The objectives of the research were: (1) To identify the unaided English medium secondary schools in Pune districts. (2) Grading the selected schools, with graduation criteria prepared by the State Council of Educational research and Training (Maharashtra) Pune. (3) Study of the development and growth of such schools since their inception. (4) Administration of these schools as compared to aided schools. (5) Financial management of these schools. (6) Maintenance of staff, their qualifications, service conditions, pay scales, allowances, security and retirement benefits, work load, scope for improving qualifications, better prospects, etc. (7) Quality of education in these schools vis-à-vis results of the S.S.C., the H.S.C. and proficiency in extra-curricular and co-curricular activities, such as, games, sports, education, dramatics, essays writing, and drawing competitions. (8) Study the extent of wastage and stagnation. (9) Difficulties encountered and problems faced by these schools.

Out of 91 unaided English Medium schools, 69 unaided English medium schools of Pune district were selected for data collection.

Tools used for data collection were questionnaire for information from schools, interview schedule for the principal, questionnaire for teachers, students and for officials of management separately.

 The study had following findings: (1) The schools selected for data collection were six from rural area, 12 from PCMC area and 9 from PMC-CBs area. All the schools have co-education system; majority of school i.e. 55% are operating in the morning shift; 82.6% schools have their own school buildings; 47% schools do not require additional classrooms while 52.2% schools are in need of additional classroom; majority (56.5%) of schools have tap water facility available in the schools; in 94.2% schools, there is a separate office for the headmaster/principal and 89.8% schools have separate office for the office staff; and a separate hall for sports is available in 63.8% schools. Whereas in 56.5% schools library facility is available, 40% schools have an assembly hall and 26.1% schools have a recreation hall; a separate room for work creation is available in 20.4% schools and a drawing hall is available in 20.3% schools; there are in all 10 types of games played in these 69 schools; a play ground is available in 84.1% schools and indoor games facility is available in 50.7% schools; considering the average, the number of books, magazines and newspapers made available in the library is not satisfactory; as far as curricular and co-curricular activities as concerned only 14.5%, 24.6%, 87%, and 44.9% schools have NCC, scouting and guiding, social services and R.S.P. training respectively; there is no uniformity as far as admission, tuition, term and other fees are concerned; in most of the schools, the facility of educational aids to satisfactory; and the percentage of trained graduates is comparatively more. Caste wise distribution of teachers shows that there are 2.1% from backward category, 4.6% from the other backward class category and 88.7% from the open category; no teachers from any of the unaided English medium schools has so far been awarded either the state or the national level award; the non-teaching staff members are quite adequate in number; the percentage of girl students passing in the school examination is more than that of boys. (2) The number of female principals is more than the number of male principals; majority (72%) of principals have total experience between 11-30 years. Majority (2.9%) of principals are from arts stream and 1.5% principals are D.Ed. and D.P.Ed. respectively. In 1.5% schools in the Pune area, the range of average marks in the S.S.C. examination is 26.30%. 68.1% principals mentioned that they follow the norms prescribed by the department of education of the state while appointing various types of staff members in their schools. 27.5% schools mentioned that their school has implemented government sanctioned pay scales for their teacher. Only 4.3% principals said that they have adopted different methods for educational administration. The students’ performance in examination is quite satisfactory. 56.5% principals do not find it difficult to appoint qualified and competent staff. 97.1% principals have expressed that they get good cooperation from teaching staff of their schools. 89.8% principals observe the lessons of teachers. 56.5% principals mentioned that they conduct special coaching classes for academically backward students while 49.3% mentioned that they conduct special coaching classes for brilliant schools. 40% principals mentioned that unaided schools have advantages in comparison to aided schools. Majority (52.1%) of principals are of the opinion that the aims and objects of education are realized in the present system, present structure of education needs a change (66.7%), more autonomy should be given to the educational institution (65.2%). (3) Out of 51 officials of management, 4.7% are presidents, 20.5% are chairman while 19.6% officials are secretaries of the institution; majority of the institution (69.2%) have limited number of branches; 74.5% have financial problems; 41.2% institutions have problem of non availability of staff. 52.9% officials of the management are in favor of accepting grant-in-aid from government. 51% institutions feel that there is too much correspondence with the government authorities in aided schools. 42.2% opinioned that there is to much interference of government authorities in the overall administration of schools. 45.1% feel that there are a number of financial restrictions due to non-availability of the grant-in-aid. 92.1% officials of the management are satisfied with the academic progress of the schools while 94.1% are happy due to overall curriculum and co-curricular activities in the school. (4) 37.5% teachers have previous teaching experience of less than 5 years, 14.5%% have previous teaching experience in range of 6.10 years and 7.2% teachers have teaching experience of more than 16 years. 73.0% teachers are permanent. 95.7% teachers are trained. There are 18.8% B.A. B.Ed., 18.8% B.Sc., B.Ed. and 21.7% M.A., B.Ed. 58% teachers are paid their salary into respective bank accounts; only 23.3% teachers get their remuneration as the government prescribed scale; 94.2% get their remuneration each month regularly; only 63.8% teachers get benefits of provident fund contribution, 15.9% teachers get benefit of gratuity, and 7.2% have mentioned that there is a special provision of pension scheme in their schools. According to 20.3% teachers, the overall academic performance of the students in their schools is excellent, and 63.8% teachers say that the performance of their students is satisfactory. About 30 problems mentioned by the teachers were related to salary, additional benefits, more strength in classroom, space for classrooms, laboratory, library, play ground etc., lack of interest of parents in their pupils overall progress, lack of students’ cooperation, political pressure, unawareness of the students about their responsibility, and insufficient time to complete the prescribed syllabus etc. Teachers reported the following as innovative practices; teaching mathematics through fun, teaching science by co-relation, giving students project work, taking them to IUCAA for lectures, to parks, for outdoor studies and recreation, teaching by play way method, and conducting practical in small groups. (5) 71% schools have less than 50 students in the class which can be said to be ideal for individual attention. 29.7% students have percentage of marks less than 70 in the previous annual examination. It is seen that 60.4% students have obtained ranks between 1 and 5.55 while 17.2% have ranks between 6 and 15.69%. Majority of students accept that excursion, outdoor games, sports facilities are available for boys and girls. 77.6% said that a well-equipped library is available. 93.6% have one well-equipped laboratory and only 25.2% have separate laboratories for various science stream. Majority of students said that sufficient teachers are available. 64.2% students say that the result of S.S.C. and H.S.C. examination are good but only 29.1% say that some students secured rank in the examination. 95.9% say that they would recommend the school to parents for seeking admission to their ward.