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Elementary Education in Rural India: A Grassroots View. Strategies for Human Development in India, Volume 2
Abstract
There are wide variations in educational attainment and literacy rates across the regions and social classes of India. A national project examined participation in and the quality of elementary education in nine states of India, focusing on rural areas and the situation of disadvantaged persons, especially girls and the scheduled castes and tribes. Data from the census and national surveys were complemented by household surveys conducted in 95 villages chosen to highlight contrasts in features of interest. The surveys covered family structure and socioeconomic characteristics, attitudes toward education for boys and girls, reasons for non-enrollment and dropout, household educational expenditures, proximity to and condition of school facilities, teacher characteristics, and state educational expenditures. The 10 chapters are: (1) "Introduction" (A. Vaidyanathan, P. R. Gopinathan Nair); (2) "Access to Primary Education: Rural Maharashtra and Madhya Pradesh" (Sarthi Acharya); (3) "Education of Rural Children in UP Himalayas" (Anuradha Pande); (4) "Poverty, Gender and Schooling: A Study of Two Districts in Andhra Pradesh" (N. Krishnaji); (5) "Dynamics of Educational Development: A Case Study of Selected 'Backward' Villages in Kerala" (Joseph A. Thomas); (6) "Demand for and Access to Schooling in Tamil Nadu" (Malathy Duraisamy); (7) "Access to Basic Education in Rural Uttar Pradesh" (Ravi Srivastava); (8) "Educational Opportunities in Rajasthan and Tamil Nadu: Despair and Hope" (Manabi Majumdar); (9) "Education of Marginalised Social Groups in Bihar" (M. K. Jabbi, C. Rajyalakshmi); (10) "Social Diversity and Regional Disparities in Schooling: A Study of Rural Rajasthan" (Geetha B. Nambissan); and (11) "Inequality of Access to Elementary Education in Orissa: An Inter- and Intra-spatial Analysis" (Sailabala Debi). (Contains references in each chapter, 226 data tables, an index, and author profiles). (SV)
... As Yash Aggarwal (2000a) points out: "While household enumeration has been conducted in many DPEP districts/state to identify out-ofschool children, the findings are not available in most of the cases… The NSS estimates (52nd round data, 1995-96) indicate that 31 per cent of children in the 6-11 age group were not attending school… availability of schooling facility even within the habitation does not offer any guarantee that all children in the eligible age group attend school." This observation is reinforced by Vaidyanathan and Nair (2001): "While the narrowing of spatial disparities suggests that educationally poor areas have experienced, in general, relatively rapid improvements, scrutiny at a more disaggregated level (talukas and villages) reveals the existence of pockets of persistent educational backwardness." ...
... Without addressing the concerns of urban out-of-school children, the goal of universalisation of primary education (UPE) cannot be achieved in its entirety. Household surveys coordinated in 1997-98 by Vaidyanathan and Nair (2001) further confirm that, "literacy rate variations across space and between gender and caste groups are highly correlated; and that higher overall literacy goes with lower disparities between these groups". Hence, the more educationally backward the region, the greater are social and gender inequalities (see Table 1). ...
... Among the reasons for the growth of private schools is the reported decline in government school quality (poor infrastructure, shortage of teachers, lack of accountability of government schools leading to teacher absenteeism and negligence). This gives way to a positive preference for private schools -even though they may have a relatively poor infrastructure, less qualified teachers and are definitely more expensive [PROBE 1999;De et al 2001;Vaidyanathan and Nair 2001;Aggarwal 2000a and b]. DPEP studies reveal that parents are becoming disillusioned with the overcrowding and poor quality of instruction in government schools and are opting to send their children to private, feecharging schools. ...
This article, based on a desk review of the District Primary Education Programme (DPEP) and qualitative micro studies in six states - Madhya Pradesh, Chhattisgarh, Andhra Pradesh, Haryana and Tamil Nadu - attempts to capture the impact of primary education programmes on the ground. Introducing the emergent concept of 'hierarchies of access' to describe the new segregation occurring in primary education, the article focuses on the micro studies documenting the tangible and intangible dimensions of gender and social equity that frame the implementation of DPEP at the village and panchayat level. On the basis of the findings of the desk review and the micro studies, the authors discuss ways to reverse the trend of segregation so as to make universal primary education a substantive reality.
... Education in rural and semi-urban regions of India is influenced by deprivation in quality of education that hampers development of the vulnerable children that reside in these areas. [37]. Various strategies and grants-in-aid are being supplemented by the Indian government to promote education and to teach 21st century skills in rural and semi-urban schools such as the Atal Tinkering labs initiative to setup makerspaces in schools [1]. ...
The education system in schools in India at large focuses on the transmission of knowledge to students and sets the expectation to simply memorize and reproduce it on tests in the form it was originally taught to them. In order to lay the ground for teaching 21st-century skills, it is imperative to go beyond the confines of the textbook and lecture-based learning and to encourage applying the knowledge imparted in the classroom in creative contexts and to solve problems. The paper discusses the workshop conducted to teach maker skills in the context of STEM-based learning to eighth graders in a semi-urban school in India. The students were taught to work with tools and the principles of design and the science required to create and launch water rockets. Pre-workshop and post-workshop surveys were conducted to measure for change in intrinsic motivation and general self-efficacy of the students who participated in the making activity. The results reveal a reported significant reduction in performance related tension and pressure after participating in such collaborative activities among other findings that are discussed in detail in the paper.
The present study aims to study the risk of school dropouts in India using retrospective approach to apply Cox proportional hazard model. Using the 75th round of NSSO data, it is observed that around 74 per cent of population aged 18 years and above have dropped out from school before reaching 12th standard. The survival approach provides strong causal evidence that factors like caste division, wealth quintile, type of institution, and regional difference play a pivotal role in determining school dropouts in India. Further, no interest in education, distance from school, unable to cope up/failure in studies and financial constraint are the major reasons which elevate the risk of school dropouts. Among these reasons, no interest in education and unable to cope up/failure in studies are related to quality of education, whereas financial constraint and distance from schooling are related to poor public-school delivery in India. Among female population, marriage is
an important factor of school attrition. Therefore, the study underscores the importance of better school infrastructure and quality of affordable and accessible education to improve the school enrolment for further levels of education. The study recommends implementing school-based programmes aimed at preventing early marriage among females to mitigate the risk of increased school dropout rates.
With vibrating Indian culture life style is changing in urban as well as rural India. Adapting changes with international standard India is growing economy in global market. Instead of diversity observed with culture, geological subgroups, languages and many more, people in India always ready to adapt new technology and research which makes life style human better each day. While urban India emerging with smart city programs, rural India is not at all losing the race. These development activities and adaptation makes Indian researcher and academician to address local problem and benefit the society. The new minds always striving to inculcate global and local research into technological development which will gradually improve human life. The improvement in the lifestyle can be majored with various parametric comparison, out of which societal improvement can be observed via socioeconomic indices. Here case study of new state of India is proposed, which is analyzed though life cycle from data capturing to inference drawing. Such vital inference and finding will help government in policy making, problem finding and solving for local governance and sustainable solutions.
This paper argues that Vidya (education), Veda (religion) and Varna (caste) are inter-linked in India. It examines whether, and to what extent, the enrolment of children at school in India is influenced by community norms such as those of religion (Hindu or Muslim) or caste (Scheduled or non-Scheduled). The econometric estimates are based on unit record data from a survey of 33,000 rural households, in 1,765 villages, from 16 states of India. The equation for the likelihood of being enrolled at school is estimated separately for boys and for girls and, in each of the equations, all of the slope coefficients are allowed to differ according to whether the children are Hindu, Muslim or Scheduled Caste. The main findings are that the size of the religion or caste effect depends on the non-community circumstances in which the children are placed. Under favourable circumstances (for example, when parents are literate), the size of the community effect is negligible. Under less favourable circumstances, the size of the community effect is considerable.
This paper conducts an econometric analysis of data for a sample of over 4000 children in India, between the ages of 1 and 2 years, with a view to studying two aspects of the neglect of children: their likelihood of being immunised against disease and their likelihood of receiving a nutritious diet. The starting hypothesis, consistent with an universal interest in gender issues, was that girls were more likely to be neglected than boys. The analysis confirmed this hypothesis. In respect of vaccinations, the likelihood of girls being fully vaccinated, after controlling for other variables, was 5 percentage points lower than that for boys. In respect of receiving a nutritious diet, the treatment of girls depended very much on whether or not their mothers were literate: there was no gender discrimination between children of literate mothers; on the other hand, when the mother was illiterate, girls were 5 percentage points less likely to be well-fed relative to their brothers and the presence of a literate father did little to dent this gender gap. But the analysis also pointed to a broader conclusion which was that all children in India suffered from sharper, but less publicised forms of disadvantage than that engendered solely by gender. These were the consequences which stemmed from children being born to illiterate mothers and being brought up in the more impoverished parts of India.
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