Education is one of the basic needs of the people, less educated a person is, more deprived they become economically, socially and politically. Illiteracy is thus a major obstacle to the development of a country.

The study divides the literacy rate in three categories (Fig.2).1.High 2.Medium and 3.Low. High literacy village (above 49%) According to 2001 census the village is Guntipally (48.61%).Medium literacy villages (29-37 % 38-42%) found in the villages of Tatikole (37.38%), Polepally (32.64%), Mudidandla (40.37%), Mynampally (41.86%).Low literacy villages (below 29%) recorded in villages of Kacharam (24.18%), Gagilapuram (27.50%).

According to 2011 census high literacy (above 47%) rate was recorded in Guntipally (51.23 %). Medium literacy (36-40% and 41-46%) was found in the villages of Gagilapuram (39.5%), Mudidandla (42.88%), Polepally (44.41%), Tatikole (44%), and Mynampally (45.85%). Low literacy (below 35%) rate was found in Kacharam (34.92%).

It is observed that during 2001-2011, the villages of the study region have recorded more than 10 percent growth in Literacy. There are also the villages where means of communication, occupational and employment opportunities, educational facilities and socio-economic status of the people have improved. Literacy change is observed in (above 10%) Kacharam, Polepally and Gagilapuram. These villages have found an increase in the Literacy in 2011. Growth of literacy in the range of 4 to 10 percent is observed in Mynampally and Tatikole. Low literacy change is observed in Guntipally and Mudidandla during 2001 and 2011.

hows the growth in male literacyduring 2001 to 2011. The highest growth above (14%) is observed in Gagilapuram village. It happened because of increase in educational and transport facilities. Growth of male literacy in the range of 4 to 11 percent is observed Tatikole, Mynampally, Guntipally, Kacharam and Polepally. Low literacy change is observed in Mudidandla during 2001 and 2011.

Fig.5 observed that during 2001-2011, the villages of the study region have recorded more than 10 percent growth in Literacy. Literacy change is observed in (above 10%) Kacharam, Polepally and Gagilapuram. These villages have found an increase in the Literacy in 2011. Growth of literacy in the range of 4 to 10 percent is observed in Mynampally and Tatikole. Low literacy change is observed in Guntipally and Mudidandla during 2001 and 2011.

There is a significant difference in literacy between male and female study region during 2001 to 2011.It is noted that literacy among females are filling behind males in all villages in study area. Differential of male and female literacy can be used to compute the differential index with reference to total literacy. This gives an idea about difference between male-female literacy. The formula used for it is given below:

Where:

MFDI=Male-female differential index

MLR=Male literacy rate

FLR=Female literacy rate

TLR=Total literacy rate

Table 3 shows that the highest male-female literacy differential index for 2001 is found in Kacharam village (0.72%). Medium male-female literacy differentials in the range of 0.5% to 0.6% are found in Mudidandla, Polepally, Gagilapuram, Tatikole and Mynampally. The low literacy differentials are found in Guntipally (0.42%).

Table 3

VILLAGES	Female Literacy rate	Male Literacy rate	Total Literacy rate	Male-female differential index
GUNTIPALLY	38.56	59.24	48.61	0.42
MUDIDANDLA	29.33	51.85	40.37	0.55
POLEPALLY	21.95	42.88	32.64	0.64
GAGILAPURAM	18.16	36.35	27.50	0.66
TATIKOLE	24.77	49.69	37.38	0.66
KACHARAM	15	32.48	24.18	0.7
MYNAMPALLY	26.60	55.21	41.86	0.68

Table 4 gives the male-female literacy differential indices for various villages in 2011. Literacy had increased during 2001 and 2011 due to favourable policy of government, availability of educational and transport facilities besides increasing public awareness about girl’s education. The highest increase in male-female literacy differentials (0.63%) was observed in Mynampally. Medium male-female literacy differentials in the range of (0.5%) are found in Guntipally, Mudidandla, and Gagilapuram. The low literacy differentials are found in (0.4%) Polepally, Tatikole and Kacharam.

Table 4

VILLAGES	Female Literacy rate	Male Literacy rate	Total Literacy rate	Male-female differential index
GUNTIPALLY	37.5	64.20	51.23	0.52
MUDIDANDLA	30.20	54.93	42.88	0.57
POLEPALLY	34.32	54.05	44.41	0.44
GAGILAPURAM	28.61	50.07	39.56	0.54
TATIKOLE	33.91	54.00	44.00	0.45
KACHARAM	25.94	43.32	34.92	0.49
MYNAMPALLY	30.84	59.73	45.85	0.63

This study deals with spatial pattern of Literacy in one of the most backward areas in Nalgonda District of Telangana. Most of these villages are tribal in nature. The study area covers part of two Mandals - Devarakonda and Chandampet.

The high growth rate of literacy change is observed in (above 10%) Kacharam, Polepally, and Gagilapuram. These villages have found an increase in the Literacy in 2011. Medium Growth rate of literacy in the range of 4 to 10 percent is observed in Mynampally and Tatikole. Low literacy change is observed in Guntipally and Mudidandla during 2001 and 2011.

In 2001, the highest male-female literacy differential index value is found in Kacharam village while the lowest in Guntipally. In 2011, male-female literacy differential index was increasing due to favourable policy of Government, availability educational and transport facilities besides public awareness for increasing female literacy in the study area.

In most of the study areas, educational facilities are very poor, this situation indicates not only a negative impact on educational status in general but also a negative impact on female literacy rate of the region in particular and this position gets magnified in the absence of educational facilities as literacy of female child is a lesser priority so far as education is concerned. The empowerment of village education committees to monitor the functioning of the schools, recruitment of primary school teachers, expanding the Mid-Day meal schemes reach, and developing education project as a nodal organization to roll-out a number of education schemes. Unfortunately, the ground realities are different and most of the schemes do not reach the people. In this study area, there is an urgent need for total reform to boost the good quality of educational facilities for ensuring developed and healthy environment.