The Study has following Objectives :1. To appraise the Educational Programs conducted in the Primary Schools. 2. To study the effects of various Educational Programs on the personality of students of Primary Schools. 3. To study the factors impeding the various Educational Programs in the Primary Schools. 4. To suggest the remedial measures for implementing the various Educational Programs in the Primary Schools. 5. To study the causes of the drawbacks in conducting the educational programs in the Primary Schools.

The study has been conducted on 500 selected schools of Akola District. The sample is constituted of 500 Principals, 500 Teachers, and 50 Experts.

The characteristics of the tools constructed by the investigator, namely, Questionnaires and Interview Schedule have been well established.

The Study has arrived at quite meaningful findings as follows: Responses of Teachers: 1. In most of the Primary Schools the components of the achievement of objectives are included in the Primary School. 2. It is observed that to achieve the various objectives various educational programs are essential. 3. Educational programs are essential for developing human values, like, culture, patriotism, scientific attitude, moral and ethical values and respect for labour. 4. It is understood from the teachers that the educational programs are conducted on large scale in most of the schools. In a large majority of the schools a variety of programs are conducted, namely, teaching & practical work of language, history & Geography, and Mathematics & Science. 5. Various educational programs are conducted effectively. Educational tour is a supplementary to education program in a large majority (93.8%) of primary schools. 6. Film-shows are organized by 44.3% schools, Group discussions in 54.8% schools, competitions in 80.4% chools, visit to mega projects in 83.4% schools, whereas, cleanliness drives of environment are organized in 89% schools. 7. Book-Banks are organized in 98% schools, welfare schemes in 90% schools, cooperative stores in 85%, whereas, Student Organizations are organized in 75% schools. 8. Implementation of co-curricular activities was found to be contributing to the values related to human life, namely, character building, national values, values of democracy, ethical value, self discipline and Scientific Attitude. 9. A large majority (96.78%) of teachers have responded that development in the Personality of the students is observed due to the effective implementation of these Educational Programs. 10. Co-curricular programs have also been found contributing to the development of the Personality of the students. 11. To study the effect of curriculum 100% schools use conduction theory and
practical exams, 82% oral exams, 44.5% questionnaire, 38% occasional or phenomenal notes, whereas, 78.42% use checklist. 12. Educational Programs have been found developing many qualities in students, namely, Emotional development(73.4%), Leadership quality(89.5%), self confidence(91.3%0, physical ability(78.5%), development of different Art forms (95%), communication skills (85%), feeling of team work (98%), and participation in curricular activities (87%). 13. Most significant problems in the organization of the Educational Programs have been identified as financial (98%), excessive class strength (87.45%), lack of participation of students (93%). 14. 8% of the parents have been found identifying greatly with the educational development programme, 46% moderately whereas 12% have been found having negative attitude towards the educational development programmes. It seems that the parents were not so motivated towards the Educational Development Programme. 2 15. 24.5% of the teachers have been found very co-operative with respect to educational development programmes, 36% co-operative, whereas, 22.6% to some extent. It seems the teachers were not found so motivated towards the educational development programmes. 16. A large majority of the teachers (71.43%) have responded that there is a lack of infrastructural facilities which impedes the functioning of the Educational Development Programmes. (EDP) 17. Due to large strength of students they are not in a position to take full benefit of the EDPs. 37% of the teachers have fully agreed to this statement, whereas 48% to some extent. 18. 34.66% of the students have been found to be associating with the EDPs willingly, whereas, 62.34% unwillingly. 19. The major causes of the unwillingness of students as identified by the teachers are – excessive study load (93%), lack of teaching aids (87%), economic constraints (86%), time constraints (83%), and TV attraction (64%) 20. The teachers have suggested that to improve upon the functioning of EDPs teacher should be given additional time, money, and study credits to the students and added weightage to the teachers. Responses of Principals: 1. 84% of the principals think that there is a direct relationship between EDPs and the personality development of the students. 2. As per the responses of 87.14% of principals the EDPs are subject related, 93.38% subject supplementary, and 79.45% general. 3. The headmasters think that only 18% of the teachers are genuinely interested in EDPs. 4. A large majority of the principals (62.8%) are fully interested in the EDPs, whereas, the remaining 23.82% not so interested. 5. The principals think that 44.14% of the students participate fully in the EDPs, whereas, 43.60% to some extent. 6. As per the responses of the principals 33.39% of the teachers are de-motivated towards the EDPs, 44.31% associate with the EDPs due to the fear of punishment, whereas, 4.15% are really interested in EDPs. 7. 97% of the principals think that there is no wastage of time due to EDPs 8. The principals think that it seems that the benefits of the various policies of the government are more or less sort9. The information regarding the EDPs is gathered from the Education Department as responded by 64% of the Principals, whereas, 33% of the Principals have been found to receive it from other educational institutions. 10. As per the responses of the principals the necessary material for organizing the EDPs is not available in 88% of the schools 11. To meet the necessary material requirement for organizing EDPs 37% of the principals request the parents, 43% request to the rural donors, 12% to the teachers, whereas 8% depends upon the administration. 3 12. 58.12% of the institutions co-operate more or less, 29.15% not at all, whereas, only 1.32% co-operate fully. 13. A large majority of the principals think that economic factor is the most impeding factor in the organization of EDPs. Findings on the basis of Interviews: 1. There is a need of changing the mentality of students, parents and teachers with respect to EDPs. 2. The EDP should be integrated with the school time table. 3. The EDP should be corresponding to the different standard of the students. 4. While employing the teachers it should be ensured that they have necessary attributes for organizing the EDPs. 5. The training of teachers of various subjects should be made compulsory with respect to use of EDPs. 6. Language club, Science club, debating club, playing club etc. should be established to enhance the participation of students. 7. There should be some programmes for the parents also. 8. Creativity is a must for enhancement of personality. So, the focus the some of the programmes should be on creativity. 9. The participation of students, teachers, and parents can be enhanced by organizing the educational development programme of their interest. Findings based on Activities of the Schools: 1. There should be training on skating and other games, because it enhances selfconfidence and develops the personality of the students 2. The skill of communication should be developed by organizing educational development programmes 3. There should be programmes on performing arts and expression to develop body language 4. There should be added focus on yoga and breathing exercise.