Rural Society and Re-Imagination of Education

AHMADI BEGUM1, V. PUSHPARAJESH2

1Social Sciences Department, Jain University, Bangalore, Karnataka, INDIA

2Department of Electrical and Electronic Engineering, Jain University, Bangalore, Karnataka, INDIA

Abstract: - Education is the most powerful tool in the world to end poverty forever. India, where extreme

poverty has grown, especially in rural areas, is a country where it is totally relevant. Indian society, a large

portion of which lives in rural areas, lacks education due to factors like politics, which have been used over the

years to keep them ignorant of the benefits of education. As a result, there has been no advancement in

agriculture, and there is a lack of skills needed to obtain jobs in the manufacturing and service sectors. The

majority of people in rural regions today are surviving, but they are malnourished because they are not getting

the necessary nourishment, and at the same time, their income is so low that they cannot afford to buy

supplements. The government gave universal education significant consideration after it was added to the

Millennium Development Goals, although considering higher education is unrealistic given that only universal

basic education has been accomplished. The most crucial thing the government can do is educate and assist the

underprivileged in sending their children to school and to support further education with a practical emphasis,

which would enable them to find employment in the sector. They should have easy access to agricultural

courses if they desire to enrol in one. Rural residents do not receive their fair share of government benefits like

the Pradhan Mantri Krishi Sichayi Yojana [4] and Fasal Bima Yojana [4] if they are not educated. Therefore, it

is imperative to provide rural society with knowledge so that they can benefit appropriately from government

programmes as well as from agricultural improvement and revenue diversification.

Key-Words: -Education, Rural Society, Government, Benefits, Rural Development, Agriculture, Rural

Employment etc.

Received: March 24, 2022. Revised: October 21, 2022. Accepted: November 16, 2022. Published: December 31, 2022.

1 Introduction

The importance of education in promoting social

and economic progress is widely acknowledged.

Education is essential for gaining access to

emerging opportunities that supplement economic

growth. Taking this well-known fact into account,

the country's main focus has been on education

since its independence. However, in terms of

ensuring quality, education in rural India has been

one of the most difficult challenges for the

government. India saw education as the most

effective means of promoting social change. Soon

after, and since the country's independence in 1947,

the government has prioritised universal

education.The education sector received a lot of

attention in 2012, when the government announced

a significant 24 percent increase in total education

allocation.The operational reforms to implement the

right of children to free and compulsory education,

which began on April 1, 2010, have been reviewed.

Rural Education) in the 2011-2013 budget.

There are a few factors influencing the advancement

of the educational system in rural areas. These

include an increase in demand for high-quality pre-

primary education for rural children and families.

They are aware of the situation in the developing

parts of the country, which is why they recognise

the value of education and express a desire to

educate their children. The rural education system

must be brought up to speed with the urban

education system. The establishment of schools and

training centres in rural areas has resulted in an

improvement in people's living standards. These

standards have enabled rural communities to

compete with urban communities. Allocations to

achieve the goals of the right to education, which

are aligned with the Sarva Shiksha Abhiyan, have

increased from Rs 15,000 crore to Rs 21,000 crore.

It aimed to improve elementary education. The

centre is now focusing on the vocationalization of

secondary education, which will allow students to

pursue job-related courses at the plus-two level

(rural education, 2011). See [6], [7], [8].

International Journal of Applied Sciences & Development

DOI: 10.37394/232029.2022.1.5

Ahmadi Begum, V. Pushparajesh

E-ISSN: 2945-0454

Volume 1, 2022

2. Objectives of Rural Education:

The following are the objectives of rural education,

[4], [5]

1. To provide children from rural communities with

free standard education.

2. To assist children in pursuing higher education.

3. Advising and assisting research scholars in their

educational development

4. Implementation of new teaching methodologies

and an assessment system

5. Fostering a stress-free and welcoming

environment in all schools

3. Scenario of rural India's education

sector:

The education sector has been defined in the

following ways: In rural India, 96.5% of children

aged six to fourteen years are enrolled in school;

71.1% of these children attend government schools,

while 24.3% attend private schools.

The rate of children aged 11 to 14 who are still not

attending school has decreased from 6.8% in 2009

to 5.9% in 2010; in Rajasthan, it is 12.1%, and in

Uttar Pradesh, it is 9.7%. Enrollment in private

schools in rural India increased from 21.8% in 2009

to 24.3% in 2010. The percentage of five-year-olds

enrolled in school increased from 54.6% in 2009 to

62.8% in 2010. Karnataka saw the greatest increase,

with the proportion of five-year-olds enrolled in

school rising from 17.1% in 2009 to 67.6% in 2010

(Rural Education, 2011).

Changes in students' reading levels were not well

recognized. Only 53.4% of Class V students can

read texts at the II level. This implies that even after

five years in school, nearly half of the students are

still not performing at the level expected of them

after two years. Their numerical abilities have

decreased on average. The proportion of class I

students who could recognise numbers from one to

nine decreased from 69.3% in 2009 to 65.8% in

2010. Similarly, the proportion of students in Class

III who could solve two problems During the same

time period, digit subtraction problems decreased

from 39.5% to 36.5%. V-class students who could

perform simple division problems fell from 38% in

2009 to 35.9% in Improvements in infrastructure are

needed, as is the establishment of more classrooms

(Rural Education, 2011).

4. Differentiation of Urban and Rural

Educational Systems:

The following differences in educational systems

have been identified between urban and rural areas,

[5]. The number of schools is: There are numerous

schools, colleges, and universities in urban areas, as

well as other training facilities. On the other hand,

there are fewer schools in rural areas. In rural areas,

there are no higher education institutions.

Individuals from rural communities must migrate to

urban areas in order to pursue higher education. In

their present existence, training centres in rural areas

have been established with the goal of improving

individuals' skills and knowledge in a variety of

subjects such as technology, agriculture, farming

practices, handicrafts, child development, health

care, and so on.

4.1 Transportation:

Adequate transportation facilities are available to

students in urban areas. The schools provide bus

services for students, and they are picked up and

dropped off after school hours at bus stops closer to

their homes. They find it easier to commute to

school now that transportation is available. Students

in rural areas are required to walk to school or use

their own personal transportation. Most of the time,

where schools are located at a distance, bicycles are

used when walking is not an option.

4.2 Provision of Civic Amenities and

Facilities:

Civic amenities and facilities are provided in urban

schools, which aid in the facilitation of education.

Restrooms, clean drinking water, classrooms,

infrastructure, furniture, machinery, equipment, and

technology are examples of these. These factors

have significantly influenced educational

provision.These facilities and civic amenities, on the

other hand, are not available in rural schools. This

has a negative impact on educational attainment.

The government has developed laws and policies,

and measures are being implemented to provide

restrooms in the middle of the day. Meals,

technology, infrastructure, machinery, and proper

classrooms are all provided in rural schools. Level

of Education: Education in urban schools is at an

advanced level. Aside from academic concepts,

students are involved in a variety of tasks and

activities. Sports, physical activities, dance, music,

singing, artwork, handicrafts, and so on are

examples of extracurricular and creative activities.

Picnics, competitions, and events are also organised

to provide students with opportunities to expand

their knowledge and demonstrate their abilities. On

the other hand, in rural schools, education is at a

basic level, and extracurricular activities are not

well developed.

4.3 Computer Education:

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DOI: 10.37394/232029.2022.1.5

Ahmadi Begum, V. Pushparajesh

E-ISSN: 2945-0454

Volume 1, 2022

Technology is becoming increasingly important in

today's world. The use of computers has greatly

facilitated the acquisition of education. In urban

areas, schools provide computer education to

students as well as use technology in the execution

of tasks and functions. Students use the internet to

gain a significant amount of knowledge in a variety

of areas, as well as to prepare assignments and

projects. There are few schools in rural areas that

offer computer education to students. In most cases,

however, schools do not provide computer

education.

4.4 Organization of Group Classes

Group classes are organised in urban schools.

Students interact with one another and share ideas

and perspectives in these classes and have the ability

to expand their knowledge. To put it another way,

group discussions are encouraged. In some cases,

they even collaborate on projects and assignments.

Students can provide solutions to problems and

difficulties in group classes. On the other hand,

there is no organisation of group classes in schools

in rural areas. Students interact and discuss their

issues and concerns with teachers and other students

in order to find solutions to their problems, but

group classes do not take place.

4.5 Organization of Picnics:

Picnics are organised in urban schools with the goal

of stimulating students' minds and motivating them

to learn. When picnics are planned, a variety of

locations are considered, such as religious sites,

historical sites, museums, parks, and so on. Picnics

are typically enjoyed by students. On the other hand,

there is no picnic organisation in rural schools.

Students are mostly taught in the context of a

classroom setting. To put it another way, classroom

instruction is encouraged. Some students are

motivated to complete their studies, while others

lose interest and eventually drop out.

4.6 Use of Technology:

In urban schools, teachers use technology such as

laptops, tables, computers, and printers to provide

students with notes and other learning materials.

The use of technology has not only facilitated

student learning but has also enabled teachers to

make the teaching process more manageable

through the utilisation of technology. One of the

most significant advantages of technology is that it

provides extensive knowledge and information in a

variety of fields. Teachers in rural schools, on the

other hand, do not use technology and instead

explain lesson plans to students in person.

4.7 Infrastructure:

When compared to rural schools, the provision of

infrastructure in urban schools is more developed.

There are proper seating arrangements, desks,

technology, and other heating and cooling

equipment that is used in accordance with the

weather conditions in the classrooms. In rural

schools, students are forced to sit on the floor, and

no proper infrastructure or facilities are provided,

including furniture or equipment. To facilitate the

acquisition of education, proper infrastructure in

schools must be provided. A lack of infrastructure

may impede students' learning abilities.

4.8 Teachers:

Teachers in urban schools are highly qualified and

experienced. The school authorities select them after

considering a number of factors. They are well

aware of their job responsibilities and make an

effective contribution to the students' growth and

development. On the other hand, in rural schools,

teachers frequently lack the necessary skills and

abilities; they are unaware of their job

responsibilities and are unconcerned about the

students' effective growth and development.

Overall, teachers in rural schools are dissatisfied

with their jobs.

5. Measures to Make Improvements in

Rural Education:

The following are the measures that have been

proposed to improve rural education:

5.1 Infrastructure and facilities are available

There is a need to provide adequate infrastructure

and facilities to promote education among students

in rural schools in a well-organized manner. These

primarily include furniture and adequate seating.

The seating arrangements, blackboards, chalk,

heating and cooling equipment, clean drinking

water, restrooms, and overall construction of

classrooms and school buildings should be adequate

to accommodate the students. When all of these

amenities are readily available, students will be able

to concentrate on their studies. In general, the

availability of infrastructure would improve the

classroom and school environment. In short,

infrastructure and facilities are important.

5.2 Transportation Facilities:

In rural areas, schools are typically located a long

distance away, requiring students to walk for miles.

Walking is a chore for most students. As a result,

International Journal of Applied Sciences & Development

DOI: 10.37394/232029.2022.1.5

Ahmadi Begum, V. Pushparajesh

E-ISSN: 2945-0454

Volume 1, 2022

they are disinterested in their studies and dislike

going to school. As a result, when schools provide

transportation for students, they will be able to

manage their attendance and departure from school.

It is critical to improve rural roads and

transportation facilities for students so that they can

manage their transfers to and from school and back

home in an appropriate manner.

5.3 Students' ICT-based Education:

Information and Communication Technology Based

education would greatly benefit rural students'

educational attainment. Computer skills such as

Word, PowerPoint, Excel, Access, C++, and other

software packages are taught to students. Students

initially find it difficult and apprehensive, but with

time, they are able to develop efficiency.

The development of efficiency in ICT-based

education necessitates practice. It has also become

one of the resources for students to play games, [3].

As a result, ICT-based education has become critical

not only for improving their skills and abilities but

also for providing recreational opportunities.

Students in nursery schools are shown movies and

plays on computers.

5.4 Recruitment of Teachers:

When hiring teachers for rural schools, certain

factors should be considered, such as educational

qualifications, experience, skills, attitudes, and

overall personality traits. Teachers are the ones who

make an indispensable contribution to students'

effective growth and development. They employ

effective teaching and learning methods in order to

impart necessary knowledge to students and raise

awareness among them. The remaining areas, the

school and the district, are two organisations that

help with not only teacher recruitment but also

teacher retention. The classroom environment

should be designed so that teachers are satisfied

with their jobs; they must form effective terms and

relationships with their colleagues and other

members of educational institutions; they must have

adequate knowledge and skills for their job duties,

as well as be satisfied with their pay and incentives.

5.5 Dealing with Students:

Teachers must communicate with their students at

all times.Students should be treated politely and

courteously. They must gain a thorough

understanding of their needs and requirements

before implementing the teaching-learning

processes and instructional strategies. According to

research, when students do not acquire an efficient

understanding of the concepts when they do not

complete their homework or classwork assignments,

do not perform well in exams, or engage in

misbehaviour in class, teachers severely punish

them. As a result, students become anxious and may

even drop out of school. As a result, teachers must

be courteous and kind to their students while

assisting them in achieving their academic goals.

5.6 Teaching-Learning Processes:

Principals and teachers must collaborate and

integrate with one another to ensure that the

teaching-learning processes are well organised and

adequately implemented. When teachers explain

things to students, this is a common learning process

in rural schools of the lesson plans through

textbooks. They read the lesson plans and explain

them to the students, either verbally or on the

blackboard. Students must bring notebooks and

pencils, and they must take notes while the teacher

is speaking. It is critical for students to understand

the concepts so that they can perform well in tests

and exams.

5.7 Promoting teamwork Working:

Encouraging collaboration Working in groups or

teams has proven to be beneficial to students at all

levels of education. This is especially helpful when

students are working, on difficult assignments or

comprehending complex concepts such as ICT or

mathematics.

Teachers in rural schools must assign students

assignments and projects that require them to work

in groups. Teamwork allows for the formation of

friendly and effective communication terms.

Students are able to solve academic problems and

difficulties, and they understand each other's points

of view and perspectives, and have the ability to

improve their academic performance.

5.8 Promoting Extracurricular Activities:

Extracurricular activities play an important role in

schools. They energise students and pique their

interest and enthusiasm for learning. When students

perform poorly academically, they may excel at

skills and abilities in extracurricular activities. For

example, there are people who show an interest in

sports such as tennis, badminton, wrestling, boxing,

and swimming, among others. Others hone their

skills and abilities in dance, singing, and musical

instrument playing. Art and handicrafts are two

other extracurricular activities.

Individuals in rural communities may produce

handicrafts and artwork in order to meet their

livelihood needs. To enrich the educational system,

it is critical to promote these activities in schools.

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DOI: 10.37394/232029.2022.1.5

Ahmadi Begum, V. Pushparajesh

E-ISSN: 2945-0454

Volume 1, 2022

5.9 Social and Economic Change:

ICT use should be implemented in a way that

promotes social and economic change. Rural

society, as well as the rural educational system,

should undergo social and economic transformation.

ICT is concerned with the application of computer

technology. Students should be taught how to use

technology within the learning methods, which is

one of the major changes that can influence the

overall educational system. They should be

instructed on how to complete assignments and

projects.

Instead of notebooks, paper, and pens, use

technology. The ICT-based e-learning system is

critical to improving online education and bringing

about change. Changes in rural society's social and

economic conditions, [3].

5.10 Teaching and Learning Resources:

One of the most important aspects of facilitating

education is having high-quality teaching and

learning materials. These must be completed in

accordance with the students' needs. Students are

enrolled in class in some cases.

Because the processes have not been developed in

an efficient manner, V are unable to read Class II

textbooks, which means the teaching and learning

materials as well. As a result, teachers must provide

students with practise exercises and worksheets so

that they can gain appropriate understanding.

Teachers must use handouts, outs, worksheets,

notes, and other materials in addition to textbooks,

and they must administer a test at the end of each

lesson plan.

6. The Basic Principles of a High-

Quality Rural Education Program

The following are the fundamental principles of the

high-quality rural education programme:

6.1 Equal Opportunities to All:

All students in rural areas should be considered

capable of obtaining an education. Equal

opportunities should be available to all students in

schools, and there should be no discrimination based

on caste, creed, race, religion, gender, ethnicity,

occupation, or socioeconomic background. When it

comes to school,

If events, competitions, or other activities are

planned, everyone should be given the opportunity

to improve their skills and abilities while working

toward academic goals. Aside from equal

opportunities, it is critical to provide students with

adequate educational resources, [2].

6.2 Procedures for Resolving Grievances:

Students face a variety of problems and challenges

in school. The grievance redresser procedures must

be developed so that they can adequately address

their problems and seek solutions. Principals and

teachers are the ones who listen to student

complaints. Academics, teaching-learning methods,

schools, and classroom environments are just some

of the issues that may arise.

conditions, fellow students, or experiencing harsh

treatment from teachers, and so on. Girls in rural

schools have experienced severe problems,

including sexual harassment in schools. As a result,

it is critical to put these procedures in place so that

students can feel comfortable attending school and

learning.

6.3 Educational Adequacy:

The educational system must be implemented in

schools based on specific goals and objectives. The

primary goal of teachers is to do their jobs well,

resulting in effective student growth and

development. Students, on the other hand, have the

primary goal of improving their educational skills

and abilities. As a result, educational adequacy

should not be defined on the basis of minimum

education, but rather on assisting students in

meeting their goals and objectives in an appropriate

manner. Teachers and students are expected to

collaborate with the goal of promoting educational

adequacy.

.4 Morality and Ethics:

The implementation of morality and ethics in

schools is of the utmost importance. Members of the

school, including principals, teachers, and staff

Members and students are expected to be courteous,

honest, and truthful, especially when working

together. Individuals who acquire effective moral

and ethical knowledge are able to not only achieve

the goals and objectives of the schools, but also to

develop into virtuous and principled human beings.

It is the responsibility of teachers to ensure that

students learn these traits, in addition to academic

concepts, so that when they graduate, they will be

able to become responsible members of their

families and the community.

6.5 Leadership Skills Development:

Both principals and teachers are expected to develop

leadership skills. The leaders are responsible for a

variety of tasks. They must be aware of the various

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DOI: 10.37394/232029.2022.1.5

Ahmadi Begum, V. Pushparajesh

E-ISSN: 2945-0454

Volume 1, 2022

factors required to improve the well-being of other

members, particularly students. The principals'

leadership abilities focused on making effective

decisions that would benefit everyone, appropriately

guiding and directing others, carrying out

administrative functions in an effective manner, and

displaying generosity and sincerity in their attitude.

Teachers' leadership skills, on the other hand, are

primarily focused on guiding students, leading them

in the right direction, ensuring that they learn

academic concepts and perform well in organised

tests or competitions.

6.6 Financial Resources:

Schools must plan their budgets in accordance with

the needs and requirements. When schools have

financial resources, they plan to implement new

techniques and methods. When the budget is

limited, however, they must determine which areas

require improvement and then allocate funds

accordingly. Improving infrastructure and civic

amenities, facilities, libraries, computer centres,

classroom environments, school environments,

bringing in new equipment, machines, technology,

books, articles, documents, and other materials all

necessitate financial resources within schools. The

schools provide financial aid and scholarships to

students based on their merit and the availability of

financial resources.

6.7 School Governance:

School governance must be carried out in an

efficient manner. Principals, administrative staff,

and teachers are expected to collaborate and

integrate their efforts. It is critical to develop norms,

measures, and policies, and individuals must adhere

to them. Educational planning is also considered an

important aspect in school governance; individuals

must seek a more general understanding of

educational planning and ensure how it can be

productive, in the direction of overall national

growth, [1]. The main policies in schools are: equal

opportunities for all; anti-discrimination policies;

and the provision of effective services, resolution of

conflicts and disputes, treating everyone with

respect and courtesy, sexual harassment policies.

7. Government-formulated policies

The following are the measures proposed by the

government, [5]

7.1 Lok Jumbish Project:

The Lok Jumbish (LJ) project consists of 75 blocks

that serve approximately 12 million people. This

project operates concurrently with government

agencies, teachers, non-governmental organisations

(NGOs), elected representatives, and individuals in

an interactive group.

There have been efforts made with the primary goal

of promoting primary education universalization. It

is founded on seven guiding principles.

Partnerships, decentralised functioning,

participatory learning, integration with the

mainstream education system, management

flexibility, and the creation of multiple levels of

leadership committed to quality and mission mode

are among these.

7.2 Shiksha Karmi Project:

Since 1987, the Shiksha Karmi Project (SKP) has

been funded by the Swedish International

Development Cooperation Agency (SIDA). The

primary goal of this project is to universalize and

improve the quality of primary education in

Rajasthan's backward and remote villages, with a

special emphasis on girls. To promote community,

SKP has established Village Education Committees

(VECs) in 2000 village.

Participation in primary education is encouraged, as

is village-level planning. SKP also operates non-

Prehar Pathshalas schools that offer formal classes

at appropriate times. Angan Pathshalas are being

operated in three blocks to promote education

among girls. The presentation

It currently serves over 150,000 students in 1,785

schools and 3,250 Prehar Pathshalas, with over

4,271 Shiksha volunteers.

7.3 The Blackboard operation:

This scheme was established in 1987 with the

primary goal of improving the school's

environmental conditions. This scheme was

implemented in order to retain students and improve

their skills. This scheme has resulted in remarkable

progress in primary education. Since the beginning,

approximately 5,23,000 schools have been covered.

8. Conclusion

The rural education system is still in its early stages.

The number of schools, transportation facilities,

provision of civic amenities and facilities, level of

education, computer education, organisation of

group classes, organisation of picnics, use of

technology, infrastructure, and teachers are all

issues in rural areas. Improvements will require the

implementation of measures such as the availability

of infrastructure and facilities, as well as the

provision of transportation.

International Journal of Applied Sciences & Development

DOI: 10.37394/232029.2022.1.5

Ahmadi Begum, V. Pushparajesh

E-ISSN: 2945-0454

Volume 1, 2022

Facilities, ICT-based education for students, teacher

recruitment, dealing with students, teaching-learning

processes, promoting teamwork, promoting

extracurricular activities, social and economic

change, and teaching-learning materials are all

available. The fundamental concepts of a high-

quality rural education programme ensure that

everyone has equal access. Procedures for resolving

grievances, educational adequacy, morality and

ethics, the development of leadership skills, the

execution of managerial functions, the execution of

sound decision-making, the provision of support

services, financial resources, and school

governance.

The government has launched programmes with the

goal of improving the rural education system.

Examples include LJ, SKP, and operations, such as

blackboard. There are differences between the

education systems in urban and rural areas. In urban

areas, all facilities and amenities that would

contribute to learning, including schools, are

provided. The following factors must be considered

in rural schools in order to enrich the educational

system: development of teaching-learning methods

and instructional strategies; establishment of

infrastructure, technology, equipment, libraries, and

other supportive materials. To facilitate learning,

school administrators should be well-versed in the

implementation of managerial policies.

There should also be provisions for equal

opportunity for all students, regardless of their

categories or backgrounds. Within rural

communities, the education system should be

improved so that students are motivated to learn.

Some other relevant studies can be found in [6], [7],

[8].

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