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Table 4.21Index of Facilities in High Schools 2013-14

Total schools Index Percentage

Aurad 61 6.59 81.62

Basavakalyan 77 6.20 80.25

Bhalki 70 5.63 79.87

Bidar 118 6.15 78.12

Humnabad 97 5.76 75.00

District 423 6.05 79.00

Source UDISE 2013-14The index of basic facilities is

also low in the district. It is 75 percentin Humanabad and 78 percent in bidartalukas. The district average is 79 per-cent.

Five basic facilities are identi-fied as important by the State Govern-ment these are calledPanchasoulabhya; these are- DrinkingWater, Sanitation, School building,playground and compound wall. Theseare taken up in the district under vari-ous schemes such as SSA, NABARD,BRGF and Special Development plan.

In the schools all the schoolshave toilet for girls, but the percentageof functioning toilets is very less (about40 percent). In a micro level study it isobserved that the toilets are not avail-

able for use due to shortage of waterand lack of maintenance. Thus con-struction of toilets has not solved theproblems of girls. All the schools havedrinking water and other facilities. Thereare few facilities that are not availablein some schools. These areplaygroundand compound wall. Thefunctioning of the basic facilities likedrinking water and sanitation is veryimportant and these should be ensuredin all the schools.

4.9 Index of Eight Basic facilitiesThe index of basic faculties

has improved from 61.81 percent in2008-09 in higher education to 83.57in 2011-12. The availability of infra-structure facilities ahs also improvedin primary schools.

Table 4.22 Index of Basic facilities

Year Elementary Education High schools

2008-09 54.38 61.81

2009-10 62.35 54.25

2010-11 65.90 57.63

2011-12 84.25 73.57

2012-13 86.24 79.0

Source UDISE respective years

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Figure 4.9Index of Basic facilities

The index is high for highschools than for primary schools.4.10 School Completion Ratio and Performance in SSLC Examination

Table 4.23School Completion Ratio-Primary and Secondary

% of Children enrolled in 8th after 7th Class

% of children enrolled in 8th after 7th class - SC/ST Taluka

Boys Girls Total Boys Girls Total Boys Girls Total

1 2 3 4 5 6 7 8 9 10

Aurad 89.65 88.76 89.23 88.49 88.32 88.48 93.83 82.62 88.09

Basavakalyan 83.77 87.74 85.66 81.58 86.83 84.00 76.81 82.41 77.22

Bhalki 89.63 85.37 87.54 90.82 66.14 88.57 80.46 77.81 79.19

Bidar 83.61 85.74 84.67 86.03 87.83 86.87 75.22 75.57 75.40

Humnabad 84.56 84.74 84.65 86.32 85.58 85.96 33.01 94.58 93.82

District 85.63 86.29 85.95 85.91 86.65 86.27 80.19 81.67 80.96

Source UDISE-2012-13

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School completion ratio depends onpromotion, retention and dropout rate.No detention policy is practiced in theState. Only if a child has less than 75percent attendance with 60 percentmargin on health grounds the child isdetained in the same standard and isadvised to repeat the grade. Thesecases are very marginal in the district.The promotion rate is about 85.95 per-cent and with a dropout rate of 14 per-cent. The school completion ratio atupper primary school level is thus 86percent. The school completion ratiois higher in SC/ST group i.e. 86.65percent than among OBC group(80.96) percent. This is a welcomingtrend.Quality of Education- Performance

in SSLC ExaminationThe learning skills acquired by

the students and the quality of educa-tion is reflected in the performance ofthe students in the examination.Theperformance of the students in the mainexamination at secondary level i.e. Sec-ondary School Leaving certificate Ex-amination is very dismal in the district.This is indicated in the following table.

The percentage of pass stu-dents has increased from 27.39 percentto 67.95 percent between 2007-13. Butthe rank of the district in the state is atthe bottom level. It has come down from33 to 34 among 34 education districtsin the state. Thus it is at the bottomlevel in the state. The bottom positionis continued from last seven years.

Table 4. 24Performance in SSLC Examination 2008-13

Year Appeared Passed Percentage Distinction Rank 2008 22870 6265 27.39 115 33

2009 22285 9162 41.11 220 33

2010 21403 6906 32.27 194 34

2011 21000 11118 53.0 469 34

2012 21151 13395 63.32 508 34

2013 22047 14981 67.95 561 34

Source DDPI BidarThe quality of education is also

not improved. This is further evidentfrom the performance and achieve-

ments of the students. The percentageof students passing with distinction was5 percent in 2008 and it is only 2.5 per-cent in 2013.Table 4.25

Talukawise Performance in SSLC Results-2012& 2013

Sl. No. Taluka 2009 2010 2011 2012 2013 1 Aurad 32.25 31.36 44.93 62.13 66.9

2 Basavakalyan 43.03 29.08 45.21 61.45 64.07

3 Bhalki 37.78 30.31 63.78 64.32 76.7

4 Bidar 41.78 24.56 53.54 61.33 63.08

5 Humnabad 49.59 27.52 55.94 68.6 70.28 Source DDPI Bidar

The learning skillsacquired by thestudents and thequality of education isreflected in theperformance of thestudents in the exami-nation.

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Figure 4.10Talukawise Performance in SSLC Results-2012& 2013

The analysis of Talukawise perfor-mance of students for last five years ispresented in table above. There are notmany variations across the talukas.Bidar taluka is at the bottom with only63 percent students clearing the exami-nation. The other low performingtalukas are Basavakalyan and Aurad.It is shocking that Bidar taluka is mainlyurban in character but has very low per-formance. Bhalki has better perfor-mance with 76.7 percent students pass-ing the examination.Reasons for Low performance andgovernment interventionsThe reasons for low performance differacross the regions and in the border ar-eas.

The most important reason islow attendance in schools. Themid day meals programme hasimproved the attendance in pri-mary schools but it has less im-pact in high schools. The rea-

sons for absenteeism are many. This is on account of necessity

to go for work, or assistance toparents in work on fields.

Lack of resources due to pov-erty to get access to betterschools and extra coachingclasses.

Llack of interest as the lessonsare difficult and are beyond theirgrasping capacity.

The policy of no detention atlower level classes is also re-sponsible for it.

There is no learning atmo-sphere at home as the parentsare illiterate.

The parents have little aware-ness about the requirements ofeducation.

In the border area schools,there is an additional problemof medium of instructions. Chil-

55

dren from Marathi backgroundstudy in Kannada schools. Theteachers are also not fluent inKannada language. As a resultthe students find it difficult tolearn the lessons. This makesthem to lose the interest inlearning.

This also happens in case ofstudents from Telagu and Urdubackground. Many of these rea-sons are confirmed in Microlevel studies.

4.11 Post secondary educationHigher Education

Post secondary education in-cludes Pre University and college edu-

cation as well as professional educa-tion. The enrolment in post secondaryeducation is very low. The target in 11th

Plan was to increase it to 65 Percent.But in the district it is less than 20 per-cent.

4.11.1 Pre university Education The district has 131 pre univer-

sity colleges. Out of them 49(37.40)colleges are concentrated in Bidartaluka and 82 are spread in othertalukas. Thus those who live in urbanareas have better access to higher edu-cation.

Table 4.26College Enrolment (PUC I-II)

Government Private

Aided Unaided Taluks No of Colleges Boys Girls

Boys Girls Boys Girls

Total

Aurad 12 89 106 550 523 197 138 1603

Basavakalyan 19 298 833 273 450 777 733 3364

Bhalki 21 172 464 603 876 1102 817 4034

Bidar 49 214 635 1780 1698 3345 2858 10530

Humnabad 30 316 883 894 807 825 774 4499

District 131 1089 2921 4100 4354 6246 5320 24030

Source DDPI BidarSome of these colleges are attachedto high schools and some others areindependent colleges. The unaided col-leges have maximum share i.e.48.13percent in enrolment. The enrolment ofgirls is 12595, it is 52.41 percent of to-tal enrolment. Thus more girls are nowparticipating in higher education. Thisis welcoming trend. It is surprising that

they are enrolled in private unaided col-leges also in more number. This indi-cates that girls are treated on par withthe boys and are able to get resourcesto study in private colleges and thushave access to quality education. Girlsare observed more in number in Gov-ernment colleges also. Their share in

56

Government colleges in total enrolmentis 72.84 percent.Performance in PUC Examination

The low quality of education isalso reflected in the the low perfor-mance of students at PUC level. Thestudents from the district are not able

to seek admission in good professionalcolleges. Though the enrolment is in-creasing the performance in examina-tion has not improved significantly.These facts are presented in the fol-lowing table.

Table 4.27Performance in PUC Examination

PUC Results (Pass percentage) Taluk

2007 2008 2009 2010 2011 2012 2013

Aurad 17.01 12.09 17.10 20.39 32.37 39.92 53.20

Basavakalyan 18.02 17.28 19.96 26.23 29.28 32.11 60.31

Bhalki 19.01 12.28 21.11 31.17 40.16 48.93 51.19

Bidar 27.50 20.16 28.46 34.94 39.15 43.84 49.46

Humnabad 19.24 14.53 20.49 26.07 25.30 32.35 54.08

Total 20.19 15.26 21.42 27.76 33.25 39.43 53.68

Source JD PU Education Bidar

Figure 4.11Performance in PUC Examination

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The performance was as low as 20.19percent in 2009 which has now im-proved to 53.6 percent in 2013. It wasbelow 40 percent for last six years.Though Basavakalyan taluka is thehighest in 2013,but its performance wasvery dismal in all the earlier years.There is no significant improvement inthe performance of Bidar taluka. The

achievement is less than 50 percent.Bhalki also is at lower level.

Thus improving quality of edu-cation is a top priority for the district.Pre university education determines thethe opportunities for higher educationto the students. Therefore, improve-ment in performance at thi level is veryessential for the benefit of the students.

4.11.2College EducationTable 4.28

Number of Colleges and Enrolment -2011-12

Government Degree Colleges

Students per

college

No of Colleg

es

Private Degree Colleges(Aided/

Unaided)

Students per

college Taluks No of Colle-

ges Boys Girls Total Boys Girls Total

Aurad 1 164 27 191 191 2 479 113 592 296

Basavakalyan 1 365 138 503 503 6 910 251 1161 193

Bhalki 2 542 123 665 332 4 881 122 1003 250

Bidar 2 750 218 968 484 15 3831 1318 5149 343

Humnabad 2 1142 142 1284 642 3 1228 843 2071 690

District 8 2963 648 3611 451 30 7329 2647 9976 332

Source DAG-2012-13The total number of Degree collegesis 38 in the district and out of them 17are located in Bidar Taluka, mainly inBidar city. It is disheartening that thereare only 8 Government colleges in thedistrict. Many of the colleges in thetalukas are mainly Arts Colleges. Theenrolment in colleges is 13587 and outof them 3295(24.25 %) are girls. Theparticipation of girls is thus very low inhigher education. The average numberof students per college are higher in

Government than in private colleges.The quality of education has not im-proved much. In private colleges, theinfrastructure is not available. The build-ing and library facilities are highly inad-equate. Many of them run for commer-cial purpose. There are no full timeteachers in these private colleges.These are mainly arts colleges. Theseinstitutions get affiliation on conditionalbasis and these are never fulfilled.Hence the quality education can not be

58

expected from these colleges. This isevident from low performance of thestudents in competitive examinations.There is a need to open the CoachingCentres and finishing schools to trainthe students in this direction.

4.11.3 Professional EducationThere are four Engineering col-

leges and two medical colleges. Theseare located in different talukas of thedistrict. Engineering colleges are inBhalki bidar and Basavakalyan. A den-tal college is in Humanabad. Only Auradtaluka has no professional colleges.

There are four private polytechnic col-leges in the district. The enrolment ofgirls in professional education is verylow. It is 20 percent in technical educa-tion and 30 percent in medical educa-tion. It is necessary to increase theirparticipation in technical educationwhich has wider application in globaljob market.The quality of Education inprofessional colleges is satisfactory.Recently, some good companies arecoming to the Engineering colleges;hence placement opportunities for thestudents have increased.

Table 4. 29Professional Educational Institutions in the District and Student Enrollment

Colleges No Boys Girls Total

Government Medical Colleges 1 239 199 438 Private Medical colleges (Allopathy and Indian System of Medicine) 1 231 169 400

Private Dental colleges 2 114 238 352

Government Polytechnic colleges 2 1203 307 1510

Private Polytechnic colleges 4 2349 205 2554 Private Engineering colleges (Aided/Unaided) 4 3718 1485 5203

SourceDAG 2012-13

University EducationNow the district is served by

Bidar University. The history of the Uni-versity goes back to 1970 when due tothe efforts made by local educational-ists and philanthropists a post gradu-ate centre of KarnatakUniversity wasestablished at Bidar. This centre waselevated to the status of an indepen-dent University in 1980 with the solemotto of promoting development in this

backward region through spread of lit-eracy and higher education. The uni-versity has now 38 post graduate de-partments offering about 35 coursesand three Post Graduate centres atBidar, Basavakalyan and Raichur.About 3000 students seek admissionto various Courses every year. The re-search activity in the University hasbeen focused on the problems of thisbackward region. The University is thus

The enrolment of girlsin professional

education is very low.It is 20 percent in

technical educationand 30 percent in

medical education. Itis necessary to in-

crease their participa-tion in technical

education which haswider

application in globaljob market.

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building up human resources to pro-mote development of this region. ThePost Graduate Centre at Bidar offers12 courses in Humanities and socialscience.To promote development of animal hus-bandry and fisheries in the district, TheKarnataka Veterinary, Animal and Fish-eries Science University is establishedin the district in 2004.

4.12 Schemes for promotion ofliteracy level

The programmesfor promotionof education in the state may be clas-sified into three categories. Programmes for Universalisaion of

education Programmes to improve infrastruc-

ture and other basic facilities Programmes to improve quality of

educationProgrammes for Universalisation ofPrimary Education- SSA

The major achievements in thefield of primary education are madepossible by the implementation of theFlagship programme of SarvaShikshaAhiyan. It attempts to imple-ment all the programmes ofuniversalisation of elementary educa-

tion.A Mid –day meal programme wasstarted in 2002-03 in all Govt. and aidedschools.Under the programme, 3 kilo-grams of rice per month for each childwas given in all Government and Aidedschools. Then AksharaDasohaProgramme was started during the year2002-03 infive districts of North east-ern parts of Karnataka which were iden-tified as educationally and economicallymost backward areas. Under thisprogramme children who were study-ing in 1-5th standards in Governmentprimary schools were served hotcooked meals in the afternoon.

In primary schools every childgets 490 calories of nutrition and 13.8gms of protein per day by MiddayMeals.728.35 calories and 20.7 gms.proteins are available for each studentof High School Details of nutritionalvalues of meals, cost of cooking ingre-dients used, the number of beneficia-ries of each day, cleanliness, safety,economical usage, additional nutrionaltablets-are displayed on the kitchen wallwritings in schools for public informa-tion. During 2012-13 the expenditure onmid day meals was Rs. 231 lakhs andthe beneficiaries were 115572 children.

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Mid day Meal Programme

Special Enrolment DriveSpecial enrolment drive is con-

ducted every year by local leaders, PRImembers SDMC members and schoolstaff to persuade the parents of childrennot enrolled to enroll their children inschools.State Gouvernement InitiativesFree Uniforms, Text books andSchool bags

All children studying in Class Ito X from Govt. and Aided schools are

provided with free text books and freeuniforms and school bags. This hashelped to reduce the financial load onthe parents and has motivated them tosend the children to schools.Free bicycles to the children

To increase the access of chil-dren to education and to reduce thedropouts at secondary education levelespecially among the girl children, theState government introduced free bi-cycles to girl students studying in high

To increase the accessof children to educa-tion and to reduce thedropouts at secondaryeducation level espe-cially among the girlchildren, the Stategovernment intro-duced free bicycles.

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schools to facilitate them to go to anearby place to attend a high school.The Scheme was extended to cover theboys also. However, the scheme is nowrevisited due to financial constraints.Programmes to improve infrastruc-ture and other basic facilities

The focus of the programme isto improve the infrastructure facilitiesand create learning atmosphere in theschools. Provision of eight basic facili-ties like- common toilets, girls’ toilets,drinking water, electricity, ramps, play-ground, compound wall and library isbeing provided under SSA programme.Five basic facilities are identified as im-portant by the State Government theseare called Panchasoulabhya; theseare- Drinking Water, Sanitation, Schoolbuilding, playground and compoundwall. These are taken up in the districtunder various schemes such as SSA,NABARD, BRGF and Special Develop-ment plan. This has helped to increasethe infrastructure facilities in schools.Programmes to improve quality ofeducationDepartment of State Education Re-search and Training,

This is popularly known asDSERT aims at providing academicleadership in school education as wellas improving the quality of educationat Primary, Secondary and TeacherEducation levels in the State. It is oneof the wings of the Department of Pub-lic Instruction. The following are themain features of DSERT.

I) Objectives & Activities ofDSERT

Maintaining and improving quality ofeducation in primary and secondaryschools in the state,Management of teacher education inthe state (both pre service and in ser-vice education) both at the elementaryeducation and secondary education lev-els,Management of Government Collegesof teacher education, District Institutesof Education and Training and otherGovernment teacher training institu-tions.Promoting Science Education in thestate.Procurement and supply of TeachingLearning Materials (TLMs) and re-source books to schoolsDesigning and implementing in serviceteacher training courses in content,pedagogy, innovative methods like the-atre in education, use of low cost andno cost teaching learning materials inschools, etc.,Procurement and supply of colour TVs,Audio and Video cassettes, Computers,CD ROMs, laboratory and library ma-terials, maps, charts and models toschools,Conduct of training programs throughteleconferencing and videoconferencing,The DSERT has helped to improve thequality of teaching through continuoustraining programmes for teachers inschools. The teachers in the district arebenefitted by the training programmes.

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Nali-Kali, EDUSAT and otherprogrammes.

In addition to this the theNali-Kali programmewhich is an activitybased approach is in place for classes1to 3 in all the Govt. schools. Nali- Kaliis a joyful learning programme. In thisprogramme, all the teaching learningprocesses take place through songs,games, storytelling, and use of educa-tional toys. The class room is decoratedwith alphabets, numbers and pictures.The Nali-Kali mode adopts multi-gradetechnique in multi-level classrooms.The program has been implemented inthe state with right earnest. An evalua-tion study shows that Nali Kalihas madea positive impact on the learning levelsof the students especiallystudentsbelonging to the socially back-ward and minority communities. Thesesocially backwardcommunities nowseem to be on par with socially ad-vanced communit ies. (CMDRDharwad,2010).

EDUSAT IN KARNATAKAIn Karnataka this project was

introduced to utilize the Technology toimprove the quality of Education at theElementary and Secondary Schools. Inall, about 840 Primary Schools had thefacilities to receive the quality VideoProgrammes through the Direct Recep-tion Systems (DRS), and a TelevisionSet

The objectives of the programme are,To develop quality broadcast videomaterials in Language and Core Sub-

jects (Mathematics, Science, SocialStudies and Languages)To develop the required competenciesin Language and Core subjects inchildrenTo provide academic support (by wayof video Programmes) to Teachersworking in Multi-level and Multi gradeContext EDUSAT has helped in provid-ing quality instruction through videoprogrammes to students studying in theinterior villages. The students have ben-efited from the video programmes de-livered through the Satellite. The ben-efit gained is in terms of gain in knowl-edge and understanding of the content,improvement in attendance and hold-ing attention and interest in viewingprogrammes is satisfactory. The teach-ers are also benefitted by gain in knowl-edge.

These various majorprogrammes for improving all the di-mensions of education- enrolment, in-frastructure and learning abilities thathave been implemented in the districthave made some impact on education.The enrolment and availability of infra-structure has improved significantly butthe gain in terms of quality educationstill remains a gray area.

Interventions by District Administra-tionThe efforts made by District Adminis-tration are noteworthy and appreciable.This is an innovative effort in the State.This has produced significant out-comes and the Percentage of studentspassing the SSLC examination is in-

63

creasing significantly. The district wasperforming badly in various examina-tions. Bidar secured 34th position in theSSLC results for four consecutiveyears. The status of the PUC exami-nation was also not different. It is in thisbackground the district administrationdecided to make interventions throughinnovative ideas and initiatives for im-proving the results in the SSLC exami-nations and improve the overall qualityof education. However, it soon emergedthat the results cannot be improvedwithout improving the quality of educa-tion at all levels such as primary, sec-ondary, and higher education. It wasfurther noticed that the students andeven the teachers were not very muchaware of the educational and careeroptions also. Hence some specificprogrammes were designed to achievethe desired outcomes. The majorsource of funding for all such innova-tive programmes was the BackwardRegions Grant Fund (BRGF). The fol-lowing are the brief description of theactivities taken up in the district. English Lessons for SSLC

and PUC studentsMs. Shanta Desai, an experi-enced teacher who is a wellknown figure in English teach-ing was invited to engageclasses for the students to helpthem revise the lessons. Thefeedback from the students wasfavourable and the programmeis being continued.

CET Coaching for Govern-ment College StudentsAdmission to the Medical orEngineering is the dream ofmany who opt for the sciencecourses in the PUC classes.However, the level of instruc-tions is not good in governmentPU colleges in the district andthe students find very difficult tosecure good ranks unless theygo for private institutions. Henceone month residentialprogramme was organized and200 students participated in thisprogramme. The classesstarted immediately after thePUC examinations were com-pleted. A few students couldsecure good rank in the CET.However, main benefit of thisprogramme was that these stu-dents became strong in theirfundamentals. It was organizedin the Shaheen PU College. Theprogramme is continued now.

Bridge Course in English forClass X StudentsThe students who study in Ver-nacular till SSLC find it difficultto adjust with the changes in themedium of instruction at thePUC level especially if they joinscience course. An effort wasmade to organize a bridgecourse for the meritorious stu-dents who appeared the SSLCexamination in Kannada, Urduand Marathi media from Gov-

64

ernment and Aided schools.This was one month long resi-dential programme.Expert re-source persons from the En-glish and Foreign LanguagesUniversity (EFLU), Hyderabadwere invited to design theprogrammes and deliver thelectures. 250 students were im-parted training in soft skills andstudy skills.

District Centre for Guidanceand Training (DCGT)It was also realized that the stu-dents and educated youth in thedistrict needed to be orientedtowards various competitiveexaminations. For this purpose,District Centre for Guidance andTraining (DCGT) has beensetup. It has a library with bookson various competitive exami-nations.

Educational and Career Guid-ance LecturesThe District authorities haveorganiseed various lectures onthe career options available tothe students. These lectureshave been organized in RangaMandir under the banner ofDCGT. The students along withtheir parents attended these lec-tures once the results of theSSLC and CET were declared.

Felicitating the TopperThere are some private educa-tional institutional institutionsthat have done exceptionally

well in the PUC and CET. Fiftythree students belonging to fiveschools have secured ranks be-low one thousand. These stu-dents were honoured toincentivize other students innext batches.

Student FundMany students find it difficult topay fees in Medical or Engi-neering Colleges, as they arevery poor. The banks loans nor-mally take a long time to com-plete the procedure. The districtadministration had establisheda students’fund four years agoto help the students to pay thefees and the amount is recov-ered once they receive the loanfrom the bank.

Quality in Primary and HighSchoolsTo improve the quality at pri-mary and secondary level, andassess the levels of the stu-dents some baseline tests wereconducted. The idea is to con-duct a few tests in a series,share the results with the teach-ers and ask them to improve insubsequent tests. There will befour tests; first one was in Au-gust, second in September,third in January and fourth inJanuary. These testsare con-ducted for students in classesVIII and X by the District admin-istration. Similar tests are con-ducted for primary school stu-

65

dents also. School Nodal Officers

All government High Schoolsthat had the SSLC results ofless that 75% were allotted toone-district/taluka level officers.They are suppose to visit atleast once in a month and re-view the functioning of theschools. This is effectivelyimplemented by the officers andthe functioning of the schoolshas improved significantly.

Training in English for Teach-ersThe target was to train at leastone teacher from each of the1300 primary schools of the dis-trict. Eight resource personsform the English and ForeignLanguages University (EFLU),Hyderabad had analyzed thesyllabus for primary classes anddesigned a detailedscheduleand guidelines for theteachers to teach English les-sons.

CET Coaching for SC/ST Stu-dentsThe focus of this programme ismainly on the students belong-ing to SC/ST but other catego-ries are also admitted on pay-ment of the subsidized fees.Amount form SCP/TSP andBRGF and utilized for this. Thestudents are trained duringweekends and holidays.

The other programmes are Coaching for all Civil Ser-

vices and competitive Exami-nationsThe representat ion of thepeople form Bidar andHyderabad Karnataka in the AllIndia Services and in theKarnataka State Services isvery poor. The major hindranceto this is the quality of univer-sity education and the low lev-els of confidence of the studentsfrom the district. They do nothave proper information or av-enues for guidance. In order toaddress this issue, the districtadministration took up a projectto promote awareness aboutcivil services examinations andtrain them to write these exami-nations. This project is beingimplemented on four differentlevels.

Career UtsavaFor the first time, a CareerUtsava was organized as partof Bidar Utsav by the district ad-ministration in association withThe Shaheen Educational Insti-tutions were the sponsors of thisevent. In the Utsava, studentsgot information about educa-tional courses at different lev-els.

Job UsavaA job mela was organized andthe companies were invitedforjob placement. 714 candidates

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got selected in different compa-nies. It was a successful affair.Tablet based CET Coaching inMorarji Desai Residential PUColleges.CMAT/KMAT Coaching to takeup MBA entrance examinations.Coaching for lower levels gov-ernment Posts -Group D in Rail-ways.Thus such novel programmes

have been introduced to improve the

educational standards. The outcomesare visible as the percentage of pass-ing in SSLC and PUC results has in-creased during last two years.4.13 Per Capita expenditure oneducation

The analysis of per capita ex-penditure on education indicates the re-sources and physical capital allocatedto increase the Human capital. This alsoindicates the priority assigned to edu-cation.

Table 4.30Total Expenditure on Education & other programmes

Talukas 2008-09 2009-10 2010-11 2011-12 2012-13 Per capita Exp. 2012-13

Aurad 226544066 251715629 314095536 307641731 412237080 1474.1

B Kalyan 221731830 246368700 307423572 301105320 393480410 1093.3

Bhalki 226914210 252126900 314608764 308142840 412910670 1428.5

Bidar 294778710 327531900 408700564 400300840 536402170 1250.0

Humanabad 204210450 226900500 283130780 277311800 371597150 1097.5

1174179266 1304643629 1627959216 1594500960 2136627480 1254.4

Source DDPI Bidar

The per capita expenditure on educa-tion in the district varies from Rs. 1474in Aurad to 1093 in Basavakalyan andto Rs. 1250 in Bidar taluka. The aver-age expenditure at the district level isRs. 1254.4 Thus the average expendi-ture spent on education is very low inthe district. The taluka maximum valuein the State is Rs. 12450. Thus the dis-trict is at a very low level and has todevote more resources for promotinggood education in the district.

4.14 Radar Analysis for EducationThe Radar analysis gives a

comparative picture of achievements indifferent indicators. A radar chart is agraphical method of displaying multi-variate data in the form of a two- di-mensional chart of three or more quan-titative variables represented on axesstarting from the same point.It alsoshows the gap for future planning. It ismeasured on 10 point scale. It mapsthe progress in web type network.Theradar analysis for differentvariables in-

67

dicating progress in education is pre-sented below.The variables are

Net Enrolment Ratio -1-8classes

Dropout Rate 6-14 age group School infrastructure Index SSLC pass percentage

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Small Area Study

4.15 QUALITY OF EDUCATION –MICRO LEVEL ANALYSISIntroduction:

The dynamics of educationpolicy in India indicates a focus on en-rolment and access to education in theearly phase to achieve the goal of edu-cation for all and compulsory educationfor all children in the age group of 6.14.The National Policy on Education 1986envisaged universalisation of primaryeducation. though improvements inquality of education was incorporatedin the policy but was on the margin,However, in recent years the focus ofthe policy is on quality. The mission ofSarva Shiksha Abhiyan was “to put ev-ery child in school and is learning well”.The first part of the agenda was to in-crease enrolment provide access andimprove infrastructure. This has beensuccessively achieved with enrolment

reaching near to 100% percent in pri-mary education, but the second part ofthe agenda still remains unfinished. Ina knowledge economy today,Indiawants to reap demographic divided theknowledge base of the youths needsto be strengthened through provisionof quality education especially in Govt.Schools. This is also an essential re-quirement to promote inclusive growthas the poor boys and girls study in gov-ernment schools.

The Annual Status of EducationReport (ASER) brings out the quanti-tative dimensions of education in India.PRATHAM an NGO brings out this re-port every year since 2005. The analy-sis of these reports for recent years(2007 onwards) reveal declining qual-ity of education and the low learningskills of the students in the country. The

In a knowledgeeconomy today,India

wants to reapdemographic divided

the knowledge base ofthe youths needs to bestrengthened through

provision of qualityeducation especially

in Govt. Schools. Thisis also an essentialrequirement to pro-

mote inclusive growthas the poor boys and

girls study ingovernment

schools.

69

2013 report indicates that the percent-age of children in class V who can readclass II text was 45% in 2010 44.31%in 2011. 48.5% in 2012 and 42.2% in2013. The present study is taken up inBidar District to examine the factorscontributing to the low quality at microlevel.

ObjectivesThe objectives of the study are.

To examine the learning skillsacquired by the sample stu-dents in basic and key subjectslike English and Mathematics.

To assets the levels of learningof the students in a regional &state language Kannada.

To study the socio-economicbackground of the students.

To examine the factors contrib-uting to low learning levels bothat household and school level.

To evaluate the efforts made bythe teachers and the localmembers to improve the qual-ity of education.

MethodologyThe study is conducted in two

high schools in Bidar and Auradtalukas. The choice of the talukas isdone on the basis of their status in de-velopment. Bidar is a developed talukaand Aurad is a backward taluka. More-over Aurad is a border taluka and there-fore. The issues related to status ofeducation in border areas can also be

identified here. The schools with lowperformance in SSLC examinationwere taken up for the study. Thus thesample is purposive in nature. The twoschools included in the study are Govt.High School Chillargi from Bidar talukaand Govt. High School Murki fromAurad taluka. For Govt. High SchoolChillargi, the result was zero in the lastSSLC examination. In Murki high schoolthere were maximum failures even in asubject like Kannada which is a regional/ local language. 15 students from 8th

standard from each school were ran-domly drawn in the final sample forstudy.

Results and discussionAssessment of learning levels of stu-dents.

The students in the samplewere from 8th standard and it is ex-pected that they have acquired samebasic skills in core subjects like Englishand mathematics and Kannada is theirregional language as well as mothertongue, therefore it is expected thatthey have acquired proficiency in thelanguage by studying it for seven years,i.e., from I std. The results are pre-sented below.Reading and writing skills in English

To assess their performance thestudents were tested in four basic skills,in reading and writing alphabets, wards,paragraph and one page story reading.The schoolwise and aggregate perfor-mance of the students is presented be-low.

70

Table 4.31Performance of students - Reading

Chillargi Murki Total

Nil Average Good Nil Average Good Nil Average Good

Alphabets 00 05 33.33

10 66.66 00 6

40 9 60 00 11

(36.66) 19

63.33

Words 00 06 40

09 60 00 08

53.33 06 40 0 14

46.66 15 50

Para 07 46.66

04 26.66

04 26.66

06 40

09 60 00 13

43.33 13

43.33 04

13.33

Story 07 46.66

04 26.66

04 26.66

08 53.33

07 46.66 00 15

50 11

36.66 04

13.33

Source Primary Data

All the students were able to read andwrite alphabets and words (except onestudent). But the performance was av-erage for 36.66 percent students in al-phabets and 46.6 percent students inwords. 43.3 percent could not read aparagraph 50 percent students couldnot read a story 36.66 percent couldread it with difficulty. Thus for 86.6% ofthe students, knowledge of reading ispoor or average. The performance of

students in Murki school is compara-tively less satisfactorily than the stu-dents in chillargi schoolsPerformance of students – writing.

The perfection and commandover a subject is acquired by the stu-dents when they acquire writing skills.Therefore the writing skills were testedhere. The performance is presented inthe following table.

Table 4.32Performance of students – writing.

Chillargi N = 15 Murki N = 15 Total

Nil Average Good Nil Average Good Nil Average Good

Alphabets 00 08 53.33

07 46.66 00 09

60 06 40 00 17

56.66 13

43.33

Words 02 13.33

08 53.33

05 33.33

03 20

07 46.66

05 33.33

05 16.66

15 50

10 33.33

Para 05 33.33

08 33.33

02 13.33

06 40

09 60 00 11

36.66 17

56.66 02

6.66

Story 05 33.33

08 53.33

02 13.33

06 40

09 60 00 11

36.66 17

56.66 02

6.66 Source Primary Data

71

All the students in both theschools could write alphabets but 16.6percent could not write the simplewords 53.3 percent could not writeapara or a story and 56.6 percent coulddot it with difficulty and their perfor-mance was average. Only two students(6.6%) were observed to be good andhave learned the necessary skills.These two students are from ChillargiSchool. None of the students fromMurki schools has shown good perfor-mance in reading and writing skills.These students are not able to get pro-ficiency in English that is expected atgrade V or VI.It is common that theyfail in English at SSLC examination.Thus their weak performance in English

keeps them away from science educa-tion & contributes to their exclusion fromglobal economy.

Acquisition of Learning skills in re-gional language

To examine the learning capac-ity of the children and to know whetherthey have been able to learn the re-gional language a test was given tothem in Kannada language also knownof Kannada is essential as it is an offi-cial language in Karnataka State. Thismay help them to know about the stateprogrammes and policies.

The test included the readingand writing of Kannada alphabetswords. Para & Story. The results arepresented in the following table.

Table 4.33Performance in Kannada language

Reading Writing Schools category Alphabets Words Paras Story Alphabets Words Paras Story

Nil 00 00 06 20

06 20 00 00 06

20 06 20

Average 05 16.66

13 43.33

18 60

20 66.66

08 26.6

13 43.3

18 60.00

18 60.00

Good 25 83.33

17 56.66

06 20

04 13.33

22 73.34

17 56.7

06 20.00

06 20.00

Total 30 (100.0)

30 (100.0)

30 (100.0)

30 (100.0)

30 (100.0)

30 (100.0)

30 (100.0)

30 (100.0)

Source Primary DataIn Kannada language also the studentshad difficulty in doing tasks like read-ing and writing paragraph or a story.Only 20 percent of them could performwell in reading and writing. Some ofthem could not write a difficult word.This is a border area, for some studentsthe mother tongue is Marathi. Hence

they cannot read and write Kannada flu-ently. Even some teachers also do notknow Kannada language perfectly.Thus the dismal knowledge base andlearning skills of the students makethem to fail in regional language also.

72

Performance in MathematicsIn Bidar District the base of the

students in maths is weak. They havepsychological fear about the advancedmathematics. This is perfectly true incase of girls. Hence many girls in ruralareas, drop out at higher level of edu-cation due to difficulty in learning Mathsand Science subjects. Very small per-centage of the rural students go for sci-ence education. On the contrary thereis a growing demand for Arts and Hu-manities. Which have very low pros-pects in job market. It is therefore, veryessential to improve their performance

in Mathematics. Large number of stu-dents in urban and semi-urban areasgo for private tuitions in Science andMathematics.

In this study the students weregiven three sets of problems. There areidentification of numbers. Subtractionand division. In each unit, ten problemswere given. Those who could solve 4to 6 problems in each unit were con-sidered average and those who couldsolve 6+ are considered as good inmathematics. The results are pre-sented below.

Table 4.34Performance in Mathematics

Numbers Subtraction Division

<4 4-6 6+ <4 4-6 6+ <4 4-6 6+

Chillargi School 00 05

33.33 10

66.66 02

13.33 09 60

04 26.66

06 40

7 46.66

2 13.33

Murki Schol 00 07

46.66 08

53.33 03 20

10 66.66

02 13.33

08 53.33

06 40

1 6.66

Total 00 12 40.00

18 60.00

05 16.66

19 63.33

6 20

14 46.66

13 43.33

3 10.00

Source Primary data

Identification and writing of numbers isa grade II level task. But 40% of thestudents showed average performance.In subtraction also 63.33% percent stu-dents showed average performanceand 16.6% students performance is atvery low level. Thus about 80% studentshave not acquired basic skills in sub-traction. The performance in division isvery dismal as only 3 students could dosimple exercise in Mathematics. It is

very difficult to expect them to acquireskills in advanced level of mathemat-ics. For admissions to course in scienceand technology,a strong base in math-ematics is very essential.

Factors of affecting thelearning levels

An analysis of the probable fac-tors affecting the learning levels is pre-sented below.

73

Table 4.35Social background of the students

Caste Chillargi Murki Total

SC / ST 05 33.33

03 20

08 26.66

OBC 09 60

10 66.66

19 63.33

GM 01 6.66

02 13.33

03 10

Source Primary data

63.33 percent of the students belongto backward category and 26.66 per-cent belong to SC/ST category. Thus itis observed that students are frommarginalized groups in these schools.76.6 percent of them belong to Hindureligion.

1) Education level of the parents.The parents level of education is verylow 46.6 percent of the father are illit-erate & 80% of the mothers are illiter-ate. Among the rest, none of them haveeducation above secondary level. Theparents are not therefore able to lookafter the education of the children theteachers complained that the studentsdonot do the name assignments dueto illiteracy and neglect of the parents.

2) Economic background of thestudents.

The students mainly come from poorbackground. The economic conditionsof the sample students are presentedbelow.

Table 4.36Economic Background

Ownership of hose No. Percentage

Kacha 26 86.6

Pacca 04 13.4

Total 30 100.00

Own land BPL card 06 20.00

Household assets 28 93.3

TV 14 46.66

Mobile 24 80

Bicycle 24 80

Two wheeler 05 16.66

Fan 07 23.33

Facilities

Toilets 04 13.33

Electricity 26 86.66

Drinking water 09 30

Safe cooking fuel 02 6.66

Source Primary data

74

All the households own a house but86.6 percent live in a katcha hose only20% the land the size of the land is 1 to2 acres 90.3 percent are BPL card hold-ers. Many of them i.e., 84% are agri-cultural labourers. These households’posses some common assets 80% ofthem possess a mobile and a bicycleand 46.6 percent of them posses tele-vision set.

The households lack basic fa-cilities like drinking water (70.0%) Toi-lets (86.67%) Drainage (97 %) etc., Butthey have electricity (86.6%). This isdue to Bhagya Jyothi Scheme by theGovernment.

Thus the poor economic back-ground of the family does not motivatethe student to study and acquire knowl-edge. There is no learning atmosphereat home and in the surrounding.Absenteeism

Absenteeism in school is one ofthe major factor for low learning levelsamong the students. In Chillargihighschool about 50% of the childrencame to school for four to five days in a

month. The attendance is also less inthe Marki School. The children in higherstandards go for work in the fields orassist the parents in their own field.They are also away from the school dueto lack of interest in learning. Teacherssaid that if they make every day atten-dance compulsory, the children nor-mally drop out. Thus children do notcame to school regularly to learn thelesions and improve their skills.Goals before the students

The goals set by the studentsfor achievement have a significant in-fluence on motivation to learn andachieve better results in the examina-tions. Therefore, setting higher goalsfor achievement is essential for betterperformance of the students. Teachersan influence the thinking of children atearly stage. To examine the goals be-fore the students a question was askedabout their ambition in life. The answersgiven by the students are indicated inthe following table.

Table 4.37Goals before the students

Sl. No. Goals Chillargi School Murki School Total

1 Teacher 04 26.66 03 20 07 23.33

2 Officer / Manager 02 13.33 01 6.66 03 10

3 Driver 03 20 03 20 06 20

4 Clerk 02 13.33 03 20 05 16.66

5 Farmers / Labour - - 02 13.33 02 6.66

6 Police - - 02 13.33 02 6.66

7 Govt. Officer - - - - - -

8 Scientist - - - - - -

9 Doctor / Engineer - - - - - -

10 No Idea 04 26.66 01 6.66 05 16.66 Source Primary Data

75

A few common goals werelisted and placed before the students.Teacher and driver are the major goalsobserved before the students 23.3 per-cent want to become a teacher and20% want to become driver. 16.66 per-cent students expressed that they havenot set any goals. Another 16% wantto serve in clerical jobs & 6.66 percentstudents want to become a police or alabor. Thus, it is observed that the stu-dents have not higher goals set beforethem like Officers, Scientists, Doctorsand Engineers. Thus they are not mo-tivated to do hard work and acquire bet-ter knowledge. The children should beexposed to read books about greatleaders like Mahatma Gandhi, Dr. B.R.Ambedkar, P. Nehru S. Radhakrishnanetc., to develop good thinking and am-bitions in life.

Girls either donot have an ideaabout their goals they want to becometeacher. Thus they are yet to come outof their stereotyped roles and attitudes.The teachers should motivate the stu-dents for higher achievements in life.Difficulties in learning

The students find interest inlearning when they understand the sub-jects properly. If they do not understandwhat is taught in schools, then they startloosing interest in learning and attend-ing the school and they dropout. Manystudents dropout in grade VIII or IX asthey are not able to understand the sub-jects at this level. The students wereasked a question about the subjectsthey find difficult to study. The obser-vations are recorded below.

Table 4.38Learning Difficulties

Chillargi Murki Total Name of the subject No. Percentage No. Percentage No. Percentage

Science 08 53.33 06 40 14 46.6

Maths 09 60 11 73.33 20 66.7

English 12 80 13 86.66 25 86.6

Kannada 02 13.33 06 40 08 26.66

Social Studies - - 01 6.66 01 3.33

Hindi 04 26.66 06 40 10 33.33 Source Primary data

80% of the students in Chillargiand 86.6 percent of the students inMurki find English difficult. The otherdifficult subject for them is Maths(66.7%) and Science (46.6%). Thus thestudents find the core subjects difficult.

The Murki school is in border arcatherefore, 40% of the students also ex-pressed Kannada as a difficult subjectthey also expressed Hindi as a difficult(33.3%).

76

The teachers said that the stu-dents fail to understand what they teachin the classroom. It is essential to pro-vide intensive coaching to the studentsin these subjects. Further, the teachersshould be given training in teaching andthey should work hard to make thesesubjects student friendly. Continuousassessment of the students is essen-tial and personal attention to them isequally important the students shouldbe monitored regularly for theirprogress. The teachers in both schoolstravel from nearby place. This affectstheir working capacity and outcomes.Infrastructure facilities.

The availability and functioningof basic infrastructure facilities alsohave influence on learning environmentin the school. The schools have inad-equate infrastructure base. The toiletsare there but not functioning, cleanli-ness is not maintained in the school. InChillargi, big stones are put in front ofschool as the water gets stored there.There are no adequate teaching aidsin the school and the library is not prop-erly utilized. There is lack of adequatefurniture in the class rooms. A computeris there but is not in use. The mainte-nance of facilities is not satisfactory.Thus there is lack of learning atmo-sphere in these schools.Conclusion

This micro level study hasbrought out the realities of about func-tioning of schools in rural areas in BidarDistrict. The level of literacy in BidarDistrict is comparatively high but thequality of education is low as evident

from the bottom position of the districtin SSLC results for last three years. Thelow performance of the students in thisexamination is a barrier to their entryin higher education and professionaleducation.

It is evident from the study thatthe knowledge base of the students isvery low when compared to the gradein which they are studying. They arenot able to solve the problems in Math-ematics that are expected to be solvedby students in Grade IV and V in En-glish their performance is very low.They have not acquired the basic read-ing and writing skills even though theyare studying in 8th standard. That is whyone of the schools was a zero resultschool last year. It is observed that thebase is weak at primary and higher pri-mary level and this affects the learningabilities of the students at higher levels.

Lack of learning atmosphere athome, illiteracy of parents, absentee-ism, household work, poverty and lackof motivation are the important factorsat personal level of the students. At theschool level poor functioning of servicefacilities lack of adequate motivationand teaching skills with the staff andlack of continuous monitoring and per-sonal care are observed as importantfactors responsible for low quality edu-cation. the students are therefore,caught in various circle of poverty ofknowledge.

Strong and continuous effortsare required to bring the change in thesystem. Now the District authorities and

77

education dept. has taken steps in thisdirection. The officers are given respon-sibility for monitoring progress in lowperforming schools. There are no goodNGOs to work with the Govt. and civilsociety to improve the quality of edu-cation. therefore, the civil society hasto play an active role. The SDMCsshould also work effectively in this di-rection. Otherwise this low quality ofeducation may contribute to a majordeprivation and exclusion of these fu-ture citizens in the knowledge economy.

4.16 Overview of educationThe analysis of the situation of

education in the district indicates manylapses and gaps in achievement in thefield of education. The district exhibitsa paradoxical situation of high literacyon the one hand and bottom positionin basic achievements on the other. Theliteracy rate of the district is 71 percentwhich is near to the State average of75 percent but quite below the literacyrates in progressive districts of DaksinKannada, (88.62) Bangalore ((88.48)Udapi (86.29). The female literacy rateis only 61.6 percent. The district has toachieve many milestones in the field ofeducation.The basic issues that needurgent attention are High dropouts at upper primary

and secondary level High dropouts among SC/ST

girls and Muslim minorities. High level of absenteeism

among the secondary schoolstudents.

Inadequate availability of learn-

ing facilities in rural schools. Urban location base in higher

education Inefficiency in operational sys-

tem and lack of adequate moni-toring mechanism

Problems of students in borderareas.

Low quality of education- bot-tom level performance in SSLCand PUC examinations.

Low enrolment in Higher edu-cation.The quality of education has to

be improved as the SSLC results arenot improving over the years as com-pared to other districts in the state. Thedistrict is ranked at the lowest positionin the state.The performance of the stu-dents is very low in English Science andMathematics. The schools should beprovided with library and Laboratoryfacilities to improve the learning envi-ronment in schools. There is a need foradequate training to the teachers to im-part quality education. They should beprovided with modern teaching aids tomake the difficult subject studentfriendly.

Education is a basic require-ment of 21st century and deprivation ofknowledge is the basic deprivation ofthe people. Therefore, focus on edu-cation in development policy is very es-sential. This requires strong and con-tinuous efforts on the part of the people,civil society, NGOs and the Governmentto achieve the basic milestones in thefield of education and enhance the levelof human development in the district.

78

CHAPTER-5HEALTH AND NUTRITION

5.1 IntroductionHealth is considered an essen-

tial requirement of human resource de-velopment. low life expectancy, malnu-trition and disease are considered asimportant factors contributing to under-development equilibrium trap. There-fore, in a neo classical model improve-ment in health status of the people leadsto better utilization of human resourcesand promotes economic development.The link between nutrition and humandevelopment has been brought outclearly in the International Conferenceon Nutrition (ICN) held in Rome in 1992.The Conference in its World Declara-tion and Plan of Action for Nutrition,stated that nutritional well-being of allpeople is a pre-condition for the devel-opment of societies and is a key objec-tive of progress in human development.Therefore, health and nutrition are con-sidered asimportant components ofhuman development.

The basic indicator of the healthstatus of the people is life expectancyat birth. Life expectancy largely de-pends on the health status of thepeople. It is influenced by a host of fac-tors like status of public health and hy-giene, drinking water and sanitation,maternal and child health, status ofnutrition, access to health care systemand its functioning, the incidence ofmorbidity and disease, the regional en-demic diseases if any etc.

The interventions by the statein the form of provision of public healthcare system are not only essential but

also inevitable. The equitable distribu-tion of the health care infrastructure andits efficient delivery of services havesignificant impact on the health statusof the poor and marginalized groups.In recent years, the participation of pri-vate sector in health care system is in-creasing rapidly. Therefore, health careno more remains an exclusive publicagenda. The public sector aims to pro-mote inclusiveness and the private sec-tor is motivated towards promoting ef-ficiency.

This chapter attempts toanalyse the inclusiveness as well as theefficiency of heath sector in the districtand their outcomes in terms of differ-ent parameters that determine thehealth status of the people. It analysesthe existing health infrastructure and itsaccessibility to the people. The healthstatus indicators related to maternaland child health and nutrition, the en-demic diseases in the district are alsoanalysed here. The issues that needattention and policy interventions arebrought out at the end.

5.2 Demography, Population,Social Groups and Sex Ratio

There is a close association be-tween population, health and nutrition,the growth structure of population in-fluences the demand pattern for healthservices. The population growth alsocontributes to increasing poverty andmalnutrition and thus affects the healthstatus of the people especially womenand children,

Life expectancylargely depends on the

health status of thepeople. It is influenced

by a host of factorslike status of publichealth and hygiene,drinking water and

sanitation, maternaland child health.

79

Table 5.1Talukawise population and other demographic indicators -2011

Sl.No. Taluka Popu-

lation Male Female Decinal Growth

rate

Urban popu-lation

Rural on

percent Urban

Population

Sex ratio

Sex -6

1 Aurad 278400 142309 136091 13.5 30101 248299 10.81 956 950

2 Basavakalyan 345247 176223 169024 15.12 69717 275530 20.19 959 934

3 Bhalki 277350 141603 135747 7.90 40333 237017 14.54 959 934

4 Bidar 469941 241095 228846 15.88 216020 253921 45.96 949 938

5 Humnabad 332362 169435 162927 12.83 69781 262581 20.99 962 955

District 1703300 870665 832635 13.38 425952 1277348 25.00 956 942

Figure 5.1Talukawise population 2011

80

Figure 5.2Talukawise Urban population and growth rate -2011

Figure 5.3Talukawise sex ratio -2011

81

The growth rate of population during2001-2011 is 13.38 which is below theState average of 15.67. The growth rateis lowest in Bhalki taluka i.e.7.90 per-cent and maximum in Bidar taluka. Thedistrict shares 2.78 percent populationof the State. The number of householdshas increased from 252250 to 319937and the growth rate is 21.15 percent.The sex ratio in 0-6 age group is 942, itis highest in Humnabad i.e. 955 andlowest is Basavakalyana and Bhalkii.e.934 and it is 938 in Bidar. The dis-trict average is 942.

Urbanization trend indicateseconomic development and diversifica-tion of economic activities through ex-pansion of secondary and tertiary sec-

tors. The percent of urban populationto total population is increasing but theprocess is very slow. The percent of ur-ban population is 25.00 in the districtbut below the state average of 38.57. Itis maximum in Bidar taluka 45.96 per-cent. The other two talukas with sizableurban population are Humnabad (20.99percent) and Basavakalyan (20.19 per-cent). The urban population is lowestin Aurad taluka. It is only 10.81 percentof the total population. The slow urban-ization trend indicates lack of diversifi-cation and modernization and existenceof a backward and traditional economy.

Sex ratioThe trend in sex ratio from 1901 to 2011is indicated in the following table.

Table 5.2Sex Ratio 1901-2011

District 1901 1911 1921 1931 1941 1951 1961 1971 1981 1991 2001 2011

Bidar 990 979 968 959 949 980 971 963 968 952 949 952

Karnataka 983 981 969 965 960 966 959 957 963 960 965 968

Figure 5.4Sex Ratio 1901-2011

82

The sex ratio indicates a mixed pattern.It increased significantly between 1941-51 and is declining over the years. Butthe trend is again reversed between2001- 2011. This is on account of themeasures undertaken by the Govt. toempower the women and to save thegirl child. The sex ratio of 952 is stillbelow the State average of 968. Thesex ratio has increased for the districtfrom 949 to 952 between 2001-2011

and for the State it has increased from965 to 968. The increase is marginaland is the same at district and Statelevel. The low sex ratio indicates theincreasing number of ‘missing women’.This also supports the fact that the gen-der inequality exists in the society andthe status of women in family and soci-ety continues to be low despite of theempowerment programmes under-taken by the Govt.

Table 5.3Sex Ratio in the talukas in the District

Sl. No. Talukas Sex ratio

2001 Sex ratio

2011 Sex ratio 0-6 2001

Sex ratio 0-6 2011

1 Aurad 950 956 946 950 2 Basavakalyan 960 959 928 934 3 Bhalki 947 959 942 934 4 Bidar 938 949 943 938 5 Humnabad 950 962 949 955

Total 949 952 941 942

Source DAG, Bidar

Figure 5.5Sex Ratio in the talukas in the District

The low sex ratioindicates the increas-ing number of ‘miss-

ing women’. This alsosupports the fact thatthe gender inequality

exists in the societyand the status of

women in family andsociety continues to

be low despite of theempowerment

programmes under-taken by the Govt.

83

The declining sex ratio in 0-6age group is the major concern todaydue to significant decline observed dur-ing 1981-2001. During this period, thesex ratio in this group has declined from975 to 949 in the State. Among theSouth Indian states, the decline is sub-stantial in Tamil Nadu and Karnataka.This needs attention as it is taking placein ‘Gender friendly’ states. (Agnihotri2000 & Bose A 2001) The situationacross the regions may vary as somemicro level studies in rural Karnatakaindicate the sex ratio of 650 to 1000 inthis age group (Martha Nussabaum2002). The explanation for this phe-nomenon of declining sex ratioemerges from various counters. It maybe on account of ‘High female mortal-ity’ or ‘Female Infanticide’ ‘expanded in-fanticide’ or ‘Entitlements failure’(Agnihotri S.B.2000) or ‘High Tech Sex-ism’ (Sen A.K. 2000).

The sex ratio in Bidar district inthis group has slightly increased from941 to 942. But it is below the generalsex ratio.has continued despite of theintroduction of the schemes likeBhagyalaxmi in the State and the Dis-trict. The Government of India haspassed the Pre-Conception and Pre-Natal Diagnostic Techniques DetectionAct (1994) to prevent female feticide,but the situation has not improved,there is a need to implement the Actmore effectively and generate aware-ness among the people about it.

5.3 Infant Mortality Rate, ChildMortality Rate and Maternal Mortal-ity Rate

These indicators of reproductiveand child health throw light on the con-cern and the respect the Society at-taches to Women and children. It alsoreflects on the value system in a soci-ety. In a patriarchal social structurethese values are high and adverse towomen. Infant Mortality Rate (IMR) isdefined as the deaths of infants of ageless than one year per thousand livebirths. The millennium developmentgoal is to reduce the child mortality (Un-der Five) by two third by 2015. The un-der five mortality rate is influenced bythe IMR. At the national level, infantmortality rate has declined from 129 in1971 to 57 per 1000 live births in year2006 and to 47 per 1000 live births inthe year 2010. Of this, the decline inrural areas was more (from 62 per 1000live births to 51per 1000 live births). Inurban areas, the decline in IMR wasfrom 39 per 1000 live births to 31 per1000 live births during the same period.The under f ive mortality rate inKarnataka has come down from 125 in1990 to 59 in 2010. In Karnataka, theMMR has come down from 245 in 1997-98 to 178 in 2007-08 and to 144 in2011-12. The MDG goal is likely to beachieved by 2015. This has been madepossible due to the introduction of sev-eral Programmes and incentives underNRHM to promote the institutional de-livery and to reduce the risk of death inpre and post delivery.

These indicators ofreproductive and childhealth throw light onthe concern and therespect the Societyattaches to Womenand children. It alsoreflects on the valuesystem in a society.

84

Table 5.4Infant Mortality, Child Mortality and Maternal Mortality in Bidar District

Talukas IMR CMR MMR

Aurad 34 44 44

Basavakalyan 25 33 186

Bhalki 52 68 99

Bidar 23 31 119

Humnabad 21 28 206

District 31 35 134

State 35 40 144

Source estimated from SRS and Ram et.el.(2013)

Figure 5.6Infant Mortality, Child Mortality and Maternal Mortality in Bidar District

The values of CMR and IMR as well asMMR are difficult to obtain at the subdistrict level. The values therefore, arederived with the help of a scientificmethodology. These values are pre-sented in the table above. It is observedthat the IMR is maximum in Bhalkitaluka. This is on account of factors likemalnutrition, anemia among pregnant

women, traditional society, neglect ofgirl child, poverty ,lack of awarenessabout health and hygiene etc. the CMRis also the highest here. These talukasare backward talukas and the societyis traditional here. Therefore, the de-cline in IMR and CMR is very slow overthe years. For the effective control ofmaternal and infant mortality, it is im-

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portant to understand the causes ofsuch mortality. The other major causesof infant deaths are due to prematurityor low birth weight. Pneumonia, bron-chitis and birth asphyxia which also ac-count for a major proportion of deaths.The district is below the State averagein both IMR and CMR. But it is quiteabove Udapi.

The unsafe motherhood is de-nial of right to life for a woman. It notonly affects the lives and health ofwomen, but also their families and com-munities. This is especially tragic as itis mostly avoidable. The Maternal Mor-tality Rate (MMR) is the number ofwomen who die from any cause relatedto or aggravated by pregnancy or itsmanagement (excluding accidental orincidental causes) during pregnancyand childbirth or within 42 days of ter-mination of pregnancy, irrespective ofthe duration and site of the pregnancy.It is estimated per 100,000 live births.The millennium development goal is toreduce the MMR by three quarter be-tween 1990 and 2015.

Anaemia is a major health prob-lem, especially among women in Bidardistrict. Anaemia can result in mater-nal mortality, weakness, diminishedphysical and mental capacity,increasedmorbidity from infectious diseases, pre-natal mortality, premature delivery, lowbirth weight, and (in children) impairedcognitive performance etc. Therefore,control of anemia among women is veryessential to control maternal mortalityratio. The following programmes have

been undertaken to reduce the IMR andMMR.

Promotion of institutional deliv-eries through Janani SurakshaYojana.and Capacity building ofhealth care providers in basicand comprehensive obstetriccare and infant and new borncare. 

Operationalization of sub-cen-tres, Primary Health Centres,Community Health Centres andDistrict Hospitals for providing24x7 basic and comprehensiveobstetric, newborn and infantcare. 

Emphasis on Facility Basednewborn care by setting up Spe-cial New Born Care Units(SNCUs), New- Born Stabiliza-tion Units (NBSUs) and NewBorn Care Corners (NBCCs) atdifferent levels of health facili-ties.

Web enabled Name BasedTracking of all pregnant womenand children to ensure antena-tal, intra-natal and postnatalcare and immunization services

  Iron and Folic Acid supplemen-tation to pregnant & lactatingwomen, adolescent girls andchildren for prevention andtreatment of anemia in thesegroups. 

Promotion of limiting and spac-ing methods under Familyplanning. Engagement  of Ac-credited Social Health Activists

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(ASHAs) to generate demandand facilitate accessing ofhealth care services by the com-munity. 

Village Health and NutritionDays (VHNDs) in rural areas asan outreach activity, for provi-sion of maternal and child healthservices. 

Home based new born care(HBNC) through ASHA to im-prove new born care practicesat the community level and earlydetection of sickness and refer-ral of sick new born babies.

Early detection and appropriatemanagement of Diarrheal andAcute Respiratory diseases.

Infant and Young Child Feed-ing. 

Immunization against sevenvaccine preventable diseases and  supply of  VitaminA prophylaxis.

Establishing Referral systemsincluding emergency referraltransport, for which the stateshave been given flexibility to usedifferent models.

Janani Shishu SurakshaKaryakaram (JSSK) has beenlaunched on 1st June 2011which entitles all pregnantwomen delivering in publichealth institutions to absolutelyfree and no expense deliveryincluding Caesarean section.

Free entitlements have alsobeen put in place for all sicknewborns accessing publichealth institutions for treatmenttill 30 days after the child birth. The Schemes l ike JananiSuraksha Yojane, Madilu etcand the working of ASHA havehelped to promote the institu-tional delivery. But the status ofthe district is below the Stateaverage in all the three indica-tors.There is a need to promote fe-

male literacy and women need to beprovided adequate knowledge abouthealth care during pregnancy and childbirth. The Anganwadi centres and theSelf Help Groups have to work moreeffectively in this regard. Now theHealth Department under NRHM hasadopted Behavioural Change Commu-nication (BCC) approach to attain thedesired outcomes in infant mortality,Child Mortality, infant mortality, malnu-trition and anemia. It is a process thatmotivates people to adopt and sustainthe healthy behavior and lifestyles. Sus-taining healthy behavior usually re-quires continuing investment in BCC aspart of overall health programme. BCChelps in understanding the dynamics ofhealth issues in terms of its various di-mensions. But the implementation ofthese programmes is very slow in thedistrict as adequate trained and fieldstaff is not available. Therefore, theoutcomes are not satisfactory.

There is a needto promote female

literacy and womenneed to be provided

adequate knowledgeabout health care

during pregnancy andchild birth.

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5.4 Couple Protection Issues and Family Welfare

Table 5.5Couple protection rate

Talukas Mean age

at Marriage

Couple Protection

Rate

Family planning operations vasectomy

Tubectomy

Aurad 17.5 56 16 2306

Basavakalyan 18 55 18 3111

Bhalki 17.5 52 21 2028

Bidar 19 54 18 2728

Humnabad 18 59 0 2484

District 18 54.5 73 12657

Figure 5.7Couple protection rate

Bidar district is now coming outof second stage of demographic tran-sition and the growth rate of popula-tion that was above the state averagefor all the years but it has come downduring the last decade. It has come

down to 1.3 percent from 1.9 percent.Population growth is a major obstacleto development. Now the district hasentered into the third stage of demo-graphic transition. Therefore, control ofpopulation may help to promote human

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development. The mean age at mar-riage is 18 and therefore, the Total Fer-tility rate is still very high. The high fer-tility rate affects the reproductive healthof women and the health of childrenalso. It is one of the major causes ofanemia and malnutrition among womenand children. There is a need to gener-ate awareness among the men and thewomen about the small family norm andadequate spacing among the childrenand about the availability of birth con-trol measures. The couple protection rate isusually expressed as percent of womenin the age group of 15-49 years, pro-tected from pregnancy and child birthin the year under consideration for aspecific area. The major factors affect-ing the couple protection rate are-avail-ability of various types of birth controlmeasures that are cost effective anduser friendly, the supply and distribu-tion pattern of these contraceptives,counseling and follow up centres, lit-eracy and awareness among the users.It is largely influenced by social, psy-chological and behavioural patterns ofmen and women in the region. The tra-ditional societies and the rigid customsand traditions as well as illiteracy do notfacilitate the use of contraceptive meth-ods.

In a patriarchal society likeBidar, family planning has always beena female domain. Women lead a mainrole in contraception whereas men’s jobis supportive in nature. Gender issues,lack of awareness, misconceptionsabout male methods compounded bypragmmatic factors with excessiveweightage to female methods have led

to reduced utilization of male contra-ceptives. The International Conferenceon Population and Development heldin Cairo in 1994 emphasized the needfor gender equality in reproductive andsexual health. Men should be sensitizedabout reproductive health issues andwomen’s reproductive rights. Manystudies in India have shown the inad-equate involvement of men in familyplanning programmes. The participa-tion of men in family planning requiressocial and behavioral change. This isto be brought through adequate gen-der sensitization and awareness. Therole of men assumes even more sig-nificance with the emergence of HIV/AIDS. Female Sterilization continues tobe the main method of family planningin the district, and the responsibility ofthe spacing between the births of twochildren also falls on women. The fe-male sterilization cases are about 99percent in all the talukas.

All these factors explain the lowcouple protection rate in the district. Itis 54.5 percent. The rate is below 50percent in rural areas. It is only 60 per-cent in Bidar taluka though a large partof the taluka is urban in character.

5.5 Infrastructure and HealthCare Personnel Facility

Health care covers not merelymedical care but also all aspects propreventive care also. Heath care at itsessential core is widely recognized tobe a public good. Its demand and sup-ply cannot therefore, be left to be regu-lated solely by the invisible hand of themarket. Nor can it be established onconsiderations of utility maximizing con-

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duct alone. Thus, State intervention inthe provision of these facilities is es-sential as their provision through mar-ket may lead to exclusion of the poorand marginalized groups includingWomen.

An efficient and equity basedhealth care system should satisfy fourcriteria. Firstuniversal access and ac-cess to an adequate level for facilities,second access without excessive finan-cial burden, third, efficient provision ofquality services ensuring competenceempathy and accountability, pursuit ofquality care and cost effective use ofthe results of relevant research and thefourth special attention to vulnerablegroups such as children, women, dis-abled marginalized and the aged.

The health status of the peopledepends significantly on availability ofhealth facilities, access to these facili-ties and functioning of these facilities.

The state provision of the health careservices is made through a set of healthinstitutions that includes- PrimaryHealth Centers. Primary Health Units,sub centers, the community health cen-ters and the government hospitals andhospitals belonging to Indian Systemof Medicine, Dispensaries etc. In urbanand semi urban areas the private clin-ics and nursing homes are also avail-able to meet the health needs of thepeople.The Karnataka government is on a mis-sion to increase accessibility,affordability and availability of qualityhealthcare in the state. As part of this,the government has undertaken rapidexpansion of health facilities in theState.

The availability of health infra-structure facilities in Bidar District is in-dicated in the following table.

Table 5.6Health Infrastructure in the District

Talukas Hospitals PHCs CHC Private Hospitals Sub-Centers

Aurad 3 11 2 22 54

Basavakalyan 3 12 2 37 54

Bhalki 2 11 1 26 55

Bidar 5 07 0 162 53

Humnabad 4 10 3 50 54

District 17 51 8 297 270

Source DHO Bidar There is concentration of private hos-pitals in bidar taluka, mainly in the Bidarcity. There is no CHC in Bidar taluka.There is a general hospital with 100beds at each taluka place. Only thehospital at Bidar has 850 beds. There

are 51 primary health centres and 8Community Health Centres and 270sub centres in the district. There are 297private hospitals in the district and outof them, 55 percent are concentratedin Bidar taluka, mainly in Bidar City.

90

Community Health CentreCommunity Health Centre

Nittur(b) Tq Bhalki

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Table-5.7Indicators of Availability and access to health facilities

Talukas Population per PHC

Villages per PHC

Population Bed Ratio

No of Doctors 10000

population

Population Ambulance

Ratio

Aurad 33182 13.7 1395 0.66 24887

Basavakalyan 39859 9.3 1654 1.74 40443

Bhalki 27341 11.8 1610 0.55 37259

Bidar 25869 17.7 738 0.57 84833

Humnabad 33124 8.2 1409 0.69 38202

District 31675 11.74 1356 0.72 46325

Source DHO BidarThe adequacy of these facilities is mea-sured with respect to the populationnorm. The population per PHC is above25,000 in all the talukas. Thus the avail-ability of PHCs is inadequate. This isalso evident from the fact that the vil-lages served by a PHC are 11.7 in thedistrict. In Aurad taluka one PHC servesabout 13.7 villages. The inadequate ru-ral transport facilities further reduce the

access of the people to the health fa-cilities. The number of CommunityHealth Centres is 8 only. (There shouldbe one CHC for four Centres as per thenorm.) There are 51 PHCs, but thereare only 8 CHCs ( Required number is13) and three of them are in Humnabadtaluka. This indicates acute shortage ofReferral institutions in the district.

Table 5.8Bed-Patient Ratio and Occupancy Ratio and Patient

Visit Ratio in PHC/Sub-Centre-2010-11

Taluka Bed-Population ratio

(Beds per Lakh of population)

Bed Occupancy

Ratio

Average Patient Visit ratio to PHC (for 1PHC per

day)

Aurad 60.5 16.6 12.5

Basavakalyan 71.2 68.9 14

Bhalki 53 37.4 11

Bidar 64 41.5 16

Humnabad 63.5 110.5 11.5

District 65 89.6 12

SourceDHO Bidar

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Figure 5.8Bed-Patient Ratio and Occupancy Ratio and Patient visit

The bed population ratio is very low inthe district. It is 65 per lakh of popula-tion. It is lowest in Bhalki 53 & Aurad(60.5) talukas. But the bed occupancyrate is also low due to inadequate avail-ability of other facilities. It is less than25 in aurad taluka. The average patientsvisiting the PHCS are about 12-15 perday in all the talukas. Thus the primaryhealth centres are utilised adequatelyin all the talukas. It is recorded that thereis a significant improvement in the pro-vision of health care services after theimplementation of NRHM Programme.All the PHCs are inadequately equippedwith Staff and equipments. Still there isshortage of health personnel and it isat critical level.

5.6 ANC Coverage and Anemiaamong Pregnant Women

The Anti natal Care services arebeing implemented effectively under

NRHM Programme in the district. Antinatal Care Services include the follow-ing package; ANC registration ANC checkup by health function-

aries Administration of Tetanus Toxiod

doses Provision of iron folic Acid and Post natal care services involving

completion of three checkups.Under NRHM the State has

taken up measures to increase the ac-cess of pregnant women to health ser-vices. Accredited Social Health Activ-ists (ASHAs) were introduced at thevillage level for motivating the pregnantwomen to utilize the antenatal care ser-vices provided by the governmenthealth facilities. ASHAs play the role ofa connecting bridge between commu-nity and first level government health

93

sector. These groups of health careproviders, along with Anganwadi work-ers (AWW), build the base line of ruralhealth services in the district. They,under the Mission, attempt to provideuniversal access to equitable, afford-

able and quality maternal health care,as well as to bring about an improve-ment in the health status of the preg-nant women belonging to underprivi-leged sections. As a result of this, theANC registration has improved signifi-cantly in the district.

Table 5.9Percent of Pregnant Women Registered and Received ANC

Taluka

Percent of pregnant Women

registered and received ANC

Percent of Pregnant

Women received full ANC(3ANC

visits+ 90IFA tables +TT)

Percent of Pregnant

women who are anemic

Percent of pregnant

women who are provided with nutrition

Aurad 94 89 64.52 71

Basavakalyan 95 94 59.68 68

Bhalki 95 92 63.1 78

Bidar 100 100 54.25 71

Humnabad 96 92 62.67 65

District 95.5 93.8 54 68

Source DHO BidarFigure 5.9

Percent of Pregnant Women Registered and Received ANC

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The Anti natal check up and treatmentis essential for reducing the MMR andunder nutrition in the new born child.The percentage of women with FullANC is 95. percent in all the talukas.Itis 100 percent in Bidar taluka. However,the percent of pregnant woman whoregistered for ANC and got three ANCcheckup is about 94 percent in the dis-trict. The percent of women with ane-mia is also high in the district. It rangesbetween 64 percent in Aurad and 63.1percent in Bhalki and 63 percent inHumunabad. It is also high inBasavakalyan and Bidar talukas. Thedouble burden of work and lack of ad-equate nutrition, as well as low spacingare the major causes for the same.Women are the residual eaters and thepoverty does not provide them a nutri-tious food. The high fertility rates, morenumber of children and inadequatespacing among them also leads to ane-

mia,76 percent of pregnant women are cov-ered by Anganwadi Centres for provi-sion of nutrition. Despite of the imple-mentation of NRHM programme andwomen’s health specific programmesthe women’s health status continues toremain at low level. This is evident fromthe above table and figure.

5.7 Institutional DeliveryThe promotion of institutional

delivery is essential to ensure safemotherhood and reduce the Maternaland Child mortality rates. TheNanjundappa Committee in its reportin 2002 reported that institutional de-liveries constitute only 48percent of thetotal deliveries in this par of the State.But the situation has changed now withthe introduction of ASHA and 24/7 PHCservices under NRHM Programme.The percent of

Table 5.10Institutional Deliveries

Taluka Percent of Institutional Deliveries

Percent of by ANM/LHV

Percent by Trained Dais

Aurad 99 0 1

Basavakalyan 98 0 2

Bhalki 98 0 2

Bidar 98 0 2

Humnabad 99 0 1

District 98 0 2

Source DHO Bidar

institutional deliveries has increased to99.0 percent in Aurad and Humnabadtaluka. But it is still 98 percent inBasavakalyan, Bhalki, and Bidar

Talukas. It is 98 percent at the districtlevel. However, the field studies havereported that home deliveries are stillobserved in Hamlets, Tandas and re-mote villages. The district is near to the

95

target of achieving 100 percent institu-tional deliveries by 2015.

5.8 Immunization of ChildrenImmunization prevents under-

five deaths from vaccine preventablediseases in India. Immunization is acost-effective and relatively inexpen-sive public health intervention for im-

proving child survival. Under the na-tional immunization program infants areimmunized against 7 vaccine prevent-able diseases- namely diphtheria, per-tussis, tetanus, polio, hepatitis B, tuber-culosis and measles. There is a needto improve the coverage with a focuson quality of the health care service.

Table 5.11Immunization status of children below 1 year

Taluka Percent of children immunized

Percent of children immunized against DPT

3 & Measles Aurad 95 95

Basavakalyan 97 97

Bhalki 98 98

Bidar 99 99

Humnabad 98 98

District 97 97

Source DHO BidarFigure 5.10

Immunization status of children below 1 year

96

Thus Immunization Programmeis one of the key interventions for pro-tection of children from life threateningconditions, which are preventable. It isone of the largest immunizationprogramme in the world and a majorpublic health intervention in the coun-try. Immunization Programme in Indiawas introduced in 1978 as ExpandedProgramme of Immunization (EPI) Ex-panded Programme on Immunization(EPI) has provided guidance and sup-port for expanding coverage by stan-dardizing immunization schedules, pro-moting safe injection technologies, im-proving the stocking and availability ofvaccines and protecting vaccinespreservancy through cold chain man-agement. Its reaching programme forevery district aims at having 80 percentof children in each district to receivethree doses of diphtheria, pertussis –tetanus (DPT) vaccine.

In Bidar district the AnganwadiWorkers and the health workers are in-volved in the immunization programmealong with other health Dept. staff.Outreach Immunization is undertakento make the Universal ImmunizationProgramme more effective. One day inevery week in each village i.e., Thurs-day is an immunization day. The cover-age of children under full immunizationis about 97 percent. The district is nearto the target of 100 percent immuniza-tion.

The percent of Immunizationhas increased in the district signifi-cantly. This is on account of the imple-mentation of the NRHM programme.The Anganwadi worker and the ASHAform a group to generate awarenessamong the women about importanceof immunization. The percent of chil-dren immunized against DPT 3 andmeasles is 95 percent in Aurad and 99percent in Bidar. Thus the progressachieved has helped to reduce the IMRand CMR in recent years.

5.9 Malnutrition, Underweightchildren and BMI ratio

Nutrition is a significant inputthat determines the health standardsof the people specially women and chil-dren. Nutrition depends on consump-tion and composition of food. In the dis-trict for a large majority of the poor thefood diet is Jawar Roti and Dal (RedGram). The consumption of fruits, milkand vegetables is very low. Even thisfood diet also is not adequately avail-able to women and girl children. Dueto strong religious beliefs and genderbias in the district women take food atthe end and consume the left over. Asa result the level of nutrition is very lowin women. The percent of mothers withadequate folic acid and iron is only46.29 percent in the district.Malnutrition and anemia are commonamong women and children. The per-cent of children with malnutrition is veryhigh in the district.

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Table 5.12Malnutrition and underweight children

The percent of children born under-weight in the district is 8.40 percent. Butit varies between 5.23 percent in Auradto 14.18 percent in Bhalki taluka. Thepercent of malnourished children is veryhigh in Bidar taluka. This is also con-firmed from a micro level study in Bidartaluka. Poverty, gender discrimination,early marriage, high fertility and lowspacing among children, low female lit-eracy and lack of awareness andknowledge about nutrition are some ofthe major causes of under nutritionamong children.

The anganwadi centers startedunder the Integrated Child Develop-ment Scheme cater to the nutritionneeds of the children in the age groupof 0-6 years and also the pregnant

women. There are now 1890anganwadi centers working in the dis-trict. Their distribution and coverage ofchildren is indicated in the Table 5.13.The percent of children covered in theage group of 0-3 is maximum in Bidarand it is lowest i.e. 12202 in AuradTaluka. The number of average childrenper Anganwadi are 83. The number ismore in Bhalki and Bidar talukas. Thereare difficulties in expansion of cover-age due to scarcity of resources. Thefield studies conducted by the studentsof Women’s Studies and Social WorkDepartments indicate the effectiveworking of these centers in rural areasand the Anganwadi worker is the firstconsultant and advisor for the majorityof women in rural areas.

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Table-5.13Anganwadi Centres and coverage of children- 2012-13

Name of the Talukas

Anganwadi centres

Children covered

0-3 years 3-6 years Total

Average children per

Centre Aurad 351 12202 15760 27962 80

Basavakalyan 410 20184 12018 32202 78

Bhalki 338 18036 13118 31154 92

Bidar 466 23610 15821 39431 84

Humnabad 325 14487 10990 25477 78

District 1890 88519 67707 156226 83

Source DD Women and Child Development Dept. 2013-14

Figure 5.12Anganwadi Centres and coverage of children- 2012-13

The Anganwadi Centres are be-ing strengthened with building and otherinfrastructure facilities under the Back-ward Region Grant Fund programme(Earlier the scheme was calledRashtreeya Sam Vikas Yojane (RSVY)and other programmes.5.10 Communicable Diseases

Communicable diseases arealso known as infectious diseases.

They spread from one person to an-other, that is, a healthy person maycatch it from a patient. Communicablediseases spread through air, water,food and contact. Influenza, polio, ty-phoid, measles, mums, chickenpox,tuberculosis, AIDS are some majorcommunicable diseases.

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Table 5.14Communicable Diseases

Taluka Percent of HIV patients

Percent of patients with communicable

diseases

Percent of patients with non communicable

diseases Aurad 0.1 0.02 1.79

Basavakalyan 4.6 0.20 0.80

Bhalki 1.2 0.09 0.15

Bidar 3.2 0.07 1.47

Humnabad 0.03 0.20 1.00

District 1.81 1.16 5.20

Source DHO Bidar

The number of HIV patients identifiedin Bidar Taluka is 3.2 percent and it is0.03 in Humnabad and 4.6 percent inBasavakalyan. The total number of HIVpatients identified is 1.81 in the district.The percent of patients with communi-cable diseases is 0.20 percent inBasavakalyan and Humnabad talukasbut it is 1.16 percent at district level.Those with non communicable dis-eases are 0.15 percent in Bhalki. Theaverage number of patients is 5.20percent who are subject to non com-municable diseases.

5.11 Performance of variousHealth Schemes

The government both central aswell as the State has introduced vari-ous schemes for improvement of healthStatus of the people. The performanceof some of the major schemes isanalysed here.

National Rural Health Mission(NRHM) This programme wasintroduced in April 2005. It fo-cuses on women and child

health in rural areas. It is di-rected at provision of acces-sible, affordable, accountable,effective and reliable primaryhealth care facilities for the poorpeople in and especially womenin rural areas. Reducing mater-nal and child mortality is a cru-cial agenda before NRHM. Dif-ferent innovative schemes havebeen undertaken under theprogramme to achieve thesegoals. Introduction of ASHA –A female voluntary health activ-ist at the village level every 1000women. Under the programme26 PHCs are converted into 24/7 and the rate of deliveries hasincreased. The Rogi KalyanSamithies are established, theVillage Health and Sanitationcommittees are formed. The to-tal expenditure under theprogramme is 14.55 crores dur-ing 2011-12.

National AIDS Control

100

Programme (NACP) is to con-trol the spread of HIV/AIDS.

The Revised National Tubercu-losis Control Programme(RNTCP)is implemented usingDOTS to control tuberculosisNational vector Borne DiseaseControl Programme (NVBDCP)is being implemented for pre-vention and control of vectorborne diseases like malaria,filariasis,Kala azar dengue andchikungunya. NationalProgramme for Control Blind-ness (NPCB) and National Lep-rosy Eradication Programme toeradicate leprosy are beingimplemented in the district.

State Government Programmes Thayibhagya In order to reduce

IMR and Maternal Mortality Rate(MMR) in the backward districtsof Bidar, Bidar, Yadgir, Raichur,Koppal, Bagalkot andChamarajanagar, empanelledprivate hospitals are given anincentive of Rs. 3 Lakhs for ev-ery 100 deliveries conductedincluding surgeries with treat-ment being free to the patients.4321 beneficiaries have availedthe facility in the district.

Arogya Kavacha 108 Thisprogramme provides free firstaid and referral transport in caseof medical emergencies. Theaverage number of calls per dayfall between 100-150. Of thecalls attended, 48 percent are

pregnancy-related. 15 ambu-lances have been deployed un-der this programme in the dis-trict and 28517 patients havereceived the benefits.

Suvarna Arogya ChaitanyaThis is a unique programmebeing implemented for the firsttime in the Country. In thisprogramme, about one croreschool children in governmentas well as private schools aremedically examined and, chil-dren suffering from ill health aregiven treatment including sur-geries free-of-cost inempanelled hospitals.

· Madilu It is one of the schemesstarted by the State Govern-ment to provide post natal carefor the mother and the child.The objective of the scheme isto encourage poor pregnantwomen to deliver in health cen-tres and hospitals in order toconsiderably reduce maternaland infant mortality in the state.Under this programme, a kit isprovided to women from belowpoverty line families deliveringin Government hospitals. Thebenefit is limited to two live de-liveries. 12466 kits are distrib-uted under the scheme during2012-13.

Prasooti Araike This schemewas introduced in six ‘C’ Cat-egory districts of Bidar, Bidar,Raichur, Koppal, Bijapur and