7.1 CORELATION OF GEOGRAPHICAL PHENOMENA WITH FEMALE LITERACY:

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1 7.0 CONCLUSIONS: In Socio-economic development of society, nation many factors plays significant role in which educational attainment is considered as an important one. Education creates power to think rationally about every element in human beings including females. The society which is having strong educational foundation and equal shares of male and female literate can achieve the peaks of development in any field. In fact female literacy is significantly important for the overall progress of the nation, as they are an important constituent of the society and constitute nearly half of the total population. Hence their educational status should not be neglected. Literate women can become sculpture of bright future of the society. With education women can perform their various family roles that are daughter, wife, mother with perfection as well as can become economically self reliant and consequently achieve the proper status in society equivalent to men. But still inequalities can be find in male and female literacy. Females are lagging behind in literacy than males. Chiefly diversified physiographic and thereby many diversified socioeconomic factors influence the female education and literacy in a positive or negative way. In Satara district also varying geographical, social and economic factors have influenced female literacy rate in different talukas. 7.1 CORELATION OF GEOGRAPHICAL PHENOMENA WITH FEMALE LITERACY: 244

2 Table 7.1 Satara District : Correlation of Geographical Phenomena With Female Literacy Sr. Female Taluka Relief Division Area No. literacy (in%) HILLY ZONE 1. Mahabaleshwar 1. Ranges and Hills Foot Hills 3. Plain 89.0 Total Jaoli 1. Ranges and Hills Foot Hills Plain Total Wai 1. Ranges and Hills Foot Hills Plain Total Patan 1. Ranges and Hills Foot Hills Plain Total District Average 83.0 DRY ZONE Rainfall Distribution 5. Khandala Phaltan Man Khatav District Average BASIN AREA Composed by Talukas Krishna, Koyana, Vasana, Urmodi - - River 9. Satara Koregaon Karad District average Source: 1.District Census Handbook of Satara District Survey of India Toposheet 3. Socio-Economic Review of Satara District, 2011, 245

3 Physiographically Satara district is having hilly, undulating topography as well as plain and foot hills zone, climatologically the district is having the regions of excessive, moderate and scanty rainfall, the regions of high, moderate and low temperature etc. So Satara district is blessed by manifolds of geographical conditions. In terms of distinct physiographic, climatic and drainage conditions the district can be divided into following zones conveniently for study- I. Hilly zone- Having hegemony of hills, ranges, excessive rainfall etc. II. Dry zone- suffering from dreadful conditions of drought resulted from scanty rainfall and high temperature. III. Basin area- composed by Krishna, Koyna, Urmodi, Vasana rivers and blessed by fertile land, optimum rainfall, moderate temperature and plenty of water. Mahabaleshwar, Wai, Patan, Jaoli these talukas prevails in hilly zone, Man, Khatav, Phaltan, Khandala these talukas prevails in dry zone. Whereas Satara, Karad, Koregaon these talukas comes under the basin area. Because of favourable geographical conditions talukas lying in basin area are socioeconomically most advanced as compare to talukas in dry zone and hilly zone except Khandala, and Mahabaleshwar, Wai taluka in dry and hilly zone respectively. Development of Mahabaleshwar and Wai taluka is facilitated by tourism industry due to the enriched natural wealth. In case of Wai taluka historical, cultural heritage has also supported the socio-economic development. The socio-economic progress of Khandala taluka is facilitated by the proximity of two developed regions that are Pune district and Satara taluka through National Highway No. 4. In total Patan, Jaoli, Man, Khatav, Phaltan these talukas of Satara district are suffering from harsh physiographic, geographical conditions. In these talukas many characteristics of population are also severely influenced by adverse geographical conditions including population growth, occupational composition, sex composition etc and most importantly literacy status of 246

4 population, especially female literacy status. Whereas these characteristics of population including female literacy rate are positively influenced by favourable geographical and socio-economic conditions in Satara, Karad, Koregaon, Mahabaleshwar, Wai and Khandala talukas. Numbers of primary schools have been grown in every taluka including Patan, Jaoli, Khatav, Man, Phaltan. As per the census of India, A person who can both read and write with understanding in any language has been taken as literate. So through primary education these basic requirements of considering a person as literate can be easily fulfilled. Hence by considering the importance of primary education many efforts have been made in the country of India for the prevalence as well as for the universalization of primary education. Now Indian constitution has provided the right of free and compulsory elementary education to every child in the ages of 6 to 14 in order to universalize primary education. So for the implementation of this act government has established schools everywhere in every village. So in Patan, Jaoli, Man, Khatav and Phaltan talukas also there are enough number of governmental schools including Zilla Parishad and Municipal schools. But these talukas are lagging behind in the number of public and private schools. Due to the hostile nature and socio-economic backwardness public and private schools don t want to localize themselves in these regions in large proportion. Because they know the fact that they cannot get sufficient intake of students to drive themselves in these regions. Whereas Satara, Karad, Koregaon, Wai, Mahabaleshwar these talukas are having sufficient number of public and private schools. Because here due to the advanced socio-economic conditions these schools can get enough number of students. Students from Khandala taluka can take the advantage of learning in public and private schools located at Pune district and Satara taluka. The quality of education differs from governmental schools to public and private schools. Quality education use to provide healthy, safe, protective, 247

5 gender sensitive environment to students enriched with adequate resource facilities. Particularly governmental schools are lagging behind in terms of quality education than public and private schools as these schools are suffering from many administrative, infrastructural, economic etc. hurdles. Due to this various hurdles the quality of education in these schools has been decreased up to this extent that most of the students cannot recognize the number of maths or can t even read paragraph of the language. This declining quality of education in governmental schools resulted in drop out of student enrolment. Particularly female students from Patan, Jaoli, Man, Khatav, Phaltan talukas are suffering from this declining quality of education. Because here most of the parents due to their economic constraints use to admit their girls in governmental schools, as these schools provide free education. In terms of giving quality education parents use to give preference to male child by admitting them in available public and private schools. Socio-cultural reasons are dominantly responsible behind this biased behaviour of parents. Whereas parents from Satara, Karad, Koregaon, Wai and Mahabaleshwar Khandala talukas use to give quality education to their girls also as these regions are socio-economic developed. So the approach of parents looking towards female education changes from one region to another. Generally parents from Patan, Jaoli, Man, Khatav, Phaltan are having hostile approach about female education, which is resulted from hostile geographical and socio-economic conditions. Here most of parents are having conservative approach about females and their education. They think that girls are nothing to do with education. Here the thinking of parents is orthodox. They are having much more concern about the marriage of the girls instead about their education. Here parents are also less educated due to harsh geographical and socio-economic conditions. Hence most of them are engaged in primary occupation which is also badly influenced by adverse nature. It has resulted in low earning of people. This fact has facilitated the negative approach of parents towards female education. Due to such kind of 248

6 approach about females and their education in these talukas parents use to admit their girls in available Zilla Parishad and municipal schools. And as these schools are suffering from various hurdles parents prohibit girls to go in these schools and use to tell them to stay back at home and do the household works. Parents from urban areas of Patan, Man, Phaltan are having bit of positive approach towards female education because the socio-economic conditions of urban area have been developed little bit. As a result urban areas have registered comparatively high female literacy than rural areas. Parents from Mahabaleshwar, Wai, Khandala talukas are having positive approach about female education resulted from advanced socio-economic conditions due to developed tourism industry, cultural background and nearness of Satara taluka and Pune district respectively. In the talukas of basin area including Satara, Karad and Koregaon talukas parents from both urban and rural areas are having positive, broad minded approach about female education. This approach is an outcome of developed socio-economic conditions resulted from favourable geographical conditions. Here parents are well educated, having good earning, mixed attitude about obeying customs, traditions etc. All these facts have resulted in positive approach of parents towards girl education which have influenced the female literacy in a positive way. In total Satara district is having diversified picture of female literacy. Patan, Jaoli, Man, Khatav, Phaltan these talukas are lagging behind in female literacy as they registered female literacy below than district average. Whereas Satara, Karad, Koregaon, Mahabaleshwar, Wai these talukas are having satisfactory female literacy. Such differences in female literacy are an outcome of diversified physiography of hilly zone, dry zone and basin area, location of different educational centre, variations in quality of education in various types of schools, varying approaches of parents looking towards female education etc. 249

7 But for achieving the goal of women improvement and there by the socio economic equilibrium of the district the female literacy of backward regions should be necessarily improved. 7.2 SUGGESTIONS- Through the following suggestion the aim of satisfactory female literacy can be achieved. The quality of education in governmental schools should be necessarily improved in order to improve female literacy as most of the girls from backward rural areas use to go in these schools. For this following suggestions should be followed- A. Suggestions Related to Administration-. 1. The burden of extra work on teachers other than teaching including election, census duties, making of various reports should be reduced. So that they can more concentrate on teaching. 2. Separate subject teachers should be appointed to teach every subject including drawing, computer, physical education etc. so that they can teach their subject perfectly. 3. Modern teaching aids should be provided to these schools by government in order to make teaching interesting. 4. Separate clerical staff should be appointed to maintain all office records. 5. Separate cleaning staff should be appointed in order to maintain hygiene in the school. 6. The policies should be flexible according to the nature of region. The policy should be executed very properly and seriously. 7. Book banks should be created. Separate library for girls should be availed and the books should be issued to students and allow to take at home. 8. Inspection of governmental schools even located in remote areas should be honestly done by central head. 250

8 9. In governmental school teacher-parents meeting should be organized once in the month, so that parents can become concern about education to some extent. 10. Along with this most importantly accreditation of all schools including governmental schools should be done by considering, various parameters of schools such as infrastructure, administration, presenty of student, their reading, numbering ability etc. There should be flexibility in grading system and according to the grades those schools which are lagging behind should be privileged by concession. 11. Salary increment of teachers should be done as per the grading. 12. Government use to implement many campaigns for the socio-economic development of rural areas such as Tantamukti, Nirmal Gram Abhiyan etc. In such campaigns one parameter of schools quality and female literacy of village should also be consider in the evaluation process of village. So villagers can become conscious about quality of education and female literacy. B. Suggestions Related with Infrastructure- 1. The school buildings, classrooms should be spacious, bright and properly maintained. 2. The cleanliness, sanitations of toilets blocks should be regularly maintained and separate adequate toilets blocks should be built for girls and boys. 3. Adequate and pure drinking water facilities should be availed. 4. Electricity Connection should be provided to all schools in order to use modern teaching aids. 5. Playground of these schools should be properly maintained. Government should also make some policies to provide sport facilities. So students can enjoy themselves by playing these games. 251

9 C. Suggestions Related with Economy- 1. In the economic budget of these schools priority should be given to the maximum investment on students instead of teachers and infrastructure. Because according to the education budget of only 7% of the total investment have been invested on students. 2. It should be carefully checked out by the central head of the education, that whether the government schools are getting the economic funding from government in actually. D. Other Suggestions: Along with the above suggestions some grassroots level suggestions should also be employed to improve the quality of educational and female literacy rate. 1. Village councils or Grampanchayats in villages use to have their own schools bodies. Similarly sub-school bodies should also be appointed which should include female members also who are educated. So females in the villages would use to share their problems in terms of education with these female members without any hesitation. 2. On the events like 15 th August- Independence Day, 26 th January- Republic day like common Gramsabha, Separate Gramsabha should be arranged for educational issue. Sub-school bodies should be included in this Gramsabha. 3. Now a days a new policy has been emerged that is the transfer of primary teachers being done among various villages in their native place. But this policy is very harmful in terms of education. The transfer of teachers should be done according to the different physiographic zones. So the backward regions could be facilitated by the knowledge of teacher who comes from socio-economically developed regions. These teachers should be residential so that they can become familiar with physical social- economic conditions including 252

10 educational status of female and can implement fundamental plans for improving quality of education and female literacy rate. 4. Residential teachers can more concentrate on extra-curricular activities and can develop the overall personalities of students including female students in backward regions in a better way. 5. Night reading rooms can be made available through residential teachers. 6. Villagers should incorporate in keeping the independent identity of schools. In this regard school buildings should be used only for imparting education instead of ceremonies like marriage, for keeping the animals, slipping place of villagers, chitchat place of road wanders. 7. Rural development ministry should implement programs for boosting up female literacy rates of rural areas i.e. Free books should be provided to each household of the village. So that rural woman can take advantage of these books in improving their literacy status. 8. Successful implementation of literacy programs should be done in rural areas, for this professional, academic and technical guidance should be given to the people who implement these programs. 9. Local survey groups should be appointed which should be nominated by distinguished people of the target area and they may be put to analyse the actual situation of female literacy. 10. Action groups should be appointed by the local government. These groups should be composed of educated people. These groups should make efficacious plans to overcome the problem of the female illiteracy. 11. The ministry of education at central as well as state level should work out strategic steps to stop firmly high drop out of girl s particularly rural girls with the effective involvements of voluntary organizations/ngos. 12. The Negative attitude of parents towards female and their education should be eradicated by removing gender bias, gaps through the programs of public awareness. 253

11 13. In this respect electronic and print media should properly incorporate in building a good and positive image about girls and women in the society and thereby to improve female literacy. 14. Undesired customs and traditions which influence female education in a negative manner should be extirpated from the society. 15. The economy of parents in the region which are suffering from the natural calamities should be improved through governmental efforts. Supplementary jobs should be provided to people in these regions by government. Through which people can get more means of earning which can enhance the economic conditions of these regions and there by female literacy rate. 254