EDUCATIONAL STATUS OF

YADGIR DISTRICT - 2016

YADGIR EDUCATIONAL MOVEMENT

Students Islamic Organisation of India, Karnataka

3

CONTENTS

nnnnn INTRODUCTION

nnnnn LITERACY RATE

nnnnn DROP OUT/CHILD LABOR

nnnnn TEACHER –PUPIL RATIO

nnnnn INFRASTRUCTURE AND ACCESS

nnnnn RESULTS

nnnnn HIGHER EDUCATION

nnnnn PER CAPITA EXPENDITURE

nnnnn DEMANDS

nnnnn REFERENCES

2

INTRODUCTION

Yadgir district (Kannada: AiÀiÁzÀVj f èÉ) is one of the 30 districts

of Karnataka state in southern India. This district was carved out

from the erstwhile Gulbarga district as the 30th district of

Karnataka on 10 April 2010.[1] Yadgir town is the administrative

headquarters of the district.

The district comprises three taluks: Shahpur, Surpur and

Yadgir.[2] The district has 16 hoblies, 123 Gram Panchayets and

519 villages (inhabited & uninhabited). The total population of

Yadgir district is 1174271 that comprise 1.92% of Karnataka.

The district is in the process of transition. The growth pros-

pects are very promising as the district’s agricultural economy is

growing rapidly. The growth potential needs to be exploited

properly by making right kind of investments in infrastructure

and human resources.

The government of Karnataka has released the Human Devel-

opment Report 2014 of Yadgir district and it reflects the current

status of the district. The report is positive about the growth of

the district but however expresses concern that the standard of

living of the people is very low. The report emphasizes that the

district is highly underdeveloped and it needs extra development

interventions. The district is caught in low level of human

development trap. It requires sustained effort to lift the district

54

out of this trap.

The standard of living of the people is almost at the bottom

level in the state. This indicates the misery suffered by the poor

masses in the district. All the dimensions of living, drinking

water, sanitation, cooking fuel and electricity need urgent atten-

tion of administrators and policy makers.

The policy makers should bring about significant changes in

all areas shaping human development – health, education and

livelihood.

The low level of literacy of the district is a basic obstacle to

development. The quality of education has to be improved as

the students in secondary education do not have reading and

writing skills. The dropout rate is also high due to migration.

There is an urgent need to improve the enrolment in higher

education.

Students Islamic organization of India, Karnataka through its

‘Yadgir Education Movement’ has been putting all efforts to

improve the situation of Yadgir district in Education sector. As part

of its movement, it has done many welfare activities like Edu-

cation awareness, door to door visits, street plays, exam prepa-

ration tips, career guidance, scholarships, toppers felicitation

programs and also to understand the ground reality it has done

its own surveys and collected many documents regarding situ-

ation in Yadgir. Based on those Surveys and statistical data from

HDR 2014, we hereby have come up with our observations and

demands to the government.

LITERACY RATE

Out of total population of 11,74,271 persons in Yadgir district,

9,83,992 persons are of age 7+ who are considered to be eligible

population for literacy. Out of these 9,83,992 eligible persons,

only 5,10,003 persons are literate which amounts to only 51.83%

of the total population. Among men, only 62.25% are literate

whereas 41.38% of women are literate. (Source: HDR 2014 Yadgir

District)

Average literacy rate of Yadgir in 2011 were 51.83 compared

to 39.90 of 2001. If things are looked out at gender wise, male

and female literacy were 62.25 and 41.38 respectively. For 2001

census, same figures stood at 51.35 and 28.32 in Yadgir District.

Total literate in Yadgir District were 510,003 of which male and

female were 306,751 and 203,252 respectively. In 2001, Yadgir

District had 310,614 in its district. (Source: Census 2011)

Among Taluks, Yadgir scores far below the district average with

49% literate people, while Shorapur has highest of around 54.82%

of literate people. Yadgir district has 1192 primary schools, 200

high schools, 33 pre-university colleges, 5 Govt. degree colleges,

1 Engineering college, 3 Polytechnics and 5 ITIs.

76

Literacy Rate 2011 (Source: Census 2011).

Sl. Taluk/District Coverage Male(%) Female(%) Total(%)No

Total 61.63 41.25 51.50

1. Shahpur Rural 57.15 35.81 46.51

Urban 80.12 64.40 72.40

Total 66.42 43.07 54.82

2. Shorapur Rural 64.74 40.36 52.64

Urban 78.18 61.52 69.79

Total 58.47 39.78 49.06

3. Yadgir Rural 50.63 31.16 40.82

Urban 80.96 64.82 72.87

Total 62.25 41.38. 51.83

4. Yadgir District Rural 58.02 36.07 47.05

Urban 80.03 63.92 72.01

5. Karnataka Total 82.47 68.08 75.36

DROP OUT / CHILD LABOR

In yadgir District, During 2012-13, a total of 1,89,728 students

were enrolled at different grades for primary and upper primary

sections. Out of this, 87,600 were girls and 1,02,128 were boys.

The Gross Enrollment rate (GER) trend for primary over last

5 years from 2008-09 to 2012-13 shows a stable trend. However,

a disturbing negative trend can be seen for upper primary school

enrolments. From 2009-10 onwards after formation of Yadgir

district, GER for upper primary schools has been consistently

remaining below 95%. This indicates that after finishing primary

education, some of the children are not being enrolled for upper

primary classes in govt. or aided schools.

Similarly the enrollment of SC children in upper primary

schools for both boys and girls in comparision to primary school

enrollments are very poor. This indicates that many SC children

are discontinuing their studies after primary school.

The dropout trend in Upper primary levels, saw a declined

trend from 2008-09 to 2011-12 but however during 2012-13, there

was a sharp increase in dropout rates. During 2012-13, dropout

rate of Yadgir district in upper primary is 18.01%.

During 2013-13, a total of 485 child laborers were identified

in Yadgir district. Shahpur taluk had a highest of 182 child laborers

followed by Shorapur and Yadgir taluks with 153 and 150 child

laborers respectively.

Apart from poverty, lack of education of the parents becomes

a reason for the children not to be regular to schools and finally

may end up remaining out of school. Lack of income makes the

parents pulling the children out of School and engaging them in

agricultural sector as helpers in rural areas. In urban areas the

children normally found to be working in households as domestic

help, in hotels, street food vendors and in bars as cleaners and

dishwashers, in motor repair garages as helpers, in construction

sites to help the masons, in transport agencies as helpers etc.

many children are found as rag pickers in streets.

TEACHER – PUPIL RATIO

Lower Primary Schools:

In yadgir district teher are 1,703 posts sanctioned for LPS.

However, during 2012-13, only 1,471 teachers are working in lowe

primary schools with 232 posts vacant. This is resulting in TPR for

sanctioned posts as 1:23.91, However TPR for working teachers

going up at 1:27.7. In spite of vacant posts at lower primary

schools, the ratio is below prescribed levels, however TPR of

Yadgir district comes last in Karnataka, far above than state

average of 1:13.72.

98

Statistics as per Human Development Report 2014:

TPR for TPR forTaluks Lower Primary Schools(LPS) Sanctioned Working

posts Teachers

Posts Teachers LPS LPSSanctioned Working

Shahpur 606 506 24.5 29.3

Shorapur 607 528 26.31 30.3

Yadgir 490 437 20.24 22.7

Total 1703 1471 23.9 27.7

Upper Primary Schools (UPS):

A total of 4,552 posts have been sanctioned for upper primary

schools (UPS) of Yadgir district, but however only 3,705 teachers

are working while 847 posts are still vacant. The result Is almost

18% of UPS Teachers’ Vacant posts.

The TPR(UPS) for the district for sanctioned posts is 1:31.42

which is above prescribed norms. This is above state average of

1:23.37, but TPR for working teachers is till worse due to high

rate of vacant posts. District average TPR(UPS) is at poor 1:38.60.

Shahpur Taluk was worst of 1:41.2 and Yadgir taluk has 1:35.8. In

TPR(UPS) category too Yadgir district scores last in the state.

Statistics as per Human Development Report 2014:

TPR for TPR forTaluks Lower Primary Schools(HPS) Sanctioned Working

posts Teachers

Posts Teachers HPS HPSSanctioned Working

Shahpur 1404 1106 32.50 41.2

Shorapur 1518 1209 31.4 39.4

Yadgir 1630 1390 30.54 35.8

Total 4552 3705 31.4 38.6

Report as per Sarva Shikshana Abhiyan, Yadgir 2015-16:

Sarva Shikshana Abhiyan, Yadgiri

UDISE - 2015-16

District Education Department

LPS HPS Elementary Secondary

Sanc- Working Sanc- Working Sanc- Working Sanc- Workingtioned tioned tioned tioned

SHAHAPUR 431 309 1,197 794 1,628 1,103 362 275

SHORAPUR 463 353 1,320 863 1,783 1,216 447 373

YADGIR 332 284 1,288 951 1,620 1,235 391 336

Total 1,226 946 3,805 2,608 5,031 3,554 1,200 984

INFRASTRUCTURE AND ACCESS

There are total of 1,192 elementary schools in Yadgir district

out of which 605 are LPS and 587 are UPS. 933 schools out of these

1,192 elementary schools belong to the DOE.

Ministry of Human Resource development has recommended

8 basic facilities to be provided in all schools in order to create

a learning enabled environment to facilitate quality education.

Sarva Shikhshana Abhiyan (SSA) program ensures these facilities

in schools.

The 8 basic facilities identified by MHRD are:

• Boys Toilet

• Girls Toilet

• Drinking water

• Electricity

• Play Ground

• Ramps

• Library

• Compound

1110

Right to Education (RTE) act also has a mandate to the

education department for provision of 9 basic facilities which

include no. of teachers and classrooms as per RTE Norms apart

from all other basic facilities suggested by MHRD.

The details of RTE infrastructure compliant elementary schools

run DoE of yadgir district are given in the below table.

No. of Facilities available No. of Schools based % Coverageon no. of facilities

9 Facilities 122 13.07

8 Facilities 289 30.97

7 Facilities 315 33.76

6 Facilities 157 16.83

5 Facilities 47 5.04

4 Facilities 3 0.32

3 Facilities 0 0

2 Facilities 0 0

1 Facilities 0 0

State Average 32.39

This shows that only 13.07% of DoE run elementary schools

are RTE infrastructure compliant putting Yadgir in the last position

in Kalaburgi division having average of 24.59% and also having

last position in Karnataka, having state average of 32.39%.

Though the stats show that most of the schools have toilets

but when we did reality check in Yadgir district, we found them

that most of them are not in a state to use or not well

maintained.

1312

Results

Year Total Appeared Total Passed District Pass % State Ranking

2015 10600 9,016 85.06 22

2014 - - 89.15 8

2013 9728 7635 78.48 28

2012 9559 6671 69.79 33

2011 9280 7023 75.68 28

The table above shows the SSLC results of Yadgir district during

last 5 years from 2009 to 2013. It is very disturbing to see that

the district pass rate in SSLC is consistently below 75%. During

2010 it was lowest with only 51.87% of students appeared in the

exams succeeded to clear the same. In 2010 district stood 32nd

rank in the state and from then onwards, it has been in the

bottom 5 of the ranking list of Karnataka.

Similarly the PUC results of Yadgir district from 2011 to 2015

is shown below.

Year Total Appeared Total Passed District Pass % State Ranking

2015 7777 4242 54.55 22

2014 7121 3617 53.60 21

2013 6806 2405 46.02 31

2012 6774 2182 43.58 31

2011 7381 1799 29.93 30

A steady increase can be seen in the Results of PUC in the

last two years.

There are several reasons for the poor performance in SSLC.

Major reasons for poor SSLC results are absenteeism of students

which deprive them of learning. Similarly, the work pressure on

teachers due to assignment of activities other than their regular

academic work and complacent attitude of teachers because

there is no performance appraisal in the department may also

add to the poor academic support which do not help in creating

a learning atmosphere for the SSLC Students.

Thus, higher quality academic inputs are needed to bring

about a positive upward shift in the results of SSLC and PUC which

are instrumental in shaping the future of youth of Yadgir district.

HIGHER EDUCATION

Yadgir district has a total of 55 pre university colleges, out of

which 23 are run by government, 4 are aided and 28 PU colleges

are run by private management. District has 10 degree colleges

of which 6 are govt. and aided college management and 4 are

private management colleges. These colleges provide degrees in

arts, commerce and science.

In order to provide people with technical skills for industry,

5 ITI colleges are being run in dist.

There is an agriculture college at Bhimaratanagudi under

university of Agriculture science, Raichur.

There is very poor scope for professional education in Yadgir

dist. It has only one engineering college but there are no medical

(Allopathic)or medical (Indian system) or dental sciences colleges

in the district.

There are 5 polytechnics providing diploma in engineering,

out of which 4 are run by private authorities and 1 is government

which is located at Surpur, Shahpur Taluk. Yadgir district has 8

B.Ed. colleges providing teacher education.

Overall picture of post-secondary education facilities in Yadgir

dist is a matter of concern. Those students who wish to study

professional degrees are forced to move other districts.

Establishment of new colleges would not only encourage and

motivate many students to take up higher studies and also

benefit those who have to move to distant place.

1514

PER CAPITA EXPENDITURE

The per capita expenditure for Yadgir district is Rs. 1,453 with

total education expenditure of Rs. 17,067.61 Lakhs for a total

district population of 11,74,271.

Looking at the status of education in Yadgir district which is

very poor in the state, a lot needs to be done and still more funds

needs to be pumped in.

Demands:

• School infrastructure facilities should be improved.

School infrastructure facilities in terms of compound, Play-

ground, toilets and classrooms are below 50%. Since safety and

physical activity of the students is part of quality education,

action needs to be taken.

Based on our reality check survey in few of the government

schools of Yadgir taluk, we found most of the facilities either

missing or not well maintained. Details can be found below.

School Separate Toilets for Girls Compound Play Ground

Govt. PU College No Yes Yes(Kannada High School)

Govt. PU College Yes (Not well maintained) Yes Yes(Urdu High School)

Govt Urdu No No YesHigh School

Govt. Urdu CPS Yes Yes No

Govt. GMS Yes (Not well maintained) No NoKannada School

Govt.Urdu LPS No No No

1716

We demand state government to improve the facilities of the

government schools and colleges.

• A Government Engineering College should be established

in Yadgir City.

As stated earlier there is very poor scope for professional

education in Yadgir dist. It has only one private engineering

college which is in Surpur. Those students who wish to study

professional degrees are forced to move other districts. Estab-

lishment of new government engineering college would encour-

age and motivate many poor students to take up higher studies.

So we strongly demand for a Government Engineering College

in Yadgir City.

• A Government polytechnic College should be established

in Yadgir City.

A steady increase can be seen in the Results of PUC in the last

few years and we see a very good trend of diploma in the students

after SSLC and PUC but there is no government polytechnic college

in Yadgir city because of which students are forced to join private

institutions which are charging hefty fees. So we demand for a gov-

ernment polytechnic college in Yadgir City.

• A Medical (Allopathic) or medical (Indian system) or dental

sciences college in the district.

There is no medical college (Including Allopathic, Dental

Sciences etc.) is Yadgir district. Though a new medical college is

sanctioned but there is hardly any progress in its construction.

We demand the government to open A Medical (Allopathic) or

medical (Indian system) or dental sciences college in the district

and fasten the process of building current sanctioned college.

References :

• Yadgir District Human development Report 2014.

• http://yadgir.nic.in/

• SIO’s field Survey and RTI data.

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CAQCA±ÀUÀ¼À DzsÁgÀzÀ°è, £ÁªÀÅ F PɼÀV£À CªÀ¯ÉÆÃPÀ£ÀªÀ£ÀÄß ºÁUÀÆÉÃrPÉUÀ¼À£ÀÄß ÀPÁðgÀzÀ ªÀÄÄA¢qÀÄwÛzÉÝêÉ.

¸ÁPÀëgÀvÉAiÀÄ ¥ÀæªÀiÁt

AiÀiÁzÀVj f¯ÉèAiÀÄ°ègÀĪÀ MlÄÖ d£À¸ÀASÉå 11,74,271gÀ°è 7 ªÀµÀðzÁnzÀªÀgÀ ¸ÀASÉå 9,83,992 EzÀÄÝ EªÀgÀÄ ²PÀëtPÉÌ CºÀðgÁVgÀÄvÁÛgÉ.¥Àæ ÀÄÛvÀ ²PÀëtPÉÌ CºÀðjzÀÝ ªÀÄA¢AiÀÄ°è PÉêÀ® 5,10,003 ªÀiÁvÀæ ¸ÁPÀëgÀvɺÉÆA¢zÀÄÝ, EzÀÄ d£À ÀASÉåAiÀÄ PÉêÀ® 51.83% ±ÉÃPÀqÁ ¸ÁPÀëgÀvÉAiÀÄ£ÀÄß©A© ÀÄvÀÛzÉ. EzÀgÀ°è ¥ÀÅgÀĵÀgÀ ¸ÁPÀëgÀvÉAiÀÄ ¥ÀæªÀiÁt ±ÉÃPÀqÁ 62.25%ªÀÄvÀÄÛ ¹ÛçÃAiÀÄgÀ ¸ÁPÀëgÀvÉAiÀÄ ¥ÀæªÀiÁt ±ÉÃPÀqÁ 41.38% ºÉÆA¢gÀÄvÁÛgÉ.(ªÀÄÆ®: ªÀiÁ.C.ªÀ.2014 AiÀiÁzÀVj f¯Éè)

2001PÉÌ ºÉÆð¹zÀgÉ ¸ÀgÁ¸Àj ¸ÁPÀëgÀvÉAiÀÄ ¥ÀæªÀiÁt 39.90% EzÀÄÝ,2011gÀ°è 51.83%PÉÌ KjPÉAiÀiÁVzÉ. EzÀ£ÀÄß °AUÁ£ÀÄ¥ÁvÀzÀ°è «ÃQë¹zÁUÀ,¥ÀÄgÀĵÀ ºÁUÀÆ ¹Ûçà ¸ÁPÀëgÀvÉAiÀÄÄ PÀæªÀĪÁV 62.25% ºÁUÀÆ 41.38%EzÉ. 2001gÀ d£ÀUÀtwAiÀÄ°è EzÉ CA±ÀªÀÅ 51.35% ºÁUÀÆ 28.32%gÀ°èvÀÄÛ.AiÀiÁzÀVj f¯ÉèAiÀÄ°è MlÄÖ ¸ÁPÀëgÀvÉ ºÉÆA¢zÀªÀgÀ ¸ÀASÉå 5,10,003 EzÀÄÝCzÀgÀ°è ¥ÀÄgÀĵÀgÀÄ 3,06,751 ºÁUÀ ¹ÛçÃAiÀÄgÀÄ 2,03,252. 2001gÀ°èAiÀiÁzÀVj f ÉèAiÀÄ°è PÉêÀ® 3,10,614 ¸ÁPÀëgÀvÉ ºÉÆA¢zÀÝgÀÄ (ªÀÄÆ®:d£ÀUÀtw2011).

vÁ®ÆèPÀÄ ªÀÄlÖzÀ°è AiÀiÁzÀVj f Éè ÀgÁ ÀjVAvÀ wÃgÁ PɼÀªÀÄlÖzÀ°èzÀÄÝ49% ¸ÁPÀëgÀvÉ ºÉÆA¢gÀÄvÁÛgÉ. CzÉà ÀªÀÄAiÀÄzÀ°è ±ÉÆgÁ¥ÀÄgÀ ºÉaÑ£À¸ÁPÀëgÀvÉ 54.82%gÀµÀÄÖ ºÉÆA¢zÉ. AiÀiÁzÀVj f¯ÉèAiÀÄ°è 1192 ¥ÁæxÁ«ÄPÀ±Á¯ÉUÀ¼ÀÄ, 200 ¥ËæqÀ±Á¯ÉUÀ¼ÀÄ, 33 ¥ÀzÀ« ¥ÀƪÀð PÁ¯ÉÃdÄUÀ¼ÀÄ, 05ÀPÁðj ¥ÀzÀ« PÁ ÉÃdÄUÀ¼ÀÄ, 01 EAf¤AiÀÄjAUï PÁ ÉÃdÄ, 03 ¥Á°mÉQßPï

ºÁUÀÆ 05 L.n.L. PÁ¯ÉÃdÄUÀ½ªÉ.

2322

¸ÁPÀëgÀvÉAiÀÄ ¥ÀæªÀiÁt 2011 :

PÀæ.¸À vÁ®ÆPÀÄ/f¯Éè ªÁå¦Û ¥ÀÄgÀĵÀ(%) ªÀÄ»¼É(%) MlÄÖ(%)

MlÄÖ 61.63 41.25 51.50

1. ±ÀºÁ¥ÀÅgÀ UÁæ«ÄÃt 57.15 35.81 46.51

£ÀUÀgÀ 80.12 64.40 72.40

MlÄÖ 66.42 43.07 54.82

2. ±ÉÆgÁ¥ÀÅgÀ UÁæ«ÄÃt 64.74 40.36 52.64

£ÀUÀgÀ 78.18 61.52 69.79

MlÄÖ 58.47 39.78 49.06

3. AiÀiÁzÀVj UÁæ«ÄÃt 50.63 31.16 40.82

£ÀUÀgÀ 80.96 64.82 72.87

MlÄÖ 62.25 41.38. 51.83

4. AiÀiÁzÀVj f èÉ UÁæ«ÄÃt 58.02 36.07 47.05

£ÀUÀgÀ 80.03 63.92 72.01

5. PÀ£ÁðlPÀ MlÄÖ 82.47 68.08 75.36

±Á É vÉÆgÉzÀªÀgÀÄ / ¨Á® PÁ«ÄðPÀgÀÄ

2012-13£Éà ¸Á°£À°è AiÀiÁzÀVj f¯ÉèAiÀÄ°è ¥ÀƪÀð ¥ÁæxÀ«ÄPÀ ºÁUÀÆQjAiÀÄ ¥ÁæxÀ«ÄPÀ vÀgÀUÀwUÀ¼À°è ««zsÀ UÉæÃqïUÀ¼À°è MlÄÖ 1,89,728«zÁåyðUÀ¼ÀÄ ¥ÀæªÉñÀ ¥ÀqÉ¢zÀÝgÀÄ. EzÀgÀ°è 87,600 ºÉtÄÚ ªÀÄPÀ̼ÀÄ ºÁUÀÆ1,02,128 UÀAqÀÄ ªÀÄPÀ̼ÀÄ.

PÀ¼ÉzÀ LzÀÄ ªÀµÀðUÀ¼À°è CAzÀgÉ, 2008-2009jAzÀ 2012-2013gÀªÀgÉUÉUÀjµÀ× ¥ÀæªÉñÀ ¥ÀæªÀiÁt (GER) ¹ÜgÀvÉAiÀÄ£ÀÄß vÉÆÃj ÀÄvÀÛzÉ. DzÀgÉ »jAiÀÄ¥ÁæxÀ«ÄPÀ ¥ÀæªÉñÀ zÁSÁ¯ÁwAiÀÄ°è wÃgÀ PÀ¼ÀªÀ¼ÀPÁj CA±ÀªÀ£ÀÄߣÉÆÃqÀ§ºÀÄzÀÄ. AiÀiÁzÀVj f¯ÉèAiÀÄ ¸ÁÜ¥À£ÉAiÀÄ £ÀAvÀgÀ 2009-2010jAzÀDgÀA sÀUÉÆAqÀÄ »jAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á ÉUÀ¼À°è UÀjµÀÖ ¥ÀæªÉñÀ ¥ÀæªÀiÁt(GER) ¤gÀAvÀgÀ 95%QÌAvÀ®Æ PÀrªÉÄ ¥ÀæªÀiÁtzÀ°èzÉ. ¥ÁæxÀ«ÄPÀ ²PÀëtªÀ£ÀÄß

ªÀÄÄV¹zÀ £ÀAvÀgÀ PÉ®ªÀÅ ªÀÄPÀ̼ÀÄ ÀPÁðj C£ÀÄzÁ¤vÀ ±Á ÉUÀ¼À°è ¥ÀæªÉñÀ¥ÀqÉAiÀÄ¢gÀĪÀÅzÀÄ PÀAqÀÄ §gÀÄvÀÛzÉ. 2008-09jAzÀ 2011-12gÀªÀgÉUÉ »jAiÀÄ¥ÁæxÀ«ÄPÀ ±Á ÉUÀ¼À°è ±Á É vÉÆgÉzÀªÀgÀ ÀASÉåAiÀÄÄ PÀrªÉÄAiÀiÁVgÀĪÀÅzÀÄÀÆa ÀÄwÛzÀÝgÉ, 2012-13gÀ°è ±Á É vÉÆgÉzÀªÀgÀ ÀASÉåAiÀÄÄ wÃgÁ ºÉZÁÑVzÉ.

2012-13gÀ°è AiÀiÁzÀVj f¯ÉèAiÀÄ°è »jAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á¯ÉAiÀÄ°è ±Á¯ÉvÉÆgÉzÀªÀgÀ ¥ÀæªÀiÁtªÀÅ 18.01% DVzÉ.

2012-13gÀ°è AiÀiÁzÀVj f¯ÉèAiÀÄ°è MlÄÖ 485 ¨Á® PÁ«ÄðPÀgÀ£ÀÄßUÀÄgÀÄw¸À¯ÁVzÉ. ±ÁºÀ¥ÀÆgÀ vÁ®ÆèQ£À°è UÀjµÀ× 182 ¨Á® PÁ«ÄðPÀjzÀÄÝ,±ÉÆgÁ¥ÀÄgÀzÀ°è 153 ºÁUÀÆ AiÀiÁzÀVj vÁ®ÆèQ£À°è 150 ¨Á®PÁ«ÄðPÀjzÁÝgÉ. §qÀvÀ£ÀzÉÆA¢UÉ ºÉvÀÛªÀgÀ°è ²PÀëtzÀ PÉÆgÀvÉAiÀÄÄ ªÀÄPÀ̼ÀıÁ¯ÉUÉ ¢£À¤vÀå ºÁdgÁUÀzÉ EgÀĪÀÅzÀPÉÌ PÁgÀtªÁVzÉ. EzÀjAzÁV ªÀÄPÀ̼ÀÄPÀæªÉÄÃt ±Á É vÉÆgÉAiÀÄĪÀAvÁVzÉ. ºÉvÀÛªÀjUÉ ÀÆPÀÛ DzÁAiÀÄ ªÀÄÆ®«®è¢gÀĪÀÅzÀÄ ªÀÄPÀ̼ÀÄ ±Á ɬÄAzÀ zÀÆgÀ«gÀĪÀÅzÀPÉÌ E£ÉÆßAzÀÄ PÁgÀtªÁVzÀÄݸÁªÀiÁ£ÀåªÁV ºÀ½îUÀ¼À°è CªÀgÀ£ÀÄß PÀȶ ªÀ®AiÀÄUÀ¼À°è vÉÆqÀV¹PÉƼÀî ÁUÀÄvÀÛzÉ.£ÀUÀgÀ ¥ÀæzÉñÀUÀ¼À°è ¸ÁªÀiÁ£ÀåªÁV ªÀÄPÀ̼À£ÀÄß ªÀÄ£É PÉ® À, ºÉÆÃmÉ®ÄUÀ¼À°è,gÀ ÉÛ§¢AiÀÄ ªÁå¥ÁgÀ, ¨Ágï ªÀÄvÀÄÛ gÉ ÉÆÖÃgÉAmï UÀ¼À°è ¥ÁvÉævÉƼÉAiÀÄ®Ä,UÁågÉÃdÄUÀ¼À°è ºÉ®àgï DV, PÀlÖqÀ ¤ªÀiÁðt ÉÊlÄUÀ¼À°è ªÉÄùÛçUÉ ÀºÁAiÀÄPÀgÁV,¸ÁjUÉ KeɤìUÀ¼À°è ÀºÁAiÀÄPÀgÁV Á® PÁ«ÄðPÀgÀÄ PÀAqÀħgÀÄvÁÛgÉ. eÉÆvÉUÉPÉ®ªÉÇAzÀÄ ªÀÄPÀ̼ÀÄ PÀ À ºÉPÀÄ̪ÀªÀgÁV ÀºÀ zÀÄrAiÀÄÄvÁÛgÉ.

²PÀëPÀ-«zÁåyð ¥ÀæªÀiÁt

QjAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á ÉUÀ¼ÀÄAiÀiÁzÀVj f¯ÉèAiÀÄ°è QjAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á¯ÉUÀ½UÉ 1703 ºÀÄzÉÝUÀ¼À£ÀÄß

ªÀÄAdÆgÀÄ ªÀiÁqÀ ÁVzÉ. DzÀgÉ PÉêÀ® 1471 ²PÀëPÀgÀÄ PÀvÀðªÀ太Àð» ÀÄwÛzÀÄÝ, 232 ºÀÄzÉÝUÀ¼ÀÄ SÁ° EªÉ. EzÀjAzÁV ªÀÄAdÆgÁzÀºÀÄzÉÝUÀ½UÉ ²PÀëPÀ «zÁåyð ¥ÀæªÀiÁtªÀÅ 1:23.91 DVzÉ. DzÀgÉ PÀvÀðªÀå¤gÀvÀ ²PÀëPÀjUÉ ²PÀëPÀ-«zÁåyð ¥ÀæªÀiÁtªÀÅ 1:27.7 DVzÉ. QjAiÀÄ ¥ÁæxÀ«ÄPÀ±Á ÉUÀ¼À°è ºÀÄzÉÝUÀ¼ÀÄ SÁ° EzÁÝUÀÆå, ¥ÀæªÀiÁtªÀÅ ¤UÀ¢vÀ ªÀÄlÖQÌAvÀPɼÀUÉ EzÉ. AiÀiÁzÀVj f¯ÉèAiÀÄ ²PÀëPÀ-«zÁåyð ¥ÀæªÀiÁtªÀÅ PÉÆ£ÉAiÀÄ°èzÉ,gÁdåªÀÄlÖzÀ ÀgÁ Àj 1:13.72QÌAvÀ.

2524

QjAiÀÄ ²PÀëPÀ - «zÁåyð C£ÀÄ¥ÁvÀ(nDgï¦) «ªÀgÀUÀ¼ÀÄ: 2016

ªÀÄAdÆgÀÄ PÉ® ÀvÁ®ÆPÀÄ QjAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á¯É(LPS) ªÀiÁrgÀĪÀ ¤ªÀð» ÀÄwÛgÀĪÀ

ºÀÄzÝÉUÀ¼ÀÄ(TPR) ²PëÀPÀgÀÄ(TPR)

ªÀÄAdÆgÀÄ PÉ®¸À ¤ªÀð»¸ÀÄ LPS LPSªÀiÁrzÀ ºÀÄzÝÉUÀ¼ÀÄ wÛgÀĪÀ ²PëÀPÀgÀÄ

±ÀºÁ¥ÀÅgÀ 606 506 24.5 29.3

±ÉÆgÁ¥ÀÅgÀ 607 528 26.31 30.3

AiÀiÁzÀVj 490 437 20.24 22.7

MlÄÖ 1703 1471 23.9 27.7

»jAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á ÉUÀ¼ÀÄ

AiÀiÁzÀVj f¯ÉèAiÀÄ »jAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á¯ÉUÀ¼À°è MlÄÖ 4552ºÀÄzÉÝUÀ¼À£ÀÄß ªÀÄAdÆgÀÄ ªÀiÁqÀ ÁVzÉ. DzÀgÉ PÉêÀ® 3705 ²PÀëPÀgÀÄ PÀvÀðªÀ太Àð» ÀÄwÛzÀÄÝ 847 ºÀÄzÉÝUÀ¼ÀÄ FUÀ®Æ SÁ° EªÉ.

ªÀÄAdÆgÁzÀ ºÀÄzÉÝUÀ½UÉ ²PÀëPÀ-«zÁåyð ¥ÀæªÀiÁtªÀÅ 1:31.42 EzÀÄÝEzÀÄ ¤UÀ¢vÀ ¤AiÀĪÀÄUÀ½VAvÀ ªÉÄÃ É EzÀÄÝ DzÀgÉ, PÀvÀðªÀå ¤gÀvÀ ²PÀëPÀjUɲPÀëPÀ «zÁåyð ¥ÀæªÀiÁtªÀÅ wÃgÁ ¤gÁ±ÁzÁAiÀÄPÀªÁVzÉ. ºÉZÀÄÑ SÁ°ºÀÄzÉÝUÀ¼ÀÄ sÀwðAiÀiÁUÀzÉ EgÀĪÀÅzÀjAzÀ

Statistics as per Human Development Report 2014:

ªÀÄAdÆgÀÄ PÉ® ÀvÁ®ÆPÀÄ QjAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á É(HPS) ªÀiÁrgÀĪÀ ¤ªÀð» ÀÄwÛgÀĪÀ

ºÀÄzÝÉUÀ¼ÀÄ(TPR) ²PëÀPÀgÀÄ(TPR)

ªÀÄAdÆgÀÄ PÉ®¸À ¤ªÀð»¸ÀÄ HPS HPSªÀiÁrzÀ ºÀÄzÝÉUÀ¼ÀÄ wÛgÀĪÀ ²PëÀPÀgÀÄ

±ÀºÁ¥ÀÅgÀ 1404 1106 32.50 41.2

±ÉÆgÁ¥ÀÅgÀ 1518 1209 31.4 39.4

AiÀiÁzÀVj 1630 1390 30.54 35.8

MlÄÖ 4552 3705 31.4 38.6

»jAiÀÄ ²PÀëPÀ - «zÁåyð C£ÀÄ¥ÁvÀ(nDgï¦) «ªÀgÀUÀ¼ÀÄ: 2016

Sarva Shikshana Abhiyan, Yadgiri

UDISE - 2015-16

District Education Department

LPS HPS Elementary Secondary

Sanc- Working Sanc- Working Sanc- Working Sanc- Workingtioned tioned tioned tioned

±ÀºÁ¥ÀÅgÀ 431 309 1,197 794 1,628 1,103 362 275

±ÉÆgÁ¥ÀÅgÀ 463 353 1,320 863 1,783 1,216 447 373

AiÀiÁzÀVj 332 284 1,288 951 1,620 1,235 391 336

MlÄÖ 1,226 946 3,805 2,608 5,031 3,554 1,200 984

ªÀÄÆ® ¸ËPÀAiÀÄð ºÁUÀÆ vÀ®¥ÀÄ«PÉAiÀiÁzÀVj f¯ÉèAiÀÄ°è MlÄÖ 1192 ¥ÁæxÀ«ÄPÀ ±Á¯ÉUÀ½zÀÄÝ, CªÀÅUÀ¼À°è

605 QjAiÀÄ ¥ÁæxÀ«ÄPÀ ±Á¯ÉUÀ¼ÀÄ ºÁUÀÆ 587 »jAiÀÄ ¥ÁæxÀ«ÄPÀ±Á¯ÉUÀ¼ÁVªÉ. F jÃwAiÀiÁV 1192 ¥ÁæxÀ«ÄPÀ ±Á¯ÉUÀ¼À°è 933 ±Á¯ÉUÀ¼ÀIJPÀët ¤zÉÃð±À£Á®AiÀÄ(DOC)PÉÌ ÉÃjzÀªÀÅUÀ¼ÁVªÉ.

UÀÄtªÀÄlÖzÀ ²PÀët ªÀåªÀ ÉÜ ¸Á¢ü À®Ä ºÁUÀÆ GvÀÛªÀÄ PÀ°PÉAiÀĪÁvÁªÀgÀtªÀ£ÀÄß ¤«Äð À®Ä PÉÃAzÀæ ªÀiÁ£ÀªÀ ÀA¥À£ÀÆä® C©üªÀÈ¢ÞÀaªÁ®AiÀĪÀÅ J¯Áè ±Á ÉUÀ½UÉ 8 ªÀÄÆ® sÀÆvÀ ¸ËPÀAiÀÄðUÀ¼À£ÀÄß

MzÀV ÀĪÀAvÉ ²¥sÁgÀ ÀÄì ªÀiÁrzÉ. ÀªÀð ²PÀët C©üAiÀiÁ£À PÁAiÀÄðPÀæªÀĪÀűÁ ÉUÀ¼À°è F ÀªÀ®vÀÄÛUÀ¼ÀÄ ® sÀåªÁUÀĪÀAvÉ £ÉÆÃrPÉƼÀÄîvÀÛzÉ.

ªÀiÁ£ÀªÀ ÀA¥À£ÀÆä® ÀaªÁ®AiÀĪÀÅ UÀÄgÀÄw¹gÀĪÀ 8 ªÀÄÆ® sÀÆvÀ¸ËPÀAiÀÄðUÀ¼ÀÄ:-

• UÀAqÀÄ ªÀÄPÀ̼À ±ËZÁ®AiÀÄ.• ºÉtÄÚ ªÀÄPÀ̼À ±ËZÁ®AiÀÄ.• PÀÄrAiÀÄĪÀ ¤ÃgÀÄ.• DlzÀ ªÉÄÊzÁ£À.• gÁåA¥ïì.• ªÁZÀ£Á®AiÀÄ.• PÁA¥ËAqï UÉÆÃqÉ.

2726

ªÀÄPÀ̼À ²PÀëtzÀ ºÀPÀÄÌ PÁAiÉÄÝ(RTE)AiÀÄ ¥ÀæPÁgÀ ÀgÀPÁgÀ ªÀÄvÀÄÛ ²PÀëtE¯ÁSÉAiÀÄÄ F J®è ªÀÄÆ® sÀÆvÀ ¸ËPÀAiÀÄð MzÀV À®Ä §zÀÞªÁVgÀ ÉÃPÀÄ.EzÀgÀ°è PÉÃAzÀæ ªÀiÁ£ÀªÀ ÀA¥À£ÀÆä® ÀaªÁ®AiÀĪÀÅ ÀÆa¹zÀ ¸ËPÀAiÀÄðUÀ¼ÀÄÉÃjzÀAvÉÀ ²PÀëPÀgÀ PÁè¸ï gÀƪÀiïUÀ¼À ÀASÉåAiÀÄ ¥ÀæªÀiÁtzÀ ¥Àæ ÁÛ¥ÀªÀÅ EzÉ.

AiÀiÁzÀVj f¯ÉèAiÀÄ°è ²PÀëtzÀ ºÀPÀÄÌ PÁ¬ÄzÉAiÀÄ C£ÀĸÁgÀ ²PÀët¤zÉÃð±À£Á®AiÀÄzÀr £ÀqÉ À®àqÀÄwÛgÀĪÀ ¥ÁæxÀ«ÄPÀ ±Á ÉUÀ¼À ªÀiÁ»wAiÀÄ£ÀÄßF PɼÀV£À PÉÆõÀ×PÀzÀ°è ¤ÃqÀ¯ÁVzÉ.

® sÀå«gÀĪÀ ¸Ë® sÀåUÀ¼À ¸Ë® sÀåUÀ¼À DzsÁgÀzÀ°è ÀgÁ Àj %ÀASÉå ªÀVÃðPÀÈvÀ ±Á ÉUÀ¼À ÀASÉå

9 ¸Ë® sÀåUÀ¼ÀÄ 122 13.098 ¸Ë® sÀåUÀ¼ÀÄ 289 30.977 ¸Ë® sÀåUÀ¼ÀÄ 315 33.766 ¸Ë® sÀåUÀ¼ÀÄ 157 16.835 ¸Ë® sÀåUÀ¼ÀÄ 47 5.044 ¸Ë® sÀåUÀ¼ÀÄ 3 0.323 ¸Ë® sÀåUÀ¼ÀÄ 0 02 ¸Ë® sÀåUÀ¼ÀÄ 0 01 ¸Ë® sÀåUÀ¼ÀÄ 0 0gÁdå ÀgÁ Àj 32.39

ªÉÄð£À CAQCA±ÀUÀ½AzÀ ªÀåPÀÛªÁUÀĪÀÅzÉãÉAzÀgÉ ²PÀët ¤zÉÃð±À£Á®AiÀÄzÀrEgÀĪÀ ±ÉÃPÀqÀ 13.07% ¥ÁæxÀ«ÄPÀ ±Á¯ÉUÀ¼ÀÄ ²PÀëtzÀ ºÀPÀÄÌ PÁ¬ÄzÉ ¥Á®£ÉUÉM¼À¥ÀnÖzÀÄÝ PÀ®§ÄðV ªÀ®AiÀÄzÀ ÀgÁ Àj 24.59% gÀ°è AiÀiÁzÀVj PÉÆ£ÉAiÀĸÁÜ£ÀzÀ°èzÉ. gÁdå ÀgÁ Àj 32.39%zÀ®Æè PÉÆ£ÉAiÀÄ ¸ÁÜ£ÀzÀ°èzÉ.

CAQCA±ÀUÀ¼ÀÄ ±Á ÉAiÀÄ°è ¥ÁAiÀÄSÁ£É EgÀĪÀÅzÀ£ÀÄß vÉÆÃj ÀÄwÛzÀÝgÉ,£ÁªÀÅ AiÀiÁzÀVj f ÉèAiÀÄ°è EzÀgÀ ªÁ ÀÛªÁA±ÀUÀ¼À£ÀÄß ¥Àj²Ã°¹zÁUÀ, ºÉaÑ£À¥ÁAiÀÄSÁ£ÉUÀ¼ÀÄ §¼ÀPÉUÉ CºÀð«®èzÀ ¹ÜwAiÀÄ°ègÀĪÀÅzÀÄ CxÀªÁ CªÀÅUÀ¼À£ÀÄßÀjAiÀiÁV ¤ªÀð» ÀzÉ EgÀĪÀÅzÀÄ PÀAqÀħA¢zÉ.

2928

¥sÀ°vÁA±ÀUÀ¼ÀĪÀµÀð MlÄÖ ºÁdgÁzÀ vÉÃUÀðqÉ ºÉÆA¢zÀ f¯Áè GwÛÃtðgÁzÀªÀgÀ gÁdå

«zÁåyðUÀ¼ÀÄ «zÁåyðUÀ¼ÀÄ ±ÉÃPÀqÁªÁgÀÄ % ±ÉæÃAiÀiÁAPÀ

2015 10,600 9,016 85.06 222014 - - - -2013 9,728 7,635 78.48 282012 9,559 6,671 69.79 332011 9,280 7,023 75.68 28

ªÉÄð£À PÉÆõÀ×PÀzÀ°è AiÀiÁzÀVj f¯ÉèÉAiÀÄ°è 2009-13gÀªÀgÉV£À 5ªÀµÀðUÀ¼À ¥sÀ°vÁA±ÀUÀ¼À£ÀÄß vÉÆÃj ÀÄvÀÛzÉ. f¯ÁèªÀÄlÖzÀ°è GwÛÃtðzÀ¥ÀæªÀiÁtªÀÅ ¤gÀAvÀgÀ 75%QÌAvÀ®Æ PÀrªÉÄ EzÉ JA§ CA±ÀªÀÅPÀ¼ÀªÀ¼ÀPÁjAiÀiÁVzÉ. 2010gÀ°è PÉêÀ® 51.87%gÀµÀÄÖ «zÁåyðUÀ¼ÀÄ ¥ÀjÃPÉë§gÉ¢zÀÄÝ GwÛÃtðgÁVgÀÄvÁÛgÉ. 2010gÀ°è f¯ÉèAiÀÄÄ gÁdåªÀÄlÖzÀ°è 32£ÉñÉæÃAiÀiÁAPÀzÀ°èzÀÄÝ, vÀzÀ£ÀAvÀgÀzÀ ªÀµÀðUÀ¼À°è PÀ£ÁðlPÀzÀ PÉÆ£ÉAiÀÄ 5±ÉæÃAiÀiÁAPÀUÀ¼À°è ªÀÄÆr§A¢gÀÄvÀÛzÉ.

Similarly the PUC results of Yadgir district from 2011 to 2015

is shown below.

ªÀµÀð MlÄÖ ºÁdgÁzÀ vÉÃUÀðqÉ ºÉÆA¢zÀ f¯Áè GwÛÃtðgÁzÀªÀgÀ gÁdå«zÁåyðUÀ¼ÀÄ «zÁåyðUÀ¼ÀÄ ±ÉÃPÀqÁªÁgÀÄ % ±ÉæÃAiÀiÁAPÀ

2015 7,777 4242 54.55 222014 7,121 3617 53.60 212013 6,806 2405 46.02 312012 6,774 2182 43.58 312011 7,381 1799 28.93 30

J¸ïJ¸ïJ¯ï¹AiÀÄ°è PÀ¼À¥É ¥sÀ°vÁA±ÀPÉÌ PÉ®ªÉÇAzÀÄ PÁgÀtUÀ½ªÉ. ªÀÄÄRåªÁV«zÁåyðUÀ¼ÀÄ UÉÊgÀĺÁdgÁUÀĪÀÅzÀjAzÀ CªÀgÀÄ PÀ°PÁ CªÀPÁ±ÀUÀ½AzÀªÀAavÀgÁUÀÄvÁÛgÉ. eÉÆvÉUÉ ²PÀëPÀjUÉ CªÀgÀ zÉÊ£ÀA¢£À PÉ® ÀzÉÆA¢UÉ EvÀgÀPÉ® ÀUÀ¼À MvÀÛqÀ ºÁUÀÆ ¥ÀæUÀw ªÀiË®åªÀiÁ¥À£À E®èzɬÄgÀĪÀÅzÀjAzÀ ²PÀëPÀgÀ°èMAzÀÄ jÃwAiÀÄ ¤°ð¥ÀÛ sÁªÀ£ÉUÀÆ PÁgÀtªÁUÀÄvÀÛzÉ. EzÀjAzÁV J¸ïJ¸ïJ¯ï¹

«zÁåyðUÀ½UÉ PÀ°PÉAiÀÄ ªÁvÁªÀgÀtªÀÅ ¤ªÀiÁðtªÁUÀzÉ ªÀgÀ ¥Àæw¨sÉUÀ¼ÀÄPÀgÀVºÉÆÃUÀÄvÀÛªÉ JAzÀÄ ºÉüÀ§ºÀÄzÀÄ.

DzÀÝjAzÀ J¸ïJ¸ïJ¯ï¹ ºÁUÀÆ ¦AiÀÄĹUÉ ÀA§A¢ü¹zÀAvÉ GvÀÌøµÀÖUÀÄtªÀÄlÖzÀ ±ÉÊPÀëtÂPÀ CªÀvÀgÀtÂPÉUÀ¼À£ÀÄß AiÀiÁzÀVj f ÉèAiÀÄ AiÀÄĪÀ ¦Ã½UÉAiÀÄsÀ«µÀåzÀ zÀȶ֬ÄAzÀ CvÁåªÀ±ÀåPÀªÁzÀÄzÀÄ.

G£ÀßvÀ ²PÀët:-

AiÀiÁzÀVj f¯ÉèAiÀÄ°è 55 ¥ÀzÀ« ¥ÀƪÀð PÁ¯ÉÃdÄUÀ½ªÉ. CªÀÅUÀ¼À°è23 ÀPÁðgÀ¢AzÀ £ÀqÉ À®àqÀĪÀ PÁ ÉÃdÄUÀ¼ÁVªÉ. 4 C£ÀÄzÁ¤vÀPÁ¯ÉÃdÄUÀ¼ÀÄ ºÁUÀÆ G½zÀ 28 PÁ¯ÉÃdÄUÀ¼À£ÀÄß SÁ¸ÀV DqÀ½vÀÀA ÉÜAiÀĪÀgÀÄ £ÀqÉ ÀÄvÁÛgÉ. ¥Àæ ÀÄÛvÀ PÁ ÉÃdÄUÀ¼À°è PÀ Á« sÁUÀ, «eÁÕ£À « sÁUÀ

ªÀÄvÀÄÛ PÁªÀĸïð « sÁUÀzÀ «µÀAiÀÄUÀ¼À£ÀÄß PÀ° À ÁUÀÄvÀÛzÉ. vÁAwæPÀ£ÉÊ¥ÀÄtåvÉAiÀÄ£ÀÄß §AiÀÄ ÀĪÀ «zÁåyðUÀ½UÉ 05 L.n.L. vÀgÀ ÉÃwPÉÃAzÀæUÀ¼À£ÀÄß f ÉèAiÀÄ°è ÀAAiÉÆÃf À ÁVzÉ. AiÀiÁzÀVj f ÉèAiÀÄ°è ªÀÈwÛ¥ÀgÀ²PÀëtPÉÌ CªÀPÁ±ÀUÀ¼ÀÄ wÃgÁ PÀrªÉĬÄzÀÄÝ MAzÉà MAzÀÄ EAf¤AiÀÄjAUïPÁ ÉÃd£ÀÄß PÁt§ºÀÄzÁVzÉ. DzÀgÉ, AiÀiÁªÀÅzÉà ªÉÊzÀåQÃAiÀÄ CxÀªÁ zÀAvÀªÉÊzÀåQÃAiÀÄ PÁ ÉÃdÄUÀ¼ÀÄ EgÀĪÀÅ¢®è. f ÉèAiÀÄ°è r¥ÉÆèªÀiÁ ªÁå ÀAUÀ¤ÃqÀĪÀ 05 ¥Á°mÉQßPï PÁ¯ÉÃdÄUÀ½ªÉ. EªÀÅUÀ¼À°è 04 PÁ¯ÉÃdÄUÀ¼ÀÄSÁ ÀVAiÀĪÀjAzÀ £ÉqÉ À®àqÀÄwÛzÀÝgÉ, ÀPÁðgÀ¢AzÀ £ÉqÉ À®àqÀĪÀ 01 ¥Á°mÉQßPïPÁ ÉÃdÄ ÀÄgÀ¥ÀÄgÀ, ±ÁºÁ¥ÀÄgÀ vÁ®ÆèQ£À°èzÉ. eÉÆvÉUÉ ²PÀëPÀ vÀgÀ ÉÃw¤ÃqÀĪÀ 08 ©.Jqï.PÁ¯ÉÃdÄUÀ¼ÀÄ AiÀiÁzÀVj f¯ÉèAiÀÄ°èªÉ.

MnÖ£À°è ÉPÉAqÀjAiÉÄÃvÀgÀ ²PÀëtPÉÌ ÀA§A¢ü¹zÀAvÉ AiÀiÁzÀVj f ÉèAiÀÄ°ègÀĪÀ¸Ë® sÀåUÀ¼ÀÄ UÀt£ÉUÉ vÉUÉzÀÄPÉƼÀîvÀPÀÌ«ZÁgÀ. ªÀÈwÛ¥ÀgÀ «zÁå sÁå ÀªÀ£ÀÄß ¥ÀqÉAiÀħAiÀÄ ÀĪÀ «zÁåyðUÀ¼ÀÄ EvÀgÉ f ÉèUÀ½UÉ ºÉÆÃUÀ ÉÃPÁzÀAvÀºÀ ¥Àj¹Üw¬ÄzÉ.

DzÀÝjAzÀ ºÉÆ ÀvÁV ªÀÈwÛ¥ÀgÀ ²PÀët PÁ ÉÃdÄUÀ¼À£ÀÄß DgÀA©ü ÀĪÀÅzÀjAzÀf ÉèAiÀÄ ºÉaÑ£À «zÁåyðUÀ½UÉ ªÀÈwÛ¥ÀgÀ ²PÀët ¥ÀqÉAiÀÄ®Ä GvÉÛÃd£À¤ÃrzÀAvÁUÀÄvÀÛzÉ ºÁUÀÆ «zÁå sÁå¸ÀPÁÌV EvÀgÉ f¯ÉèUÀ½UÉ ºÉÆÃUÀ®ÄEµÀÖ¥ÀqÀzÉ EgÀĪÀ CzɵÉÆÖà «zÁåyðUÀ½UÉ F ºÉÆ À PÁ ÉÃdÄUÀ¼À¸ÁÜ¥À£ÉAiÀÄÄ D±ÁzÁAiÀÄPÀªÁV ¥Àjt«Ä ÀĪÀÅzÀgÀ°è ÀAzÉúÀ«®è.

3130

vÀ Á ²PÀët ªÉZÀÑzÀ «±ÉèõÀuÉ:-

²PÀët ªÉZÀÑ gÀÆ.17,06,761/-£ÀÄß AiÀiÁzÀVj f¯ÉèAiÀÄ MlÄÖ d£À¸ÀASÉå11,74,271/-UÉ ºÉÆð¹zÁUÀ, AiÀiÁzÀVj f¯ÉèAiÀÄ vÀ¯Á ²PÀët ªÉZÀÑgÀÆ.1,453/-DUÀÄvÀÛzÉ. AiÀiÁzÀVj f ÉèAiÀÄ°è ±ÉÊPÀëtÂPÀ ¹ÜwUÀw §ºÀ¼À§qÀªÁVzÀÄÝ, F ¤nÖ£À°è §ºÀ¼ÀµÀÄÖ ¥ÀæAiÀÄvÀßUÀ¼À£ÀÄß ªÀiÁqÀ ÉÃPÁVzÉ ºÁUÀÆgÁdå¢AzÀ ºÉaÑ£À C£ÀÄzÁ£ÀªÀ£ÀÄß «Äà À°qÀĪÀ CªÀ±ÀåPÀvɬÄzÉ.

¨ÉÃrPÉUÀ¼ÀÄ:• ±Á ÉUÀ¼À°è ªÀÄÆ® sÀÆvÀ ¸ËPÀAiÀÄðUÀ¼À£ÀÄß C©üªÀÈ¢Þ¥Àr ÀĪÀÅzÀÄ:-±Á¯ÉUÀ½UÉ PÁA¥ËAqï UÉÆÃqÉ ¤ªÀiÁðt, DlzÀ ªÉÄÊzÁ£À, ¸ÀĸÀfÓvÀ

±ËZÁ®AiÀÄUÀ¼À ¤ªÀiÁðt, ±ÀÄaAiÀiÁzÀ vÀgÀUÀwUÀ¼À ¤ªÀiÁðt, ¸ÁzÀåªÁzÀµÀÄÖªÁZÀ£Á®AiÀÄ ªÀåªÀ ÉÜ, ªÀÄPÀ̼À zÉÊ»PÀ ²PÀëtPÉÌ ÀA§A¢ü¹zÀ QæÃqÁ ¸ÁªÀÄVæUÀ¼ÀªÀåªÀ ÉÜ EvÁå¢UÀ¼ÀÄ ±ÉÃPÀqÀ.50%QÌAvÀ®Æ PÀrªÉÄ ªÀÄlÖzÀ°èªÉ. ªÀÄPÀ̼À zÉÊ»PÀ²PÀët ºÁUÀÆ DºÁgÀzÀ sÀzÀævÉAiÀÄÄ ±ÉÊPÀëtÂPÀ UÀÄtªÀÄlÖ ¤zsÀðgÀuÉAiÀÄC« sÁdå ªÀiÁ£ÀzÀAqÀUÀ¼ÁzÀÝjAzÀ CªÀÅUÀ¼À£ÀÄß GvÀÛªÀÄ¥Àr À®Ä PÀæªÀÄPÉÊUÉƼÀî¨ÉÃPÀÄ.

• AiÀiÁzÀVj f ÉèAiÀÄ°ègÀĪÀ ÀPÁðj ±Á¯Á-PÁ ÉÃdÄUÀ¼À ªÁ ÀÛªÁA±ÀUÀ¼À§UÉÎ w½AiÀÄ®Ä vÀ¥Á ÀuÉAiÀÄ£ÀÄß £ÁªÀÅ PÉÊUÉÆAqÁUÀ, ÀÆPÀÛ ¸ËPÀAiÀÄðUÀ¼ÀÄEgÀ°®è ºÁUÀÆ EgÀĪÀ ËPÀAiÀÄðUÀ¼À£ÀÄß ÀªÀÄ¥ÀðPÀªÁV ¤ªÀð» À ÁUÀÄwÛgÀ°®èJA§ CA±À £ÀªÀÄä UÀªÀÄ£ÀPÉÌ §A¢gÀÄvÀÛzÉ. «ªÀgÀUÀ¼À£ÀÄß F PÉÆõÀ×PÀzÀ°è ¤ÃqÀ ÁVzÉ.

±Á É ºÀÄqÀÄVAiÀÄjUÉ ¥ÀævÉåÃPÀ ±ËZÁ®AiÀÄ PÁA¥ËAqï DlzÀ ªÉÄÊzÁ£À

ÀPÁðj ¥ÀzÀ« ¥ÀƪÀð E®è EzÉ EzÉPÁ ÉÃdÄ(PÀ£ÀßqÀ ¥ËæqsÀ±Á É)

ÀPÁðj ¥ÀzÀ« ¥ÀƪÀð EzÉ(¤ªÀðºÀuÉ ÀjAiÀiÁV®è) EzÉ EzÉPÁ ÉÃdÄ(GzÀÄð ¥ËæqsÀ±Á É)

ÀPÁðj GzÀÄð ¥ËæqsÀ±Á É E®è E®è EzÉ

ÀPÁðj GzÀÄð ¹.¦.J¸ï. EzÉ EzÉ E®è

ÀPÁðj f.JªÀiï.J¸ï. EzÉ(¤ªÀðºÀuÉ ÀjAiÀiÁV®è) E®è E®èPÀ£ÀßqÀ ±Á É

ÀPÁðj GzÀÄð E®è E®è E®èJ¯ï.¦.J¸ï.

ÀPÁðj ±Á É ºÁUÀÆ ¥ÀzÀ« ¥ÀƪÀð PÁ ÉÃdÄUÀ¼À°ègÀĪÀ ¸Ë® sÀåUÀ¼ÀCAQ CA±ÀUÀ¼À£ÀÄß UÀªÀĤ¹ CªÀÅUÀ¼À£ÀÄß C©üªÀÈ¢Þ ¥Àr ÀĪÀAvÉ gÁdåÀPÁðgÀzÀ ªÀÄÄAzÉ £ÀªÀÄä ÉÃrPÉAiÀÄ£ÀÄß EqÀÄwÛzÉÝêÉ.

• AiÀiÁzÀVj f ÉèAiÀÄ°è ÀPÁðj EAf¤AiÀÄjAUï PÁ ÉÃd£ÀÄß ¸Áܦ ÀĪÀAvÉgÁdå ÀPÁðgÀªÀ£ÀÄß MvÁÛ¬Ä ÀÄwÛzÉÝêÉ:-

F »AzÉ «ªÀj À ÁzÀAvÉ, ªÀÈwÛ¥ÀgÀ ²PÀëtPÉÌ AiÀiÁzÀVj f ÉèAiÀÄ°èwÃgÁ PÀrªÉÄ CªÀPÁ±ÀUÀ½zÀÄÝ PÉêÀ® MAzÀÄ SÁ¸ÀV EAf¤AiÀÄjAUïPÁ ÉÃdÄ EzÉ. EAf¤AiÀÄjAUï «zÁå sÁå À ªÀiÁqÀ§AiÀÄ ÀĪÀ «zÁåyðUÀ¼ÀÄEvÀgÉ f¯ÉèUÀ½UÉ ºÉÆÃUÀ¨ÉÃPÁzÀ ¥Àj¹Üw ¤ªÀiÁðtªÁVzÉ. DzÀÝjAzÀºÉƸÀ ¸ÀPÁðj EAf¤AiÀÄjAUï PÁ¯ÉÃf£À ¸ÁÜ¥À£É¬ÄAzÁV §qÀ ºÁUÀÆUÁæ«ÄÃt ¥ÀæzÉñÀzÀ «zÁåyðUÀ½UÉ ªÀÈwÛ¥ÀgÀ «zÁå sÁå ÀªÀ£ÀÄß ¥ÀqÉAiÀÄ®ÄGvÀÛªÀÄ ªÁvÁªÀgÀt ¤ªÀiÁðtªÁzÀAvÁUÀÄvÀÛzÉ ºÁUÀÆ EvÀgÉ f¯ÉèUÀ½UɺÉÆÃUÀĪÀ «zÁåyðUÀ¼À ¥ÀæªÀiÁtªÀÅ PÀrªÉÄAiÀiÁUÀÄvÀÛzÉ. DzÀÝjAzÀ gÁdå¸ÀPÁðgÀªÀÅ AiÀiÁzÀVj f¯ÉèAiÀÄ°è EAf¤AiÀÄjAUï PÁ¯ÉÃd£ÀÄß ¸Áܦ¸ÀĪÀPÀqÉUÉ MvÀÄÛ ¤ÃqÀÄvÁÛ, £ÀªÀÄä ¨ÉÃrPÉAiÀÄ£ÀÄß ¸ÀPÁgÁvÀäPÀªÁV ¥ÀjUÀt¸ÀĪÀAvÉ PÉÆÃgÀÄvÉÛêÉ.

• AiÀiÁzÀVj f ÉèAiÀÄ°è MAzÀÄ ÀPÁðj ¥Á°mÉQßPï£ÀÄß ¸Áܦ ÀĪÀAvÉÀPÁðgÀªÀ£ÀÄß MvÁÛ¬Ä ÀÄvÉÛêÉ:-

PÀ¼ÉzÀ PÉ®ªÀÅ ªÀµÀðUÀ¼À°è ¦.AiÀÄÄ.¹. ¥sÀ°vÁA±ÀzÀ°è ¹ÜgÀ ¥ÀæUÀwAiÀÄ£ÀÄß £ÁªÀÅ £ÉÆÃqÀ§ºÀÄzÀÄ. J¸ï.J¸ï.J¯ï.¹. £ÀAvÀgÀ r¥ÉÆèêÀiÁÉÃgÀ§AiÀÄ ÀĪÀ «zÁåyðUÀ¼À£ÀÄß £ÁªÀÅ UÀªÀĤ¹zÉÝêÉ. DzÀgÉ AiÀiÁzÀVj

f ÉèAiÀÄ°è ÀjAiÀiÁzÀ ¥ÀæªÀiÁtzÀ°è ÀPÁðj ¥Á°mÉQßPï PÁ ÉÃdÄUÀ¼ÀÄ E®èzÉEgÀĪÀÅzÀjAzÀ, «zÁåyðUÀ¼ÀÄ SÁ¸ÀV PÁ¯ÉÃdÄUÀ¼À ªÉÆgÉ ºÉÆÃUÀ¨ÉÃPÁUÀÄvÀÛzÉ. DzÀgÉ DyðPÀ ÀªÀÄ ÉåAiÀÄ PÁgÀt¢AzÀ ºÀ®ªÁgÀÄ «zÁåyðUÀ¼ÀÄ vÀªÀÄäDAiÉÄÌAiÀÄ£ÀÄß §zÀ° À ÉÃPÁzÀ C¤ªÁAiÀÄð ¥Àj¹Üw «zÁåyðUÀ¼À°è¤ªÀiÁðtªÁUÀÄwÛgÀĪÀÅzÀÄ £ÀªÀÄUÉ w½zÀħA¢zÉ. EzÀ£ÀÄß «±ÉõÀªÁV¥ÀjUÀt¹ gÁdå ¸ÀPÁðgÀªÀÅ AiÀiÁzÀVj f¯ÉèUÉ Cwà ²ÃWÀæªÁV «zÁåyðUÀ¼À ¥ÀæªÀiÁtPÉÌ C£ÀÄUÀÄtªÁV ¸ÀPÁðj ¥Á°mÉQßPï PÁ¯ÉÃdÄUÀÀ¼À£ÀÄߪÀÄAdÆgÀÄ ªÀiÁqÀĪÀAvÉ MvÁÛ¬Ä ÀÄwÛzÉÝêÉ.

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• AiÀiÁzÀVj f¯ÉèAiÀÄ°è ªÉÊzÀåQÃAiÀÄ/zÀAvÀ ªÉÊzÀåQÃAiÀÄ/¨sÁgÀwÃAiÀĪÉÊzÀå¥ÀzÀÞwAiÀÄ PÁ ÉÃf£À ¸ÁÜ¥À£ÉAiÀÄ §UÉÎ:-

AiÀiÁzÀVj f ÉèAiÀÄ°è CxÉÆÃð¥ÉyPï ªÉÊzÀåQÃAiÀÄ PÁ ÉÃdÄ DUÀ°Ã, zÀAvÀªÉÊzÀåQÃAiÀÄ PÁ ÉÃdÄ DUÀ°Ã, sÁgÀwÃAiÀÄ ªÉÊzÀå¥ÀzÀÞwAiÀÄ PÁ ÉÃdÄ DUÀ°EgÀĪÀÅ¢®è. ªÉÊzÀåQÃAiÀÄ PÁ ÉÃdÄ ¸ÁÜ¥À£ÉUÉ C£ÀĪÀÄw zÉÆgÉwzÀÝgÀÆFªÀgÉUÉ AiÀiÁªÀÅzÉà ¥ÀæUÀw ¸Á¢ü¹®è. £ÁªÀÅ sÁgÀwÃAiÀÄ ªÉÊzÀå¥ÀzÀÞwAiÀÄCxÀªÁ zÀAvÀ ªÉÊzÀåQÃAiÀÄ PÁ ÉÃd£ÁßUÀ° AiÀiÁzÀVj f ÉèAiÀÄ°è ¸Áܦ ÀÉÃPÉAzÀÄ MvÁÛ¬Ä ÀÄwÛzÉÝêÉ. eÉÆvÉUÉ ÀzÀå ¤ªÀiÁðtzÀ°ègÀĪÀ ªÉÄrPÀ ï

PÁ¯ÉÃf£À PÁªÀÄUÁjAiÀÄ£ÀÄß ²ÃWÀæªÁV £ÉgÀªÉÃj¸ÀĪÀAvÉ ¸ÀPÁðgÀªÀ£ÀÄßMvÁÛ¬Ä ÀÄwÛzÉÝêÉ.

SIO Activities as part of Yadgir Education Movement:

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