(1) Constitution .- The Zila. Parishad consists of elected members (two members per
block out of the primary members of all the panchayats in a block elected by
the Panchayat Samiti concerned) ;Chairman of every Panchayat Samiti in the
district; the Deputy Commissioner; associate members (comprising members of Lok
Sabha, Punjab Vidhan Sabha and Punjab Vidhan Parishad representing the district
or any part of it ); and co-opted members (confined to women and members of
Scheduled Castes and Scheduled Tribes on the Zila Parishad has been ensured
through co-opted members, as under: -
Five members of Scheduled Castes and Scheduled Tribes, if there is none
among the elected members; and if only one, two three of four such persons get
elected the four, three two or one such person(s) respectively are co-opted.
The
term of office of a Zila Parishad is, like that of a Panchayat Samiti, five
years. A Zila Parishad has a Chairman and a vice Chairman elected by members
(excluding associated members i. e, M.P.s. M.L.A.s, M.L.C.s and ex officio
members i.e. Deputy Commissioner, who have no right to vote at any meeting of
Zila Parishad) from the amongst themselves.
The
District Board , Ludhiana , was abolished in February 1962, and the Zila Parishad
Ludhiana, was formed in March, 1962. In
March 1966, the Zila Parishad consisted of 30 elected, 1 ex-officio, 14
associated and 5 co-opted members. The
Deputy Commissioner is the ex-officio member.
(ii)
Financial Resources. – The main financial sources of the Zila
Parishad are Government grants, share of local rate and funds allotted to it
foe implementing\ng departmental schemes. It has no independent powers of
taxation.
The
Zila Parishad Ludhiana Is paying contribution to the provincialized civil
hospitals I the district; T.B. Clinic Ludhiana and Mental Hospital, Maritsar.
It has also constructed some roads viz. Akhara-Hatur Road (Class II),
measuring 93/5 Kilometers, Dugri-
Dhandra Road (Class II), measuring 13/5 Kilometres, Sarabha- Raikot Raod
measuring 3/15 kilometers, Jodhas Narangwal Road measuring 6 kilometers 6
kilometers, and Alour-Kheri Road (Class II) measuring 8 kilometers.
The
income and expenditures of the Zila Parishad during the year 1962-63 to 1965-66
were as under:
|
Year |
|
Income |
Expenditure |
|
|
|
Rs. |
Rs. |
|
1962-63 |
.. |
16,56,040 |
11,05,999 |
|
1963-64 |
.. |
17,62,364 |
13,41,041 |
|
1964-65 |
.. |
15,37,686 |
11,01,620 |
|
1965-66 |
.. |
12,90,477 |
12,20,412 |
(Source
: Secretary, Zila Parishad, Ludhiana)
The Ludhiana City owes its existence
to the Lodhis towards the closed of the fifteenth century. The principal town or the surrounding area included
in the district cannot boast of any notable centres of learning in the early
times. In keeping with the general tradition, however, the old system of
education in vogue in ancient and medieval period may be expected to have been
followed in some form or the other. The
primary object education in the olden days appears to be the religious
initiation of the pupil. The teacher
had to teach the pupil how to perform the religious duties in the prescribed
manner. This teaching, however, implied
a certain amount of General Knowledge, Grammar, Mathematics, Mythology, perhaps
Astrology, etc. The basic purpose of
all education was essentially religious and personal. This system appears to have been followed all through the middle
ages.
Under the Mughals, an attempt was made to follow a systematic educational policy in order to promote learning among as wide a section of the people as possible. From the earliest times Indian parents and rulers were conscious of their duty to give their children and subjects at least an elementary education. The personal and religious character of education in any case was maintained throughout the period. Individual teaching was generally practiced especially among the higher classes and the nobility in particular. The teacher had the pupil all to himself. Education was looked upon as a personal or a family concern. The teacher had to live with the pupils, talking and listening to them, observing them or being observed by them. Since earning of living had not yet become the principal aim of education, this less business like but certainly more scientific attitude was consistently followed.
Dr.
Leitner, the ardent protagonist of traditional system of education in the
Punjab, had paid a glowing tribute to the reverential popular attitude towards
education in Pre-British Punjab in the words :-
“Respect
for learning has always been the redeeming feature of ‘the East’. To this the Punjab has formed no
exception. Torn by invasion and civil
war, it ever preserved and added to educational endowments. The most unscrupulous chief, the avaricious
money-lender, and even the freebooter, vied with the small landowner in making
peace with his conscience by founding school and rewarding the learned. There was not a mosque, a temple, a
dharamsala that had not a school attached to it, to which the youth flocked
chiefly for religious education. There
were few wealthy men who did not entertain a Maulvi, Pandit or Guru to teach
their sons, and along with them the sons of friends and dependents. There were also the secular schools,
frequented alike by Mohannandans, Hindus and Sikhs, in which Persian or Lande,
were taught. There were hundreds of
learned men who gratuitously taught their co-religionists, and sometimes all comers, for the sake of
God, ‘lillah’. There was not a single
villager who did not take pride in devoting a portion of his produce to a
respected teacher. In respectable
Mohammadan families husbands taught their wives, and these in turn taught their
children ; nor did the Sikhs prove in that respect to be unworthy of their
appellation of “learners and disciples”.
In short the lowest computation gives us 3,30,000 pupils (against little
more than 1,90,000 at present) (1882) in the schools of various denominations
who were acquainted with reading, and wwiting.”1
1. G.W. Leitner, History of Indigenous
Education in the Punjab Since Annexation and in 1882, p. (i).
The
state of education in the Ludhiana district in the middle of the 19th
century was both antiquated and backward.
The indigenous method of education, according to the Ludhiana Settlement
Report of 1853, was very primitive ; “In the district there are some sixty
schools, where the children of the mercantile class receive the education
necessary to enable them to usually be seen acquiring the rudiments of
arithmetic, witht the finger for a pencil, and the sand on the ground at the
doorway for a slate. Among the
agricultural classes, generally, there is no attempt at education. In some of the higher families, as of
jagheerdars, or others possessed of property exceeding the usual amount of an
ancestral share in a village community, a reader of the “Grunth” may be found,
who imparts instructions, to the extent of reading and writing Goormookhee. The young girls are likewise thus far
instructed. Such a teacher, if not
permanently attached to the family, usually resident in it some six or seven
years, and the children of other neighbouring families are similarly admitted
to share in the instruction.2
2. H. Davidson, Report on the Revised Settlement of the District of
Ludhiana in the Cis-sutlej-States, 1853, pp. 29-30.
The first step in the formation of
the (Punjab Education) Department was the appointment of the D.W. Arnold to the
post of Director of Public Instruction at the commencement of 1856. That officer immediately drew up a scheme
which provided for the introduction of a system of education suitable to the
requirements of the Punjab.
The
scheme was based upon the principle of making existing indigenous village
schools the nucleus of a new improved and organised system. These schools were to be searched out and
fostered ; they were to be aided by contributions from thr yield of the 1 per
cent school cess and thus partly supported by a system of grants-in-aid, they
would become in some degree amenable to Government supervision. The aim was to secure the introduction and
substitution of useful and systematic
instruction of an elementary character in place of the desultory impracticable
course of study then existing.
At
the same time it was proposed to open out new sources for the provision of
instruction, and to set up a higher standard than the village school could be
expected to attain by the establishment of district Government institutions supported
wholly by the state.
Under the provision of the Honourable Court’s dispatch, 1854, the scheme contemplated also the introduction of the system of grants-in-aid that is, affording pecuniary aid/assistance to mission and other private schools unconnected with Government institutions.
According to the Punjab Administration Report for
the year 1958-59, there was a Government Zillah or district school at the
district headquarters. In addition to
this, there were three types of schools
in which the medium of instruction was exclushively vernacular. These were Government tahsil school, the
village schools-maintained by the cess of one per cent on land revenue, and the
indigenous schools, which were independent of Government control unless
supported by grants-in-aid. In the last
mentioned category, the plan of study was purely native and the instruction
generally crude and vicious. But the
machinery of the Education Department was systematically employed in the
creation and improvement of the tahsil and one per cent village schools.3
3. Punjab Administration Report for the year
1958-59, paras 32-33.
The position of indigenous education in the district
in 1882 is described by G.W. Leitner as under :
“It has been
shown above that the scheme of education was based upon the principle of making
the existing indigenous schools the nucleus of a new and improved system. Practically this part of scheme has
failed. These schools, as they then
existed, scarcely deserved the name ; for the most part they consisted of
assemblies of lads collected at the thresholds of mosques and temples, and
taught by the priestly attendants to repeat passage from Koran or
Shasturs. In a few instances this
course of study may have been varied by a little secular instruction of
desultory and fantastic character. It
was found impossible to elevate the standard of these schools. The teachers were firmly wedded to their
old, time-honoured but useless system, and they adhered to it in all its
integrity, readily accepting and additional aid afforded them from the yield of
1 per cent school cess, but quite ignoring the fulfillment of the conditions on
which such aid was granted. They
neglected to adhere to the simple rules furnished for their guidance, and they
failed to introduce the scheme of secular studies, proposed by the officers of
this department. Moreover, those who
had originated these schools, as soon as they observed a prospect of obtaining
aid from the yield of cess, attempted to withhold their own contributions, and
to throw the whole burden of support on the village school fund.”4
4. G.W. Leitner, History of Indigenous Education in the Punjab,
since Annexation and in 1882, Appendix
VI. P. 23.
During the second half of the 19th
century Sardar sir Atar Singh K.C.I.E. Chief of Bahadaur (in the present
Sangrur District) was always prominent in matters connected with the education
and intellectual improvement of the people.
having been educated at Varansi he had acquired a taste for
learning. He resided principally at
Ludhiana where he had built a magnificent house known as the Bahadaur
House. He had acquired a great amount
of local influence and rendered valuable services in the cause of
learning. He started the teaching of
Sanskrit and Persian and also established a public library at the Bahadaur
House, Ludhiana which was well stocked with valuable manuse ripts in Sanskrity
Gurmukhi and Persian. After his death
in 1896 the library along with its whole equipment was passed on to the Punjab
Public Library, Lahore, in pursuance of his will.
The State of education in the district towards the last quarter of the
19th century may be summed up as follows :-
The
returns of the Census of 1881 show that of the total population (6,18,835)
21,920 or 33 in 1,000, could wither read and write or were under instruction :
only 552 of this number being females while one-third belonged to the
towns. From among the rural population
hardly 14,530, or 26 in 1,000 could read and write or were under instructions
and most of these might be taken as belonging to the shop-keeping class. A few of the rising generation of
agriculturists had received instruction in government schools and some of the older
men who carried on business transactions kept account books in Gurmukhi. Learning was still confined to the official
and trading classes. The district was,
however, not backward in comparison with the
average of the province at the time.
The
number of those under instruction was, according to the 1881 Census, barely
4,962 in the whole district ; but the educational returns showed 4,235
attending government or aided schools; and to this might be added 4,345 in the
private schools making a total of 8,580.
There
was a Government high school at Ludhiana and ten middle schools at important
towns of Jagraon, Raikot, Khanna, Mahchiwara, Dehru, Sawaddi, Gujarwal, Raipur,
Maloud and Baddowal. There were 60
primary schools for boys and 19 schools for girls. In addition to these Government schools, there were the aided
American Presbyterian Mission High and Boarding Schools and the Church of
England Zenana Mission Training Schools.
There was also the aided Hindu School and a School of Industry run by
the Ludhiana Anjuman Mufid-I-Am, the chief object of which was to encourage and
improve the local industry of the town in carpet-making and shawl-making.
The
Government High School, Ludhiana, was originally started as a private
vernacular seminary on October 27, 1864, at the instance and with the aid of
certain leading members of the Hindu and Muhammadan communities of Ludhiana,
who felt it a desideratum, since there was no institution where secular
education could be obtained, and many objected to send their children to the
Mission School where religious instruction was compulsory. This private seminary became a Government
grant-in-aid school in April, 1865, and was created a purely Government high
vernacular school high district school like those of Delhi, Lahore, Amritsar
etc., with a vernacular department attached.
Towards
the years 1878-83, there were 396 indigenous schools with an attendance of
4,345. These institutions were in
Muhammadan villages under the chargeof a mullah or priest, who gave
instructionin the loran to a class of eignt or ten pupils seated in the village
mosque or takia. The school was called
a maqtab. The boys merely learnt by
rote from the master two or three chapters ; but to this was sometimes added a
little writing on a slate, and portions of some elementary Persian text books
(karima, Khaliqabri, etc.) ; and it was only in this case perhaps that the
institution could rightly be called a school5. the mullah who was also the village priest
had generally a small piece of land given him, or received an allowance of grain,
and also presents at odd times. Lands
was taught to boys of the shop-keeping class in the village by a pada or
master. The boys learnt to write on a
slate, there being, of course, no books, as the character was purely
commercial. Fees were paid by the
parents ; re. 1 when the boy entered, another rupee when he could write the
letters, and so on. Gurmukhi was
taught in the dharmsalas by the sadh, who was probably in possession of an
endowment, and also received presents from the parents. The instruction here, to, was by slated, the
boy first learning to form the letters and then to write from dictation. An
advanced boy would sometimes begin to read the Granth Sahib, but the use
of books had not yet been introduced.
These schools were of the most elementary character.
5. Walkar, T.Gardon, final Report on the Revision on Settlement of
the Ludhiana District, 1878-83, p. 78.
In
the indigenous schools, the girls generally received instruction along with the
boys, more or less of their own age, in maktabs of all sorts, but respectable
Muhammadans, who observed pardah, did not allow their girls to attend. In their case, the mullah went to their
parents’ house to teach the Koran., nimaz, pakki roti, etc., or, as long as the
girl was a minor she went to the mullah’s house, where she received similar
instruction from his wife or some other woman of the house. Woman did not as a rule attend the makrab or
go to the mullah’s house. They received
instructions of a similar kind from educated members of their own family, if
any such there would be. Missionary
ladies, however, both Indian and European, went about in the towns and
villages, and offered to teach a little reading, writing and arithmetic to
women of respectable households, and the people frequently accepted their
friendly help.
The
script in common use was lande, in which the ordinary bania kept his
accounts. In the towns, well-to-do
merchants used the improved lands known as the ashrafi. Some Hindu Jats used Gurmukhi, and Brahmans
used Devnagri for religious purposes.
The Persian character was little used.
Advertisements and signboards in English were quite common in Ludhiana
town.
In
the beginning of the present century, the literacy among the people of Ludhiana
was above the average. It was largely
due to the exertions of the Presbyterian Mission. The advance in this direction during the two decades from 1881 to
1901 was remarkable. In 1881, the proportion of literates per mile
was 48 among males and 1 among females.
In 1901, it was 83 among males and 4 among females. Of the small community of Christians, nearly
half could read and write. Next came Jains with 315 per mile then Hindus
with 63, Sikhs with 53, and lastly Muhammadans with 20.
Bhai
Sahib Bhai Narain Singh of Sidhwan Khurd and his daughter, Padamshri Harparkash
Kaur, deserve special mention for their outstanding efforts in the field of
female education in the district. Early
in the century when the public opinion was least responsive to the spread of
female education, particularly in rural areas, Bhal Narain Singh started in
1909 a girls primary school at his village Sidhwan Khurd. The small Institutions in course of time
grew up into a degree college.
Educational Set-up. – Prior to the re-organisation of the educational
set-up in 1963, there were separate agencies for the control of boys and girls’
schools in the district. The boy’s
schools up to the middle standard were controlled by District Inspector of
Schools and girl’s middle school by District Inspectress of Schools. They were assisted by Assistant District
Inspectors/Inspectresses in regard to the control of the primary schools. The
high and higher secondary schools for boys and girls were controlled by the
Divisional Inspector and Divisional Inspectress of Schools, Jullundue,
respectively. With the re-organisation
of educational set-up on May 8, 1963, the district Education Officer, Ludhiana,
has been made responsible for the administration of all primary, middle, high
and higher secondary schools for boys and girls in the district. He is assisted by 3 Deputy Education
Officers, one of whom is a women. The
District Education Officer generally consults the Deputy Education Officer
(Women) in matters relating to the women teachers. He is under the supervisory control of the Circle Education
Officer, Jullundur.
The
District Education Officer is assisted by 16 Block Education Officers whose
areas of operation are normally co-terminus with the development blocks. There may, however, be more than one Block
Education Officer in a Block, depending upon the number of primary
schools. Thus, there are two Block
Education Officers each in Ludhiana, Mangat, Dehlon and Samrala blocks. In addition to the above supervisory staff
an Assistant Education Officer (P.T.) assists the District Education Officer in
connection with the promotion of
physical education in primary and middle schools.
At
ministerial level, the establishment, accounts, examination and general
(including statistics) branches function under the general supervision of a
Superintendent, who is responsible to the District Education Officer for
general administration and working of the District Education Office.
Medium of Instruction. – According to the Sachar Formula introduced in
the State in 1949, the teaching of Punjabi as the first language and as medium
of instruction began from the first class and Hindi as the second language was
introduced from the fourth class. There
was, however, an option that a parent could declare Hindi as the mother tongue
of his child and, if the number of such children came to 10 or more in a class,
or 40 or more in a school at the primary stage, or 1/3rd of the
total number of students in the school at the secondary stage, provision for
teaching of Hindi as the first language and as medium of instruction was made
for such a group of children.
With
the re-organisation of the Punjab from November 1, 1966, the whole of the new
Punjab State has become a unilingual
Punjabi speaking State. With the
passing of the Punjab Official Language Act, 1967, Punjabi has become the
official language of the State. It has
been introduced in the administration from January 1, 1968 at the district
level and from April, 13, 1968, at the State level.
(b) Literacy and Educational Standards
Growth of Literacy. – The 1961 Census revealed that Ludhiana District
had a much higher literacy percentage (36.3) than in the then Punjab State
(24.2) and the Indian Union (24) as a
whole. Among the districts of the
re-organised Punjab State, Ludhiana district again occupies first position in
regard to literacy percentage according to the 1961 Census. This high percentage of literacy has been
achieved through the Five-Year Plans as is borne out by the following table :-
|
|
Schools |
Scholars |
||
|
|
Boys |
Girls |
Boys |
Girls |
|
1951-52 |
|
|
|
|
|
Primary schools |
262 |
113 |
22,785 |
- |
|
Middle schools |
32 |
13 |
7,062 |
- |
|
High schools |
37 |
7 |
9,557 |
- |
|
Total |
331 |
133 |
39,511 |
- |
|
1960-61 |
|
|
|
|
|
Primary schools |
553 |
122 |
38,221 |
25,221 |
|
Middle schools |
51 |
26 |
9,527 |
8,647 |
|
High schools |
65 |
27 |
27,838 |
15,919 |
|
Higher secondary schools |
9 |
4 |
15,290 |
3,058 |
|
Total |
678 |
179 |
90,876 |
52,845 |
(Ludhiana District Census Handbook 1961, p.37)
The
School going boys, past 5 years and below 15 years in age, formed 60 per cent of
the male population, though the girl students were only 40 per cent in this age
group.
The
people in general are becoming education-minded and there is a general demand
for more and more school, especially in the villages. The parents seem to be eager that their children be given proper
facilities for education. There is a equally strong urge for education of women
and the number of women students shows an upward trend.
As
expected in the new national set-up, the responsibility for providing education
for the citizens has mainly been assumed by the Government, though missions,
and philanthropic endowments, as mentioned below, are also rendering valuable
service in this field. Their
contribution still continues to be noteworthy.
(i)
Christian Missions. – The Christian
Missionaries have done pioneering work in the sphere of education in the
district. The Ludhiana Mission of the Preshyterian Church of the United States
of America started its High School for boys at Ludhiana as early as 1834 and
transferred its Christian boys Boarding High School from Lahore to Ludhiana in
1877. The Ludhiana Zenana and Medical
Mission initially set up in 1867 a Christian Girls Boarding School and
subsequently converted it in to the Christian Medical School for Women. The institution along with its attached
hospital has acquired has been raised to degree standard since 1953.
(ii) Khalsa Dewan, Ludhiana. –It was
set up in 1907 with a view to establishing and maintaining educational
institutions and boarding houses. In
1966 the Dewan was running the following four institutions :-
(1)
Malwa Central College of Education, Ludhiana ;
(2)
Khalsa College for women, Ludhiana ;
(3)
Malwa Khalsa Higher Secondary School, Ludhiana and
(4) Khalsa Girls’ Higher Secondary School,
Ludhiana.
(iii) Nankana Sahib Education Trust, Ludhiana. - Registered on February 24,
1953, it aims at providing facilities to the poor, backward and other deserving
students in engineering and scientific education and in making special
arrangements for the preparation of competitive examinations and tests for
recruitment to the various services and also for admissions to the various professional colleges, schools and institutions
in India. In 1966, it was running Guru
Nanak Engineering College, Ludhiana.
(iv) Shri Guru Har Gobind Ujjagar Hari Trust, Sidhwan Khurd. – It was established in 1934 by Bhai Sahib Bhai
Narian Singh of Sidhwan Khurd to run the khalasa High School for Girls, Sidhwan
Khurd, which he had founded. In 1966,
the Trust was running the following three institutions, all of which are
affiliated to the Punjab University, Chandigarh :-
(1)
G.H.G.Harparkash
College of Education for Women, Sidhwan
Khurd ;
(2)
Khalsa college for
Women, Sidhwan Khurd, and
(3)
Sikh Girl’s Higher
Secondary School, Sidhwan Khurd.
(v) The Ajitsar Education Committee, Mohi
(Ludhiana). – After shifting from the West
Pakistan on the partition of the Punjab, this society started functioning in
1948 in village Mohi, tahsil Jagraon.
It was then named as the Executive Committee, Khalsa High School,
Ajitsar, Mohi (Ludhiana), which got the approval of the State Education
Department on Novemeber 25, 1950. In 1966, its name was changed to the Ajitasr
Education Committee, Mohi, which was registered on August 21, 1966.
The object of the Committee is the establishment,
maintenance and promotion of educational institutions. In 1966, it was running the following four
institutions6 :-
(1) Camp Khalsa High School, Ajitsar, Mohi (Luhdiana). (opened in 1948)
(2) Ajitsar Khalsa High School, jangpur (Ludhiana). (Opened in 1949)
(3) Sri Dasmesh Khalsa High School, Tahliana
Saheb, Raikot. (Opened in 1953).
6. Another institutions, viz., Ajitsar Khalsa Girls High School,
Mushiana Saheb (Mullanpur, Ludhiana District) was opened in 1968.
Women’s
Education : Prior to the annexation of the
Punjab by the British, little attention was paid to the education of
women. Only among a few well-to-do
families, girls were given rudimentary education in 3 Rs.
The Christian Missionaries were the first in the field of women’s education in the district. The Ludhiana Zenana and Medical Mission was started in 1867 by the Society for Promoting Female Education in India and the East, which, at the invitation of the Missionaries of the American Presbyterian Mission, sent Miss Jerrom to carry on Zenana and School work in Ludhiana. The Ludhiana Christian Girl’s Boarding School was established in 1871 for the purpose of training Indian Christian Girls as teachers. They were taught the vernacular and a little English, Government text books being used for the most part. In 1882, there were 37 boarders and 29 day scholars, besides 11 little boys, who were afterwards transferred to the American Mission School. Muhammadan and Hindu girls were admitted if willing to conform to the rules of the school ; but no separate arrangements were made for them on account of their religion. This school was carried on for many years till financial difficulties compelled it to be closed.
Medical
work was begun in 1875 among Zenana and School and pupils and became so popular
that in 1881 the City Dispensary for Women and Children was opened. It was followed in 1886 by a Branch
Dispensary in village Gill and in 1879 by another Branch Dispensary at Phillaur
(District Jullundur). The Charlotte
Hospital for Women and Children was opened at Ludhiana in February, 1889. On the dissolution of the Society fro Promoting Female Education
in India and The East in 1899, the sole responsibility of the Ludhiana Zenana
and Medical Mission devolved on Miss Greenfield, under whose charge it had
functioned since 1879.7
7. For further
particulars regarding the work of the Ludhiana Zenana and Medical Mission, in
Ludhiana district, refer to Miss Greenfiled’s ‘Five Years in Ludhiana’, 1886.
Education of Scheduled Castes and
Backward Classes. – The Scheduled Castes and
Backward Classes, particularly those inhabiting rural areas, are still not
enthusiastic about education. The
introduction of free compulsory primary education has had a salutary effect on
them, and they have been given various other inducements and
encouragements. Education is free up to
the Middle Standard in all Government and provincialised schools. Free books, stipends and scholarships are
awarded to the students belonging to these classes in all institutions
including colleges, under the various schemes sponsored by the State and the
Union Government. Remission and refund
of examination fees for departmental and university examination are also made.
Books
and clothes are given to the poor students irrespective of caste and creed out
of school Red Cross fund upto 50 per cent of the annual income of the fund.
The
financial assistance given to the students belonging to the Scheduled Castes
and Backward Classes in the district, during the period 1962-63 to 1965-66, is
detailed as under :
|
Year |
Stipends |
No. of students benefited |
|
1962-63 |
2,10,517 |
3,389 |
|
1963-64 |
1,35,419 |
2,297 |
|
1964-65 |
1,85,327 |
2,517 |
|
1965-66 |
1,36,562 |
3,175 |
(Source : District Education Officer, Ludhiana)
The
number of Scheduled Castes and Backward Classes students studying in different
institutions in the district, during the year 1965-66, was as under :
|
Type of institution |
No of schedule Castes and backward Classes
Students |
||
|
|
Boys |
Girls |
Total |
|
Primary Schools |
13,197 |
7,241 |
20,438 |
|
Middle Schools |
3,167 |
1,370 |
4,537 |
|
High Schools |
4,035 |
1,000 |
5,035 |
|
Higher Secondary Schools |
1,458 |
420 |
1,878 |
|
Multipurpose Higher Secondary Schools |
977 |
- |
977 |
|
Basic Training |
6 |
10 |
14 |
|
Total |
22,840 |
10,041 |
32,881 |
|
Degree College |
.. |
.. |
.. |
|
Professional and Technical Colleges |
.. |
.. |
.. |
|
Total |
.. |
.. |
.. |
Role of Local Bodies in the Field of
Education. – The Zila Parishad (formerly
District Board), Ludhiana, and the various municipal committees in the district
have done commendable work in the field of education. Elementary education was their exclusive responsibility. Prior to the provincialisation of school in
October, 1957, the number of primary, middle and high school, maintained by the
local bodies in the district was as follows:-
|
Name of Local Body |
No. of Schools maintained before 1957 |
|||||
|
|
Primary |
Middle |
High |
|||
|
|
Boys |
Girls |
Boys |
Girls |
Boys |
Girls |
|
Zila Parishad Ludhiana |
545 |
93 |
28 |
20 |
20 |
3 |
|
Municipal Committee, Ludhiana |
11 |
10 |
4 |
1 |
- |
2 |
|
Municipal Committee, Jagraon |
3 |
3 |
- |
- |
- |
1 |
|
Municipal
Committee, Samrala |
- |
- |
- |
- |
- |
1 |
|
Municipal
Committee, Khanna |
5 |
1 |
- |
- |
- |
- |
|
Municipal
Committee, Railkot |
- |
- |
- |
- |
- |
1 |
|
Total |
564 |
107 |
32 |
21 |
20 |
8 |
(Source: District Education Officer, Ludhiana)
On
the provincialisation of these schools, the local bodies were required to pay
annually, specified subsidy towards maintenance. The contribution, thus, made by them from 1957-58 to 1965-66 is
shown in the following table :-
in Ludhiana District, during 1957-58 to 1965-66
|
Name of
Local Body |
Year |
||||||||
|
1957-58 |
1958-59 |
1959-60 |
1960-61 |
1961-62 |
1962-63 |
1963-64 |
1964-65 |
1965-66 |
|
|
Zila
Parishad Ludhiana |
76,181 |
4,20,028 |
3,12,782 |
3,12,782 |
3,12,782 |
- |
- |
- |
- |
|
Municipal
Committee, Ludhiana |
2,84,350 |
3,68,252 |
3,09,382 |
3,22,087 |
2,50,000 |
- |
- |
- |
- |
|
Municipal
Committee, Jagraon |
20,716 |
70,800 |
91,944 |
91,944 |
91,944 |
- |
- |
- |
- |
|
Municipal Committee, Samrala |
2,617 |
6,280 |
6,280 |
- |
6,280 |
- |
- |
- |
- |
|
Municipal Committee, Khanna |
22,161 |
45,000 |
- |
- |
- |
- |
- |
- |
- |
|
Municipal Committee, Railkot |
1,939 |
13,491 |
13,491 |
13,791 |
13,491 |
13,491 |
- |
- |
- |
|
Total |
4,07,964 |
9,23,851 |
7,33,879 |
7,40,304 |
6,74,497 |
13,491 |
- |
- |
- |
(Source: District Education
Officer, Ludhiana )