k. Anji Reddy, b.shiva Reddy@

7/28/2019 k. Anji Reddy, b.shiva Reddy@

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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


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


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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Retention, NIEPA, New Delhi.

Chandrashekarayya & others (2008): Patterns of Urbanization in India,

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Government of Andhra Pradesh: Provisional statistics, Seventh All India

school education survey, C&DSE, Hyderabad, conducted in 2002-03.

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Various Issues, Directorate of Economics and Statistics, Hyderabad.

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Government of Andhra Pradesh (1961) Report of the Public Instructions

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Shiva Reddy, B and Anji Reddy K (2001): Report on Financing of

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Department of Economics, Osmania University, Hyderabad.

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