economically well off families do migrate for better education and health
facilities and to provide support services such families poor families do
migrate to towns and cities. Apart from these families educated middle class
and economically viable people do migrate. When all these families are
migrating they need new schools to enroll their children. So, more and more
new schools are established to meet the demands of the migrant people.
Rapid urbanization required to provide more and more educational
institutions with required facilities. But the rapid urbanization escalates the
land values and creates scarcity of land for many uses. Educational
institutions are one such use find it difficult to provide sufficient land and
thereby lacks all the facilities needs in the institutions particularly drinking
water, toilet and playground. Ultimately leads low enrolment and quality
education in institutions in urban areas.
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