The objectives of the study were:  (1) To investigate how far the prescribed objectives of the school complex have been achieved by the school complexes in Western Maharashtra. (2) To see if the finances provided by the government are sufficient to carry out school complex activities and whether they are properly utilized by the school complexes. (3) To investigate the problems faced by the school complexes in respect of 1 and 2 above. (4) To make recommendations to solve the problems faced by these school complexes.

The hypothesis of the study was that there is no significant difference among the school complexes in different districts in Pune and Konkan regions in respect of achievement of objectives of the school complex. This hypothesis was tested under three aspects: (a) in respect of school complex in two regions, (b) in respect of nine districts in these two regions, and  (c) in respect of thirty six district pairs in these nine districts.

The school complexes from the nine districts of the two regions viz. Pune region and Konkan region were taken as a sample. Headmaster, teacher and field experts of the school complexes were part of sample.

Data gathering instruments were books, journals, dissertations, reports and relevant documents and unstructured interview schedule questionnaire and opinionnaire.

ANOVA and t-test were used for data analysis.

The findings of the study were: (1) There is no definite policy regarding establishing school complexes every year in both the regions. (2) Pune and Konkan regions are equal as far as the minimum number of schools in a complex are taken into account. (3) The maximum number of schools in a complex is 95 in Pune region and 42 in Konkan region. (4) Konkan region is better than Pune region in teacher-student ratio. (5) 60% of the schools complex in Pune region and 90% in Konkan region have established advisory committees. (6) The number of meetings held per year ranges from 1 to 10 in the Pune region and form to 3 in Konkan region. (7) 78% and 91% of the school complexes in Pune region and Konkan region respectively established executive committees. (8) 38% and 45% school complexes in Pune region and Konkan region have not formed the general bodies of the school complexes respectively. (9) The average number of meeting held per year is 8 in Pune and 2 in Konkan region. (10) The percentage of good and very satisfactory performance taken together is more in Pune region than in Konkan region by executive committees. (11) The heads of school complexes showing unsatisfactory and poor performance taken together is more in Konkan region than Pune region. It was seen that 75% and 59% of heads of school complexes from Pune and Konkan regions respectively show good and satisfactory performance. (12) 90% and 100% heads of the school complexes from Pune region and Konkan region face difficulties while carrying out general functions. The common difficulties faced by the heads of both the regions are teachers who do not have interest in self-qualitative improvement and teachers are afraid of evaluating the textbook. The less common difficulties faced by the heads of both the regions were - inadequate school building and transport facility for carrying the teaching aids. (13) No most common and common difficulties were found in both the regions regarding difficulties during performing administrative functions by heads. The common difficulties faced by the heads of both the regions were - sufficient instructions are not received from the education department, and education officers do not pay regular visits. The less common difficulties faced by the heads from both the regions were - education officers do not guide the school complex scheme, communication with the education department is difficult, advisory committee is not established, many members remain absent for the advisory committee meeting, advisory committee meetings’ records are not maintained, meeting records are not forwarded to the government and heads of the school complex do not have clear idea about the working of these committees. (14) Common difficulties faced by the heads in their day-to-day teaching were: in sufficient time for teaching, lack of facilities for qualitative development. Less common difficulties were – unreadyness of teachers to take guidance from the head master. (15) The school building is used co-operatively; the playground is used co-operatively; the teachers do not make cooperative use of teaching aids; professional development of teachers is achieved in the school complex; the teachers in the school complex get acquainted with the new syllabus; the teachers in the school complex do not evaluate the text-books; the teachers in the school complex do not reform the animations as per evaluation technique; separate guidance is provided to the intelligent students; extra classes are conducted for the educationally backward students; separate classes are conducted for adult education; the centre school of the school complex functions as the main centre for the planning and development of the villagers; and the teachers do not evaluate the school complex. (16) The projects are undertaken in school complex; all admitted children are from the locality of school complex; teachers discuss with parents about students’ progress; teachers and students from the school complex together do not undertake any social work; social programs for the villagers are not undertaken in the school complex; the school has undertaken the function of eradication of illiteracy; the teaches organize model lesson; and teachers have sufficient information about functions of school complex. (17) There are not definite guidelines for incurring expenditure on various items.