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CHAPTER - 4

TRENDS IN THE DEVELOPMENT OF EDUCATIONAL

INFRASTRUCTURE IN GADAG DISTRICT

Gadag District: A Brief History:

Gadag is a unique district in Karnataka state in India. It is newly created on

1-11-1997, bifurcating from the old Dharwad district. The core area of the Gadag

District is Kalyani Chalukyas, which holds many monuments (mainly Shiva

temples, Jain Basadis), includes Kalyani Chalukyas history, propagated Jainism, and

built temples known for architectural beauty. Gadag immediately brings to mind the

name of Naranappa, popularly known as Kumara Vyasa, the author of Karnata

Bharata Kathamanjari. It is the classic Mahabharata in Kannada. The blind singer

Ganayogi Panchakshari Gawayi belonged to Gadag. His music school (Veereshwara

Punyashrama) is famous. The Tontadarya Matha of the Veerashaiva sect of

Hinduism is engaged in many educational and literary activities in and around

Gadag.

There is a legend about Gadag that if you throw a stone in town it would

either land at a printing press or on a handloom. Gadag has a lot of printing presses.

Betageri, which is an adjacent town to Gadag, is famous for handlooms. Gadag has

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been an important seat of Hindustani music in north Karnataka, and is home to the

Hindustani singer Bharata Ratna awardee Pandit Bhimsen Joshi.

Administrative divison:

Gadag is a city in Karnataka state in India. It is the administrative

headquarters of Gadag District. Gadag and its sister city Betageri have a combined

city of administration. For administrative convenience, the district is divided in to 5

taluks viz., Gadag, Mundaragi, Naragund, Ron and Shirahatti with total of 337

villages and 8 uninhabited villages. It contains 3 town municipalities, 5 town

panchayaths and 11 hoblies. A map showing administrative details of the district is

presented as Fig-1.

Co-operative movement in Gadag District:

The district has the fame of having launched the first co-operative movement

in the year 1906. The first primary agricultural co-operative society was established

in the small village of Kanaginahal in Gadag taluk. From 1906 to 1998 the district

has consolidated this position of co-operative movement growth from a small

primary co-operative society to the establishment of large industrial units in the co-

operative sector which have also made a name for themselves in the co-operative

movement in the state.

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Figure – 1:

177

Location/Geographical Area:

Gadag district is located in northern parts of Karnataka and situated in

between north latitudes of 15° 15‟ to 15°45‟ and east longitudes of 75°20‟ to75°47‟.

MalaPrabha River in the North and Tungabhadra in the South from the natural

boundaries. Gadag is bound by six districts namely Dharwad on West, Belgaum on

the North West, Bagalkot on the North, Koppal on the East, Bellary on the South

East and Haveri on South West.

Demographic Features:

According to the 2011 census Gadag district has a total population of

1,065,235; which comprises of 5,38,477 lakh males and 5,26,758 lakh females. The

urban population comprises of nearly 3,58,712 lakh and the rural population about

6,85,261 lakh.The district has a population density of 229 inhabitants per square

kilometer. Its population growth rate over the decade 2001–2011 was 9.61 percent.

Gadag has a sex ratio of 978 females for every 1000 males, and a literacy rate of

75.18 percent. The literacy rate among male is 84.89 percent whereas among female

it is only 65.29 percent.

Basin and drainage:

The district is a part of Krishna basin, divided in to two sub basins namely

Malaprabha and Tungabhadra. These have an area of 2768 km and 1889.2 km

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respectively. A tributary of Malaprabha river, Bennehalla flowing parellel to the

main river joins Malapraba river in Ron taluk which is located north eastern part of

the district. Overall drainage network is exhibiting dendritic pattern.

Rainfall and Climate:

The district falls under semi arid tract of the state and it is categorized as

draught prone. And normal rainfall is 613 mm. The north-east monsoon contributes

nearly 24.8% and prevails from October to early December. And about 54.7%

precipitation takes place during south –west monsoon period from June to

September. And remaining 20.5% takes place during rest of the year. In the district

from December to February month is winter season, During April to May

temperature reaches up to 42°C and December and January temperature will go

down up to 16°C. There are 15 rain gauage stations in gadag district. The average

annual rainfall for the district is 397 mms with 43 rainy days. The highest mean

monthly rainfall is 90 mms in the month of August and lowest is 28 mms in

September during 2011-12. The annual rainfall variation in the district is marginal

from place to place.

Land use:

In the district during 2003-04 about 80% area is net irrigated, about 7% of the

area is covered by forest and net sown area is about 83% of geographical area.

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Irrigation:

Details of the area irrigated by different sources and net area irrigated is given

in table-4.1

Table 4.1- Details of the area irrigated by different sources in Gadag District

(in hectares)

Sl. No Taluks Canals Percentage Tanks Percentage Wells Percentage Other Sources Percentage

1 Gadag 3907 10.57 NA NA NA NA 221 0.74

2 Munadargi 11219 30.34 881 69.42 25 1.01 9697 32.45

3 Naragund 2395 6.48 NA NA 1860 74.79 13295 44.50

4 Ron 10231 27.67 45 3.55 NA NA 3799 12.71

5 Shirahatti 9225 24.95 343 27.03 602 24.21 2867 9.60

Total 36977 100.00 1269 100.00 2487 100.00 29879 100.00

Source: Gadag District at a Glance 2011-12

Occupational Structure:

Occupational structure is regarded as one of the most important indicator of

economic development. It gives a clear idea about the nature of the economy. A

large proportion of the population engaged in agricultural activity in the district

indicates the under developed nature of the economy.

Table 4.2: Classification of Workers in Gadag District

Type of works Number of Workers Percentage

Sl. No

1 Cultivators 139338 29.36

2 Agricultural Laborers 179595 37.85

3 House-hold/Cottage industries 16714 3.52

4 Other works 138884 29.27

Total 474531 100.00

Source: Gadag District at a Glance 2011-12

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Shown in Table-4.2, the data of the occupational structure presents in total

that worker constituted 474531 in Gadag district during 2011, of this, majority of

workers are cultivators and agricultural laborers constituting 29.36 percent and

37.85 percent, respectively. This shows that still now agriculture is the major source

of income in Gadag district. In all, four occupations are considered here. The extents

of changes that have occurred in the occupational structure at the state level have not

occurred in Gadag district in the last 50 years.

Main crops:

Principal crops in the Gadag district are Jawar, groundnut, sunflower, cotton

and wheat of the net sown area and other crops like paddy, ragi, turgram, vegetables

are also grown. Normally in command areas of the district crops like sugarcane,

maize and jawar, wheat, gram, paddy and pulses are grown while in noncommand

areas sunflower, groundnut, chillies, millet and pulses are grown. And normally in

command areas of the district crops are grown like sugarcane maize, jawar, wheat,

gram, paddy and pulses while in non command areas sun flower, groundnut, chillies,

millet and pulses are grown.

Infrastructure:

Gadag district has a total road length of 1942.26 kms. It has 44.90 kms.of

National Highway and 709.52 kms. of State Highway. The district consists of 9

Railway Stations. The district has about 96.00 Kms. of broad-gauge. The district is

well connected with telecommunication facilities with 50 telephone exchanges,

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23234 telephones, 170 post offices and 01 telegraphic office. In Gadag district, the

literacy rate in 2011 census was 75.18 percent. The district has 253 primary

schools, 252 high schools, 85 PU colleges, 18 general colleges for graduation and 04

medical colleges (Indian medicines). In the period 2010-11 there are 58 primary

health centers with 348 beds in the district. In the same period there are 298 family

welfare centers Sub-centers, and 754 hospitals (Public and Private) with 2,334 beds

and 754 doctors in the district. It also has 3 engineering colleges and 130 libraries

as on 2011. There are about 55 nationalized banks and 43Regioal Rural Banks. The

district has 6 Urban Cooperative banks and 6 other Cooperative banks. The district

consists of 150 agricultural credit cooperative societies, and 469 other credit

cooperative societies. The district has 5 main regulated markets, one each taluk

markets and 16 sub-markets for marketing of agricultural commodities.

Wind power generation:

Gadag District is also known for Wind Power Generation at Kappatagudda

and Gajendragad.

Industrial sector:

Gadag is a major industrial centre next to Hubli-Dharwad. There are 4 Large

and Medium scale industries existing in the district with 1243 employees. There are

about 94 Factories and 7550 Small scale industries in the district with employing

28725 people. The small scale industries in Gadag constituted about 1.9 percent of

the total units in Karnataka. Of these, nearly 40 per cent are located in rural areas

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has against the state proportion of about 38 per cent. Falling in line with the state,

food and food processing industry provides the highest employment in the district

followed by textiles, printing, metal products, machine tools, furniture and paper

products.

Introduction:

Now the nature and forms of education is changing swiftly in perspective of

the whole world. The importance of education has been realizing from far behind the

Raman and Mahabharata era. We, looking at the world, can claim that the nations

and cultures committed to education and training has made greater strides in both

intellectual and economic growth.

The term “education” is derived from the Latin word “educare”,1 which

means brining up a child, both physically and mentally. In a broader sense,

education is conceived as a group process by which culture or the knowledge

storehouse is transmitted from generation to another.

Mahatma Gandhiji2 very clearly and correctly wrote that education is the

strong base for building a strong India. He emphasized “basic education” to all, so

that people can live a happy life living only in villages, avoiding migration to cities.

Moreover, he advised government to educate women who are the main pillars of

society. A benefit of education is both direct and as well as indirect impact on

economy. Therefore education is a prerequisite for progress and development in

economy. Further the level and spread of education has not only been an important

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pre condition for sustained economic growth and development, both in the

developed and developing countries, but it has also played a critical facilitative role

in the demographic, social and political transition of these societies. Creation,

application and adoption of new technologies, lower-fertility, infant and child

mortality rates, better nutritional, hygiene and health states of children, reproductive

health and empowerment of women, social mobility and political freedom, all have

visible linkages with educational attainment of people. Education is an important

input for human capital formation. It is a vital part of social infrastructure that can

bring about both individual and national development. Education is a systematic

way of bringing about qualitative improvement in the standard of living of the

people.

Education plays a vital role in shaping our lives and life styles. It is an

established fact that education is a catalyst of socio-economic transformation. And it

is crucial factor in the understanding of social problems. It enhances our ability to

develop solution for these problems. The economic growth depends to a large extent

upon changes in human thinking which plays the important role in productive

process through organizational and managerial ability. Further education also play a

key role in the production because it supplies physical and mental labour to higher

order and thus helps in marketing right decisions for the development of country.

Education has now become the corner stone of institutional frame work an

several counts. There is an in extricable link between education and national

development. The development of Indian education has its impact on modernization

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of the society, the economy and also on overall development. The contribution of

education to Indian economic growth has been quite remarkable. The expansion and

development of higher education has enabled Indian economy to be modernized by

the setting up of many new industries and also made agricultural progress by the

production of fertilizers. As result of the poor quality of education capital output

ratio in India is very high and unfavorable and productivity is low.

Attainment of higher levels of education is the necessary and sufficient

condition for alleviation of poverty, higher level income of the people and further

economic progress. According to National Human Development Report 2001,3 the

process of education and attainments there of has an impact on all aspects of life. It

captures capability of acquiring knowledge, communication, and participation in

community life.

Benefits of education are both direct and as well as indirect impact on

economy. Therefore education is a prerequisite for progress and development in

economy. Further the level and spread of education has not only been an important

pre condition for sustained economic growth and development, both in the

developed and developing countries, but it has also played a critical facilitative role

in the demographic, social and political transition of these societies. Creation,

application and adoption of new technologies, lower-fertility, infant and child

mortality rates, better nutritional, hygiene and health states of children, reproductive

health and empowerment of women, social mobility and political freedom, all have

visible linkages with educational attainment of people.

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The level of education is quite low in Gadag district as compared to most

developed districts in the state. Therefore, the need of the hour is to concentrate on

reforming, re-orienting, rejuvenating, reinvigorating and revitalizing the entire

education system to meet the emerging needs and challenges of the new century and

the new millennium.

In view of this vital role of education in economic development of a region,

an attempt has been made in this chapter to study the infrastructure development in

educational sector and identify those taluks, which are lagging behind. It is hoped

that this would facilitate the task of planners in formulating development plans for

the balanced development of the educational sector in Gadag district.

Educational Development 2000-01:

Development of education sector in Gadag district can be assessed on the

basis of three aspects namely, availability of educational infrastructure, student

enrolment ratio and literacy level. After surveying the indicators for which data were

available, following nine indicators have been selected to develop taluk-wise

educational development index for the present analysis.

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Sl. No Educational Indicators 2000-01

1 Number of Primary Schools per 10,000 Population - 1X

2 Number of Primary Schools per 100 Sq.Kms of area - 2X

3 Number of Secondary Schools per 10,000 Population - 3X

4 Number of Secondary Schools per 100 Sq.Kms of area - 4X

5 Number of Pre-University Colleges per 10,000 Population - 5X

6 Number of Pre-University Colleges per 100 Sq.Kms of area - 6X

7 Gross Enrolment Ratio ( Primary and higher Primary) - 7X

8 Pupil-Teacher Ratio in Schools - 8X

9 Literacy Rate (In Percentage) - 9X

The observed values of the fourteen indicators of educational development

for all the five taluks of Gadag district is presented in table-4.3.

Table 4.3: Indicators of Educational Development 2000-01

Sl.No Taluks/Indicators 1X 2X 3X 4X 5X 6X 7X 8X 9X

1 Gadag 6.54 19.78 1.75 5.29 0.39 1.19 121 37.35 71.40

2 Mundaragi 9.03 11.88 1.63 2.15 0.34 0.45 126 36.96 62.10

3 Naragund 6.47 13.79 2.05 4.37 0.43 0.92 125 40.45 64.10

4 Ron 7.11 13.63 1.82 3.49 0.24 0.46 164 35.72 63.90

5 Shirahatti 8.08 15.60 1.42 2.74 0.27 0.53 124 38.25 62.90

Total 7.26 15.16 1.72 3.59 0.33 0.69 134 37.31 66.10

Source: Gadag District at a Glance 2000-01, Census of India 2001.

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Table 4.4: Ranks of Educational Development Indicators 2000-01

Sl. No Taluks/Indicators 1X 2X 3X 4X 5X 6X 7X 8X 9X

1 Gadag 4 1 3 1 2 1 5 3 1

2 Mundaragi 1 5 4 5 3 5 2 2 5

3 Naragund 5 3 1 2 1 2 3 5 2

4 Ron 3 4 2 3 5 4 1 1 3

5 Shirahatti 2 2 5 4 4 3 4 4 4

Note: Lower the rank digit, higher is the level of educational development.

Source: Computed from the values given in Table 4.3

To know the variations in the development of education for all the taluks,

each indicator is ranked, for the indicators X1 to 7X and 9X is given from highest to

lowest and for indicator 8X is given from lowest to highest is presented in the

table-4.4

The ranking pattern presented in table-4.4, which represents the position of

each taluks with respect to individual indicators for the year 2000-01, here we can

make comparisons between the taluks for the individual indicator only.

The table-4.4 shows that, Gadag taluk stands first rank in terms of

educational institutions (primary ( 2X ), secondary ( 4X ) and pre-university ( 6X )

educational institutions) per 100 Sq. kms of geographical area and Mundaragi taluk

stood last rank. In terms of educational institutions in relation to its population, the

Mundaragi and Naragund taluks stand first rank, while Shirahatti and Ron taluks

stand last rank. The credit of having highest Gross Enrolment Ratio ( 7X ) goes to

Ron taluk and Naragund taluk having the lowest Gross Enrolment Ratio. Ron taluk

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is stands first position for the indicator 8X , For the indicator literacy rate (X9), the

Gadag taluk is in the first place while Mundaragi taluk is in the last place for the

same indicator.

At the most, by looking at the ranking order of the regions, we can say that

the particular region is in favourable position in case of some indicators but not in

case of others. The conclusive comparisons cannot be made here regarding the

relative position of each region. This requires an objective method of dubbing at the

ranks in respect of different indicators so as to give some composite index.

The composite index of educational development may be obtained in many

ways. One simple method many be simply summing up the ranks of all indicators

for each region and then of re-ranking them from lowest to highest. In such cases,

the summed up ranks may be considered as the Composite Index of Educational

Development. Another method may be of first adding the observed values of all

indicators (in case all are positive indicators) and then of ranking the added observed

values from the highest to lowest. These added observed values, in such cases, may

be treated as the composite index of educational development. But the use of the

either of the above method may not give correct picture of the overall educational

development of all regions, because equal weightage is given to all indicators. Since

these indicators differ in their importance as regards educational development is

concerned, the relative weightage should be given to different indicators. In the

present study, therefore, the Factor Loadings or weightages of different indicators

have been determined with the help of inter-correlation matrix of different indicators

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which is derived from the values presented in table-4.5. Through the application of

diagonal method of factor analysis as explained by Fruchter Benjamin (1954).

[Note: In estimating communalities or the values on the diagonal line firstly a 4x4

Correlation Matrix, for each test is obtained in such a way that it should contain the

variable itself and the three variables with which it correlates highest. The highest

correlations each column of the 4x4 matrix are inserted in the diagonal cells

T

rh

12

Where,

2h = the calculated value from entire 4x4 matrix or the value of factor

loading.

1r = Sum of the values in the first column.

T = Sum of the value in the entire 4x4 matrix.

Source: Fruchter Benjamin,4 Introduction to Factor Analysis, D. Van Nostrand

Company. Inc., New York, Toronto, London, 1954.PP.88-89.]

Table-4.5 shows the inter correlation matrix of different indicators, the values

of which are derived from the values given in table-4.4 through factor analysis.

The factor matrix gives an overall idea about the educational facilities in

Gadag district. It is observed from table-4.6, the factor loadings on indicator 7X

(GER) is highest in the principal component, which shows that it is statistically most

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significant, followed by 6X (Pre-University Colleges per 100 Sq. Kms. of area) and

4X (Secondary Schools per 100 Sq. Kms. of area).

It is also found from table-4.6 that, the Factor Loading on indicator 1X

(Primary Schools per 10,000 population) is the lowest factor loading in the principal

component which shows that it is statistically insignificant and it does not play much

significant role in educational development.

By using the factor loadings, the educational development index is computed

for the different taluks of Gadag district during 2000-01. It is shown in table-5.5.

The composite index of educational development for each taluks is obtained

by using following equation as given below,

ij

n

j

iji RFC1

Where;

iC = Composite index of educational development of taluk „i‟.

i = 1, 2, ..............5 (Taluks)

j = 1, 2, 3, 4, …………9 (Indicators)

ijF = the factor loading of taluk „i‟ on indicator „j‟

ijR = the rank of taluk „i‟ on indicator „j‟

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Table 4.5: Correlation Matrix of Educational Indicators 2000-01

Indicators 1X 2X 3X 4X 5X 6X 7X 8X 9X

1X 1X

2X -0.50 2X

3X -0.80 -0.10 3X

4X -0.90 0.70 0.60 4X

5X -0.60 0.30 0.40 0.50 5X

6X -0.80 0.90 0.30 0.90 0.60 6X

7X 0.30 -0.90 0.30 -0.50 -0.50 -0.80 7X

8X 0.50 -0.50 -0.10 -0.30 -0.70 -0.60 0.60 8X

9X -0.90 0.70 0.60 1.00 0.50 0.90 -0.50 -0.30 9X

Source: Computed from the values given in Table 4.4 through the application of Simple Co-relation Co-efficient Formula.

Table 4.6: Factor Loadings of Educational Indicators 2000-01

Indicators Factor Loading

1X -0.0900

2X 0.5186

3X 0.3556

4X 0.6627

5X 0.2909

6X 0.7924

7X 0.8000

8X 0.6250

9X 0.6627

Source: Computed from the values given in Table 4.5

Ranking is given to each taluk according to the order of composite index

value of educational development is given in table-4.7. Then by applying simple

statistical variations tests i.e. computed values of Standard Deviation (S.D.) 3.67 and

Mean ( X ) 13.85, on the basis of these two values, all the five taluks are classified

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into four groups; Highly Developed, Developed, Backward and Highly Backward as

presented in table-4.8. These four groups are divided in such a way that each group

is fairly homogeneous within the limits as given below;

X – 2(S.D) < First Group < X – 1(S.D) Highly Developed

X – 1(S.D) < Second Group < X – 0(S.D) Developed

X – 0(S.D) < Third Group < X + 1(S.D) Backward

X + 1(S.D) < Fourth Group < X + 2(S.D) Highly Backward

The table-4.7 reveals that the lowest index value of the taluk indicates the top

position for the educational development in district, which reveals that the Gadag

taluk occupies the top position by recording 9.80 Lowest Index Value, followed by

Naragund and Ron taluks with the value of 11.51 and 12.54 respectively. On the

other hand, Mundaragi (18.24) has the highest educational development Index Value

and stayed last position.

Table 4.7: Composite Index of Educational Development with Ranks 2000-01

Sl.No Taluks EDI Rank

1 Gadag 9.80 1

2 Mundaragi 18.24 5

3 Naragund 11.51 2

4 Ron 12.54 3

5 Shirahatti 17.18 4

Note:1. Lower the value of EDI, higher is the level of educational development.

2. EDI: Educational Development Index.

Source: Computed from the values given in Table 4.4 and 4.6

According to educational development index values, taluks are classified in to

four groups within these limits during 2000-01. As shown in the table-4.8. Taluks

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with index values in the range 6.51 to10.18 are classified as „highly developed‟, the

taluks with index values in the range 10.18 to 13.85 are classified as „developed‟,

taluks with index values in the range 13.85 to 17.52 are classified as „backward‟ and

taluks with index values between 17.52 to 21.21 as „highly backward‟.

The taluk-wise classification, as shown in table-4.8, stands as a testimony for

the dominant position of Gadag taluk. It stands first by recording lowest index value

and stayed distinctly ahead of all other taluks. The reason behind this is that in

Gadag taluk, which is reflected in its achievements in the promotion of literacy rate,

availability of schools and colleges per 100 Sq. kms of geographical area. The taluk

stood first rank in literacy rate.

Gadag taluk progressed very well to the high degree of awareness among its

population on the importance of basic education.

Table 4.8: Classification of Taluks on the Levels of Educational Development Index

2000-01

Groups Level of

Development Taluks EDI Rank

I Highly Developed Gadag 9.80 1

II Developed Naragund 11.51 2

Ron 12.54 3

III Backward Shirahatti 17.18 4

IV Highly Backward Mundaragi 18.24 5

Note: 1. Lower the value of EDI, higher is the level of educational development.

2. EDI: Educational Development Index.

Source: Computed from the values given in Table 4.7

In the developed taluks group, Ron and Naragund taluks have been grouped.

The factors responsible for the development of Ron taluk are increased Gross

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enrolment ratio in Primary and secondary schools and availability of secondary

schools in terms of its population. Similarly Naragund taluk has also registered

increased availability of secondary schools and pre-university colleges in terms of

its population and high literacy rate.

It is seen that, in the study period, only Shirahati taluk is found to be in the

backward category. This is attributed to the less enrolment ratio in primary and

higher primary schools, lesser literacy rate and inadequate development of

secondary schools and college educational institutions.

Mundaragi taluk has been categorized in the highly backward group, because

lower values have been observed in all the indicators except 1X indicator.

Graph – 4.1:

Graph-4.1 shows that for the period of 2000-01, the maximum percentage of

taluks has been registered in developed group i.e. 40 percent. The highly developed,

backward and highly backward groups have been recorded 20 percent each. It is

0.00

10.00

20.00

30.00

40.00

Highly Developed Developed Backward Highly Backward

20.00

40.00

20.00 20.00

In P

erce

nta

ge

Levels of Educational Development in Gadag

District 2000-01

195

clear from the graph that proportion of educationally developed taluks was very high

during the study period.

Educational Development 2010-11:

Nine indicators of educational development have been considered for the

construction of taluk-wise educational development index for the period of 2010-11.

Sl. No Educational Indicators 2010-11

1 Number of Primary Schools per 10,000 Population - 1X

2 Number of Primary Schools per 100 Sq.Kms of area - 2X

3 Number of Secondary Schools per 10,000 Population - 3X

4 Number of Secondary Schools per 100 Sq.Kms of area - 4X

5 Number of Pre-University Colleges per 10,000 Population - 5X

6 Number of Pre-University Colleges per 100 Sq.Kms of area - 6X

7 Gross Enrolment Ratio ( Primary and higher Primary) - 7X

8 Pupil-Teacher Ratio in Schools - 8X

9 Literacy Rate (In Percentage) - 9X

The table-4.9 presents the observed values of the nine educational

development indicators for all taluks of Gadag district.

The rank assigned to each indicator for different taluks can be compared.

Indicators 1X to 7X and 9X is given from highest to lowest rank and indicator 8X

is given from lowest to highest rank, is clear from the table-4.10. Here we can make

comparisons between the taluks for the individual indicator only.

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Table 4.9: Indicators of Educational Development 2010-11

Sl. No Taluks/Indicators 1X 2X 3X 4X 5X 6X 7X 8X 9X

1 Gadag 6.86 22.97 2.48 8.30 0.93 3.10 97 47.57 78.88

2 Mundaragi 9.02 13.46 2.43 3.62 0.68 1.02 118 38.88 71.97

3 Naragund 6.85 15.86 2.88 6.67 0.70 1.61 100 36.27 74.15

4 Ron 7.83 16.03 2.27 4.65 0.79 1.63 100 41.06 73.61

5 Shirahatti 8.37 17.70 1.99 4.21 0.70 1.48 98 38.09 72.66

Total 7.65 17.50 2.37 5.41 0.80 1.83 101 41.57 75.11

Source: Gadag District at a Glance 2010-11, SSA Report (Unpublished), Dept. of Education, Gadag, Census of India

2011.

Table 4.10: Ranks of Educational Development Indicators 2010-11

Sl. No Taluks/Indicators 1X 2X 3X 4X 5X 6X 7X 8X 9X

1 Gadag 4 1 2 1 1 1 5 5 1

2 Mundaragi 1 5 3 5 5 5 1 3 5

3 Naragund 5 4 1 2 4 3 2 1 2

4 Ron 3 3 4 3 2 2 3 4 3

5 Shirahatti 2 2 5 4 3 4 4 2 4

Note: Lower the rank digit, higher is the level of educational development.

Source: Computed from the values given in Table 4.9

Hypothesis 1:

“Increased Educational Infrastructure Facilities

will raise Literacy Rate of the region”.

It is clear from the table-4.10 that, in terms of all type of educational

institutions i.e. primary, secondary and Pre-University educational institutions in

relation to 100 Sq. kms of area, Gadag taluk holds first position and Mundaragi

holds last position. In respect of primary schools per 10,000 populations Mundaragi

occupy top position and Naragund holds last position. Naragund stands first and

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Shirahatti stands last for the indicator Secondary schools per 10,000 populations.

Gadag taluk stands first in terms of pre-university educational institutions in relation

to its population, while Mundaragi taluk stand last. Mundargi taluk is having highest

Gross Enrolment Ratio (primary and higher primary schools) and Naragund taluk

having low enrolment ratio. Gadag has high rank for the indicator literacy rate and

Mundaragi taluk has low rank.

The results clearly indicate that the literacy rate is relatively better in the

regions which have better educational infrastructural facilities. Hence, Hypothesis 1

is proved.

Table 4.11: Correlation Matrix of Educational Indicators 2010-11

Indicators 1X 2X 3X 4X 5X 6X 7X 8X 9X

1X 1X

2X -0.30 2X

3X -0.70 -0.20 3X

4X -0.90 0.60 0.60 4X

5X -0.40 0.90 -0.10 0.70 5X

6X -0.70 0.70 0.30 0.90 0.90 6X

7X 0.30 -1.00 0.20 -0.60 -0.90 -0.70 7X

8X -0.10 -0.50 0.10 -0.30 -0.70 -0.60 0.50 8X

9X -0.90 0.60 0.60 1.00 0.70 0.90 -0.60 -0.30 9X

Source: Computed from the values given in Table-4.10 through the application of Simple Co-relation Co-efficient

Formula.

The table-4.11 presents the inter-correlation matrix of different indicators, the

values of which are derived from the values given in table-5.8 through factor

analysis.

198

Table 4.12: Factor Loadings of Educational Indicators 2010-11

Indicators Factor Loading

1X -0.0045

2X 0.5149

3X 0.2616

4X 0.6627

5X 0.6649

6X 0.7147

7X 0.6667

8X 0.2273

9X 0.6627

Source: Computed from the values given in Table 4.11

In the present study, the Factor Loadings or Weightages of different

indicators have been determined with the help of inter – correlation matrix of

different indicators which is derived from the values given in table-3.3 through the

application of diagonal method of factor analysis as explained by Fruchter Benjamin

(1954).

The loading structure is presented in table-4.12. This table depicts that, on

indicator 7X has the highest factor loading i.e., 1.6667 which shows statistically

most significant followed by indicator 6X (0.7147) and indicator 5X (0.6649). The

factor loading on indicator 1X (-0.0045) is very small in magnitude in the principal

component which shows statistically insignificant.

199

The composite index of educational development for each taluk obtained by

using the factor loadings for the year 2010-11 and represented in table-4.13.

For the computing the composite index at taluk level of Gadag district, a

composite index has been obtained though following expression.

ij

n

j

iji RFC1

Where;

iC = Composite index of educational development of taluk „i‟.

i = 1, 2, ..............5 (Taluks)

j = 1, 2, 3, 4, …………9 (Indicators)

ijF = the factor loading of taluk „i‟ on indicator „j‟

ijR = the rank of taluk „i‟ on indicator „j‟

Ranking is given to each taluk according to the order of educational

composite index values. After computing the composite index of educational

development, the simple statistical variations tests i.e. computed values of Standard

Deviation (S.D.) 3.12 and Mean ( X ) 16.11 are applied to these composite indices,

then by using these two values all the taluks are classified into four groups i.e.,

highly developed, developed, backward and highly backward. These four groups are

classified in such a way that each group is fairly homogeneous within the limits as

given below;

200

X – 2(S.D) < First Group < X – 1(S.D) Highly Developed

X – 1(S.D) < Second Group < X – 0(S.D) Developed

X – 0(S.D) < Third Group < X + 1(S.D) Backward

X + 1(S.D) < Fourth Group < X + 2(S.D) Highly Backward

The table-4.13 depicts that the lowest index value of the taluk indicates the

top position for the education development. Gadag taluk is on the top position in

2010-11 by recording 13.00 index values and stayed distinctly ahead of all other

taluks, followed by Naragund taluk (13.31 values) and Ron taluk with 15.22 index

values. On the other side, Mundargi taluk has the highest index value (19.23) and

stayed in last position.

Table 4.13: Composite Index of Educational Development with Ranks 2010-11

Sl. No Taluks EDI Rank

1 Gadag 13.00 1

2 Mundaragi 19.23 5

3 Naragund 13.31 2

4 Ron 15.22 3

5 Shirahatti 19.61 4

Note: 1. Lower the value of EDI, higher is the level of educational development.

2. EDI: Educational Development Index.

Source: Computed from the values given in Table 4.10 and 4.12

According to educational development index values, taluks are classified in to

four groups within these limits during 2010.11. As shown in the table-4.14. Taluks

with index values in the range 9.86 to 12.99 are classified as „highly developed‟, the

taluks with index values in the range 12.99 to 16.11 are classified as „developed‟,

taluks with index values in the range 16.11 to 19.24 are classified as „backward‟ and

taluks with index values between 19.24 to 22.36 as „highly backward‟.

201

It is clear from the table-4.14 that Gadag was the only highly developed taluk

during the study period. It is due to the leading number in most of the educational

indicators.

Table 4.14: Classification of Taluks on the Levels of Educational Development Index

2010-11

Groups Level of

Development Taluks EDI Rank

I Highly Developed Gadag 13.00 1

II Developed Naragund 13.31 2

Ron 15.22 3

III Backward Mundaragi 19.23 4

IV Highly Backward Shirahatti 19.61 5

Note: 1. Lower the value of EDI, higher is the level of educational development.

2. EDI: Educational Development Index.

Source: Computed from the values given in Table –4.13

As far as developed taluks are concerned, Naragund and Ron taluks figured in

this group. High Gross Enrolment Ratio, availability of secondary schools in terms

of area and its population is high and high teacher-pupil ratio has pulled Naragund

taluk to the status of development.

Mundaragi taluk figured in the backward group. During the study period,

Shirahatti taluk appeared in the highly backward category due to less number of

secondary schools per 10,000 populations, less Gross Enrolment Ratio and low

literacy rate. The combined interplay of these indicators has led these taluks into low

developed areas in Gadag district.

202

Graph – 4.2:

Graph-4.2 shows that for 2010-11, the maximum percentage of taluks has

been registered in developed group i.e. 40 percent. The highly developed, backward

and highly backward groups have been recorded 20 percent each. It is clear from the

graph that proportions of educationally developed taluks are very high during the

study period.

Trends in the Development of Educational Infrastructure:

The composite index value of educational development for different year and

for different taluks is given in the table-4.15.

The table-4.15 depicts that, Gadag stood first rank in educational

development throughout the study period. Naragund taluk which was next only to

Gadag. Shirahatti taluk, which was relatively well placed in 2000-01, seems to be

sliding down in the 2010-11. Mundaragi taluk had improved its relative performance

between 2000-01 and 2010-11.

Highly

DevelopedDeveloped Backward

Highly

Backward

Percentage 20.00 40.00 20.00 20.00

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00In

Pe

rce

nta

ge

Levels of Educational Development in Gadag District 2010-11

203

Table 4.15: Composite Index of Educational Development with Ranks

Sl .No Year/Taluks 2000-01 2010-11

EDI Rank EDI Rank

1 Gadag 9.80 1 13.00 1

2 Mundaragi 18.24 5 19.23 4

3 Naragund 11.51 2 13.31 2

4 Ron 12.54 3 15.22 3

5 Shirahatti 17.18 4 19.61 5

Mean 13.85 16.11

S.D. 3.67 3.12

C.V. 26.50 19.37

Rank Correlation 0.900*

Note: 1. Lower the value of EDI, higher is the level of educational development.

2. EDI: Educational Development Index.

3. *.Significant at 5 percent level of significance.

Source: Computed from the values given in Table – 4.7 and 4.13

On the whole, the fluctuations in the relative position of different taluks in

educational development seem to be very mild when compared to the health

infrastructure development.

A cursory look at the table-4.15, reveals that there was progress in the

educational infrastructural facilities at the aggregate level as shown by an increase in

the district average. The co-efficient of variation shows the decreasing trend from

2000-01 to 2010-11 i.e., 26.50 percent to 19.37 percent. This is the positive sign of

decrease in the disparities and increase of the development. The analysis of Rank

correlation co-efficient shows that significantly high correlation i.e. 0.900**

significant at 5 percent level of significance during the study period.

204

Table -4.16 shows that, classification of the taluks on the basis of composite

index of educational development. It is clear from the table that, Gadag was the only

highly developed taluk throughout the study period.

Table 4.16: Classification of Taluks on the levels of Educational Development Index

Groups Level of Development

2000-01 2010-11

Taluks No. of

Taluks Taluks

No. of

Taluks

I Highly Developed Gadag 1

(20.00) Gadag

1

(20.00)

II Developed Naragund

Ron

2

(40.00)

Naragund

Ron

2

(40.00)

III Backward Shirahatti 1

(20.00) Mundaragi

1

(20.00)

IV Highly Backward Mundaragi 1

(20.00) Shirahatti

1

(20.00)

Note: Figures in brackets denotes percentages.

Source: Computed from the values given in Table – 4.15

In 2000-01, two taluks viz., Naragund and Ron were developed group for the

entire study period. Number of backward taluks was one for the years 2000-01 and

2010-11 respectively. That means proportion of educationally backward taluks was

very high for the period 2010-11. In fact pupil-teacher ratio and number of primary

and secondary schools have increased but was still below the target and no taluk

developed equivalent to Gadag. In 2000-01 Shirahatti taluk was figured in backward

group, but which was fall in highly backward category in 2010-11. Mundargi taluk

improved its position and shift to backward group from highly backward group.

205

Finally, Gadag has emerged in the most advanced taluk in the educational

development, while Mundaragi and Shirahatti taluks remained the most backward.

It is clear that proportions of educationally developed taluks are very high during the

study period.

Graph - 4.3:

Graph 4.3 reveals the percentage of taluks of Gadag district of various groups

during 2000-01 to 2010-11. It is clear from the graph that, only 20 percent of taluks

were highly developed group and 40 percent of taluks are developed group for the

entire study period. The only 20.00 percent of taluks was recorded in backward and

highly backward group during the study period. From the above study it is clear that

proportion of health development taluks was very high throughout the study period.

0.00

10.00

20.00

30.00

40.00

Highly

Developed

Developed Backward Highly

Backward

20.00

40.00

20.00 20.0020.00

40.00

20.0020.00

In P

erce

nta

ge

Trends in the Educational Development in Gadag

2000-01 2010-11

206

Table 4.17: Trends of Educational Development in Gadag District

Sl .No Taluks/Year Level of Development (Period wise)

2000-01 2010-11

1 Gadag Highly Developed Highly Developed

2 Mundaragi Highly Backward Backward

3 Naragund Developed Developed

4 Ron Developed Developed

5 Shirahatti Backward Highly Backward

Source: Computed from the values given in Table – 4.16

Table-4.17 shows that, trends of educational development of different taluks

of Gadag district in 2000-01 and 2010-11. It is clear from the table that Gadag has

remained as highly developed taluk, Naragund and Ron taluks have maintained their

position as developed in the health sector for the entire study period. Shirahatti taluk

has backward in 2000-01, but it became highly backward group during 2010-11.

Mundaragi taluk has shown improvement in health infrastructure in 2010-11. It is

clear from the table-4.17 that, the taluks which were highly developed and

developed have remained in same position throughout the study period in spite of

significant development efforts made by the state.

Per Capita Allocation on SSA in Gadag district:

Expenditure on education being an investment in man should, therefore,

receive the highest priority in any development strategy as it enables the nation to

develop the required type of human resources to match the needs as also the

objectives of growth and development of an economy. It has, therefore, been rightly

emphasized that expenditure on “Education is the most crucial investment in human

207

development education strongly influences improvement in health, hygiene, ,

demographic profile, productivity and practically all that is connected with the

quality of life”.

Graph-5.4

Given above is the Graph of per capita allocation at the taluk level. In the

year 2011-12, Mundaragi had the highest per capita allocation of Rs. 389.06 as

compared to the other taluks, this is much higher to the district per capita allocation

and Gadag taluk had the lowest per capita allocation at Rs. 168.63. This is because

of the fact that, Gadag is more developed in respect of education when compared to

that of Mundaragi taluk. Hence, to raise the educational standards of the people in

the backward taluk of Mundaragi, higher allocation is made. Further, Naragund

consists of Rs. 307.78 and Ron consists of Rs. 242.55. It is clear from the graph that

there is a large variation across taluks in respect of per capita allocation. Less

expenditure on education is not a healthy sign for the growth of education in the

district.

168.63

389.06

307.78

242.55213.04

0.00

50.00

100.00

150.00

200.00

250.00

300.00

350.00

400.00

450.00

Gadag Mundaragi Naragund Ron ShirahattiPer C

ap

ita

Exp

en

dit

ure i

n R

s.

Taluk-Wise Per Capita Allocation on SSA in Gadag

District 2011-12

208

Conclusion:

Sustainable economic development is depending upon proper nexus between

economic growth and human development. Human development is depending to a

great extent on quality and excellence in education. In today‟s scenario, the growth

and development of an economy is undoubtedly based on the human capital

formation for which knowledge (education) is the most crucial input. Here a

composite index of educational development is constructed for five taluks of Gadag

district. The findings of the analysis support the general perception about the taluks.

The taluks in Gadag district are marked with wide disparity in educational

development. Some taluks are backward and while taluks like Gadag and Ron have

recorded remarkable educational progress.

Therefore, the steps should be taken by the respective Governments to reduce

educational inequality among the taluks to their lowest levels. Further, we need to

restructure the overall policies and programmes to achieve a new vision based on

faster, broad based and inclusive growth.

209

REFERENCES:

1. Bihari, Verma Sawalia (2004), Role Education for Economic Development

and Social Transformation, in Verma, Sawalia Bihari and Dinesh Kumar

Verma, (ed.), „Strategy for Promoting Rural Infrastructure‟, pointer

publisher, Jaipur, P-116.

2. Mahore, R.Y. (2010), Education and Development, in Anil Kumar Thakur

and Manish Dev, Education, Growth and Development, Deep and Deep

Publication Pvt.Ltd. New Delhi, pp.86-87.

3. Govt. of India (2001), National Human Development Report 2001,

Planning Commission, New Delhi.

4. Benjamin, Fruchter (1954), Introduction to Factor analysis, D. Van

Nostrand Company, Inc., New York, p.88-89.