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Sharma, S. (1995). Equality of Education Opportunities at Primary Education Level in Udaipur Division.. Unpublished. Ph.D., Education . Mohanlal Sukhadia University, Udaipur, Rajasthan.

The objectives of this study were: (1) To explore the nature and extent of educational opportunities from rural, urban and tribal groups. (2) To find out adequacy and inequalities of educational facilities. (3) To find out the acceptance and utilization of educational opportunities by different categories of children. (4) To study the similarities and differences, if any, in the achievement of rural, tribal and urban children. (5) To investigate the factors related to differences, if any, in the achievement of rural, tribal and urban children. (6) To suggest changes, if needed, in the middle programmes and educational opportunity.

The sample comprised of three sub samples of school teachers and pupils. The sample of the school was the basic sample out of which two samples were also selected. The principles of purposive stratified and random sampling were employed in the selection of these samples. In all 65 Primary schools (Heads also), 150 teachers and 600 pupils of Class V were selected for the sample.

In all four self constructed instruments were used for the collection of data in respect of four input and two output variables. Three questionnaires were prepared i.e. schools, teachers and pupils questionnaires. One Achievement Test was also prepared.

Descriptive Survey method was used.

Statistical techniques used in analyzing the data were frequencies, percentages, mean, and ratio.

The findings were: (1) No Headmaster of any kind of school reported inspection frequency of every third day or weekly. (2) Eight percent rural, and 5.1% tribal schools were not at all inspected. No urban school remained uninspected. (3) Highest percentage of tribal schools faced problems related to students as compared to rural and urban schools. (4) Disobedience of Headmaster was many times more in tribal schools than in rural and urban school teachers. (5) Tribal schools were at a disadvantage with regard to the number of female teachers who were supposed to be more affectionate with younger children. (6) Higher percentage of urban teachers participated in different service education programmes as against rural and tribal teachers. (7) Highest percentage of tribal school teachers considered their pupils intelligence level as below average. (8) Highest percentage of tribal teachers perceived low progress of their pupils in studies. (9) Highest percentage of tribal and rural teachers perceived inappropriate attention to the curriculum a problem which kept learners disturbed. (10) Highest percentage of tribal pupils found their teachers indifferent and punitive; 8 percent of urban and sizeable percent of rural pupils held the same perception. (11) Highest percentage of urban teachers had a negative attitude towards teaching profession. Highest agreed with the statement that teaching was a noble profession. (12) Amongst pupils who disliked their teachers and found them not helpful and indifferent, the percentage of tribals was highest. Amongst those who found teachers affectionate and sympathetic the percentage of urban pupils was highest as compared to rural and tribal pupils. (13) On the whole the urban pupils of Class V showed superior achievement over the rural and tribal pupils in Hindi, General Science, Mathematics and Social Studies.

Keyword(s): Education Opportunities, Primary Education