The objectives of study were: (1) To describe and analyse the progress in the district at each level of education in respect of number of institutions, enrolment, number of teachers along with the literacy and professional education. (2) To find out the extent to which attitudes of the rural people have been changed because of education and its expansions. (3) To study the extent of influence of education on the aspects of rural social life, economic life and standard of living. (4) To know the causes of change in rural socio – economic life specifically associated with education.

879 Respondents from 22 Villages were selected as a sample. Villages were selected with the help of Purposive Sampling whereas Respondents were selected by Stratified Random Sampling Technique.

The data were collected with the help of Questionnaire, Observation and Different Document. 

Researcher used the Normative Survey Method.

Percentage, Rank Order Scale and Chi – Square Test, were used to analyze the data.

The findings of study were: (1) There was a significant advance in the field of literacy in the district during the post – independence period i.e. from 20.6% in 1951 to 55.9% in 1991. (2) The decade 1951 – 1961 showed a high increase in the percentage of literacy in the district mainly due to the strict implementation of compulsory primary education act of 1947, Janta Saksharata Mohim and the schooling facilities provided by the well know Rayat Shikshan Sanstha on voluntary basis in the rural areas of the district. (3) During the post – independence period, there was a considerable progress at each level of education in the district in respect of number of institutions, enrolment and the teaching strength. (4) A quite faster decrease is witnessed in the number of single teacher school in the district during the period of only one year i.e. 1991 – 1992, because of the decision of the Government to change single teacher schools into two teachers schools. (5) At each level of education there was a successive increase in the enrolment of girls as against the successive decrease in the enrolment of boys. (6) The period of 1981 – 1991 recorded a high increase in the number of institutions, enrolment and in the number of teachers at secondary, higher secondary and collegiate level due to acceptance of non – grant policy in the field of education in 1983. (7) Except in the institution of marriage, in all the aspects of rural social life a change is observed either to some extent or to a great extent due to educational expansion in the districts. (8) A positive impact of the expansions of education is realized on the some aspects of the rural economic life i.e. family income, agricultural production, and labour composition and on the saving of the villagers. An adverse effect is noticed on the expansion of education and the employment opportunities. With regard to rural indebtedness, no relation is evidenced in-between level of education and the debt amount. (9) Among the aspects of rural standard of living, the aspects of nutritious and balanced diet, pattern of clothing and family health have  greatly undergone a change due to expansion of education, whereas with regard to the aspects of housing condition, means of recreation and individual habits, the role of education and its expansions is observed neutral.