Variability of Transition Rate and Gender Parity in Rural Primary School Level in Gopiballavpur Circle (West), Paschim Medinipur, West Bengal: A Case Specific Study
Affiliation(s)
1 Department of Education, Vinayaka Missions University, Salem, India. 2 Department of Geography and Environment Management, Vidyasagar University, Midnapore, India. 3 Department of Geography, Presidency University, Kolkata, India. 4 Department of Geography, Kharagpur College, Kharagpur, India. 5 Department of Applied Geography, Ravenshaw University, Cuttack, India.
1 Department of Education, Vinayaka Missions University, Salem, India. 2 Department of Geography and Environment Management, Vidyasagar University, Midnapore, India. 3 Department of Geography, Presidency University, Kolkata, India. 4 Department of Geography, Kharagpur College, Kharagpur, India. 5 Department of Applied Geography, Ravenshaw University, Cuttack, India.
ABSTRACT
This paper assesses variability of transition rate and gender parity in rural primary school level in Gopiballavpur Circle (West), Paschim Medinipur, West Bengal. With respect to 2003-2012 (ten academic sessions) registered enrolment record in two primary schools, the variability of transition rates was calculated for each school using actual values of measurable parameters relating to study. Thus, a transition rates was assigned to each of the schools according to the degree of transition rates. Similarly, gender parity for each school was derived from male and female registered pupils. The ratio of female and male was used to calculate the gender parity for the schools, which was then multiplied by the percent of value occurrences to obtain the gender parity index (GPI). This analysis was used to divide the transition rate into four assigned threshold including on the basis of positive and negative numeric a) very low transition rate (0% - 25%); b) medium transition rate (26% - 50%); c) high transition rate (51% - 75%); and d) very high transition rate (76% - 100%). Whereas, gender parity divided into three assigned attributes (a) gender parity index (=1) for parity between females and males pupils; (b) gender parity index (<1) disparity in favour of male pupils; and (c) gender parity index (>1) disparity in favour of female pupils. However, the interpretation should be the other way rounded for indicators that should ideally approach tends to be 0% (e.g. repetition, dropout, illiteracy rates, etc.). Overall, this type of transition rates and gender parity assessment may prove useful for future school planning and management programs in rural primary school.
This paper assesses variability of transition rate and gender parity in rural primary school level in Gopiballavpur Circle (West), Paschim Medinipur, West Bengal. With respect to 2003-2012 (ten academic sessions) registered enrolment record in two primary schools, the variability of transition rates was calculated for each school using actual values of measurable parameters relating to study. Thus, a transition rates was assigned to each of the schools according to the degree of transition rates. Similarly, gender parity for each school was derived from male and female registered pupils. The ratio of female and male was used to calculate the gender parity for the schools, which was then multiplied by the percent of value occurrences to obtain the gender parity index (GPI). This analysis was used to divide the transition rate into four assigned threshold including on the basis of positive and negative numeric a) very low transition rate (0% - 25%); b) medium transition rate (26% - 50%); c) high transition rate (51% - 75%); and d) very high transition rate (76% - 100%). Whereas, gender parity divided into three assigned attributes (a) gender parity index (=1) for parity between females and males pupils; (b) gender parity index (<1) disparity in favour of male pupils; and (c) gender parity index (>1) disparity in favour of female pupils. However, the interpretation should be the other way rounded for indicators that should ideally approach tends to be 0% (e.g. repetition, dropout, illiteracy rates, etc.). Overall, this type of transition rates and gender parity assessment may prove useful for future school planning and management programs in rural primary school.
Cite this paper
Jana, M. , Khan, A. , Chatterjee, S. , Sar, N. and Das, A. (2014) Variability of Transition Rate and Gender Parity in Rural Primary School Level in Gopiballavpur Circle (West), Paschim Medinipur, West Bengal: A Case Specific Study. Creative Education, 5, 2041-2056. doi: 10.4236/ce.2014.524228.
Jana, M. , Khan, A. , Chatterjee, S. , Sar, N. and Das, A. (2014) Variability of Transition Rate and Gender Parity in Rural Primary School Level in Gopiballavpur Circle (West), Paschim Medinipur, West Bengal: A Case Specific Study. Creative Education, 5, 2041-2056. doi: 10.4236/ce.2014.524228.
References
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[1] Aikara, J. (1997). Learner Achievement in Primary Schools. Mumbai: Tata Institute of Social Sciences, Unit for Research in the Sociology of Education. [2] Alspaugh, J. W. (1998b). The Relationship of School-to-School Transitions and School Size to High School Dropout Rates. The High School Journal, 82, 154-160. [3] Alspaugh, J. W. (1998c). The Relationship of School and Community Characteristics to High School Drop-Out Rates. The Clearing House, 72, 184-188. http://dx.doi.org/10.1080/00098659809599356 [4] Alspaugh, J. W., & Harting, R. D. (1995). Transition Effects of School Grade-Level Organization on Student Achievement. Journal of Research and Development in Education, 28, 145-149. [5] Alspaugh, J. W. (1998a). Achievement Loss Associated with the Transition to Middle School and High School. Journal of Educational Research, 92, 20-25. http://dx.doi.org/10.1080/00220679809597572 [6] Alspaugh, J. W. (1998d). The Relationship of School-to-School Transitions and School Size to High School Dropout Rates. High School Journal, 81, 154. [7] Anderson, L., Jacobs, J., Schramm, J., & Splittberg, F. (2000). School Transitions: Beginnings of the End or New Beginning? International Journal of Educational Research, 33, 325-339. http://dx.doi.org/10.1016/S0883-0355(00)00020-3 [8] Bajpai, N. (2003). Towards the Millennium Development Goals Occasional Paper. India: UNDP. [9] Blyth, D. A., Simmons, R. G., & Carlton-Ford, S. (1983). The Adjustment of Early Adolescents to School Transition. Journal of Early Adolescence, 2, 105-120. http://dx.doi.org/10.1177/027243168331008 [10] Breen, R., & Buchman, M. (2002). Institutional Variations and the Position of Young People: A Comparative Perspective. Annals of American Academy of Political and Social Science, 580, 288-305. http://dx.doi.org/10.1177/0002716202580001012 [11] Bruner, J. (1996). The Culture of Education. Boston, MA: Harvard University Press. [12] Bryk, A. S., & Thum, Y. M. (1989). The Effects of High School Organization on Dropping out: An Exploratory Investigation. American Educational Research Journal, 26, 353-383. http://dx.doi.org/10.3102/00028312026003353 [13] Campbell, H. (2001). Easing the Transition to High School. The Education Digest, 67, 12-18. [14] Clayton, P. (2006). Literacy in Kerala. Report, Glasgow: Development of Adult and Continuing Education, University of Glasgow. [15] Dev, A. (1995). Secondary Education in India: A Status Paper. In Council of Boards of School Education in India (Ed.), Towards Quality Secondary Education: An Agenda for 21st Century. New Delhi: Vikas. [16] Dreze, J., & Sen, A. (2002). India Development and Participation. Oxford: Oxford University Press. [17] Dubois, D., Eitel, S., & Felner, D. (1994). Effects of Family Environment and Parent-Child Relationships on School Adjustment during the Transition to Early Adolescence. Journal of Marriage and Family, 56, 405-414. http://dx.doi.org/10.2307/353108 [18] Frymier, J. (1996). Determining Dropout Rates in Large City School Districts: Problems and Accomplishments. The High School Journal, 80, 1-10. [19] Gardner, P. W., Ritblatt, S. N., & Beatty, J. R. (2000). Academic Achievement and Parental School Involvement as a Function of High School Size. The High School Journal, 83, 21-27. [20] Jain, V. K., & Arora, A. P. (1995). Effect of School Level Variables on Achievement Gap between Boys and Girls. Indian Educational Review, 30. [21] Kaplan, D. S., Damphousse, K. R., & Kaplan, H. B. (1996). Moderating Effects of Gender on the Relationship between Not Graduating from High School and Psychological Dysfunction in Young Adults. Journal of American Psychology, 88, 760-774. [22] Lee, V. E., & Smith, J. B. (1997). High School Size: Which Works Best and for Whom? Educational Evaluation and Policy Analysis, 19, 205-227. http://dx.doi.org/10.3102/01623737019003205 [23] Lathika, M., & Ajith Kumar, C. E. (2008). An Analysis of Efficiency of Education in Kerala. Journal of Educational Planning and Administration, 22, 295-310. [24] Ministry of Human Resource Development (1992). National Policy on Education, 1986 as Modified in 1992 with Programme of Action. New Delhi: Government of India. http://www.education.nic.in/policy/npe86-mod92.pdf [25] Phelan, W. T. (1992). Building Bonds to High School Graduation: Dropout Intervention with Seventh and Eighth Graders. Middle School Journal, 24, 33-35. [26] Ramachandran, V. (Ed.) (2004a). Gender and Social Equity in Primary Education: Hierarchies of Access. New Delhi: Sage Publications. [27] Rumberger, R. W. (1987). High School Dropouts: A Review of Issues and Evidence. Review of Educational Research, 57, 101-121. http://dx.doi.org/10.3102/00346543057002101 [28] Subrahmanian, R. (2003b). Community at the Centre of Universal Primary Education Strategies: An Empirical Investigation. In N. Kabeer, G. Nambissan, & R. Subrahmanian (Eds.), Child Labour and the Right to Education in South Asia: Needs versus Rights (pp. 216-242). New Delhi: Sage Publications. [29] Vaidyanathan, A., & Gopinathan Nair, P. R. (2001). Introduction. In A. Vaidyanathan, & P. R. Gopinathan Nair (Eds.), Elementary Education in Rural India: A Grassroots View (pp. 23-48). New Delhi: Sage Publications. [30] World Bank (2003). Equity in Enrolment and Completion in Elementary Schooling in India. New Delhi: World Bank.